GRAMMAR: THE REVIEW OF TENSES (continue)

The simple present , simple past , present perfect and past perfect I. Aim:By the end of this lesson, Ss can understand and use some tenses: the present simple, the, the simple past and the present perfect .II. Presentation 1.The present simple: a) form: With normal V: (+) S + V1/ Vs/es; (-) S + dont/ doesnt; (?)Do/ does + S+ V1? Ex: She likes swimming. With to be : (+) S + am/ is / are; (-) S+ am, is, are +not; (?) Is/ are +S. Ex: We are students b) Usage: The present simple is used to talk -about a permanent situation :He lives in Japan -something is always true: water boils at 100 degrees Celsius. -about something that regularly.happens: She leaves for school at 8 oclock. - The present simple can be used with:+ always, usually, often, sometimes, never, seldom + every Monday/ day/ week/ month/ year + twice a week/ month.. 2. The simple past: a) form: With normal V: (+): S + V2/ Ved; (-) S+ didnt+V1; (?) Did+ S+ V1? Ex: She went to visit her grand parents last month. With to be: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S..? b) Usage: The simple past is used to talk - about an action that took place in the past:Ex: I didnt read the letter. It can be used with + last night/ Monday/ week/ month + 2 months/ years ..ago + in 2000, 1999.. - about a state that continued for some time, but that is now finished: Ex: He worked there for ten years. - about an action that happened regularly in the past: Ex: I often played tennis with her. 3.The present perfect : a) Form: Have / has + P. P ( V3/ed) b) Usage: to talk about an action which happened in the past, lasts to the present and maybe contiues in the future. Or to talk about an action which has just completed. Some averbs or adverb phrase can used with the present perfec: so far, up till now , up to the present , never, ever , before, since , for, how long , recently, lately , already, yet. Ex: I have met many people since I came here We have been here for two weeks. 4. Past perfect: a. form: +S + had + P2..- S+ had not + P2.? Had+ S + P2? Note: had= d, had not= hadnt b. Usage 1/ To tallk about an action that happened before another action or a time point in the past. -Adverbs or adverb phrase : Before, as soon as, after, when, by time, by the time, by 2000 Ex:1/ By 2005 I had taken 50 photos. 2/ When I arrived at the station, the train had left for 15 minutes. 3/ He died after he had been ill for a long time.

Unit 1 : FRIENDSHIP
Lesson 1 : READING
I. Aims : By the end of the lesson , students will be able to : - understand the passage about friendship - identify the main idea - guess the meaning in context - express their own ideas about friendship. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially reading skill) IV. Teaching aids: Text books, pictures ,chalk, .. V. Teaching stages :

Stages Warmer 5

Activities Content T writes the sentence on the board and A ___________ in need is a ___________ ask sts to fill in the blanks with the indeed. suitable words . Sts do in individual then discuss to the Expected answer : next. A friend in need is a friend indeed. T asks sts to answer Others remark and correct.

Before you read 10

Discussing the picture and poem -T asks the whole class to look at the picture on page 12 and asks them some questions: - T asks Ss to work in pairs to read the short poem on page 13 and answer the question: What do you think of the friend the friend in the poem? - T calls on some Ss to answer the question. T may give some comments and her suggestion: The friend in the poem is very dedicated and thoughtful. He/ she is willing to help his/ her friend in any circumstances. Pre-teaching Vocabulary: -Elicit the new words by asking questions, using the techniques suggested above. - Read a new word three times. Ss listen and repeat after the teacher. - Call on some Ss to repeat the word. - Ask Ss to give the Vietnamese equivalent if necessary.

Questions: + What are the girls and boys doing in the picture? + How do they feel? + What does the picture tell you? 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 things together. / Friendship is a nice thing that brings happiness to us. Vocabulary: 1.lasting (adj) (explanation): 2. constant ['knstnt](adj): (explanation): constancy (n): 3. rumour ['ru:m] (n):(definition): 4. gossip ['gsip] (n): (definition): 5. trust [trst] (n): (synonymy)= belief 6. sorrow ['srou](n): ( synonymy)= grief. 7. pursuit [p'sju:t] (n)( synonymy)= hobby=pastime.

While you read 19

Setting the scene: -T introduces the scene: You are going TASK 1: Fill each blank with one of the to read a passage about the qualities of words in the box. a long lasting friendship. While you are (8) Expected answer reading, do the tasks in the textbook. 1. mutual -Task1. 2. incapable - Then T instructs Ss to read the 3. unselfish. passage quickly and stop at the lines 4. acquaintance/ friend. that contains these words to guess their 5. give and take meanings ( except for the word friend 6. loyal to as this word is familiar with Ss). 7. suspicious. - Ss should read through the sentences Task 2 (5): Instruction: You are to read the provided in the task to identify the part passage again and decide which of the choices of the word to fill in each blank. A, B, C or D most adequately - T asks Ss to work individually to do Expected Answer: B the task. - T goes around to help Ss when 3 necessary. Task3 : Instruction: Ss are required to answer - T asks Ss to exchange their answer the six questions in the book. with other students. Expected answer

16.08.2010

Unit 1 : (cont )-

Speaking

I.Aims : By the end of the lesson students will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective II. Method: - Communicative approach III. Skills : Integrated skills ( Especially speaking skill) IV. Teaching aids: Text books, pictures ,chalks, .. V. Teaching stages : Stages Warm- up 6 Activities T gives two pictures of famous person T gives some words that Ss can use to do Sts work in group T helps them T checks the answer. Content * Stick the right words on some pieces of paper to the picture to describe them *suggested : Tall, good-looking , oval, straight , ..

Before you speak 5

T gives handout Handout :Match the right questions to the Sts work in group. right answers : T asks some representatives to give A B their answers 1. What is she like ? a. She is fine. T asks others to remark and corrects 2. What does she b. Tall and beautiful. look like ? c. Pretty and 3.. How is she ? easygoing Sugested answer : 1.b 2. c 3. a Describing physical characteristics and personality of a person T introduces the lesson Task1 : T asks Ss to open the books Sts do the exercise by using the useful language in page 16. -T may ask Ss to provide some adjectives/ expressions used to describe people appearance. T can also explain the words if necessary. Sts work in group T goes around and helps them if necessary T checks in front of class T makes model conversation with a st Sts practice speaking in pair T goes around to check and helps them. T calls on some Ss to present their answers in front of the class. T gives feedback. Task 2 : T asks Ss to do in pairs (one asks and other answers) to describe their friends by using some useful expressions. T can explain some useful expressions. T goes around to help them if necessary. T calls on some pairs to practice in front of class. Task1 : Look at the the useful language and add two more words for each category : Height : medium, height, rather short, too tall .. Face : round, long high cheek bones , a scar Forehead : high, low Nose : long, straight, flat, turned-up Hair : long medium length , straight, curly, wavy, bald, thin Eyes : green, blue, brown, gray Pants : flar , baggy Appearance : plain, attractive, well-dressed, casually- dressed Mouth : heart-shaped, wide, generous, thin / full lips Chin : pointed , firm, weak Build : thin, slender, muscular, plump, heavily built, overweight, fat Age : young, middle age, elderly, old, Task 2 : Useful expression : He is in his He has got a face with He is of medium height . He wears his His hair is . * Model : T : Could you tell me something about your friend? Whats he like ? S: Oh, he is very friendly . He is the kind of person who is always willing to give help. T : What does he look like ? S : Tall and good-looking.

While you speak 10

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After you speak 8

T explains the situation Sts work in group to make questions or facts about a famous friend based on the suggestions in the textbook T is around and helps them. T check in front of class T asks Ss to read the words( page 17) T makes example with a student Sts practice speaking in pair T goes around and helps them T concentrates some common errors or difficult problems in front of the class.

TASK 3 : A. Making questions : 1. Whats his name ? / Could you tell me his name ? 2. Whats he like ? / What does he look like ? / Is he .? 3. what is his date of birth? When was he born ? 4. Whats his hobby?What does he do in his spare time ? 5. Why is he so interested in math ? 6. How long does it take him to study math ? How much time does he spend on math everyday? 7. What made him so successful ? B Model : A. Hello, Im Tan, a journalist for Hoa Hoc Tro magazine. B : Hi : Im Nam. Nice to meet you. A. I hear you are Minhs closest friend. Could you give me some information about Minh ? B. Sure. No problem. A: Has Minh just won the first international price in mathermatics ? B: Yes, Thats right. He did a good job and we are so proud of him. A: So he has to work very hard on this subject? How much time does he spend on it everyday ? B: Im not sure but he studies it nearly every night. Math is his favorite subject. A: Do you know why ? B: He always says it is so useful and interesting. Both his parents are mathermatics teachers. A: Oh, I see Thank for giving me time. Bye B: Youre welcome. Bye .

Wrapping up 2
Home work 1

T summarizes the main points. Write a short paragraph about the famous T asks Ss to practice the dialogue of friend you have just talked about. describing a person at home again T asks sts to prepare for the next period. Prepare listening

Unit 1 : ( cont) : LISTENING

I. Aims : By the end of the lesson students will be able to : - understand about the activities of a labourers - Hear and give the number in the pictures - hear and take notes II. Method: - Communicative approach III. Skills : Integrated skills ( Especially listening skill) IV. Teaching aids: Pictures, a tape/CD , handouts V. Teaching stages : Stages Warm up 5 Activities Sts close the books T can lead to the lesson by asking some questions. Sts work in pair T can help Ss by providing some popular expressions. T calls on some Ss to answer. T remarks and corrects any mistakes if necessary. T leads into the new lesson. Pre-teaching vocabulary. -T helps Ss to pronounce the words given in the book . T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually. - T elicicts / teaches some of these words or/ and those taken from the listening passage. - T may get Ss to make sentences with the words and gives corrective feedback. -Sts open the book and read listen and repeat and write down. T asks sts to read the sentences in task 1 T explains the meaning of the words Sts hear the first time T checks if sts have the answers Sts hear the second time T checks Sts hear the third time, T pauses the record at the right answer Content Questions : 1. Who is your best friend ? 2. How did you have to meet him or her ? 3. How long have you know each other? 4. What qualities do you admire in your best friend? Suggested answers: Qualities that we admire in our best are: caring, supportive, helpful, honest, good-nature, quick-witted, humorous, friendly. Vocabulary: Apartment building (n)(translation): Guitarist(n) (picture) sense of humor( n) (explanation) rough time (n) (synonym)= difficult time give sb a ring= phone sb.

Before you listen 10

While you listen 10

TASK 1 Words : Living quarter, to have things in common, to help someone out of difficulties. Expexted answer : Lan 1 2 3 4 5 6 F F T F T F Long: 1 2 3 4 5 6

10

After you listen 8 Wrapping up 2

F F T T T F T gives situation TASK 2 Sts read the requirement Expected answer : Sts hear the first time How and where What do they like T checks if sts have the answers did they meet? about their Sts hear the second time friends? T checks Lan They used to live Ha is very Sts hear the third time, T pauses the in the same friendly and record at the right answer apartment helpful. building in Hanoi Has sociable . Lan went on a Shes got many holiday to Do friends in Do Son Son and Ha went and she there to help her introduced Lan around. Minh They met in Minh has a sense college. of humour. Minh played the Minh likes to go guitar. for plays and Long was a movies. singer. Minh is a good They worked listener. together. Minh is frienly and helpful. Sts work in group, speak ask and answer how Long and Lan made friend with Ha and Minh. T summarizes the main points of the In not more than 100 words write about how and lesson. your friend has become best friend T asks sts to prepare for the next Prepare writing period

Unit 1 ( cont ): WRITING

I. Aims : By the end of the lesson students will be able to write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lessons. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially writing skill)

IV. Teaching aids: Text books, pictures ,chalks, .. V. Teaching stages : Stages Warm up 5 Activities -T introduces the game : One student goes to the board and T gives him or her a piece of paper with the name of a student in the class. - T asks the student to describe the person so that other people can guess exactly who is the person that he is describing? Categorizing -T gives handout and explains the way to do. T asks the Ss to work in groups of four or five to put the adjectives under the following headings: -T goes around to help them T asks sts to answer T checks Content -The student may describe: He/ she is a girl/ boy. He/ she is tall / short. Is she short-sighted? Is she friendly?

Activity 1 10

Handout :

Tall short dark long blue round fair smooth square high pointed open-hearted sincere large slim sociable weatherbeaten fat overweight thick oval sincere helpful generous studious intelligent patient calm, in her/ his late teen ( 18, 19 years old), a middle-aged woman/ man, 20 years old, plain, good looking, beautiful, handsome. - Suggested answer Hair Short/long/ thick Nose High, pointed Eyes Build Blue, round, Overweight dark, large Slim, fat Complexion flat, Fair, smooth, weather beaten Personalities Open-hearted, sincere, sociable, helpful, intelligent, patient, calm Face Round, square, oval.

Age in her/ his late teen ( 18, 19 years old), a middleaged woman/ man, 20 years old General appearance: plain, good looking, beautiful, handsome.

Activity 2 20

Activity 3 8

Homework 2

TASK 2 Models : Sts open the book To be in her / early/ middle/ late fifties.. T requires She has got a . T guides sts to read the In character , she is like her father sentences in book She has Her hair is Sts practice writing in each Suggested answer: phrase Of all my classmates, I like to play with Hoa, who is also my good neighbor. If you first meet her, you ll be impressed by T helps and can gives some her short hair; high nose and big brown eyes, which always models to make it easy for shine. I can read in them her most intimate feelings and sts to write intelligence. Hoa has a strong tendency to be sociable. She is Sts practice writing in willing to help me overcome difficulties in my study and my group daily work as well. I hope our friendship will last forever. T checks and helps TASK 3 Stss tasks T ask sts to exchange their task to each other Sts correct their friends witing T asks sts to read the best writing as an example T asks sts to prepare for the Write their tasks next period Prepare language focus

Unit 1 ( cont ): LANGUAGE FOCUS

I. Aims : By the end of the lesson , the students can : - distinguish between the two phonetic sound / t/ and /d/ - pronounce the words and sentences containing these sounds correctly. - use some structures containing infinitives with and without to appropriately. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially skills)

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IV Teaching aids : textbook , handout, CD player. V. Teaching stages : Stages Warm up 5 Activities Content

Arrangement:
-T writes the words or phrases on the board -Ask Ss to arrange the words or phrases in a correct sentence. -Sts remark the common sound of the word groups. - T calls on some Ss to answer. - T gives feedback and correct answer. - T asks Ss to read the common sounds: / t/ and /d/ that the words containing. -T lets sts read the sound/ t/ and /d/ / twice T lets sts repeat the sentence T leads the lesson

Arrangement:
The/ changed/ in the church/ the picture/ of the village/ children. Expected answer: The children changed the picture in the church of the village.

11

Pronunciation 10

Pronouncing the two sounds separately. T introduces and models the two sounds / t/ and /d/ / a few times and explains the differences in producing them. T plays the tape ( or reads ) one for sts to hear the words containing these words containing these two sounds. The T plays the tape ( or reads) again and this time asks Ss to repeat after the tape (or T) Pronouncing the words containing the sound. T reads the words in each column all at once T reads the words again and asks Ss to repeat them. T asks Ss to practice pronouncing the words in pairs. T goes around providing help. T asks Ss to pronounce the words and gives correction if necessary. Pronouncing sentences containing the sounds T reads the sentences and ask Ss to underline the words with the sounds and write / t/ and /d/ under them T asks Ss to practice pronouncing the words in pairs. T goes around providing help. T asks Ss to read the sentences and gives feed back.

Sounds / t/ and / d/ TASK 1 : * Listen and repeat : / t/ / d/ Children mutual jam dangerous Changeable church Joke passenger Cheese which cheese which

Practice reading aloud these sentences. 1. Just outside the village, theres a bridge. 2. Jane always enjoys Georges joke 3. Two jeeps went over the edge of the bridge. 4. Which picture do you think the child wants to change? 5. Mix the mushrooms, chilli and cheese. 6. Do you like French salad and fish and chips?

Grammar and 1. To infinitive: vocabulary a) Presentation 27 T writes some examples on the board and underline the to+ ininitive: T asks Ss to comment on the use o to+ infinitive in these examples. T reviews the form and use of to+ infinitives in these examples. b)Exercise 1 - T asks Ss to do exercise 1 individually. -Ss have to write sentence by sentence by using the words given.

1. To infinitive: a) Presentation - What do you get up early every morning for? - I get up early to walk. - Oh, I like to walk ,too. But I have a lot of work to do. - But today the weather is too bad for me to walk. 1. To- inf is used : * to indicate the purpose : Ex: I get up early to walk. * as a modifier to replace a relative clause Ex: I have a lot of work to do ( which I have to

12

-T asks them to compare answer with their partners. Sts discuss and check their classmates - T calls on some Ss to go to the board to write down their answers. -Others remark and correct -T checks their answer 2. Infinitive without to( bare infinitive) a) Presentation -T calls on some Ss to give out some verbs that are followed by bare infinitives b)Exercise2 - T asks Ss to do exercise 2 in pairs. Ss have to write sentence by sentence by using the words given. -T asks them to compare answer with their partners. Sts discuss and check their classmates - T calls on some Ss to go to the board to write down their answers. -Others remark and correct -T checks their answer

do) * as an object of a verb Ex: I like to walk. * as an subject Ex: It is healthful to walk every morning. * in idiomatic expression : Ex: The weather is too bad for me to walk today. b) Exercise 1 : Expected answer :
1.who wants something to eat? 2.I have some letters to write. 3.I am ( was ) delightful 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.It is (was) too cold to go out. 8.I am (was ) happy to know that you have passed the exam.

2. bare inf is used : a) Presentatio * let/ make + O + bare-inf Ex: They make me feel disappointed. * following : had better , would rather, perceptive verbs ( see, smell, feel, watch) Ex : You had better stay at home tonight. Exercise 2 : Sentence transformation:
Expected answer : 1. The police watched them get out of the car. 2. They let him write a letter to his wife. 3. I heared them talk in the next room. 4. the custom 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 him go for a picnic?

Wrapping and home word 3

T summarize the main points T asks sts do the exercise at home

Handout Pick out the inf in the following sentences and describe the function of each
1To find fault is easy. 2.It is delightful to hear the sound of the see. 3.The dog wants something to eat. 4.I saw him run the mile in four minutes. 5.Everybody wishes to enjoy life. 6.He is too ill to do any work. 7.I am not afraid to speak the truth. 8.He went to Paris to perfect his knowledge of

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French. Prepare Unit 2 ( reading)

Unit 2 : PERSONAL EXPERIENCES Lesson 1 : READING

I. Aims : By the end of the lesson , students can : - scan read for specific information - understand the text and express their ideas about past experiences. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially reading skill) IV Teaching aids : textbook , handout, CD player V. Stages of teaching Stages Activities Content Warm up T asks some questions - Have you ever been in an embrassing situation? 5 Sts answer - What did you do then? T leads in the lesson: .-Ss answers: It is one of your experiences Today our reading lesson is about the embarrassing experience of a girl on a bus. Before you Activity 1: - T gets Ss to work in Activity 1: read groups and try to make sense of Ss answers: 7 the pictures on page 22. Then T gets them to put the pictures in Activity 2. the order that they think is most Pre-teaching vocabulary.: appropriate. 1. make a fuss about sth: (definition) - T calls on some student to 2. sneaky (a) (translation): present their ideas but should not 3. glance (v) (at sth/ sb): correct them. 4. idol (n) (situation): Activity 2. Pre-teaching vocabulary. While you Task1 TASK 1 : read Sts open the book Read the text in silence and use the words or 19 T lets sts listen the text phrases in the box which appear in the passage Sts listen and read silently to fill the blanks in the sentences. T asks sts to do task1 in Expected answer : 1. glanced, 2. making a fuss, 3. individual embrassing, 4. idols, 5. sneaky Sts discuss in pair after finish reading. T calls on SS to give their answers T gives the feed back and correct answer. Task2 TASK 2 :

14

Sts work in pair T goes around and helps them. T calls on a student to give and explain his/ her answer. Sts answer loudly Others remark and correct T remarks and gives the correct answer. Task3: T checks if Ss can answer the comprehension questions in task3 without having to read the passage again. T gets them to read the questions carefully and gives them some tips to do the task. T asks Ss to check their answers with a peer. T calls on some Ss to write their answers on the board and ask them to explain their choices. T asks sts some questions to make sure that they understand the text Sts answer After you read 12

Read the text again and put the pictures of the event above in the order they happened in the story ( text book page 24 ) Expected answer : 1. D 2. B 3.F 4.E 5.A 6.C TASK 3 : Answer the questions Questions : 1. What did the girl wish to have when she was in grade 9? 2. Who gave her money on her birthday ? 3. Why did she decide to take the money from the boys bag? 4. What did she do with the money? 5. What did she discover when she came back ? Expected answer : 1. She wished to have a floppy cotton hat. 2. Her father 3. Because she thought that the boy had stolen her money. 4. She bought the pretty hat of her dream. 5. She discovered her money on the table.

T remarks and corrects Sts work in group Notes : T asks sts some question in book T guides the sts to discuss to answer the question T gives some notes T asks some sts to give their own answer -

put up a notice on the school board get on the same bus the next day and look for the boy to return the money to him do nothing keep it secret ask her father for advice

Homework 2

T asks sts to prepare for the next Write the summary of the text period Prepare speaking

Unit 2 : (cont): SPEAKING

I. Aims : By the end of the lesson , students will be able to : - identify structures that are used to talk about past experiences and their influences on ones life, i.e. present perfect and past simple, structure with Make

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- use the structure to talk about their personal experiences and how they affect their life. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially speaking skill) IV Teaching aids : Text book, black board, pictures V. Stages of teaching: Stages Review 5 Activities T asks sts to answer some questions Sts answer Others remark and correct T checks. Lead-in: To day, we will continue the topic of personal experiences by talking about past experiences and how they affect your life. - We move to part B: Speaking Content Questions:
1. What did the girl wish to have when she was in grade 9? 2. Who gave her money on her birthday ? 3. Why did she decide to take the money from the boys bag? 4. What did she do with the money? 5. What did she discover when she came back ?

Expected answer : 1. She wished to have a floppy cotton hat. 2. Her father 3. Because she thought that the boy had stolen her money. 4. She bought the pretty hat of her dream. 5. She discovered her money on the table. TASK 1 Match the things you might have done or experienced in column A and their effects on your life in column B. A B 1. Seaking English a. makes you love to a native English your country more speaker. b. teaches you a 2. being seriously ill lesson and makes 3. traveling to other you work harder parts of the country c. makes you 4. failing an exam. appreciate your 5. talking to a health more famous pop star. d. makes you feel more interested in learning English e. changes your attitude to pop stars. Expected answer :1.d 2.c 3.a 4.b 5.e
A:How do you feel when you meet a famous film star? B: It makes me excited.

Before you speak 10

TASK 1 T asks Ss to work in pairs to match things they might have done or experienced in box A and how the experience might have affected them in box B. Call some Ss to give their answers. Sts work in pair T goes around and helps them T explains the words Sts answer T corrects T asks Ss to base on the ideas in column A to answer fully

While you speak 25

Task2: T gives situation St work in pair, discuss and arange the sentences in right order T corrects

Task2: A student is talking to her friends about one of her past experiences and how it affected her. The lines in their conversation are jumbled. Put them in the correct order then

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After you speak 4 Homework 1

T asks sts to practise speaking the dialogue T notices sts the use of past tense and the form of questions can be used Task3 T gives situation Sts work in pair to talk about their experiences Sts can base on the notes in task 1 T goes around and helps them if they have difficulties. T calls on a pairs to perform in front of the class. T comments and corrects the mistakes if necessary. T asks Ss to repeat the way to talk about the past experiences T asks Ss to prepare for the next period

practise the dialogue Expected answer : 1.b 2.d 3.h 4.a 5.g 6.c 7.c 8.f Form of questions - Have you ever ? - How did it happen? - How did the experience affect you? Task3 Underline the structures used to talk about past experiences in the dialogue in task 2, then use the structures and the ideas in task 1 to make similar dialogues.

Sts do by themselves Write a paragraph ( 50 words) about their own experiences Prepare listening

Unit 2 : ( Cont) LISTENING

I. Aims : By the end of the lesson, students are able to : - listen for specific information - understand the passage. II. Method: - Communicative approach

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III. Skills : Integrated skills ( Especially listening skill) IV Teaching aids : Text book, black board, pictures V. Teaching sages : Stages Review 5 Activities Content T asks sts to stand in front of the class and make the conversation Sts do by themselves about their own experiences T remarks and gives marks Game: Guessing things: -T divides the class into two groups A and B and ask Ss to guess what it is. - Read aloud some facts about the thing one by one. -The group giving the correct answer first wins. T asks sts to do the exercise in book ( page 27) Sts work in group T gives situation T can suggest sts by asking some questions Sts answer T asks sts to read the given words Sts read in group Questions : 1. What is it ? + It destroys buildings, houses and forests. + It can kill people. + I gives out a lot of smoke. + You need water to put it out Expected answer: A fire Look at the picture and say what is happening Questions : 1. What do you see in the picture ? 2. Who are they? 3. Where are they? 4. What are they doing ? Expected answer : 1. I see a fire 2. They are a fireman, a woman and a girl. 3. They are beside the house on fire. 4. They are running out of the fire 1 4.F 5.T

Warm-up 5

Before you listen 8

While you listen 19

T gives situation TASK1 T lets sts read the given sentences Expected answer : T lets sts listen the first time 1. T 2.F 3.F T checks if sts can have any answer Sts listen the second time T checks Sts listen the third time T lets sts hear the answer to make sure they understand the paragraph T gives situation T lets sts read the given sentences T lets sts listen the first time T checks if sts can have any answer Sts listen the second time T checks Sts listen the third time TASK 2 Expected answer : 1. small 2. everything 3. family 4. replaced

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T lets sts hear the answer to make sure they understand the paragraph After you listen 7 T gives situstion Sts work in group Sts speak freely about their ideas T goes around and helps them T calls some sts to express their ideas Others listen and contribute ideas T asks sts to prepare for the next period

5. took 6. love Christina says that family is more important than anythings else. Do you agree or disagree with her? Sts do Write the summary of the story you have just listened Prepare writing

Homework 1

Unit 2 : (Cont) Lesson 4 : WRITING

I. Aims : By the end of the lesson , students will be able to : - write a personal letter - tell their memorable past experiences II. Method: - Communicative approach III. Skills : Integrated skills ( Especially writing skill) IV. Teaching aids : handouts , pictures, text book V. Teaching stages : Stages Review 5 Warm-up 7 T sts Activities T asks sts to summarize the story they heard in listening period T remarks and gives marks T gives a picture and asks sts to describe it using the cues given Sts work in pair T asks sts to speak T remarks Content Sts do Cues given : -It / a hot day. - The man / stop/ a small deserted beach. - he / not have / swimming clothes. - There / be / no people/ in sight. - The man / take off / all clothes/ swim out to the sea/ and relax in the water. - When / he/ look back/ a coach arrived - There / be / a lot of people / stand on the sand Expected answer : It was a very hot day. The man stopped at a small deserted beach. He didnt have swimming clothes with him but it was early in

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Before you write 7 T -sts

While you write 15 Sts-sts After you write 10 Sts-sts Homework 1

the morning, there were no people in sight. The man took off all his clothes and swam out to T asks some question and the sea and relaxed in the water. When he introduces the new lesson looked back at the beach, a coach had arrived and there were a lot of people standing on the sand to have a picnic - Have you ever been in such a situation? - What did you do then ? - Do you want to share it with your classmate? Today we are going to learn how to write a personal letter telling about a past experiences. T elicits the steps of a personal 1. Greeting letter from sts 2. Date ( when it happen) 3. The story( the experience) 4. Closing 5. Signature Sts work in pair to talk about their past experiences Sts do by themselves T calls sts to tell their story T comments T asks sts to do the exercise T goes around to control and give help with vocabulary Sts task When sts finish , T collect sts writings to mark at home. T choose one writing and ask a student to write it on the board Asks the rest of the class to correct Sts tasks the mistakes and give comments T gives feedback and comments T asks sts to prepare for the next Write a letter to a riend to tell about you own period experiences Prepare language focus

Unit 2 : ( Cont ) Lesson 5 : LANGUAGE FOCUS

I. Aims : By the end of the lesson , students will be able to : - revise Simple past, past perfect and past continuous tenses and talk about the past - distinguish the sound /m/ ,/n/ ,/ /. II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : charts, text books, black board, chalks. V. Teaching stages :

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21

Activities T gives a sentence and lets sts play a game Sts can read the sentence quickly and 10 times 06.09.2010If one can read and have no mistakes he wins T asks sts to pick out the words containing the ending sounss /m/ , /n/, / / in the sentence T introduces the lesson Pronunciation: T read the words and asks sts to 7 listen T read the words and asks sts to repeat Calls some sts to read the words Makes correction where needed T lets sts hear the words then choose the correct sound /m/ ( group) , /n/ ( group2 ) , / / ( group 3)

Stages Warm-up 3 Sts- sts

Content Sentence : Sainging Sam sung songs on the sinking sampan. Singing, sung, sinking => / / Sam => /m/ On, sampan => /n/

1. Listen and repeat: /m/ : may, make , summer , home, small /n/ : nose , nine , money, seven, snow / / : wrong, running, bringing, sing, morning

2. recognize sound: Mountain(1), mother(1), next(2), banana(2), knife(2), king(3), sing(3),

Grammar: 33

T asks sts to work in pair to 3. Practice the sentences practise reading the sentences 1. Good morning. I want an apartment in central T calls some sts to read aloud London. 2. We have an inexpensive apartment in Northend Avenue. 3. I remember meeting him on a nice summer afternoon. 4. Mr. King is singing next door. 5. Hes holding a string in his fingers. 6. He loves spending his holidays in his small summer house .Grammar: 1.The present tenses: 1. The present tenses: T explains the requirement. Exercise 1 page 30 T pays attention to sts the present tenses can be used to Expected answer : 4. waves make the stories in past more 1. invites 2. sets 3. gets 5. promises 6. carries 7. contains 8. has baked active. 9. is 10. is shining 11. are singing 12. is Exercise 1 2. The simple past: Sts work in individuals then - form: With normal V: (+): S + V2/ Ved; discuss to their partners (-) S+ didnt+V1; (?) Did+ S+ V1? T check in front of class Ex: She went to visit her grand parents last month. T consolidate the use of simple With to be: (+): S + was/ were; (-) S+ was/were; (?) Was/were + S..? past and past continuous tenses 2. Simple past and Past - Usage: The simple past is used to talk - about an action that took place in the past:Ex: I continuous
didnt read the letter. It can be used with + last night/ Monday/ week/ month/ 2 months/ years ..ago/ in 2000, 1999.. - about an action that happened regularly in the past: Ex: I often played tennis with her. 3.The past continous: - Form: (+) S+ was/were +Ving; (-) S+ was/ T asks sts to use the simple past 22 were+ not +Ving; (?) Was/were + S+ Ving? and past continuous tenses to - Usage :Past continous is used to talk about: - an give the correct form of the verbs action that was in progress at a particular time in

Unit 3 : ( Cont) : Reading

I. Aims: By the end of the lesson, students will be able to: - scan read for specific information - identify and correct false information. II. Method: - Communicative approach III. Skills : Integrated skills ( specially: reading skill) IV. Teaching aids: pictures, handouts V. Teaching stages : Stages Warm up (5 ) Activities Contents Divide the class intro two groups Game: On what occasion? Stick eight pictures on the board Labour Day Thanksgivin Ask Ss in each group to identify gngng the holidays and celebrations in Birthday wedding the USA and write them on the board. Christmas New Years The group with more correct words is the winner. Picnic Independence
Day

Lead-in: - What do people often Key: 1. Christmas, 2. Thanksgiving, Years, 4. Independence Day, do on these occasions?

3. New

5. Birthday, 6. Labour Day, 7. Picnic, 8. wedding Expected answer People often eat, drink, sing, and dance. They often have parties. The lesson today is the reading text about parties and how people celebrate them.

Pre-reading (10 )

Pre-teaching vocabulary -T explains some words -T asks sts to work in groups -Sts discuss and fill in the blanks with the correct word -T asks sts to read the sentences -T corrects -Ask Ss to work in pairs to look at the pictures in their textbooks, asking and answering the questions. -Call on some Ss to give the answers

Pre-teaching vocabulary: 1. blow out (v) to put out a flame 2. celebrate (v) to do something enjoyable because of a special occasion or to mark someones success: lam le ky niem 3. anniversary (n) My birthday is on December 29th. Im celebrating the fortieth . . . . . . of my birthday this year. Checking: Gap-fill 1. We celebrated our 20th wedding . . . . . . in Florence. 2. She . . . . . . the candles on the cake.

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-Give comments .

3. Tim has passed his exams. We are going to . . . . . . Questions and answers: 1. What is the relationship between the people in the pictures? The people in the picture 1 are friends and in the picture 2 belong to a family. 2. What are they celebrating? The children in picture 1 are celebrating a birthday party and the people in picture 2 are celebrating a golden wedding anniversary Read and tick (task 1) Expected answers: 1. both 2. both 3. birthdays 4. anniversaries 5. anniversaries 6. both 7. birthdays Task 2: Recognizing the wrong words. Expected answers: 1. eighth ( seventh) 2. makes ( eats) 3. food ( presents) 4. over the age of 30 (over age 30) 5. months ( years) 6. 5th ( 50th) 7. silver ( golden)

While reading ( 20)

Task 1 Ask Ss to work in pairs to read the text and decide which of the activities take place at a birthday party or at a wedding anniversary party or at both, then put a tick in the right column. Call on some Ss to give the answers. Give feedback on what Ss have. Task 2 Ask Ss to work in pairs, reading the text again. Ask Ss to read the sentences and underline the wrong word in each sentences and provide the correct one. Call on some Ss to give the answers Make corrections if necessary Ask Ss to work in pairs, one is an interview and the other is an interviewee. Ask Ss to talk about the celebration of birthday or wedding anniversaries, using the following questions Call on some pairs to act in front of the class. Give comments.

Post- reading (9 )

Interviewing 1. Where do you prefer to celebrate your birthday, at home or in the restaurant? 2. Do your parents celebrate their wedding anniversaries? 3. Are you going to celebrate your wedding anniversaries in the future? Why or why not?

5. Homework (1)

Write a short paragraph about what you collect T asks sts to prepare for next from the interview period Prepare speaking

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Unit 3 : ( Cont): Speaking

I. Aims: By the end of the lesson, students will be able to talk about parties , talk about parties and know how to plan parties. II. Method: - Communicative approach III. Skills : Integrated skills (especially speaking). IV. Teaching aids : charts, text books, black board, chalks. V. Teaching stages : Stages Warm up (6 mins) Activities -T asks Ss if they liked the parties and why to lead to the topic -SS answer the questions -T leads to new lesson Lead -in Have you ever been invited to one of these parties? How was it organized? In our speaking lesson today, we talk about parties and how to plan them. -Ask Ss to give the Vietnamese meaning of the words / phrases -Ask Ss to work in pairs to ask answer the questions about the party they have been to, using the questions in task 1, p35 as help. -Call on some pairs to act in front of the class. -Make corrections on pronunciation, stress and intonation. -Ask Ss to work in groups of four or five to discuss the following question. -Go round to control and give help. -Call on some Ss to report their Contents Questions: 1. Do you like the parties? Why? 2. Have you ever been to a party? 3.Whose party was it? 4. On what occasion? 5. Where was it?

Before speaking. 7 mins)

Pre-teaching vocabulary: 1.house-warming party: Tiec mng nha mi 2.farewell party: tiec chia tay Questions and answers (task 2) + Whose party was it? + When and where was it held? + What did you do there? + What sort of food and drink did you have? + How did you enjoy it?

While speaking (20 mins)

Activity 1: Discussion What do you think of when you want to plan a party? Suggested answers: These are the first steps in planning a party:

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groups ideas -Tell Ss to think of a party they are going to plan. -Elicit some useful language used to ask for information or making suggestions. -Ask Ss to work in pairs to make plans for the party. -Move around the class to give help. -Invite some pairs to present their conversation in front the class.

Post- speaking -Put Ss to work in groups of four (10 mins) or five -In each group, Ss discuss the following questions Move around to give help if necessary. Call on some groups representatives to speak out their ideas in front of the class. Make corrections and give comments. Homework. T asks sts to prepare for next 1 period Write a short passage to answer the questions above.

- Choose a place to hold the party (at home or away?) - Set the number of guests (who to invite) - Determine how much you can spend (budget) - Decide food and drink you want to serve at the party. - Send invitation cards (Give the time, date, address, derections, your phone number for RSVPs) - Plan plenty of short games - Have extra treats (someone unexpected might show up) Note: RSVP = Please reply Activity 2: Role-play. + We are planning a party. Lets talk about what each of us will do to prepare for it. + Lets have a discussion about our party next Saturday. + Why dont we have a surprise party? + Why dont we hire the ground floor of a bar and we could get the band in? + Why dont we make our own food? + Shall we have some music? + How about . . . . . . ? + Thats a nice idea. Discussion In your opinion, what is your ideal party? What is it like?

Unit 3 : ( Cont): Listening

I. Aims: By the end of the lesson, students will be able to: - decide on the true or false statements of the passage. - Understand the passage. II. Method: - Communicative approach III. Skills : Integrated skills ( specially: listening skill) IV. Teaching aids: pictures, a tape / CD, handout V. Teaching stages :

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Stages Warm up (5 )

Pre-listening (10 )

Activities Divide the class into 2 groups Place a pack of cards on the desk, face down Assign one representative from each group to take turns to choose a card at random The other students in each group try to guess the word. One correct word earns one point The group with more points wins Lead-in: - What do you think of when you read these words? In todays listening lesson, youll listen to a passage about Mais birthday party. Discussion: Ask Ss to work in pairs to discuss the following questions. Call on some Ss to give the answers Give feedback on what Ss have. Pre-teaching vocabulary: -T helps Ss to pronounce the words given in the book . T may read aloud firstor play the tape and ask Ss to repeat in chorus and individually. - T elicicts / teaches some of these words or/ and those taken from the listening passage. - T may get Ss to make sentences with the words and gives corrective feedback. -Sts open the book and read listen and repeat and write down.

Contents Game: procedure He / She has to draw the word he / she sees on the card. He / She must not write, speak or whisper. He / She just gestures or mines the word. Key words: Cake / candles / flowers / presents / restaurant / blow out Expected answer A birthday party

Pre-teaching vocabulary: 1. clap (v) (miming) 2. decorate (v) (picture and example) The children decorate the Christmas tree with colorful electric lights. 3. icing (n) (picture and definition) : a sweet mixture of sugar, water, milk and butter or egg White that is used to cover or decorate cakes: lp kem phu tren mat banh 4. slice (n) realia) + Bring along some slices of bread, lemon . . . . . . and show to Ss Checking: Slap the board + When would you like to organize your birthday party, during the day or in the evening? + What foods and drinks are often served at the party? + What activities do you often have at the party? Task 1: True-False Statements (task 1) Expected answers: 1. F 2. F 3. F 4. T 5. F Task2: Questions and Answers Expected answers. 1.She was 16 years old. 2. Because it is noisy and expensive 3. She served them soft drinks and biscuits at the beginning of the party. 4. The birthday cake was brought out at

Whilelistening (20 )

Task 1 Ask Ss to read through the statements. Play the tape and ask Ss to listen and decide whether the statements are true (T) or (false (F) . T gets Ss to exchange their answers with their friends. T calls on Some Ss to answer and explain and correct False statements.

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T gives feedback. Task 2 Ask Ss to listen again and answer the questions (task 2) Call on some Ss to write the answers on the board Let Ss to listen again and check with the class Post- listening (8 ) Describe Mais birthday party, -Ask Ss to work in groups of four or five to describe Mais birthday party, -Ss work in group and speak. -Go around to give help if necessary -Call on some Ss to talk about Mais birthday party in front of the class Make corrections and give comments Ask Ss to prepare for the next lesson

about four thirty. 5. It was beautiful decorated with pink and white icing. 6. They clapped their hands eagerly and sang Happy Birthday 7. About six in the evening Describe Mais birthday party,

Homework ( 2)

-Write a short passage to describe Mais birthday party - Prepare part D: Writing.

Unit 3 : ( Cont): Writing

I. Aims: By the end of the lesson, students will be able to write an informal letter of invitation. II. Method: - Communicative approach III. Skills : Integrated skills ( specially: writing skill) IV. Teaching aids : charts, text books, black board, chalks. V. Teaching stages : : Stages Warm up Activities Contents Divide the class into groups of four Game: Can you find these words? (See

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(5 mins)

or five Deliver handouts with sentences and phrases Ask Ss to read and find the correct word to fill in the numbered rows Ask them to make three words with the letters in the Lead-in: Today, you will learn how to write an informal letter of invitation to invite a person to a party Task 2 -Ask Ss to work in pairs to read the letter of invitation and complete it with thw words or phrases given. -Call on some Ss to give the answers. -Go over the answers with the class -Have Ss work in groups of four Tell them to put the headings into the correct order of format of a letter of invitation Elicit the useful statements used in writing a letter of invitation from Ss Task3: -Ask Ss to write an informal letter of invitation to invite their classmates to their birthday party. Go around to control and give help. -Ask Ss to exchange their writings and correct the mistake. -Go around the class to check what Ss are doing. -Give feedback and comments

appendix) Key: Letter of invitation Lead-in: Have you ever invited your friend to a party? How do you say to invite a friend of yours to the party? .

Pre-writing (10 mins)

Activity 1: Letter Completion (Task 2) Expected answers: 1. at my house 2. to come 3. refreshments 4. to cook 5. winners 6. by Monday Activity 2: Re-ordering
a. A request for confirmation b. The announcement and a general invitation c. A friendly reason for invitation d. The precise arrangement suggested e. Closing Expected answer 1. b. The announcement and a general invitation 2.c. A friendly reason for invitation 3.d. The precise arrangement suggested 4.a. A request for confirmation 5.e. Closing

While-writing (20 mins)

Activity 3: Eliciting

Ask Ss: What do you say to invite or persuade a friend of yours to come to your party? Expected answers: + Why dont you join us? + Do you feel like joining us? + Would you like to come with me? + How about going to the party tonight? + Id very much like you to join us? -T chooses one letter and reads it to -Write it Yourself the class. -Then T elicits corrective feedback Post- Writing from the class and give final -Activity 1: Peer Correction (6 mins) comments afterwards Activity 2: T comments and gives feedback. -T should draw Ssattention to the Suggested writing format of the letter, the Dear Nam, organization of ideas and language Itll be my birthday next Saturday. Id like use. to invite you to come to the party, which will

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Wrapping 3

be at my house probably at 4 p.m. Can you come to join us? -T summarizes the main points of Hope to see you then. the lesson. Best wishes, -T asks Ss to do homework. Lan -T asks sts to prepare for next -Rewrite at home period -Prepare language focus

Unit 3 : ( Cont) : Language focus

I. Aims: By the end of the lesson, students will be able to: - distinguish the phonetic sound / l / , / tomorrow / , / h/ - understand the use of the Infinitive, Gerund and Passive infinitive - use some verbs or phrases followed by the Infinitive or Gerund in sentences II. Teaching aids: handouts, posters III. Teaching stages : Stages Warm up (2 ) Activities Hang on a posters with the following words: Ask Ss to look at the words on the poster, choose five words and write them down on a piece of paper. Read the words aloud for Ss to cross out Ask Ss to say BINGO if they have crossed out all the five words they have choosen. Ask Ss to give some more words having the same initial sounds as the words on the posters. Introduce the sounds : Listen and repeat Read aloud the words and have Ss listen Read again and ask Ss to repeat Call on some Ss to read and make corrections if necessary. Practice reading aloud these sentences. Ask Ss to work in pairs to practice reading the sentences Go around to give help Contents Game: BINGO house / holiday / library / lemonade / hospital / husband / ready / really / restaurant / like / lovely / lunch Pronunciations: / l / , / r / and / h / Activity 1: Listen and repeat /l/ /r/ /h/ lunch pretty hit lovely Europe house lemonade parent holiday jelly really hospital glass restaurant husband salad library helicopter Activity 2: Practice reading aloud these sentences.
1. Hello, Mr. Allen. Youre early for lunch. Its only eleven oclock. 2. Id like a plate of salad, a glass of lemonade, slice of melon and some jelly, please. 3. Laura is a really pretty librarian in the public library. 4. Her parents own a restaurant in a country in Central Europe. 5. Hello, Harry. Have you heard the news? Theres been a horrible accident. A helicopter has hit Hellens house.

Pronunciations: (10 )

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Grammar(31)

Call on some Ss to read Give comments. Grammar 1.To ininitive and Gerund: a) To ininitive: Ask Ss to give the verbs / verbal phrases followed by To-infinitive Have Ss give the form and usage b)Gerund: -Presentation Ask Ss to give form and useage of these verbs: -Exercise1 Have Ss work in pairs to complete the sentence with the correct form gerund or toinfinitive Go around to control Call on some Ss to give the answers: 2. Passive infinitive and passive gerund: a) Passive infinitive: -Presentation T gives the examples and structures of passive infinitive. Exercise 2: Put Ss into pairs to choose the correct answer Call on some Ss to give the answers Make corrects if needed b) passive gerund. -Presentation: T gives the examples and structures of passive infinitive. -Exercise3: Have Ss to do the exercises 3 on page 41 in their texkbooks Call on some Ss to give the answers Make corrects if needed

6. Helen and her husband will have to spend their holiday in hospital.

Grammar: 1.To ininitive and Gerund: a) To ininitive: Eliciting and introducing verbs: (related to warm-up) Expected answers) would like / be able / demand / seem / want / agree / invite / decide / hope / expect / offer / manage / refuse / mean (intend)/ tell Form: Verb + to infinitive Usage: To add information to what is expressed in certain verbs b)Gerund: - Ask Ss to give some verbs / verbal phrases followed by the Gerund Expected answer: enjoy / miss / risk / appreciate / avoid / detest / dislike / its no use / cant help / postpone / mind / be worth / mention / keep / count on / give up Form: Verb + V + ing (gerund) Usage: To add information to what is expected in certain verbs Activity 1: Sentence completion (exercise 1) Expected answers: 1. having 2. getting 3. to tell 4. practicing 5. to see 2. Passive infinitive and passive gerund: a) Passive infinitive: Eg: Nam expected to be promoted next month. Form: Verbs + to be + V3/ed Passive infinitive Usage: To add information to what is expressed in certain verbs Exercise 2 Multiple choice: Expected answers: 1. A 2. A 3. B 4. B 5. A b) passive gerund. Eg: They appreciate being given this chane very much. Form: Verbs + being + V3/ed Passive infinitive Usage: To add information to what is expressed in certain verbs Exercise3: Expected answers

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Homework (2)

T asks sts to prepare for next period

1 .D 2. C 3. B 4. B 5.C Learn grammar by heart Prepare test yourself A

TEST YOURSELF A
I. Aims Studentsa can use what they learn to do the exercises II. Teaching aids : casette player, books III. Teaching stages : -T asks sts to do it as a forty-five minute test - Sts arent permited to open the books or use others - T goes around and observes them ( Listening : + T lets sts listen three times) - After they finish, T reads the answer and sts check their answer then correct * Expected answer : I. Listening : ( 0.5 ms for each right answer ) 1 A 2 D 3 B 4 D 5 C

II. Reading : ( 0.5 ms for each right answer ) 1. Because they had been childless for 10 years after they were married. 2. To take some photographs of the happy family. 3. The boy was dressed in a smart , brand,new outfit and looked ike a little prince. 4. Because he was interested in the toys. 5. he felt that it was delightful and looked forward to the next day to have the films developed III. Pronunciation and grammar: ( 0.25 ms for each right answer ) a. Pronunciation 1. nine 2. Hour 3. matching d. jam b. 1.to see2. to be 3. to phone 4. pay 5. to be met 6. to be appointed IV. Writing: ( content : 1m, correct word and sentence : 1m , Structure : 0.5m) * Homework : - review lesson 1,2 and 3 - prepare unit 4

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TEST 45
I. Aims : - Students can do the test exactly and fluently by using what they learnt - Teacher can check sts understading about unit 1 and 2 II. Form : Multiple choice CORRECT TEST 45 I . Aims : -Students can check their result of the test - Teacher can check sts understanding about the lesson Answer: Code 221: 1. B 2. C 3. A 4. B 5. B 6. C 7. A 8. B 9. C 10. D 11. A 12. B 13. D 14. All are correct 15. B 16. D 17. C 18. C 19. A 20. B 21. A 22. B 23. A 24. D 25. C 26. C 27. C 28. A 29. B 30. A 31. C 32.A 33. A 34. B 35. B 36. D 37. A 38. A 39. D 40. C

* Homework: - Prepare Unit 4: ( reading)

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Unit 4 : VOLUNTEER WORK LESSON 1 : Reading

I. Aims: By the end of the lesson, students will be able to: - scan read for specific information - understand volunteer work. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially reading skill) IV. Teaching: charts, pictures, CD player V. Teaching stages

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Stages Warm- up ( 5)

Activities Show Ss some pictures and ask them question: T asks Ss to work in groups to answer the questions. Go around to control and gives help Call on the representative of each group to report their ideas T comments and corrects if necessary. Ss continue aswering the question. T leads to the new lesson: In our lesson today, you will know about volunteer work in the USA

Contents Describing pictures What are the people in the pictures doing? Expected answers: Picture 1: He is helping the blind children to read Picture 2: The students are helping the handicapped Picture 3: These people are helping the AIDS patient Lead-in: - These people are doing the work without being paid for it. What do you call this kind of work? (Expected answer): VOLUNTEER WORK Expected answers: If someone gives you something to eat, you will not feel hungry anymore but this wont last long. If someone gives you an opportunity to work or teaches you how to work, you will earn own living for a long time Pre-teaching vocabulary: 1. volunteer (n) (picture + explanation) 2. volunteer (v) (definition): 3. voluntary (a)(situation) 4. orphanage (n) (question) 5. Mow (v) (picture + example) xen, gat + lawn-mower (n) May xen co 6. handicapped (a) ngi tan tat 7. remote (a) synonym) = far away?

Pre-reading 1.Explaining the saying: ( 7) -Let Ss to work in groups four to read the saying and explain what it means Go around to control and gives help Call on some groups to report their ideas We can express the saying in another way like this: Give a man a fish and you feel him for a day. teach a man to fish and you feed him a lifetime Pre-teaching vocabulary: T expalins the words

While reading (20)

Activity 1: ( Task1) ): Filling in the gap Activity 1 (Task1): Filling in the gap Expected answers: T elicits different parts of speech of the 1. voluntary words volunteeron the board. 2. voluntarily T instructs Ss to read through the 3. volunteers sentences provided in the task to identify 4. volunteered the part of speech to fill in each blank. Activity2 T asks Ss to work invidually to do the task Multiple Choice (task 2) and exchange their answers with other Expected answers: students 1. A T asks Ss for their answers and give the 2. D correct answers. 3. B Activity 2(Task 2): Multiple 4. D 5. B Choice Activity 3 (Task3): Reading race T asks Ss how to do this task. If they Expected answers: dont remember, T may instruct them 2. They read books to the people there, some strategies to do the task. 35 play games with them and listen to their T asks Ss to work invidually to do the task, then discuss their answers with their problems 3. The gave care and comfort to them and peers.

Unit 4 : (Cont) : Speaking

I. Aims : Sts can identify types of volunteer work and talk about volunteer work II. Method: - Communicative approach III. Skills : Integrated skills ( Especially speaking skill) IV. Teaching aids : chart, picture V. Teaching stages : Stages Warm up 5 Activities Hang on a chart with all the words in their rows and cover each row with a piece of paper Divide the class into two groups Asks each to choose the numbered row in turn, read the explanation for the word in that row and say what the word is Uncover the piece of paper of each row when sts have the correct answer One correct answer gets one point. If they can guess the word in vertical column. They get five points The group with more ponits wins Content Word grid: I N E R A A I T A V O L U N T E E R I T S A B T H T H A N A M A R M Y E O O E I T U R M C H R

1. You often ____ your friends to a party. 2. The Greek God of Love is ______ 3. The first day of May is _____ 4. The winter of a book , a play 5. A national song is an _______ Lead-in 6. My Heart Will Go On is the theme song in the - Do you want to be a film _____ volunteer? 7. Manchester United id the richest football ____ - -Have you ever done 8. The moon moves round the _____ volunteer work? 9. My father joined __ in the war. Today we will talk about types of The shared word in vertical column: VOLUNTEER volunteer work

Pre-speaking Pre-teaching vocabulary: Pre-teaching vocabulary: 7 -T explains the words - invalid (n) -Ask sts to match the words with - martyr (n) liet s their Vietnamese meaning - intersection (n) nga t - disadvantaged (a) chu thiet thoi -clean up: -direct (v): -Ask sts to read the activities and decide which of them are Checking : Matching volunteer work Reading and Distinguishing: Call on some sts to give the Expected answer : answer - Helping people in the remote or mountainous The rest of the class give areas comments - Giving care and comfort to the poor and the

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While speaking 20

Post speaking 12

Homework 1

sick. - Providing education for disadvantaged children. - Joining the Green Saturday Movement Ask sts to work in pairs to practise Activity 1 : Role play ( task 2 page 50) speaking the dialogue Dialogue in page 50 textbook Go around the class to help sts with difficulties Call on some pairs to role play in front of the class Ask sts to work in pairs to make a Activity 2 : similar conversation , using the A: What kind of volunteer work are you activities given in task 2 page 50. participatating in ? Work with a student to give a B: Im taking part in directing the traffic model A: What exactly are you doing? Call on some pairs to act out the B: Im directing vehicles at the intersections. conversations A: Do you enjoy the work ? Make corrections in B: Yes, I enjoy the work very much because I pronunciation, intonation and like helping people. grammar Put sts into groups of four or five What should you do to help children in poverty Ask them to discuss the question in your hometown? Call on some groups to report their Suggested ideas : ideas - Saving pocket money Give feedback - Raising money - Collecting old clothes - Collecting old textbooks and toys T asks sts to prepare for next Do exercise 3 in page 31, 32 sts textbook period Prepare lesson 3 listening

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Unit 4 : (Cont) : Listening

I. Aims: By the end of the lesson , students will be able to : - listen for specific information - know more about volunteer work II. Method: - Communicative approach III. Skills : Integrated skills ( Especially listening skill) IV. Teaching aids: pictures, handouts, CD player IV. Teaching stages : Stages Warm-up ( 5) Activities Divide the class into two teams A and B. Hang on two posters on the board. Stick pieces of paper with different shapes and colors on each poster. Ask Ss in each team to combine pieces of paper with the same shape or color together. The team who first finishes wins. Check Ss understanding of the instructions. Lead-in : ( point at the posters) These activities are volunteer work. In todays lesson, you will listen to a passage to know more about volunteer work. Contents Game: Finding Ones Other Half
supporting money donations
the elderly

the poor helping making raising charities

Keys: supporting charities / raising money / helping the poor / helping the elderly / making donations.

Prelistening ( 5 )

Disussing the questions : -T asks Ss to read through the questions Pre- teaching vocabulary : and choices on page 51 and makes sure - co-operate(v): Ss understand all them. - fundraising (n) -T asks Ss to discuss the questions in - sponsor (n): pairs. - co-ordinate (v): -T calls some Ss to report on their - Fund raising activities: partners answers. - Informal school: Pre- teaching vocabulary : - Donation (n) -Before eliciting / Pre-teaching the new - Organization for Educational words, T helps Ss to pronounce the Development. words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and invidually. - T elicits/ teaches some of these words and chose taken from the listening passage.

38

Whilelistening ( 20 )

Play the tape and ask Ss to listen and fill in the missing information Let Ss listen again if necessary call on some Ss to give the answers. Make corrections when needed Let Ss listen to the passage again and find the answers to the questions. Ask them to compare the answer in pairs. Give feedback

Postlistening (14 )

Homework ( 1 )

Ask Ss to work in pairs to tell about spring school, using the following suggestions: Go around the class to give help where necessary. Call on some Ss to report in front of the class Ask Ss to prepare for next period

Activity 1: Gap-fill (task 1) Expected answers: 1. informal 2. 30 street children 3. 250 children 4. 1998 5. volunteers/ February Activity 2 : Questions and Answers (task 2) Expected answers: 1. It provides classes to disadvantaged children in HCMC. 2. Dance, theater, singing and circus were set up in 1999. 3. Because they need money to continue their English and Performance Arts classes. 4. At one of the largest hotels in HCMC. Speaking 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. Summarize the story about Spring School Prepare lesson 3 listening

Unit 4 : VOLUNTEER WORK LESSON 4 : Writing

I. Aims : Sts can write a formal letter expressing gratitude II. Method: - Communicative approach III. Skills : Integrated skills ( Especially writing skill) II. Teaching aids: chart, black board III. Teaching stages : Stages Warm up 2 Activities Ask sts to work out the anagram of the following word Lead in Elicit the answers from sts : - When do you say thanks? In todays lesson, youll learn how to write a formal letter to express gratitude or thanks. Content Game : Jumbled Word STANHK Key : THANKS Expected answer : - When someone gives you a present - When someone does you a favor - When someone helps you with something

39

Pre writing 13

T explains some words Rub out the word and leave the Vietnamese meaning on the board Point at each Vietnamese equivelent and have sts say the English word Ask sts to write the English words again Put sts to work in pairs to read the two letters and decide which is formal and which is informal Ask sts to say the reason of their answer Call on some sts to give their ideas Give feedback

Pre teaching vocabulary: - amount (n) = a sum of money - donation (n) vt tng, s ng gp - issue (v) pht hnh Checking : ROR Activity 1 : reading and Identifying Expected answer : - Letter 1 is informal : + Short and incomplete sentences ( Why dont you come to Tokyo instead ? / Thanks again for the present ). + Informal expression , shortened forms ( Lots of love / Ive / youll ). + Informal greeting . ( My dear Ann) - Letter 2 is formal: Hang on a chart with parts of a + Complete sentences, full forms ( I am back thank-you letter arranged in the again/ I have never had / I shall never wrong order forget..) Ask sts to work in pairs to put them + Formal expressions ( I would like to offer into a logical order of a letter / yours sincerely ) Call some sts to give the answers + Formal greeting ( Dear Mr.Smith) Check with the class Activity 2 : Re-ordering a. An offer to pay and a renewal of thanks b. A personal remark about the usefulness of the gift or present c. An acknowledgement and thanks d. Closing e. A fuller expression of gratitude Expected answer : 1. c 2. e 3. b 4. a 5. d Ask sts to read the situation in task 2 on page 53 and then write a letter to thank for the donation Sts writing Go around to control and give help Collect sts writings when they have finished Choose one writing and ask a student correction to write it on the board Ask the whole class to correct the mistakes Give comments T asks sts to prepare for next period Ask sts to read and underline the sentences that express the poits given in the letter in task 1 on page 52 Ask sts to write a letter of thank for a birthday present

While writing 16

Post writing 12

Homework 2

40

Unit 4 : VOLUNTEER WORK Lesson 5 : Language focus

I. Aims : Sts can practice pronunciation and distinguish the sound /w/ and /j/ and understand the use of gerund or present participle. II. Method: - Communicative approach III. Skills : Integrated skills . II. Teaching aids :textbooks, chalks, blackboard, cassette player. III. Teaching stages : Stages Warm up 2 Activities Bring along a yardstick and a whistle to show to sts and ask them what the things are Read the words aloud Ask sts to give the initial consonant sounds of the words Introduce the sounds / w/ and /j/ Read the sounds and the words: - T models the two sounds /w/ and /j / for a few times and explains the differences in pronouncing them. - T reads words in each column all at once. Ask sts to repeat Call on some sts to read Make correction if needed -Ask sts to work in pairs to practice reading the sentences Move around the class to give help Ask sts to find the words containing the sounds /w/ and /j/ in the reading text Hang on the cahrt with the sentences Ask sts to work in pairs to underline the ING- form words and identify which is gerund or present participle, perfect gerund or perfect participle. Elicit and give a presentation Content

Presentation 1 10

Pronunciation: 1. Activity 1 : Listen and repeat /w/ : /j / we yes, west yellow wine young wheel years wet use whale york 2. Activity 2 : 1- We went for a walk in the woods near the railway. 2- We wore warm clothes and walked quickly to keep warm 3- At about twelve, we had veal sandwiches and sweet white wine, and we watched TV 4- Excuse me . Did you use to live in York? 5- Did you use to be a tutor at the University? Sentences : 1. What is Sally? She is playing tennis. -> present participle 2. It is a worrying problem. -> present participle 3. The girl standing over there is Alice. -> present participle 4. Playing tennis is not expensive in England. -> gerund 5. I enjoy walking in the countryside. -> gerund

Presentation 2 12

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of the grammartical point :

Practice 20

6. I heard him coming into the hall. -> present participle 7. Having finished the work, he went home, -> perfect participle 8. He admitted having stolen my bike. -> perfect gerund * The gerund and the present participle have the same form : V + ing * The gerund often acts like a verb and a noun at the same time. It can be used : - as a subject of a sentence Ex: Plaing tennis is not expensive in England. - as complement of a verb : Ex: What I have to do now is writing a letter to her - after prepositions : Ex: Im afraid of going out alone in the dark - after certain verbs such as : enjoy , miss, finish, delay, avoid, suggest, risk, postpone, admit. Ex: I enjoy walking in the countryside * Present participle can be used : - as a verb in the continuous tense form Ex: She is playing tennis. - as an adjective : Ex: Its a worrying problem. - to preplace a relative clause : Ex: the girl ( who is ) stading over there is Alice. - to replace S + V Ex : Entering the room , I saw him. - after the verbs catch / find / leave + S.O Ex: I caught him stealing my bike - After some verbs : waste/ spend/ go/ be busy/ see/hear/ smell / observe/ notice/ watch Ex: I heard him coming into the hall * Perfect gerund is the perfect form of the gerund. It is used to refer to a past action Ex: He admitted having stolen my bike. * perfect participle : is the perfect form of the present participle. It is used when one action happens before another action Ex: Having finished her work, she went home Ask sts to do the exercise 1 on Exercise 1 : page 54 1. hearing 2. bending 3. behaving Call on some sts to give the 4. meeting 5. spending 6. waiting 7. Starting answers Checking with the class Put sts into pairs Exercise 2 : In pairs ask them to do the 1. burning / rising 2. reading 3. lying exercise 2 on page 54 4. shopping 5. preparing 6. trying

42

7. modernizing Ask sts to do the exercise 3 on Activity 3 : page 55 1. having made Go over the answers with class 3. having been 5. Having read Homework 1

2. Having been 4. Having tied 6. having taken

T asks sts to prepare for next -Learn the grammar by heart period -Prepare for Unit5 part A: Reading

Unit 5 : ILLITERACY Lesson1 : Reading

43

I. Aims: By the end of the lesson , students will be able to : scan read for specific information skim read for detailed information know about illiteracy problems. II. Method: - Communicative approach III. Skills : Integrated skills (especially reading) IV. Teaching aids: pictures, handouts, cassette player, text book. V. Teaching stages :

44

Stages Warm- up 5s

Activities Divide the class into groups of four or five Deliver handouts with the groups of four words. Each word in the groups of four words is connected with the same thing. Ask Ss to write down the missing word in each group. Ask Ss to find out the key word which is formed by the initial letters of all the words they have found. the group who finds out the word first wins.

Contents Game: Word association Example: horn, graze, milk, hay-COW Expected answers: 1. insect 2. library 3. luggage 4. income 5. tree 6. eyes 7. river 8. animal 9. tea 10. earth The key word: ILLTERACY Lead-in :- What is :illiterate When you dont know how to read or write, you are illiterate . Our lesson today will help you to know about illiteracy in Vietnam over the last few years.

Activity 1:Describing the picture -T gets Ss to work in pairs and try Pre-reading to make sense of the picture on page 7 56, using the prompts. -T calls on some students to describe the picture. -T checks with the class and asks Ss to guess what they are going to read about. -T introduces the new lesson. Activity2: Pre-teaching vocabulary: T explains the words T also asks Ss to give the meaning of the vocabulary.

Activity 1:Describing the picture: Suggested answer: This is a class for ethnic minority children in a mountainous area. Perhaps the class takes place in the morning because I can see the sunlight outside. The children are listening very attentively to their teacher, who is wearing a soldiers uniform. It seems that this is a very poor area because the class is poorly equipped and the children are wearing old clothes. Pre-teaching vocabulary: 1. campaign (n): chien dch 2. eradicate (v)- eradication(n) 3. ethnic minority (n) dan toc thieu so 4. expand (v) to become larger: 5. illiterate (adj): the opposite of literate illiteracy (n) 6. honorable (adj): Cao qu, vinh d Activity 1: Read and Underline (task 1) Expected answers:
1. Pho cap giao duc tieu hoc 2. Hoi khuyen hoc Viet Nam 3. Xoa mu ch 4. Ky thuat canh tac 5. Ke hoach hoa gia nh

While reading 20

Activity 1: task 1 Ask Ss to read the text silently and underline the expressions given in task 1 on page 58 Ask Ss to find out the Vietnamese equivalent to the expressions and exchange the ideas with the one sitting next to them. Give the feedback Activity 2: Task2 Ask Ss to work in pairs to choose the main idea of the passage Invite some Ss to give the answer: T asks others to comment. T gives the feedback and corret answer. Activity 3: Task 3 Ask Ss to work in pairs to answer

Activity 2 : Finding the main ideas (task2) Expected answer: D. the fight against illiteracy Activity 3: Questions and answers (task 3) Expected answers: 1. 94% of the population 2. the campaign for illiteracy 45 eradication 3. 600 students in 2000/ 800 students in 2001 .

Unit 5 : ILLITERACY LESSON 2 : Speaking I. Aims : By the end of the lesson , students will be able to : - talk about illiterate problems - offer solutions to the problems II. Teaching aids : cards III. Teaching stages :

Stages Check- up 5

Activities -T calls two Ss to go to the board. +One student answers some questions related to the content of the passage in the reading part that they learnt in the past period. +Another write down the vocabulary. - T comments and gives marks. Task 1 :Matching-up

Contents - Ss anwer and write down vocabulary. Lead-in : Today , we will discuss the problems your class cope with and offer some solutions to these problems.

Prespeaking 7

Matching-up (task 1) Ask Ss to work in pairs to match each Expected answers: 1. b/g 2. a/e 3. d/f problem in A with its appropriate in B . Call on some pairs to give the answers. One reads the problem and one reads the solutions Check with the whole class Activity 1: Task2: -Ask Ss to work in pairs to talk about problems and offer solutions, using suggestions in task 1. - T work with a student to give a model -Go around to control and give help. -Ask some pairs to role play in front of the class. -Make corrections and give comments. Activity 2: Task3:

4. c/j

5. h/ i

While -speaking 30

Activity 1: Substitution Drill (task 2) Eg:T : Many students cannot buy all the required textbooks. What do you think we should do to help them? S: I think we should ask the school headmaster to provide free textbooks for students from low income family. T : We should also collect used textbooks for school library. Asking for opinion :

46

T introduces the task: Ss are going to work together to identify the problems of their own classroom and offer situations. T gets Ss to look at the given cues, elaborate on them and elicits come more problems, of possible. T writes the ideas on the board. Then T puts Ss into groups of 3-4 and gets them to add more problems if they can, and work out the solutions Then T goes around and checks. T calls on each group to report their ideas to the class and elicits comments from the class. T gives corrective feedback and final comments.

What do you think we need to/ could/ should/ might want to do? What do you think about? Whats your opinion about? What do you have in mind? Giving suggestions Maybe we can.. We might want to. Probably we should We could Activity 2:Task 3: Suggested answers: 1. Class size : ans ideal class size is 10-15 students, so the school should recruit more teachers and open new classes. T should encourage Ss to work with different groups, not with the same group all the time. 2. Desks: buy larger desks or if there are new classes, the current number of desk is adequate. 3. Equipment : buy/ hire facilities such as computers and upgrade the classroom.

Wrapping up: (3)

-T summaries the main points of the -T asks Ss to write a paragraph about a school lesson. problem and one or two solutions to it. - For homework - Prepare lesson 3 Listening -T asks sts to prepare for next period

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Unit 5 : ILLITERACY LESSON 3 : Listening

I. . Aims: by the end of the lesson , students will be able to: - listen for specific information - talk about condition for better learning. III. Skills : Integrated skills (especially listening) IV. Teaching aids : cards, text books, chalks. V. Teaching stages : Stages Warmup 5 Activities Contents Deliver handouts with the above Game: Odd man out words. these words have something 1. elephant donkey horse lion in common, but there is one that is 2. packet tin box different. vase Ask Ss to work in groups of four or 3. potato carrot tomato five to underline the word that is raspberry different in each numbered line. 4. beer soda coke yoghurt Ask Ss to rearrange the initial letters 5. sister doctor student of the words to find out the group teacher word which means : an 6. tennis swimming uniform investigation of the opinion, football behavior of a particular group of people. Key: 1.Elephant 2. Vase Lead-in: Have you ever done a 3. Raspberry 4. Yoghurt survey? Our listening lesson today is 5. Sister 6. Uniform about a survey in a city in Western => SURVEY of Australia . Its Perth. Pre-teaching vocabulary: T introdues or elicits the meanings of these words from the class. T gets Ss to make sentences with some important words. T gives corretive feedback.

Prelistening 5

Pre-teaching vocabulary: 1. self-respect(n)(definition) : in a feeling of pride in yourself that what you do say ect. is right and good: long t trong 2. maturity (n) (transltion):s trng thanh, chn chan 3. weakness (n) (antonym): What is the opposite of the strength . 4. Academic (adj): C tnh hc thut 5. Performance (n): S thc hin.

48

While -listenin g 20

Postlistenin g 14

Homew ork

Play the tape and ask Ss to Activity 1: Multiple-choice (task1) listen and choose the best option to complete each Expected answers: sentence. 1. D 2. B 3.B 4. Ask Ss to compare the answers with their partners. Let Ss listen again and check Activity 2 : Questions and answers with the class. (task 2) Let Ss listen to the tape and Expected answers: find the answers to the 1. The survey took place in Perth questions. 2. 80% of the students Ask them to compare the 3. They think they should be answers in pairs. allowed to give some input into school Call some Ss to write the decision making answers on the board. Give feedback. Ask Ss to work in groups of Discussion four or five to discuss the What do you think is a condition for questions: better learning-good teachers or good Move around to give help if textbooks? necessary. Call on some group representatives to report their opinions Give comments Write a short passage to answer the question above. Prepare writing

Unit 5 : ILLITERACY LESSON 4 : Writing

I. Aims : by the end of the lesson, students can : - describe information in the table - write a paragraph based on the information in the table. II. Method: - Communicative approach III. Skills : Integrated skills (especially writing) IV. Teaching aids : charts, chalks, blackboard, textbooks. V. Teaching stages Stages Warm-up 3 Activities Content T divides the class into groups Increase gradually drop of four or five Steadily steady fall slight

49

T hang on a chart with the words and asks sts to close the books , then sorts the words into four groups : nouns, verbs, adjs, and adverbs Sts work in groups T limits the time The group who first finishes wins Before you write 12 T asks sts to read the passage and choose a suitable word from the box to fill in each space of the passage Sts work in individuals then compare the answers in pairs T checks with the class T asks sts to work in groups of four or five to describe the informationin the table T calls on some group representatives to report their ideas T give feedback on what sts have

decrease gradual sharply rise sharp slightly Expected answer : Nouns verbs adjectives adverbs increase increase sharp sharply drop drop gradual gradually rise rise slight slightly fall fall steady steadily decrease decrease Task 1 : Gap-fill ( page 61) Expected answer : 1. varied 2. rise 3. decline 5. went up 6. dramatially

4. different

Task 2 : Describing the table ( page 62) Suggested ideas: - The table shows / describes the trend of literacy rates in Sunshine county from 1998 to 2007. - As can be seen from the data in the table, the literacy rates in Sunshinecounty rose a steady rise again and it reached 90% in 2007. - In Highland, there was a slight decreasein the first four years from 1998 to 2002. In the last six years, the literacy rates dropped sharply from 45% to 30% - In general, the literacy rates in Sunshine county had tendency to increase over ten years. Write a paragraph ( task 3 page 62) Sts do by themselves

While you write 17 After you write 12 Homework 1

T asks sts to write a paragraph of 100 words to describe the information in the table T goes around and helps them T collects sts writing T asks a st to write his or her writing on the board Sts read and correct the mistakes T gives feedback and comments T asks sts to prepare for the next period

Sts writing Learn by heart the words used to describe information in a table Prepare for the next lesson.

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Unit 5 : ILLITERACY Lesson 5 : Language forus

I. Aims : by the end of the lesson, students can : - practise pronunciation and distinguish the sounds : /pl/, /pr/, /bl/, and /br/ - understand and use reportes speech with to-inf. II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : pictures, charts, chalks, black board, textbooks. V. Teaching stages Stages Warm-up 2 Activities T hangs on the chart with the following words Sts work in groups and circle the one that is different The group who has correct answer and first finish is the winner. - Ask Ss to underline the initial consonant sounds of the words they have just circled. - Introduce th sounds / pl/, /pr/, /br/, /bl/. - T models three clusters / pl/, /pr/, /br/, /bl/ for a few times and explains how to produce them. E.g: When producing /pl/, Ss should produce / p/ first and then quickly switch to /l/, and so on. T reads the words and asks sts to listen T reads the words again and asks sts to repeat T calls on some student to read aloud the words. T asks sts to work in pair to practise reading the diologue T makes correction. T gives three sentences and asks sts to work in pairs to Content 1. wear please hair 2. bull wool prune 3. brandy flower hour 4. come some blame Expected answer : 1. please 2. prune 3. brandy

4. blame

Pronuncition 10

* words : /pl/ /bl/ /pr/ /br/ Please black pride brown pleasure blouse pretty bread play blue precious brother plenty blow practise broad * Dialogue : A : Brian , what is Bretty presenting on Sunday? B : Shell teach us how to play English pronunciation games . A : Are you going to prepare for it? B: Yes , my brother is going to play the guitar and Ill sing the blues. A ; What clothes are you going to wear, Pretty? B. Black brown blouse and jeans. Sentences : 1. I want to get to the station.

Grammar Presentation

51

13

complete the following sentences on the chart. T calls on some sts to give the answer T gives feedback on what Sts have. T asks sts to underline the reported verbs in the sentences T explains the reported speech with to-inf: T gives mening and use: We usually use an infinitive structure to report oders, requests, advice, suggestions, threats, warning, promises, agreements, disagreements, and so on.. T might want to remind Ss that time and place references often have to change in reported speech. E.g..

A woman told __________________________ 2. Brian wasnt well. I advised ______________________________ 3. Linda had a lot of luggage. She asked _____________________________ Expected answer : 1. A woman told me to turned left after the brige. 2. I advised him to go to the doctor. 3. She asked me to help her. * We often use the reporting verb: ask, tell, require, request, warn, advise, invite, in the structure :

S + V + O + to-inf / not
Ex: Get out of my room -> She told me to get out of her room. * We often use the report verbs : promise , agree, threaten.. in the structure :

S + V + to-inf / not toinf

Ex: Ill be careful -> He promised to be careful ** Note : - Pronouns and possessive nouns often change in reported speech - some words will change + here -> there + this -> that + now -> then + today -> that day + tonight -> that night + ago -> before + tomorrow -> the next day / the following day + yesterday-> the previous day / the day before + next -> the following / the after + last -> the previous / the before

Practice 18

Exercise1: T asks sts to do Exercise1 invidually and then find a partner to check their answer with. T calls on some sts to write the answers on the board Others correct T remarks and comments

Exercise1 :Expected answer : 1. They promosed to come back again. 2. The lifeguard advised us not to swim too for from the shore 3. John asked Peter to close the window. 4. The teacher encouraged Eric to join the football team.

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Exercise2: T asks sts to do Exercise2 invidually and then find a partner to check their answer with. T calls on some sts to write the answers on the board Others correct T remarks and comments Homework 2 T asks sts to prepare for the next period

Exercise2 :Expected answer : 1.He advised me not to drink too much beer. 2. She invited me to come and see her whenever I want. 3. John wanted me not to smoke in his car. 4. He told Sue to give him her phone number. 5. He reminded me to give the bbok back to Joe. 6. He promised not to do it again. 7. He agreed to wait for me. 8. John asked me to lend him some money. Learn the grammar Read the sounds Do the exercises Prepare Unit 6 ( reading)

Unit 6 : COMPETITION Lesson 1 : READING

I . Aims :By the end of the lesson , students can : - deduce the meaning of some words in certain context - scan for specific details. II. Method: - Communicative approach III. Skills : Integrated skills (Especially reading) IV. teaching aids : pictures of some competition V. Teaching stages Activities T divides the class into 4 groups T gives the picturesof the contestand limits the time ( 30s) Sts identify names of the contests and memorize them Each group nominate representatives to go to the board ( one by one ) to write as many names of places as possible T checks sts understanding of the instruction T leads in the lesson Before Preteaching- Vocabulary you read T explains the words T can use explanation, miming , picture to 10 explain the words T asks sts to repeat the words Stages Warm-up 5 Content

The picture

* Preteaching- Vocabulary - sponsor (n) ngi bao tr (v) bao tr - contest (n) cuoc tranh tai - judge (n) trong tai (v) xet oan - announce (v) bao , loan bao

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- recite (v) oc to - appologize (v) ( to S.O for S.th) Ex : He apologizes to me for breaking my car. While T asks sts to match the words or phrases on you read the left with their definition on te right Sts read the text to find the meaning if 18 necessary T asks sts to read aloud the definition of each word and give the Vietnamese meaning T lets sts play the gameLucky numbers to do task 2 If sts choose a lucky number they will have 2 marks but they dont have to answer the question For the rest numbers , each one is equivelent to a question. If sts answer the question correctly, they will have 2 marks. If not , the other group has the chance to continue the game Task 1 : Matching Expected answer : 1.d 2.f 3.e 4. c 5.b 6.a Task 2 : Wh- Questions 1. the representative of three classes of the school took part in the annual final English competition last Saturday. 2. Its aim was to stimulate the spirit of learning English among students 3. The students Parent Society sponsored the competition. 4. They had to complete five activities in all. On competition of each activity, they had to answer the questions in the worksheets within two minutes 5. They had to observe and score the sts performance. 6. The winner would be awarded a set of CDs for studying english and an Oxford Advance Learners Dictionary Task 3 : 1..unable to recite/ complete the poem. 2..Group B became the winner of the competion. 360 points. 4. .. For me the important thing was our competition and the enjoyment we had from it. Read the poem and translate into Vietnamese Prepare speaking

After T asks sts to read the paragraph 3 again and the sentences in Task3 you read complete individually. 10 Sts compare their answer with the others T calls some sts to read aloud their sentences T checks

Homework 2

T asks sts to prepare for the next period

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Unit 6 : COMPETITION
Lesson 2 : Speaking
I. Aims : by the end of the lesson , students cam : - ask for and give information about types of competition - talk about a competition or contest. II. Method: - Communicative approach III. Skills : Integrated skills (Especially speaking) II. Teaching aids : pictures , handouts, chalks, notebooks III. Teaching stages : Stages Warm-up 5 Activities 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 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 leads into the new lesson. Content Suggested answer: 1. Pop Idol. 2. Who wants to be the billionaire? 3. 1 vs 100

Before you speak 9

T uses the pictures in warm-up General knowledge T asks sts to tell the types on competition English competition they like best Art competition Poetry reading/ reciting competition Sts can answer by themselves Singing contest Athletics Meeting T asks sts ti tick the competion they like or dislike Sts work individually Sts compare with their classmates T tells sts to ask their partner how he/she feels about each type of the competitions/ contests Sts read the example given T calls on one st to do one more example based on the chart given T encourage sts to add more ideast moves around to control and gives help if

While you speak 18

Task 1 : Example : T : what do you think of the English competition ? St : Oh, its interesting. Its a good time for practiceing English

55

necessary T asks some pairs to act their conversations T divides the class into 4 groups Sts talk about the contest or competition they join or see Each group choose the best st to take part in the game Sts work Sts talk about the competitions Other guess the name of them T gives good marks for the students who have correct answer After you speak 12 T gives the questions and handout T asks sts to listen and circle the answer of each question Give one mark for each correct answer The group who has more correct answer will be the winner Declare the winning group Questions : 1. What does water consist of ? 2. What language do all airline pilots need to speak? 3. How many sides does a cube have? 4. Which of these elements do you need for something to burn? 5. How many teeth doe an average adult have? 6. What mamal lives the longest? 7. Where is the smallest home in the human body? 8. Whats the red planet? 9. What sense is the most closely linked to memory? 10. In what month the Earth is nearer to the Sun? Handout : a b c 1 Hydrogen Hydrogen Oxygen & & oxygen & nitrogen calcium 2 French Spainish English 3 four six eight 4 oxygen hydrogen gasoline 5 32 34 30 6 The The Man elephant whale 7 In the foot In the In the ear hand 8 jupiter Venus Mars 9 sigh smell Hearing 10 June January December Write a competition / contest they have

Homework

T asks sts to prepare for the next period

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recently joined or seen Prepare Listening

Unit 6 : COMPETITION Lesson 3 : Listening

I . Aims : by the end of the lesson, students can listen to get specific information. II. Method: - Communicative approach III. Skills : Integrated skills (Especially speaking) II. Teaching aids : pictures , handouts, chalks, notebooks II. Teaching stages : Stages Warm-up 5 Before you listen 10 Activities T gives the pictures of the competition and asks Ss some questions Sts answer T asks sts to practise in pair and discuss the questions Sts answer by themselves T introduces the lesson T elicit the meanings from sts , let sts listen and repeat the difficult words T notices the stress T asks sts to listen to the dialogue about the Boston Marathon and check if their prediction is right or wrong Sts listen twice T checks the answer Content Pictures To help you know more about Boston race, today we are going to listen to a conversation about it. * Words : - race (n) cuoc ua - athletic (a) khoe manh - formally ( adv) trang trong 4. clock (v) at c Ex : He clocked 9 seconds in the 100 metres Task 1 : Expected answer : 1.T 2.T 3.F 4.F 5.T 6.F

While you listen 19

T explains the situation and Task 2 : asks sts to read the given 1. New york 2. 1972 Sts listen twice 6164 number T pause at the answer to make it clearly to understand After you listen 10 Homew ork 1

3. 8 women

4.

T asks sts to work in group and tells the Vietnamese champion athletes T asks sts to prepare for the Name some famous runners in Vietnam and write next period something special about them Prepare writing

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Unit 6 : COMPETITION Lesson 4 : Writing

I.Aims : By the end of the lasson , students can write a letter of replying. II. Method: - Communicative approach III. Skills : Integrated skills (Especially writing) IV. Teaching aids : pictures , handouts, chalks, notebooks V. Teaching stages : Stages Warm-up 5 Activities Content Ask and answer the questions Questions: T gives out some questions: 1. If your English is good enough, do you want to T asks some Ss in the class. participate in an English speaking competition? Sts answer 2. What do you expect in an English speaking T corrects some mistakes if competition? necessary. 3. What do you want the organizer do for you? T leads to the new lesson.

Before you write 15

T asks sts to read the letter Task 1 : Sts work in group to find out the Expected answer : information required Number of participants, entry produre, venue, date T goes around and helps them and time, phone number and email. T give requirement Task 2: T asks sts to work in pair Sts use the given words T goes around and helps thwem if they have difficulties Number of participant: 25 Entry produre : registration Venue : 106 Tran Hung Dao street, Hoan Kiem District, Hanoi Date : November 25 Time : arrival time : 7:00p.m ; starting time : 8:00p.m Finish the letter in the polite way Contact phone number : (04) 9838118 E-mail : englishclub06@yahoo.com

After you write 8

T asks sts to work in groups of 4 and deliver each group 4 pieces of writings and tell them to read and

58

correct their friends narratives Sts do by themselves T tells each group to choose the best piece of writing Sts work in group T asks sts from each group to read their groups best writing T gives feedback and comments Homework T asks sts to prepare for the next Prepare language focus 2 period. Write a letter , taking into consideration their friends and Ts suggestions and corrections

Unit 6 : COMPETITION
Lesson 5 : Language focus
I. Aims : By the end of the lesson, students can - pronounce correctly the sounds : /tr/ , .dr/ and /tw/ - make speech th gerund. II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : pictures , handouts, chalks, notebooks V. Teaching stages : Stages Activities Content Warm-up T divides the class into 2 groups While a twin was trying to drive his dramatically 5 T put on the board a sentence dreadful truck to a travel agent at twelve, he hit a consisting of the 3 particular tree. twisters / tr/ , /dr/ , /tw/ Sts read the sentence quickly as 1 2 /dr/ 3 /tw/ possible /tr/ When a st has a mistake , one in Try Drive Twelve the other group will take over Truck Dramatically twin T asks sts to the underlined words Travel Dreadful into the column having the same Tree initiative sound T asks sts to explain why they put them in the same column Sts answer T introduces the sounds Pronunciat T asks sts to listen the sounds and * words : ion words /tr/ /dr/ /tw/ 10 Sts repeat -traffic -drive - twelve T asks sts to repeat the sentences -troops -dreadful - twenty T asks sts to underline the words -trousers - drink - twin having the sounds -tropical - dress - twinkle T corrects * Sentences : Sts practise the sentences in pairs 1. John always enjoys travelling by train.

59

Grammar 27

T goes around and helps them if they have difficulties T asks sts to read aloud the sentences T gives correction if necessary T gives the direct speeches

2. Janes teeth are troubling her. 3. Goerge is driving dangerously. 4. Her new dress is an absolute dream. 5. She has an amused twinkle in her eyes.

Lets go to the zoo T : What did she suggest? T asks questions Sts : She suggested going to the zoo. Sts answer Im sorry. Im late T: For what did he apologise Sts : He apologised for being late. * reported speech with gerund : T uses them as examples and 1. V + V-ing explains the grammartical point. V: admit, deny, suggest Ex: They admited breaking the window. 2.
V + prep + V-

Practice T gives the handout T asks sts to decide which sentence of direct speech goes with which reported speech. Sts work in group T goes around and helps them T go over answer with the class.

V: apologize for, complain about, confess to, insist on, object to, dream of, think of Ex: He complains about getting up early. 3. V + O + prep + VV: accuse of, blame for, congratulate on , criticize for, warn about/ against, praise for, thank for, prevent from Ex : The police accused him of stealing the car.
ing

ing

Task 1 : Matching Direct speech Reported speech 1. Im really sorry I went a. I denied going T asks sts to do the exercise 1 2. You shoulnt have gone b. I suggested going ( 4,5,6,7,8,9) and 2 ( 4,6,7,8) 3. No, I certainly didnt go c. I insisted on going Sts work in pairs 4. Lets go d. I criticized on going T goes around and helps them 5. I really must go e. I congratulated her Sts compare the answer with the 6. Well done for speaking on speaking up other pairs up like that f. I apologized for Sts hang their task on the board going. T remarks and corrects Expected answer : 1. f 2. d 3. a 4. b 5. c 6. e Task 2 : Expected answer : Exercise 1 : 4. The teacher accused the boy of not paying attention to what he said. 5. Bob has always dreamed of being rich. 6. I warned Anne against staying at the hotel near the airport.

60

7. Her mother prevented Jane from going out that night. 8. John and his wife were thinking of buying the house. 9. Miss White thanked Jack for visiting her. Exercise 2 4. The police stopped the customer from leaving the shop. 6. The thief admitted stealing Mrs Brown car. 7. Ann suggested having a party next Sunday 8. Paul denied borrowing my dictionary Homework T asks sts to prepare for the next Practise pronuncing them as in the warm-up. 1 period Do exercises again Prepare test yourself B

TEST YOURSELF B
I. Aims Studentsa can use what they learn to do the exercises II. Teaching aids : casette player, books III. Teaching stages : -T asks sts to do it as a forty-five minute test - Sts arent permited to open the books or use others - T goes around and observes them ( Listening : + T lets sts listen three times) -After they finish, t read the answer and sts check their answer then correct * Expected answer : I. Listening : ( 0.5 ms for each right answer ) 1 A 2 B 3 D 4 C 5 B

II. Reading : ( 0.5 ms for each right answer ) 1 2 3 4 5 D B B C C III. Pronunciation and grammar: ( 0.25 ms for each right answer ) a. Pronunciation 1. play 2. drive3. twicw d. proud b. 1.talking 2. to go3. smoking 4. saying 5. do 6. going IV. Writing: ( content : 1m, correct word and sentence : 1m , Structure : 0.5m) * Homework : - review lesson 5 and 6 - prepare for the forty-five-minute test

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THE SECOND FORTY-FIVE MINUTE TEST

I. Aims : - Students can do the test exactly and fluently by using what they learnt - Teacher can check sts understading about unit 5 and 6 II. Form : Multiple choice III. Homework - Prepare Unit 7 : World population ( reading)

THE RESULT OF THE THIRD FORTY-FIVE-MINUTE TEST

I . Aims : -Students can check their result of the test - Teacher can check sts understanding about the lesson * Homework: Prepare for the next period : Unit 7 World population ( reading)

Unit 7 : WORLD POPULATION

62

Lesson 1 : Reading
I. Aims : By the end of the lesson students can - guess the meaning of words based on contexts - scan for specific information II. Method: - Communicative approach III. Skills : Integrated skills (Especially reading) IV. teaching aids : pictures of some competition V. Teaching stages : Stages Activities Content Warm-up T gives the the number and asks * Numbers: 6 sts to read 10.000.000 300.000.000 T asks 625.000.000 Sts discuss in pairs and answer 1.300.000.000 2.510.000.000 T gives the correct answer 4.760.000.000 T asks some more questions 6.600.000.000 7.000.000.000 Sts answer T: What do these numbers tell you about ? T leads in the lesson Sts : T: The world population. What do you think about it ? Sts : It is increasing so fast. T : How fast is it ? Sts : Faster and faster. T : The population of the world has been increasing faster and faster. Is that good or bad ? What should we do ? Before you read 13 1) Describing the pictures in the tex book: T asks sts to look at the pictures in the book to describe them Sts answer the questions given in pairs. T goes over the answers with the class. 2) Pre-teaching vocabulary: T introduces the lesson T explains the words T can asks sts to give the meaning if they can or use the antonym, explanation , situation and give examples to explain T asks sts to repeat the words in group and in individual T corrects if they have mistakes in reading Task 1 : Gap- filling: * Vocabulary : - B.C ( before Christ) trc CN =/= A.D - Third World : cac nc cham phat trien - available (a) co sn - decrease (v) giam xuong

While you

Task 1 : Gap- filling

63

read 17

T asks sts to fill in the blank with a suitable word ( change the form of the word and use the dictionary when necessary ) Sts refer to the text for the difficult words. T moves around to give help. T goes over the answer with the sts. Task 2: Ask and answer the questions. -Sts work in individual then compare with other. - T calls on some Ss to give their answer and ask them to explain their choices. -T elicits feedback from other Ss and gives the correct answers: T asks sts the question Sts work in group T goes around and helps them T checks T asks sts to prepare for the next period

Expected answer : 1. although 2. method 3. increase 4. resources 5. figures 6. limit 7. international 8. control Task 2 : Expected answer : 1. The population of the world in 10,000 B.C was 10 million; in 1750 it was 625 million; in 1850 it was 1300 million, in 1950 it was 2510 million; in 1985 it was 4760 million; in 2000 it was 6.6 billion. (paragraph1). 2. By the year 2015, the population of the world is expected (last line, paragraph 1) 3. Some scientists say it can, but others say it cant .( line 2-4, paragraph 2) 4. No, they dont. ( Line 2-3, paragraph 3) 5. Because they know of no safe way to have fewer children. ( Line 4-5, paragraph 3) Question: Do you think the large in population a country is, the stronger it is ? Explain why or why not? Write five reasons why we shouldnt have more children Prepare speaking

After you read 7 Homework 2

Unit 7 : WORLD POPULATION Lesson 1 : SPEAKING

I. Aims : By the end of the lesson , students can give their opinions about the causes and the problems facing over populous countries. II. Method: - Communicative approach III. Skills : Integrated skills (Especially speaking) IV. teaching aids : text books, black board. V. Teaching stages : Stages Warm-up Activities T asks some questions Content Questions :

64

Sts answer by giving their own opinion T uses the answer to introduce the lesson T introduces the lesson T asks sts to read the causes to population explosion in the text book to see how much of their ideas is similar to the opinions given. T lets sts put them in order of importance and explains why Sts work in pairs T moves around Some sts pairs to explain their priority T gives comments then introdusec to sts some ways to give opinion, agreement and disagreement T asks sts to work in pairs Sts discuss the problems facing poor and over populated countries by combining the vocabulary in the useful language T encourage sts to think of more problems to add to their list. T goes around and helps them T asks sts to reprot their results to the class in front of the class Others correct T declares the best pair T asks sts to work in group of 4 Sts give the solution of the problems they give in activity 1 Each group choose the secretary the record the other s ideas T goes around and helps them T ask sts to express their groups task

Before you speak 9

1. How many children do your parents have ? 2. Do you want to have more or fewer ? Why? 3. Do you know any families that have more than 10 children nowadays? 4. According to you , what are the causes to population explosion? * Giving opinion: In my opinion As for me As far as Im concerned From my point of view, I think It would seem/ appear to me that Not use : According to me

While you speak 17

Activity 1 : ( page 83) Ex : Poor living condition Low living standard Not enough / expensive food Lack/ shortage of schools, hospitals , teachers

Activity 2 : ( page 83 ) Useful language : Raise : an awareness of the problems of overpopulation/ living standard Exercise / implement : reward and punishment policies Carry out : population education programmes/ family planning programmes Use : birth control methods

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After you speak 11 Homework 2

T remarks after they finish their work T asks sts to discuss in group T move around and helps them Sts give their groups ideas T asks sts to prepare for the next period

Talk about the problems of overpopulation and offer solution Learn by heart the expression in the book Prepare listening

Unit 7 : WORLD POPULATION Lesson 3 : LISTENING

I. Aims : By the end of the lesson, students can develop such listening micro-skills as extensive listening for specific information and summarize while listening. II. Method: - Communicative approach III. Skills : Integrated skills (Especially listening) IV. Teaching aids : handouts , textbook III. Teaching stages : Stages Activities Content Warm-up T asks sts to work in group and 5 find out ten countries which are the largest population in the world Sts work Sts discuss and give the answer T lets sts give their groups answer Before you T gives questions Questions: listen Sts work in pair and discuss the 1. do you think that our world is 10 answer overpopulation? T calls on sts to present their 2. Do you think that the Third World has high answer population density? T asks others to add more ideas 3. What continent has the largest population? T asks sts to repeat the words While you Task1: Task 1 : listen T asks sts to read the sentences in 1.A 2.D 3.C 4.D 5.A 6.C 17 task 1 Task 2 : T explains the situation 1. according th experts, by the year 2015 the T lets sts listen twice population of the world will be over 7 billion T asks Ss to exchange their 2. He said that the population growth rates in answers with their partners some parts of the world are not the same. The T asks Ss to give their answer and population grows more quickly in some parts Others to give their remarks. of the world than others. T check the answer 3. According to the expert, the lesson for a fall T lets sts listen once more and in the death rates is the improvement of public pauses at the answer. health services and medical care Task2: 4. The problems population explosion causes

66

After you listen 11

T asks Ss to read and explain task2 T checks if Ss can answer the questions in Task2 without listenning again. T asks Ss o read through all the questions. T lets sts listen again . Sts note the answer . T asks sts to discuss in group Sts discuss and give the full answer T asks some sts to answer loudly Others remark and correct T checks T asks sts to work in group of 4 Sts discuss and summarize the listening text T can give some questions to lead them to the content of the text

to the world particular to developing countries are shortage of food, lack of hospital and school, illiteracy and poor living conditions.

Homework 2

Questions : 1. What is the interview about? 2. What did the expert say about the population of the world, the causes of population explosion, the problems it causes to the world, particularly to developing countries , and the solutions to the problems? T asks sts to prepare for the next Do the exercise again period Prepare

Unit 7 : WORLD POPULATION Lesson 4 : WRITING

I. Aims : By the end of the lesson, students will be able to read and describe the information in a chart. II. Method: - Communicative approach III. Skills : Integrated skills (Especially listening) IV. Teaching aids : handouts , cards. V. teaching stages : Stages Activities Content Warm-up T asks sts to give the 5 continents in the world Before you T ask some questions Questions : write about the chart 1. What is the topic of the chart? 10 Sts discuss in pairs the 2. How many regions are there? answer 3. Which continent has the largest population Sts answer aloud 4. Which continent has the smallest population?

67

While you write 20

After you write 8

Homework 2

5. Is the population of Europe larger or smaller than Africa? Expected answer : 1. The distribution of world population 2. There are 7 regions 3. South Asia 4. Oceania 5. large Sentences : T gives the sentences and 1. North America is home to 514 million ( 8%) asks sts to order them 2. Asia accounts for over 60% of the world population Sts discuss in pairs and with almost 3.8 billion people put them in logical order ( 3. Europes 710 million make up 11% of the worlds base on the chart) population 4. Africa follows with 840million people , 12% of the world population 5. The chart shows the distribution of world population in 2005 6. Generally, the world population is distributed unevenly through regions 7. China and India alone comprise 20% and 16% respectively Expected answer : 5-6-2-7-4-3-1 T asks sts to write a paragraph of 100-120 words describing the information in the chart, Students work base on the analysis of the chart above Sts can use the useful language T lets sts work in pairs and correct each others writing T move around and helps them if necessary T calls on some sts to go and copy their writing on the board Sts give comments T give feedback and comments T asks sts to prepare for Write the paragraph again the next period Prepare language focus5

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Unit 7 : WORLD POPULATION Lesson 5 : Language focus

I. Aims : By the end of the lesson, students can: - distinguish the sounds /kl/, /kr/, /gr/ and /kw/ - pronounce the words and sentences containing these sounds correctly - use conditionaltype 1,2,3 and conditional in reported speech appropriately. II. Method: - Communicative approach III. Skills : Integrated skills . II. Teaching aids : handouts, CD player III Teaching stages : Stages Activities Content Warm-up T divides the class into two Ss work. 5 groups ,group1 write the condition clause, group 2 write the main clause Pronunciatio -T models three clusters 1.Listen and repeat: /kl/ / gl/ /kr/ /gr/ /kw/ n /kl/, /kr/, /gr/ and /kw/ glean crowd grow quarrel 7 for a few times and explains Clean glass cranky green quarter how to produce them. E.g: Class Claim struggle crash grouping quality When producing /kl/, Ss creature ground queen should produce /k/ first and Quickly ugly then quickly switch to /l/, and 2. Practice reading aloud this dialogue: A: Didnt you go to the criket club? so on. T reads the words and asks B: Yes, I did go to the criket claub. A:Was it crowded? sts to listen T reads the words again and B: Quite crowded. A: Was Greg there? asks sts to repeat T calls on some student to B: Greg was there, yes. And Robert Queen was there, too. read aloud the words. T asks sts to work in pairs to A: Does Robert Queen like cricket? practise reading the diologue B: No, he doesnt. He quarrelled with Greg. He went T makes correction.T asks sts to the pub and drank some glasses of beer. to repeat the sound, words A: Oh dear! and sentences in group and in B: Mm. Shall I take your clothes to the ceaners? individuals T helps them correct Grammar T explains the structures * Conditional sentences : 32 T can gives some examples or asks sts to make sentences Type If clause Main clause T gives some examples then 1. real will/ can/ shall/ may + Simple present bare - inf explains the grammartical

69

points T can ask sts to remark and give the structures Exercise 1: T asks sts to do exercise 1 individually and then compare their answers with another student. T calls on some Ss to go to the board to write down their answers. T asks other Ss to feedback and give correct answers. Task 2 Sts work in pair and discuss the answer T asks sts to give the answer aloud T checks. Task3: T asks sts to do the exercise 3 ( page 89) Sts do in groups Sts write on the board Others remark and correct T checks.

2. Unreal in present 3. Unreal in past

Simple past Were V2 / ed Past perfect Had + P.P

would / could / sould/ might + bare inf Would/ could / should / might + have + P.P

Ex: If I have time, I will meet you. If I had money now , I would buy a car. If you had met her, she would have been happy. * Conditional in reported speech : Ex : She said that if she had time she would meet me. She said that if she had time she would meet me. She said that if she had had time she would have met me. * Note : -When the verb in the main clause is in the past tense, we usually have to change pronouns, some words. -When the direct speech is a conditional sentence, we have to change the tense in type 1 Practice : Exercise 1 :
1. would drive 4. will take 2. could 5. closed 3. is 6. will come 2. had realized 4. would have bought

Exercise 2 : 1. had been told

3. wouldnt have been 5. had studied

Exercise 3 : 1. The man said to her he would come to see her if he

had time. 2. He asked her what she wuld say if someone stopped on her feet. 3. They said to me if it didnt rain they would go out with me. 4. The man said the women what she would do if she were a billionaire 5. The man said to me if I had asked him he would have lent me his motorbike. 6. The man said to his daughter they would be very disappointed if she did not come.

Homework 1

T asks sts to prepare for the * Finish the sentences by adding a clause : next period 1. If I had a camera , _________________ 2. ________, youd have enjoyed it. 3. If you are joking, _______________ 4. If we drove through the town center, __________ * Prepare Unit 8 reading

70

Unit 8 : CELEBRATIONS Lesson 1 : Reading

I. Aims : By the end of the lesson , student can : - skim for the gist of the text - scan for specific information II. Method: - Communicative approach III. Skills : Integrated skills ( Especially reading skill) II. Teaching aids : cards, CD player III. Teaching stages : Stages Activities Warm up T lets sts to listen to a song 5 T asks sts to guess when people sing it Sts answer Before you 1. Work in pairs: read T asks a question 12 Sts answer T lets sts look at the picture Sts work in group and discuss the questions given T gives some more questions to make the description easier T run through the activities given at test in the textbook Sts work in pair and choose the activities they enjoy doing most at test T introduces the lesson 2.Pre-teaching vocabulary. T explains some words

Content

While you read 17

Task 1 : T lets sts to read the text Sts read requirement T explains the way to do Sts work in pairs T asks sts to answer aloud and explain T gives comment Task 2 : T checks if the sts can answer the questions (in task 3 in the text book) without reading the text Lets sts to work in groups to answer the questions T calls on some sts to read the answer

Questions : 1. Are they family ? 2. What are they doing? 3. What are on the table? 4. What tree is on the right of the picture ? 5. What tree is on the left of the picture ? 6. What are they? 7. Are they happy? * Pre- teaching vocabulary : -Grand ( adj) = important -Banner (n) -Agrarian (adj) = agricultural - Pray (v) (for sb/ st) - Spread spread spread (v) - Candied fruits (n) - Possitive coments (n): - Peach blossom (n): - Apricot blossom (n): Task 1 : 1.F 2.F 3.T 4. F 5.T 5.T Task 2 : 1. Its sometimes betwwen 19 January and 20 February. 2. For months 3. Streets are decorated with colored lights and red banners 4. They buy gifts, clean and decorate their houses and cook traditional foods. 5. Banh chung and mut 6. Visiting friends and other familly members , exchanging wishes , going to the

71

After you read 10

Homework 1

and explain their choices pagoda , playing games , etc.. T gives feedback T asks sts to work in group of 4 to tell each other about their last Tet holiday, focusing on the suggestions given in the Sts tasks textbook Sts choose their group secretary to write down all the information in a chart T asks sts to give their information T comments T asks to prepare for the next period Write a short paragraph to tell a Tet holiday you like best Look for the popular holiday in Vietnam Prepare speaking

Unit 8 : CELEBRATIONS Lesson 2 : Speaking

I. Aims : By the end of the lesson , students can talk about the celebration of tet and other festivals activities II. Method: - Communicative approach III. Skills : Integrated skills ( Especially speaking skill) II. Teaching aids : pictures of some celebrations, holidays, charts III. Teaching stages : Stages Activities Content Warm-up T gives some pictures of celebrations 6 Sts work in pair and guess which celebrations Sts answer loudly T remarks Before you T asks sts to close the books Mai : Tet / holiday / next month ? speak T gives the chart ( given words about Anna : What / Tet ? 8 a conversation betwwen Mai and Mai : Vietnamese people / celebrate / Anna) beginning / spring / also/ start / Lunar New Sts work in pair to complete the Year. dialogue Anna : When / exactly ?

72

T asks sts to speak aloud T t doesnt correct any mistakes T asks sts to open their books to compare their task with the dialogue While you speak 21 Activity 1 : Task1: T asks sts to look at the cues again Sts practise thedialogue in pairs again. T let them do aloud. T encourages Ss to remember the dialouge so that they can act it out more naturally. T comments Activity 2: Task2: T explain the task. Before Ss do the task, T asks them to look at three pictures on pages 93 and work out the name of each holiday. Ss may be asked to give the Vietnamese equivalent to each day. T checks with the whole class and gives out the correct answer: T asks sts to work in groups Sts discuss then give the correct answer Task3: T ask sts to work in pairs Sts practise the same task 1 using the situations in task 2 Sts practise loudly T comments T asks sts to talk about one of the celebrations they have ever seen in their town T goes around and helps them Sts talk loudly T comments T asks sts to prepare for the next period

Mai : This year / 9th of February Anna : eat / a lot of special foods; dress up ; visit friends and relatives ; also play / traditional games. Anna : sound / interesting Activity 1 : Task1: Sts tasks Activity 2 : Task2: Expected answer : 1-c-C 2-a-A 3-b-B Activity 3 :Task3: Ss work

After you speak 8

Sts do by themselves

Homework 2

Talk about one of the celebrations you have ever seen Prepare listening

Unit 8 : CELEBRATIONS
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Lesson 3 : LISTENING
I.Aims : By the end of the lesson , students can listen and pick up specific details. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially listening skill) IV. Teaching aids : chart, pictures and handouts V. Teaching stages : Stages Activities Content Review T asks sts to tell one of the 5 celabration they have ever seen Before you T gives questions Questions : listen Sts work in pair and discuss the What is the clothes the woman wearing? 8 answer Is it the traditional clothes of Vietnam? T calls on sts to present their Words: answer - longevity (n) = long life T asks others to add more ideas - constancy (n) T asks sts to repeat the words - pine tree(n) T explains the words - represent (v) T asks sts to discuss the answer in - get rid of (v) the task ( page 94) While you T asks sts to read the sentences in Expected answer : listen task 1 (page 95) Task 1 (page95) 22 T explains the situation 1 2 -3 -4 6 -8 10 10- 11 T lets sts listen twice T checks the answer T lets sts listen once more and pauses at the answer T lets sts listen again Task 2 (page 96) Sts note the answer 1. Because they want to get rid of the dirt of T asks sts to discuss in group the old year and welcome the new year. Sts discuss and give the full 2. From television or radio answer 3. Kimonos or special dress. T asks some sts to answer loudly 4. No, New Years Day is mostly celebrated Others remark and correct among family only. T checks After you T asks sts to work in group of 4 listen Sts discuss and summarize the 8 listening text T can give some questions to lead Sts work them to the content of the text Homework T asks sts to prepare for the next Talk about what you usually do to prepare for 1 period the Tet Prepare writing

17.12.07 TT

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Unit 8 : CELEBRATIONS
Lesson 4 : WRITING
I.Aims : By the end of the lesson , students can write about some popular celebrations in Vietnam and greeting cards. II. Method: - Communicative approach III. Skills: Integrated skills ( Especially writing skill) IV. Teaching aids : textbook, poster,and handouts. V. Teaching stages : Stages Activities Content Review T asks sts to tell about what 5 they prepare for the next Tet T comments Before they T gives some questions then Questions : write asks sts to practise in pair 1. What festival is this? 7 Sts discuss then give the 2. When does it usually occur? answer loudly 3. What do people celebrate it for ? T remarks and corrects 4. What are some popular activities on this festival? 5. How does the writer feel about the festival? While you T asks sts to work individually write and write a passage about one 13 of the popular festivals in Vietnam Sts tasks base on the answer in befor you write sts exchange their task and correct After you T asks two students to write write their tasks on the board Sts tasks 8 T correct then give the mistakes they have to avoid Homework T asks sts to prepare for the Write the passage again 1 next period Prepare Language focus

Unit 8 : CELEBRATIONS Lesson 5 : LANGUAGE FOCUS

I.Aims : By the end of the lesson, students can use pronouns one (s), someone, no one, anyone, everyone and have further practice in vocabulary about holidays and celebrations. II. Method: - Communicative approach III. Skills: Integrated skills ( Especially writing skill) IV. Teaching aids : textbook, poster, picture

75

V. Teaching stages : Stages Activities Review T checks sts task at home 5 Pronunciation T asks sts to repeat the sound, 10 words and sentences in group and in individuals T helps them correct Grammar Presentation: 29 T explains the grammartical points Sts can answer the question to reinforce/ make the structures T can give some examples using the pronouns Exercise1 T asks sts to do the exercises 1 individually then compare the answer with their partner. T calls some sts to read the sentences T asks other Ss to feedback and gives correct answers: Exercise2 T asks sts to do the exercise 2 in pairs. Sts compare with the others T asks sts to give their answer Some sts come to the board to write their sentences T asks other Ss to feedback and gives correct answers Exercise3 T explains the way to do. T may give them some tips to do the exercise. Sts work individually to finish the exercise and then compare their answer with the person sitting next to them. T calls on some sts to answer loudly and gives feedback. Homework 1 T asks sts to prepare for the next period

Content /fl/, /fr/ , / r/

* Pronouns : someone, everyone are used in affirmative from * anyone is used in negative form * no one is followed by a singular verb Ex: No one is here. I can see someone here. They didnt know anyone in this house. * One (s) is used to replace to a noun to avoid repeat the same word in a sentence Exercise1 : Expected answer: 1. anyone 2. someone 3. anyone 4. someone 5. no one 6. everyone 7. no e Exercise2 : Expected answer: 1. Of the three bags I like the blue one. 2. Mai is making a fruit cake, Huong is making one , too . 3. I like reading books, especially the ones about the natural world. 4. I dont have a computer , and my father doent 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. Expected task 3. 1. traditional 2. grand 3. gifts 4. celebrating 5. polite 6. good luck 7. excitement

Learn the lesson Prepare lesson ( from U1 to U8)

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REVIEW
I. Aims : Students can review the grammartical points and use them in the first term test fluently and exactly. II. Review the grammar and vocabulary: A. Vocabulary: The vocabulary of Unit 1,28 B. Grammar: 1. To-inf : * follow - adjectives / It is + Adj + to-inf/ It takes ( costs) + to-inf/ ( too) + adj + ( enough).. - verbs : refuse, expect, agree, appear, arrange, attempt, ask, choose, decide, demand, hope, learn, manage, offer, plan, pretend, promise, determine, fail, happen, seem, threaten, want, wish, would like, - V + O + to-inf : advise, allow, ask, enable, encourage, forbid, invite, order, permit, persuade, remind, request, tell,, urge, want, warn, * replace to a relative clause * express a purpose 2. bare inf : * follow : - aux : does, do, did - modal verbs : can could, may, will, would, might. - verb : would rather, had better, - make/ let/ get / + O + bare inf - see/ hear/ watch/ notice/ find/ feel + bare inf 3. V-ing : * used as : S, O, complement of seem, be, look * after prepositions : * follow verbs : admit, avoid , delay, deny, detest, dislike, consoder, enjoy, feel like, finish, mind, give up, imagine, involve, keep, miss, postpone, practice, put off, risk, spend, suggest, waste, cant stand, cant bear, cant help, its no use / good, be accustomed to, look forward to, be busy, be worth,. 4. V-ing or To-inf * Stop + V- ing : ngng lam + to-inf : ngng e lam * try + V-ing : th + to-inf : co gang * remember / forget/ regret + V-ing : past + to-inf : present or future * used to - inf * be / get used to + V-ing 5. Passive infinitive and passive gerund : * Passive infinitive : la hnh thc cau b ong trong o qua kh phan t ( past participle) theo sau be hoac to be no c dung sau cac ong t khiem khuyet hoac be going to, have to, want to, would like to, ought to,.. * Passive gerund : la hnh thc cau b ong trong o qua kh phan t ( past participle) theo sau being 6. Perfect gerund and perfect participle :

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* Perfect gerund : la hnh thc having + V-ing c dung khi noi en s viec xay ra trong qua kh . Chung ta thng dung no sau gii t hoac ong t deny. * Perfect participle : la hnh thc having + V-ing c dung e thay the cho mot menh e trong o dien ta hanh ong a hoan tat trc khi hanh ong trong menh e chnh xay ra.. 7. Present simple : Vinf, Vs/es ( does / do) -the daily activities : always, usually, rarely, seldom, never, how often, every day, occasionally, often, sometimes, once a week/ twice a week. - the truth 8. Past simple : V2 / ed ( did) - the act in past and end. ( yesterday, ago, last.., in 199.., ) - the act happen after other 9. Past perfect: had + P.P - the act happened nad finished before the other 10. Past progressive : was / were + V-ing - the act was happening at definite time - the act was happening when other came 11. Reported speech : * With to-inf: - tell/ want/ ask/ advise / warn / invite / remind / encourage / order / beg / V + O + to inf ( not to- inf) -offer / threaten / agree / promose / V + To-inf ( not to inf) * With gerund : - congratulate . on, apologize.for, insist on, accuse.of, warn ..against, preventfrom, thank for, . V + O + prep + V-ing( not V-ing) - dream of , suggest, deny, think of , V + prep + V-ing ( not V-ing) * Note : Some changes when the reported vorbs in the past: - personal pronouns : I, my me / we, our, us -> speaker You,you your -> listener - Words : + this/ these -> that / those + here -> there + ago -> before + today -> that day + tonight -> that night + yesterday -> the previous / the day before + last -> the .. before / the previous + tomorrow -> the following day / the day after + next -> the following / the after. - Tenses : + present -> past + simple past -> past perfect + will / can / may / must -> would / could / might / had to 12. Conditional sentences : *Co 3 loai cau ieu kien : Loai If - clause Main clause Wish

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I. ieu kien co the xay ra II. ieu kien khong co that hien tai III. ieu kien khong co that qua kh

be : am , is , are V : V-inf , Vs/ es Tr ong t : do / does be : were V : V2 / ed Tr ong t : did

will / shall +V-inf can / may + V - inf would / should could / migh +V - inf

would/ should could / might were V2 / ed( did)

had + P.P

would / should could / might

had + P.P + have + P.P

Unless = if not

13. Conditional in reported speech: * Type 1 : thay oi nh cau tng thuat khang nh * Type 2 and 3 : khong thay oi th cua ong t, ch thay oi t va cac ai t can thiet 14. someone, anyone, no one, everyone, one (s) * Pronouns : someone, everyone are used in affirmative from * anyone is used in negative form * no one is followed by a singular verb * One (s) is used to replace to a noun to avoid repeat the same word in a sentence. III. Exercises : A. Give the correct form of the verbs in the brackets: 1. I am expecting ( make ) a trip to Hanoi. 2. Students stopped ( make ) noise when the teacher came in. 3. She couldnt bear ( shed ) tears when she saw the film Romeo and Juliet. 4. Ann like ( cook ) but hates ( wash ) up. 5. I enjoy ( listen ) to classical music. 6. I really regret ( hurt) your feeling when I asked you such a silly questions. 7. Hell try ( not make ) the same mistake again. 8. Would you like ( have ) the next dance with me. 9. Would you mind ( buy) me a newspaper? 10. I hate him ( make ) friends with those guys. 11. Did you remember ( phone ) Ann? Oh, no. I completely forgot it. 12. Does the city government intend ( do ) anything about pollution? 13. Those shirts need ( iron ) but you neednt ( iron ) them now. 14. They finished ( learn ) and then they wanted to go out for pleasure. 15. Ehenyou see Tom , remember ( give ) him my regards. 16. I hop ( not do ) that tiring work again. 17. They postponed ( build ) an elementary school for lack of finance. 18. Its no use ( advise ) him. He never allows anybody ( give ) advice. 19 . Are his ideas worth ( listen ) ? 20. He always avoids ( meet) me in the street. 21. My parents decided ( take ) a taxi because it was late.

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22. Do you agree ( lend ) me some money? 23. Tom refused ( give ) me his address . 24. The passengers asked her how ( get ) to the station. 25. My friends arranged ( get ) to the airport in time. 26. While I ( try ) ____________ to get my car started , a passing car ( stop) _________ and the driver ( offer) _________ to help me. 27. I ( not see ) ______________ the film last night because I ( see) _____________ it several times before. 28. mary ( not wear) ______________ her glasses at the time , so she ( not see) _____________ what color the mains T-shirt ( be) _________________ . 29. Nick ( lie) ___________ down on the grass for a while , next to some tourists who ( feed) _________ the ducks on the pond. 30. Sorry, I ( not answer ) _______________ very tired, and when she ( finish) ___________ her work, she ( fall) ___________ asleep. 31. Last night , she spent hours on the homework but she ( cannot) do it although the teacher ( explain) __________________it very carefully in class. 32. If today ( be ) .Sunday, we would go to the seaside. 33. If we ( invite ) .her, she may go dacing with us. 34. If I finished the work in time, I ( go) . to the club. 35. If he ( have ) . money, he will travel more. 36. They ( make ) . fewer mistakes if they were more careful. 37. If they ( not pass) . the exams, they would join the army. 38. If I(be) . busy, I would have come to the party. 39. If you had more practice , you ( speak) . French better. 40. If there ( be ) .a lot of sunshine, I shall go sightseeing. 41. You would catch the train if you ( leave) ..earlier. 42. If anybody (have ) .question, please ask me after class. 43. If it is rainy, the children (go) .swimming. 44. If she had had his address , she ( write ) .to her. 45. If I (see ) .the movie last night , I ( tell ) .you . B. Change the following sentences into reported speech: 1. She said to me : Shut this door, dont lock it. 2. My teacher said : Dont copy the answer while you are doing the final test. 3. The principle said : Didnt you get the award yesterday, Xuan? 4. The teacher said : Dont make these mistakes again . 5. Do what youre told. my father said. 6. I said : If I were you , Id stop smoking . 7. Dont go near the water , children. Said she. 8. Make a list of what you want. She told us. 9. You take my car She accused me 10. Thank you very much. You help me to do this exercise. She said C. Find the words that are correct : 1. When I arrived, I didnt see someone there. Everyone had gone home. 2. Of the two shirts , I prefer the white ones. 3. Anybody want to stay home on such a lovely summer day. 4. Im looking for everyone who can help me out of the trouble. 5. She is not so kind and lovely that everyone wants to be her friend. 6. There are not someone in the room. 7. I dont think someone likes the smell. Its so disgusting.

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8. Do everyone know where hes now? IV. Homework : Do exercises again Read the text from unit 1 to unit 8 Learn the words by heart Prepare for the first term test

REVIEW (Continue)
Aims : Students can review the lessons they learnt by correcting the first term test. II. Home work: Prepare the next period: Reading unit 9

Unit 9 : THE POST OFFICE Lesson 1 : Reading

I. Aims : By the end of the lesson, students will be able to : - deduce the meaning of some words in certain context - scan for specific details II. Method: - Communicative approach III. Skills: Integrated skills ( Especially reading skill) IV. Teaching aids : textbook V. Teaching stages : Stages Activities Content Review Remarks the test 5 Before you T explains the words Vocabulary read Sts can give the meaning if they - equip ( v) (st with st)

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know Sts repeat the words in group

While you read 22

After you read 10

Homework 1

- transfer (v) ( - notify (v) ( of st): - recipient (n) = receciver (n) - subscribe (v) (to st) Task1: Task1 : Expected answers: T explains the task: Circle the 1.spacious =/= cramped letter (A,B,C or D) before the 2.counteous =/= rude word that has the opposite 3.speedy =/= slow meaning to the italicised word. 4.original =/= changed T gets Ss to do the task individually, then discuss the Task2 : Expected answers: answer in pairs, and finally T 1. It is equiped with advanced technology and a checks the answers with the spacious and pleasant front office. whole class. 2. Mail and parcel service, Express money transfer, Task2 : Phone calls and faxes and Press distribution T asks sts to read the text again 3. They are sending letters by air , surface mail or and find the answers to the express mail. following questions 4. It is used for notifying the recipient of the time T asks sts to practise in pairs and place to receive the call. Sts answer loudly. 5. Ill have to subscribe to my favorite newspapers Others remark and correct. or magazines T gives comments. Task3 : Expected answers: Task3 1. It opens daily from 7 a.m to 9 p.m T asks sts to work in pairs again 2. They offer a very competitive rate for parcels and find evidence in the text under 15 kilos. that support these statements 3. They have Express Mail Service and your EMS T asks sts to practise in pair mail will be delivered in the shortest possible time. Sts answer chorally 4. The money will sent in less than 24 hours. T gives feedback Questions in the textbook , page 102. T introduces the task: Ss work in groups of 3 or 4 and discuss the questions T reminds Ss of the structure to ask and gives opinions ( Eg. What do you think? In my opinion,.) T goes around to check and offer help. T calls on the groups to tell and explain their choice. T gives corrective feedback T asks sts to prepare for the Do exercises again next period Prepare Speaking

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Unit 9 : THE POST OFFICE Lesson 2 : Speaking

I . Aims : By the end of the lesson , students will be able to make requests and talk about different postal services. II. Method: - Communicative approach III. Skills: Integrated skills ( Especially speaking skill) IV. Teaching aids : poster , textbook, CD player V. Teaching stages : Stages Activities Content Review T asks sts to write some words SS work 5 and make sentences by using those Sts write on thre board T give comments and marks Before you T devide the class into small Questions: speak groups of 3 or 4 and gets them 1. Have you ever heard someone make a 10 to discuss these questions request in English? What did they say? After 7-8 minutes, T asks Ss to 2. Have you ever make a request in give their answers. Vietnamese? What did you say? T gives comments and corrects 3. Did you observe any differences in the way if necessary. requests are made in English and Vietnamese? While you speak Task 1 Task 1 : (Page 103) T asks sts to practice the Task 2 :

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22

dialogue in pairs T goes around and helps them in pronunciation T asks sts to explains the guided sentences T explains if the sts cant T lets sts practise in pairs T observes and helps T asks sts to practise loudly T gives comments Task 2 : T asks sts to work in pairs and make a similar dialogue using one of the two situations given in their books T goes around and helps when needed T calls some pairs and asks sts to act out the conversation T gives comments and gives marks if their work is good. T asks sts to think of the situation that they themselves need to go to the post office Sts act out the conversations Some pair of sts act in front of class T remarks T asks sts to prepare for the next period

example dialogue : A: Good morning. B:Good morning. Can I help you? A. yes. Id like to have a telephone line installed at home , please. B. Yes, sir. Whats your address, please? A. 234 Tran Hung Dao Street. When will it be installed ,please ? B. Well make it ready one week after registration. A. Can you make it on Friday? B: Certainly. Do you have a telephone? A: Yes. How much is that? B: Its 200.000 dongs. You can see the rates on the desk. Would you please fill in this form? A: Yes Here you are. B: Thank you.

After you speak 10

Free

Homework 1

T asks Ss to make a dialouge for each situation in task 3 and practise the conversation at home. Prepare listening

Unit 9 : THE POST OFFICE Lesson3 : LISTENING

I.Aims : by the end of the lesson , students can listen to a monologue about the development of Vietnams telephone system for details. II. Method: - Communicative approach III. Skills: Integrated skills ( Especially listening skill) IV. Teaching aids : text book, CD player, mail boxes, handouts V. Teaching stages : Stages Activities Content

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Warm-up 5

T asks sts some questions Sts answer T lets others remark and correct

Before you listen 8

* Questions : 1. Is your family on the phone ? 2. What is your phone number ? 3. Where did your family have the telephone line installed? 4. Did many families have it at that time ? 5. How about now? 6. Does any member of your family have a cell phone? T explains some words that * words : make sts difficult to understand - commune (n) xa , thon T asks sts to repeat the words - rural network (n) - capacity (n) cong suat - suscriber (n) thue bao Activity 1: Task 1 : T asks sts to listen to the monologue and check their prediction Sts listen for three times For the first , T asks sts to do nothing For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. Activity 2: Task 2 T run through the questions on page 106 to make sure Sts understand all of them T asks sts to listen to the tape again then answer the questions Sts compare their answer with their partners T tell sts to ask and answer these questions in open pairs, then in closed pairs T gives feedback where needed T asks sts to summarize the listening text Sts work in pairs Sts express their summary T remarks T asks sts to prepare for the next period Activity 1: task 1 : Expected answer: 1. second 2. 30 3. fixes telephone 4. 93 5. The change of international telephone system

While you listen 20

Activity 2: task 2 Expected answer: 1. China has the best growth in telephone numbers. 2. In the early 1990s, there were only 140.000 telephones in Vietnam. 3. In 1996, the fixes telephone numbers were changed from six to seven digits in Hanoi and Ho chi Minh city as well as five to six digits in other provinces. 4. In 2001 5. There are 6.014 communal post offices in Vietnam.

After you listen 10

Homework 2

Do the exercises again Write the summary of the listening text Prepare writing

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Unit 9 : THE POST OFFICE Lesson 4 : WRITING

I.Aims : by the end of the lesson , students can write a letter to express satisfaction or dissatisfaction. II. Method: - Communicative approach III. Skills: Integrated skills ( Especially writing skill) IV. Teaching aids : textbook, poster. V. Teaching stages : Stages Activities Content Review T checks sts summary 5 Before you T gives the scene and gives out write the topic for the discussion satisfied Dissatisfied 9 T acts as an instructor and write The opening shortly sts ideas on the board hours ? The attitude of the Polite, staff ? thoughtful.. The prices ? The punctuality of delivery of letters and newspapers ? The position of the post office ? The quality of the equipment The security No one condition looks

after the motorbi kes

While you write 25 After you write 5 T asks sts to write the letter on a sheet of paper T goes around the class and gives help when needed T asks sts to swap their papers and do the correction T choose one letter and reads it to the class. Then T elicits corrective feedback from comments afterwards. T should draw Ssattention to the format of the Sts do in individuals

Sts tasks

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Homework 1

letter, the organization of ideas and language use. T asks sts to prepare for the next period

Sts write the letter again Prepare Language focus

Unit 9 : THE POST OFFICE

Lesson 5 : LANGUAGE FOCUS
I.Aims : By the end of the lesson , students can distinguish the sounds / sp/ , / st/ and / sk / , and use defining and non defining relative clauses appropriately. II. Method: - Communicative approach III. Skills: Integrated skills . IV. Teaching aids : pictures , handouts. V. Teaching stages : Stages Activities Content Presentation Distinguishing sounds Distinguishing sounds 10 -T models three clusters /sp/, /st/ , Listen and repeat: /sk/ /sp/ /st/ /sk/ for a few times and explains how to Speak Sanley ask produce them. E.g: When Speech stand disk producing /sp/, Ss should produce /s/ Spill stop dusk first and then quickly switch to/p/, Skill best skill and so on. School text school T reads the words and asks sts to Practising sentences containing the targets listen sounds. T reads the words again and asks sts Practise reading aloud this dialogue to repeat ( page 108) Practising sentences containing the targets sounds. T calls on some student to read aloud the words. T asks sts to work in pairs to practise reading the diologue

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Grammar 31

Practice

T makes correction.T asks sts to repeat the sound, words and sentences in group and in individuals T helps them correct Presentation: T explains the grammartical points Sts can answer the question to reinforce/ make the structures T can give some examples using relative pronouns, defining relative clauses and non-defining relative clauses Exercise1 T asks sts to complete other sentences in the same way as the example. Before that, explain new words if necessar. Ss do the exercises 1 individually then compare the answer with their partner. T calls some sts to go and write their answers on the board. T asks other Ss to feedback and gives correct answers: Exercise2 T asks sts to do the exercise 2 in individual . Sts compare with the others T calls on sts to give their answer T asks other Ss to feedback and gives correct answers Exercise3 T explains the way to do. Sts work individually to finish the exercise and then compare their answer with the person sitting next to them. T calls some sts to go and write their answers on the board. T asks other Ss to feedback and gives correct answers Exercise4 T explains the way to do. Sts work individually to finish the exercise and then compare their answer with the person sitting next to them. T calls some sts to go and write their

* Relative pronouns : - who :dung thay cho danh t ch ngi , co chc nang lam chu t - whom : dung thay cho danh t ch ngi, co chc nang lam tan ng - which : dung thay cho danh t ch vat - whose : dung thay cho ai t s hu hoac s hu cach * Relative clauses : 1. Defining relative clauses
Ex :Do you know the man who wears a blue hat. - necessary for the sentence - replace to undefinate noun - not use commas before it - that can be used to replace who and which

2. Non-defiting relative clauses :

Ex: Do you know that man , who stands here. -unnecessary for the sentence -replace to noun definated by name, possession, this , that, these, those, only -put after a commas or between two commas -that is not used to replace to who and which

Exercise1: Expected 1.A burglar is someone who breaks into the

house to steal something 2. A customer is someone who buys some thing from a shop. 3. A shop-lifter is someone who steals from a shop. 4. A cowad is someone who is not brave. 5. A tenant is someone who pays rent to live in a house or flat.

Exercise2: Expected
1.who, 4.whose, 2.whose, 5.whom/who 3.whom/ who

Exercise3: Expected 1. The man who answered the phone told me

you were away. 2. The waitress who served us was very impolite and impatient. 3. The building which was destroyed in the fire has now been rebuilt.

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4. the people who were arrested have been answers on the board. T asks other Ss to feedback and gives released 5. The bus which goes to the airport runs every correct answers half an hour.

Exercise4: Expected answer.

1.Peter, who is studying French and German has never been abroad. 2.Youve all met Michael Wood, who is vsiting us for a couple of days. 3.We are moving to Manchester, which is in the north- west. 4.Ill be staying with Adrian, whose brother is one of my closest friends. 5.John Bridge , who has just gone to live in Canada, is one of my oldest friends.

Homework 1

T asks sts to prepare for the next Learn grammartical point period Do the exercises Prepare test yourself C

TEST YOURSELF C
I. Aims : By the end of the lesson students can do the exercises by themselves by usingwhat they learnt II. Teaching aids : textbook III. Teaching stages : Stages Activities Content Listening T lets sts listen the dialogue Expected answer : 7 Sts listen three times then give the answer 1 2 3 4 5 6 7 8 9 10 11 T remarks g b e f d j h k c a i Reading 10 T asks sts to read the text Sts work in pair to discuss the answer T lets sts give the answer loudly Expected answer : 1. They gather before midnight and select twelve grapes from a large bunch. 2. Because the twelve grapes are symbols of the twelve months of the year. 3. In Iran 4. It lasts for thirteen days. 5. They read from the Koran , then all embrace each other and say. May you live 100 years Expected answer : A. 1. glean 2. fry 3. thrive 4. overthrow B. 1. Earth is a planet which can support life. 2. The book is about a girl who runs away from home. 3. A dictionary is a book which gives you the meaning of words.

Pronunciation T reads the words 5 Sts listen then choose the words they listen T asks sts to do the exercise in groups of four Sts do then come to the board to write Others remark and correct

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Writing 22

Homework 1

T gives comments T explains the way to do Sts work in individuals T goes around and helps them T asks sts to give their task ( 5 sts) T will mark at home T asks sts to prepare for the next period

Sts tasks

Prepare unit 10 ( reading)

Unit 10 : NATURE IN DANGER

A. READING
I. Aims : By the end of the lesson , students can ; - Understand the passage - Identify the main idea. - guess the meaning in context - Express their own ideas about nature in danger and the endangered animals. II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : pictures, text books , CD, Chalks V . Teaching stages Stages Activities Content Warm-up T gives some pictures of animals and 5 asks sts to give their names Sts work in groups of four Sts answer loudly T corrects and introduces the lesson Before you T explains the words Pre-teaching vocabulary. read Sts give their meaning if they can 1.pollutant (n) 10 T elicits the new words by asking 2.extinct (a) questions, using the techniques 3.interference (n) suggested above 4.endangered (a) T asks sts to give the Vietnamese meaning While you read Task 1: Checking : Filling gap Task 1: Checking : Filling gap T asks sts to work in pairs the Expected answer:

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22

exercise 1 in book Sts answer loudly Others remark and correct

After you read 8

Homework 1

1. extinct 2. protect 3. decrease 4. pollutants Task 2 : (page 116) 5. endangered T asks sts to read the text silently 6. interference then work in pairs to find the main Task 2 : (page 116) Expected answer: idea of each paragraph T moves around and helps them 1. C T checks the answer with the class. 2. B 3. A Task 3: 4. C T asks sts to read the text again T asks sts to work in groups of four Task 3: Expected answer: To ask and answer the questions Sts answer in pairs 1. The four ways that human beings are T asks sts to remark and correct changing the world are : they are changing T checks the environment by building cities and villages, they are affeting the water supply by using water for industry and agriculture, they are changing weather conditions by cutting down trees in the forests, and they are destroying the air by adding pollutants like smoke from factories and fumes from autombiles motors. 2. The serious consequences of peoples interference with the environment are : many kinds of rare animals are killed, the environment where these animals are living is badly destroyed. 3. Many efforts have been done to protect endangered nature, such as many organizations have been set up and funds have been raised, thousands of national parks have been established to protectendangered animals, laws have been introduced to prohibit the killing of endangered animals. T asks sts to work in groups and find - Sts work out why some animals have become extinct. T calls on the representatives of some groups to answer. T remarks and corrects if necessary. T asks sts to prepare for the next Learn the words period Do exercises again Prepare speaking

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Unit 10 : (cont) SPEAKING

I. Aims : By the end of the lesson studentsa can : - talk about endangered nature - express their own ideas about measures for protecting endangered nature. II. Method: - Communicative approach III. Skills : Integrated skill(Especially reading skill) IV. Teaching aids : pictures, text books , Chalks V . Teaching stages Stages Warm-up 5 Activities T asks a st to come to the board and stand in front of class T writes some words on the board but that st cannot see them. Others can use the gestures , other words to explain That st has to guess the word T explains the words that sts can encouter T elicits the new words by asking questions, using techniques suggested above T asks sts to give Vietnamese equivalent Task1: T devides the class into groups of 3-4 and gives them the task. T might want to remind Ss of the ways to ask and give opinions. Eg. What do you think.?In my pinion/ I think / I feel, etc. Ss may appoint one among themselves to be a secretary to write down their peers ideas. T calls on each group to turn in their answers. Ss should be able to explain their choice. T checks with their groups to see if they have the same idea. T helps Ss express their ideas correctly. Task 2: Sts work in pairs T goes around and helps them Sts express loudly T gives a chart with possible measures for protecting endangered nature which Content

Befor you speak 10

Vocabulary - cultivation (n) - discharge (v)= release - discourage ( V) - capture (v) Task1: Sts tasks

While you speak 15

Task 2: Example : Reason : Killing endangered animal for fur , food or skin. Measure : - Killing endangered animal for fur, food or skin should be banned, All

92

are prepared beforehand on each slice. kinds of animals and plants should be T asks sts to work in groups and in turn protected. come to the board, matching the reasons in task1 with possible measures for protecting endangered nature below. T calls some pairs to say them out. After you speak 10 Homework 1 T asks sts to make a conversation, using passive voice of should to combine the ideas in Task1 with Task2 T asks sts to prepare for the next period Practise speaking at home Prepare Listening

Unit 10 : (cont) LISTENING

I. Aims : By the end of the lesson students can : - listen and understand the general ideas. - pick up the specific ideas. II. Method: - Communicative approach III. Skills : Integrated skills ( Especially, listening skill) IV. Teaching aids : pictures.. handouts V. Teaching stages : Stages Activities Content Review T checks previous lesson 5 Before T explains new words that Scenic features (n) you listen make sts difficult to Devastating (a) 10 understand Approximately (adv) Vehicles (n) T copies the True-false Maintenance (n) statement predictions 1 2 3 4 ( task 1 ) on the board and Prediction draw the table Correct T asks sts to guess the answer without listening While you listen 20 T asks sts to listen to the Task 1 : monologue and check their 1.T 2.T 3.F prediction Sts listen for three times For the first , T asks sts to do nothing

4.T

5.T

93

For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. T run through the questions to make sure Sts understand all of them T asks sts to listen to the tape again then answer the questions Sts compare their answer with their partners T tell sts to ask and answer these questions in open pairs, then in closed pairs T gives feedback where needed After you listen 9

Task 2 1. There are 52 national parks in the United States. 2. Millions of people visit national parks every year. 3. Rare animals are killed or hunted for fur, skin or other parts. Trees are cut down for wood. Large areas of national parks experience devastating fires caused by careless people. The increaseing number of visitors is harming the parks due to the pollution from their vehicles. 4. Rare animals and trees should be protected, fires caused by careless people should be limited, pollution from their visitors vehicles should be decreased and money should be rised for the parks staff and maintenance of their resources.

T asks sts to work in groups of four or five to retell what they listened One st talks in front of class T remarks Homework T asks sts to prepare for Summarize the listening text 1 the next period Prepare writing

I. Aims : By the end of the lesson , students can : - understand the information about Cat Ba National park - write a description of a location II. Method: - Communicative approach III. Skills : Integrated skills (Especially writing skill) IV. Teaching aids : handouts , pictures V. Teaching stages : Stages Activities Content Review T checks sts homework 5 Before you T explains the words Coastal waters (n) vung nc ven write bien

Unit 10 : (cont) WRITING

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Abundant (a) = more than enough Ha = hectare Stone tool (n) o a T asks sts to discuss the Human bone (n) questions 1. Where is Cat Ba national park? Sts work in pairs 2. What are the special features of Cat T goes around and helps Ba National Park? them 3. How large is it ? 4. What do you know about the animals and plants in Cat Ba National Park ? 5. What are some of the historic features of the park? While you T asks sts to use the write prompts to write a short 15 description of Cat ba National Park. T goes around and hlps them After you T asks two sts to come to write the board and write their 12 own tasks Other exchange their task to the others and correct T corrects the tasks on the board and gives feedback Homework T asks sts to prepare for Write the task again 1 the next period Prepare Language focus

12

Unit 10 : (cont) LANGUAGE FOCUS

I Aims : By the end of the lesson students can : - distinguish the difference between the consonant /st/, /sm/, /sn/, and /sw/ - understand the use of relative pronouns with prepositions - write the sentences with relative pronouns with prepositions II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : Flipchart, pictures, CD player III. Teaching stages : Stages Activities Content Review T checks sts homework 5 Pronunciati T reads the sound then /sl/ : slave, slim, slice, slow on asks sts to repeat /sm/ : smart, smell, smoke, smile

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10

Grammar 28

T reads the words and sts repeat Sts repeat the sentences in groups and in individuals T gives examples and explains

/sn/ : sneeze, snookers, snow, snap /sw/ : swing, switch, swear, swallow

T asks sts to work in groups of four and discuss to choose the proper relatives to fill in the blanks Sts answer loudly T corrects T asks sts to do the exercise in pairs Sts work then some sts come to the board to write Some sts read their own sentences Others remark and correct

Ex : The man is Toms teacher. Tom is talking to him. Formal : The man to whom Tom is talking is his father. Informal : The man whom Tom is talking to is his teacher. * Trong tieng Anh, ta co the at gii t trc whom va which. Ta khong the dung who va that trong trng hp nay Exercise 1 : 1. whom 2. which 3. whom 4. who 5. that 6. whom 7. which

Homework 2

Exercise 2 : 1. The man to whom I talked yesterday was very kind. 2. The man about whom I told you works in the hospital. 3. The woman about whom I am telling you teaches me English. 4. The movie about which they are talking is fantastic. 5. The picture at which she was looking was beautiful. T asks sts to work in pairs 6. Ill give you the address to which Sts discuss then answer you should write loudly Exercise 3 : Others remark and correct 1. that 2. which 3. who 4. whom 5. which/that 6. which 7. who 8. whom T asks sts to prepare for Do exercises again the next period Prepare Unit 11 reading

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Unit 11 : SOURCES OF ENERGY Lesson: Reading

I. Aims : By the end of the lesson , students will be able to : - understand the passage - identify the main idea. - guess the meaning in context - express their own ideas about sources of energy. II. Method: - Communicative approach III. Skills : Integrated skills ( Reading skill) IV. Teaching aids : Flipchart, pictures, CD player V. Teaching stages : Stages Review 5 Before reading 10 Activities T checks sts previous lesson T gives picture and asks sts to look at it Sts work in pairs and guess the then answer the questions T explains the words to be sure that the students can understand the text Task 1 : T asks sts to read the text silently T asks sts to read the sentences and fill in the blanks with proper words T asks sts to compare with their partner T lets some sts answer Others remark and correct. Task 2 : T asks sts to read the text again Sts work in pairs to do the exercises T asks sts to read their results in Content * Words : - alternative (a) be replaced - reserve (n) s d tr - exhaust ( v) empty, run out of - release (v) thai , phong thch - limited (a) gii han Task 1 : 1. released 2. alternative 4. limited 5. exhausted Task 2 : Sources of Advantage(s) energy Nuclear Its unlimited power Geothermal Its available heat Solar energy

While you read 20

3.energy Disadvantage(s)

It can be very dangerous It is only possible in few places It is not only Its on posible plentiful and during the day infinite but also time clean and safe

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front of class Other listen and correct Task 3: T asks sts to read the text again then answer the questions Sts work in pairs to discuss the results T asks sts to answer loudly Others remark and correct T gives comment After you read 9 Homework 1 T asks sts to work in groups Sts read and find the proper words to fill in the blanks Sts answer in front of the class Others remark T asks sts to prepare for the next period

It is a clean and Theres no wind unlimited energy when there is no wind Watwer It is a clean and It is expensive power unlimited Task 3: Expected answer 1. Our major source of energy comes from fossil fuels. 2. Five sources of energy are mentioned in the text. I think solar energy is the most potential. Expected answer : 1. energy 2. one 3. fuels 4. limited 5. alternative 6. sources 7. unlimited 8. environment Read the text again Learn the words by heart Prepare speaking

Wind power

Unit 11 : (cont) SPEAKING

I. Aims : By the end of the lesson, students can : - talk about advantages and disadvantages of energy sources - express their own ideas about alternative sources of energy II. Method: Communicative approach III. Skills : Integrated skills ( speaking skill) IV. Teaching aids : pictures V. Teaching stages : Stages Activities Content Review T checks sts previous lesson 5 Before you T explains the new words * words: speak -renewable (a) =/= non5 - reactor ( n) lo phan ng - rediation (n) phong xa - hydro electricity While you Task 1 : Task 1 : speak -T gets Ss to read through the statements and 1.D 2.D 3.D 4.A 5.D 25 explains new words if necessary. 6.A 7.D - T gets Ss to do the task and then compares their answers with a peer. - T checks the answers with the whole class Task 2 : and elicits more advantages and disadvantages if possible. Sts tasks

98

After you speak 9 Homework 1

Task 2 : T asks two of best sts to do example. T explains new words if necessary and reminds Ss of the structure to ask for and give opinion , agree and disagree with someone. Sts work in pairs to discuss the use of Task 3 : alternative energy in the future. Sts tasks Task 3 : T lets sts express their conversation in front of the class T lets sts express their own ideas about the alternative energy. T goes around to check and help. After 6-7 minutes T gets Ss to report the outcmes of their discussion and elicits of feed back from the class. T gives the feedback afterwards. T asks sts to list things family should do to save energy T asks sts to prepare for the next peiod Write a short paragraph about the ways to save energy in you family Prepare listening

Unit 11 : (cont) LISTENING

I. Aims :-By the end of the lesson, students can : - listen to specific information - express their own ideas about how to protect environment II. Method: - Communicative approach III. Skills : Integrated skills ( listening skill) IV. Teaching aids : paper, markers V. Teaching stages : Stages Activities Content Review T checks sts homework 5 Before you T asks sts to work in pair to write Suggested answer: listen down the kinds of energy in Petrolium, gas, coal, electricity, solar, pannel 5 family T reads loudly and asks sts to repeat T lets sts give the meaning While you Task 1 : Task 1 : Expected answer: listen T asks sts to listen to the 22 monologue and check their 1.D 2.C 3.D 4.A 5.C prediction

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After you listen 12

Homework 1

Sts listen for three times For the first , T asks sts to do nothing For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. Task 2 : Task 2 : Expected answer: T asks sts to listen to the tape 1. unlimited 2. atmostphere 3. may again then to fill in the blanks 4. gases 5. amount Sts compare their answer with their partners T tell sts to answer loudly T gives feedback where needed T asks sts to work in groups Sources of nonrenewable Renewable T gives a table energy Sts discuss and give answer Coal x T checks Geothermal heat x Petroleum x Solar energy x Oil x Wind energy x Gas x T asks sts to prepare for the next Prepare writing period

100

Unit 11 : (cont) WRITING

I. Aims : By the end of the lesson students can : - read the information from a chart, write a description from a chart. II. Method: - Communicative approach III. Skills : Integrated skills (Especially writing skill) IV. Teaching aids : handouts, pictures V. Teaching stages : Stages Activities Content Review T checks sts homework 5 Before you T hangs the chart on the board and Expected answer ; write explains the information in the chart 1. 117 10 Sts look at the chart carefully and 2. coal read the passage to find out the 3. smallest missing information T lets sts compare the answer with others T calls on some sts to read their answer While you T asks sts to give the useful Tense : simple past write languages Sample writing : 20 T lets sts give the outlining The total energy consumption in 2005 was T asks sts to write the description of over 140 million tons. Nuclear and the trends in energy consumption in Hydroelectricity made up the largest amount the year 2005 in highland of this figure. Ther was nearly as much T limits the time and goe around to petrolium used as coal which only made up the help them if they have difficulties smallest proportion of the total about 41 When the sts finish , T asks them million tons. to exchange their writings, comparing and giving corrections. T divides the class into 4 groups and ddelivers a large piece of paper for each group T asks sts to compare the amount of energy consumption in the two years 2000 and 2005 T sets the time and moves around to help them Sts stick their poster on the board After you T gives the correction and Sts posters write comments on their writing 9 Homework T asks sts to prepare for the next Write the essay again 1 period Prepare language focus

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Unit 11 : (cont) LANGUAGE FOCUS

I. Aims : By the end of the lesson, Students can : - distinguish the consonant clusters : / r / , / spl /, / spr / - understand the use of Relative clauses replaced by participles and to-inf - write the sentences with Relative clauses replaced by participles and to-inf II. Method: - Communicative approach III. Skills : Integrated skills IV. Teaching aids : picture , chalks, text books, Cd recoder. V. Teaching stages : Stages Review 5 Pronunciatio n 10 Activities T checks sts homework T reads the sound then asks sts to repeat T reads the words and sts repeat Sts repeat the sentences in groups and in individuals 1. Relative clauses replaced by present particple:
T gets Ss to read the example and analyse the form of the sentences with and without a relative pronoun ( e.g. relative pronouns functioning as subjects can be replaced by present participles).

Content 1.Listen and repeat: / r/ : shred , shrill, shrug , shrink / spl / : split , splash , spleen , splutter / spr/: spray, spread, sprain, sprat 2. Practise reading aloud these sentences: ( page 131.) 1. Relative clauses replaced by participles and to-inf: 1. Active participles :
She is Lans siter . she is playing with her dog. -> the girl who is playing with her dog is Lans sister. -> The girl playing with her dog is Lans sister. * We can use the active participle to replace a relative clause which has an active meaning. Expected answer : Exercise 1 : 1. The boy playing the piano is Ben. 2. Do you know the womwn coming toward us 3. the people waiting for the bus in the rain are getting wet.

Grammar 34

Exercise 1:
- T gets Ss to complete other sentences in the same way as the example . Before that, explain new words if necessary. - T gets Ss to go and write their answers on the blackboard .

-Others remark and correct

-T elicits correction/ feedback from the class.

2. Relative clauses replaced by past particple:

T gets Ss to read the example and analyse the form of the sentences with and without a relative pronoun .

2. past participles :
The window which was broken by the boy was new. -> the window broken by the boy was new * We can use the active participle to replace a relative clause which has an passive meaning.

Exercise 2:
- T gets Ss to complete other sentences in the same way as the example . Before that, explain new words if necessary. - T gets Ss to go and write their answers on the blackboard .

Exercise 2 :
1. The ideas presented in that book are interesting. 2. They live in a house built in 1890. 3. They work in a hospital sponsored by the government.

-Others remark and correct

-T elicits correction/ feedback from the class.

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3. Infinitive relative clauses : 3. Relative clauses replaced by to infinitives:

T gets Ss to read the example and analyse the form of the sentences with and without a relative pronoun Which was the first country which won the world cup? -> Which was the first country to win the world cup? * We can use a to-inf to replace a relative clause * we often use a to-inf after an ordinal number ( first , second. ) , next and last, after, only or superlative adjectives.

Exercise 3:
- T gets Ss to complete other sentences in the same way as the example . Before that, explain new words if necessary. - T gets Ss to go and write their answers on the blackboard .

Exercise 3 :
1. John was the last man to reach the top. 2. The last person to leave the room must turn off the light. 3. the first person to see is Mr. Smith

-Others remark and correct

-T elicits correction/ feedback from the class.

Homework 1

T asks sts to prepare for the next period

Do the exercises again Learn grammar by heart Prepare Test yourself D ( write IV)

TEST YOURSELF D
I.Aims : Students can use what they learnt in units 9,10 and 11 to do the exercise exactly and fluently II. Method: Communicative approach III. Skills : Integrated skills IV. Teaching aids : chalks, text books, Cd recoder. V. Teaching stages : Stages Listening 10 Activities T lets sts read the questions before they listen T asks sts to listen twice Sts give the answer Others remark T lets sts listen once again to check their answer Content Expected answer : 1. Without water , people and other living things cannot live. 2. if there were no plants, water would run off after it rains. 3. Water can be held on the land by planting vegetation. 4. Dams are built across rivers to help hold back the water. 5. water is stored in reservoirs during wet seasons for use in dry seasons. Expected answer ; 1. Air , water and soil are necessary to the survival of all living things. 2. They would have stop using many things that benefit them. 3. Governments can pass and enforce laws

Reading 10

T lets sts read the passage Sts work in pairs the discuss the answer T goes around and helps them Sts give their answer Others remark and correct

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T remark and gives comments Pron and grammar 10 T read the sound Sts listen the tick T asks sts to work in group Sts discuss then give their answer Others remark and correct T remarks T lets sts write the writing on the board and correct T give the marks T asks sts to prepare for the next period.

that require business and individuals to stop, or cut down on certain polluting activities. 1. sneeze 2. smash 3. shrimp 4.spread 1. living 2. ringing 3. to leave 4. to drink 5. invited 6. blown

Writing 14 Homework 1

Do exercises again Review units 9, 10, 11 Prepare for the test 45

THE THIRD FORTY-FIVE MINUTE TEST

I. Aims : - Students can do the test exactly and fluently by using what they learnt - Teacher can check sts understading about unit 9,10 and 11 II. Form : Multiple choices

III. Homework - Prepare Unit 12 : The Asian Games ( reading)

Week: 24 Period : 71

Teaching date : 14. 02.2011 Planning date :11.01.2010 THE RESULT OF THE THIRD FORTY-FIVE-MINUTE TEST I . Aims : -Students can check their result of the test - Teacher can check sts understanding about the lesson Prepare Unit 12 : The Asian Games ( reading)

Unit 12 : THE ASIAN GAMES ( reading)

I. Aims : by the end of the lesson, students can

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- understand the passage - scan for specific information - guess the meaning in context - remember some events about Asian games II. Method: Communicative method: III. Skills: Integrated skills (Especially reading skill) IV. Teaching aids : pictures, handouts, text books, chalks. V. Teaching stages : Stages Activities Content Warm-up T gives picture of Ly Duc and Who are they ? 5 van Mach then asks some What do they do questions about them. What do they have in common? Expected answer : They are Ly Duc and Van Mach They are athletes They have won gold and silver medals in body building in the asian games Before you -T explains the new words - effort ( n) = attempt = struggle read -T asks sts to work task 1 ( page - aquatic (a) sport in water 15 138) to check vocabulary - appreciate (v) nh gi cao Sts discuss in group then - advance : to make progress answer loudly. - facility (n) equipment T asks others to give the - enthusiasm (a) nhit tnh comments. ex : She is interested in teaching . she never lost T gives the feedback and ________ for teaching correct answer. Expected answer ; 1. facility 2. aquatic c. enthusiasm 4. effort 5. advancing 6. appreciated While you Task 2 Task 2 : read T asks sts to read the text 1. 1951 19 Sts discuss in pairs to fill in the 2. the 2nd Asian Games in Manila, the blanks Philippines Sts answer loudly 3. 1958 T asks others to give the 4. Squash, rugby, fencing and mountain comments. biking T gives the feedback and 5. 2002 correct answer Task 3 : Task 3 : 1. the purpose of the A.S.G is to develop T lets sts work in pair to ask intercultural knowledge and friendship within and answer the questions Asia. T goes around and helps them if 2. 9.919 participants took part in the 14th Asian necessary Games Sts answer in pairs 3. They won the gold medals in bodybuilding, Other remark and correct billiards and womens karatedo at the Busan Games. After you T asks sts to work in group to read discuss the Vietnamese athletes 5

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Homework 1

T asks sts to prepare for the Learn the words by heart next period Do the exercises again Prepare Speaking

Unit 12 (cont) : SPEAKING

I. Aims : By the end of the lesson , students can : - ask for and give some information about asian games - express their own ideas about sport results and about their favourite games or athletes II. Method: Communicative method: III. Skills: Integrated skills (Especially speaking) IV. Teaching aids : Text Books, chalks, V. Teaching stages : Stages Review 5 Before you speak 5 While you speak 25 Activities Content T checks students learning at home T asks sts some questions Name some sports in Asian Games? Sts answer What sports did Vietnamese athletes get in 14th Asian Games? T asks sts to look at the Example : information in books - When and where was the 1st Asian Games T read the example then asks sts to held? repeat in pairs - ( They were held) in 1951 in India. T asks sts to work in pair to - How many countries took part in the Games ? practise asking and answering - Eleven about the time, places, countries - How many sports were there at the Games ? and sports of Asian games - Six. T asks some pairs to practise loudly Example : T asks sts to work in groups of In bodybuilding , the Vietnamese athletes won five to ask about the sport results one gold medal and one bronze medal. of Vietnamese athletes T goes around and helps them if necessary T asks some students to talk in front of class T asks sts to talk about the sports results of vietnamese athletes in

After you speak

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9 Homework 1

the 15th Asian Gamnes T asks sts to prepare for the next Write a short paragraph about the 15th Asian period Games you know Prepare Listening

Unit 12 (cont) : LISTENING

I. Aims : by the end pf the lesson, students can : - listen to specific information - express their own ideas about. II. Method: Communicative method: III. Skills: Integrated skills (Especially listening) IV. Teaching aids : Text Books, chalks, Tape cassette. V. Teaching stages : Stages Activities Content Review T asks sts to talk about the 14th 5 Asian Games Before you T asks sts to work in pair to Gymnastics, swimming , long jump, high jump listen discuss about the pictures 8 T asks sts to answer loudly T asks sts to repeat the words While you T asks sts to listen to the Task 1 : listen monologue and check their 1. C 2. A 3. B 4. B 5.D 20 prediction Sts listen for three times For the first , T asks sts to do nothing For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. T run through the questions to Task 2 : make sure Sts understand all of 1. ( It was at ) 10.15 p.m them 2. ( They have won ) 6 gold medals. T asks sts to listen to the tape 3. ( He has completed in the long jump) 2 again then answer the questions times. Sts compare their answer with 4. High jump ( was the last sports event their partners mentioned in the report ). T tell sts to ask and answer these 5. He was very disappointed. questions in open pairs, then in closed pairs

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After you listen 11

Homework 2

T gives feedback where needed T asks sts to work in group and give the name of a famous athlete and talk about him/her T can give an example T asks sts to represent their groups to talk in front of class T asks sts to prepare for the next Write a short paragraph about a famous period Vietnamese athlete Prepare Writing

Unit 12 (cont) : WRITING

I. Aims : By the end of the lesson , students can : - read the information from a chart - write a description from a chart II. Method: Communicative method: III. Skills: Integrated skills (Especially writing) IV. Teaching aids : Text Books, chalks, chart. V. Teaching stages : Stages Review 5 Before you write 12 Activities T asks sts to talk about one of Vietnamese athletes T asks sts to match a word in A with a line in B to find out the meaning of the new words. Content

a. To advertise sth in order to make it popular. b. to find new people to join an organization c. to change something so that it is of a higher T asks sts to look at some standard activities suggested in the box, the Expected answer : sample writing and elicit some 1. c 2. a 3. b useful languages from sts * Useful languages : Sequence adverbs T copy on the board : First / Firstly / First of all .. Then. Next . After that . Finally * Structure : need to be + P.P = need + V-ing Ex : The national stadium needs to be upgraded

1. to upgrade 2. to promote 3. to recruit

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While you write 17

T asks sts to use the information in the box and write meaningful sentences, combining the verb in column T goes around and helps them T asks sts to compare their sentences with their partners T asks sts to write on the board T asks sts to work in groups of four to write a paragraph of about 120 words to describe the preparations for the coming Asian Games in Vietnam T moves around to give sts help if necessary T limits the time T lets sts exchange their writings to correct the writings

Expected answer ; a. One more national stadium needs to be built. b. National sports centres and local stadium need to be upgraded because they are not in good conditions. c. We have to build more hotels and guest house with morden facilities to welcome foreign athletes and visitors. Sample writing:
To prepare for the Asian Games we have a lot of things to do.First of all, we will build one or more national stadiums and sport centres so that they can meet the international standard. At present, they are too small and many of them are rundown. We will widen and equip training areas because they dont have enough facilities and are not large enough to accommodate a huge number of participants. We will also need to improve the roads leading to stadiums and sport centres where the Asians Games are going to take place so as to avoid traffic congestions. What is more, we will upgrade and build more hotels and guest houses because most of our hotels and guest houses at the moment dont meet international standards. There are not enough of them, too, to accommodate. Besides, we need a lot of English- spreaking staff, so we will train and recruit volunteers from students and young people who speak good English. We will also advertise our preparation work on TV as to call for sponsor. Finally, we will need to have an official song for the event, so we might want to hold a competition to choose the best song.

After you write 12

Homework 1

T asks sts to prepare for the next period

Write the exercise again Prepare Language focus

Unit 12 (cont) : LANGUAGE FOCUS

I. Aims : By the end of the lesson , students can : - distinguish the difference between the consonant clusters / str/, / skr /, / skw / - revise the use of relative clauses.

109

- Understand and write sentences with omission of relative pronouns II. Method: Communicative method: III. Skills: Integrated skills IV. Teaching aids : Text Books, chalks, Tape cassette. V. Teaching stages : Stages Warm-up 5 Activities T hangs a flipchart of some words on the board T copy the following sentences on the board and ask Sts to find words beginning with str- to complete the 1st sentence, scr- for the 2nd and skw- for the 3rd T sets the limited time T asks sts to read the complete sentences loudly T asks sts to give the same sound of the words T introduces the lesson Distinguishing sounds: T hangs on a flipchart with these words on the board and introduces the sound T read the sounds and asks sts to repeat in groups and in individuals. Practising sentences containing the target sounds. T asks sts to repeat the sentences in books T asks sts to recall the use of relative clause T gives some examples and asks sts to read carefully T explains the grammar Content - strong, street, strange - screamed, scratch, screen - aquare, aqueezed, 1. The _________ man standing in the _____ looks very ______. 2. In the ____ a little girl ______ aloud when she saw a deep _____ on her leg. 3. My mother ____ an orange and put it on the ____ table in front of my face. Expected answer : 1. strange / street, strong 2. screen / screamed , scratch 3. squeezed / square

Pronunciation 7

Listen and repeat: - / str / : street, strong, strange, strength - / skr / : scream, screen , screw, scratch - / skw/ :square, squeeze, squash, squeak Practise reading aloud the sentences (Page 114)

Grammar 12

1. Relative pronouns as subject : Ex : The woman who/that lives next door is a doctor. S 2. Relative pronous as object : Ex : The woman whom /who/that I wanted to see is a doctor. O We can say : The woman I wanted to see is a doctor. * We can leave out the relative pronoun when it isnt a subject of relative clause.

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Practice 25

T asks sts to complete each of sentences in exercise 1 Sts read aloud their own sentences Others remark and correct T gives correction if necessary T asks sts to complete the sentences in the exercise 2 Sts read aloud their sentences Others remark and correct T gives comments

T asks sts to read the sentences carefully then tick the sentences which can be omitted the relative pronoun Sts give answer T remarks

Exercise 1 : 1. have you found the bike you lost? 2. Most of the classmates he invited to the party couldnt come 3. the short stories John told were very funny. 4. the dictionary I bought yesterday is expensive, but very interesting. 5. I didnt like the man we met this morning Exercise 2 : 1. I enjoy my job because I like the people I work with. 2. The dinner party we went to wasnt very enjoyable. 3. The house we are living in is not in good condition. 4. I wasnt interested in the things they were talking about. Exercise 3 ; 1,3,5,6

Homework 1

T asks sts to prepare for the Do exercises again next period Prepare Unit 13 ( reading )

Unit 13 : HOBBIES
Part A: Reading
I. Aims : By the end of the lesson, students can : read about hobbies ,scan read for specific ideas and skim read for general ideas. II. Method: Communicative method: III. Skills: Integrated skills (Especially reading skill). IV. Teaching aids : pictures, handouts, cards V. Teaching stages : Stages activities Review T checks sts homework and

Content

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5 Before you read 10

period lesson T explians the words that sts can have difficulties in reading T checks sts understanding about the words by giving exercises Sts work in pairs Sts give their answer loudly T gives comments

Vocabulary : - guitarist (n) - glass fish tank - admire (v) - throw sth away Checking : 1. My uncle is a good _______ . He often accompanies his wife singing with his guitar. 2. Almost everyone in my class _________ Hoa because she is very good at Maths. 3. We keep fish in ____________ . 4. Their car is old and out of fashion. They intend to ______ it ________. Expected answer : 1. guitarist 2. admires 3. glass fish tank 4. throw.. away B a. keep me busy b. well-trained c. allow oneself the pleasure of d. thrown away e. going with a singer, using a musical instrument f. eager g. humble

While you read Task1: Activity 1 : 20 T asks sts to skim read the A text and do the matching test 1. accomplished in pairs 2. accompanying T calls on some pairs to read 3. modest aloud their choices 4. avid T remarks 5. discarded 6. indulge in 7. keep me occupied

Task 2: T divides the class into groups of four T asks each group to read the text again and write down the answer to the following questions T asks sts to answer their groups answer Others remark

Expected answer : 1.b, 2.e, 3.g, 4.f, 5.d, 6.c, 7.a Task2 : Expected answer : 1. His first hobby is playing his guitar. 2. No, he isnt. 3. Because hes an accomplished guitarist and he is good at accompanying people singing by his guitar. 4. his second hobby is keeping fish. 5. He bought some from the shop and collected some from the rice field near his house. 6. He is an avid stamp collector. 7. He collects them from discarded envelopes his relatives and friends give him. 8. Local stamps. 9. he keeps the less common ones he usually gives away to others or if no one wants them he simply throws them away.

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After you read 8

T asks sts to work in pairs to talk about their hobbies, mentioning the following things

Homework 2

- What your partners hobby is - How much time he / she spends on it. - Ask whether he / she collects anything as a hobby. - Ask if he / she shares the same hobby with any member of his / her family / class - How much money he / she spends on his / her hobby T ask sts to prepare for next Learn the words by heart period Do exercises again Prepare speaking

Unit 13 : ( cont ) SPEAKING

I. Aims : By the end of the lesson, students can talk about a hobby and collections II. Method: Communicative method: III. Skills: Integrated skills (Especially speaking skill) IV. Teaching aids : Handouts, chalks, blackboard V. Teaching stages : Stages Activities Content Review T checks sts learning at home 5 Before you T explains some words or T asks - Second-hand book stall speak Sts to give the meanings of some - classify (v) 3 work. - landscape (n) While you speak 25 T asks sts to practise in pairs to ask and anwer about the sports they like or not like T ask sts to practise in pairs to play the roles in the dialogue T goes around and helps them if they have difficulty T lets sts work loudly T asks sts to work in pairs Sts make a similar dialogue collecting stamps. T goes around and helps them Sts practise loudly T asks sts to work in pair to ask and answer about their own hobbies T observes and helps them T asks sts to prepare for the next period Pairwork

Dialogue in book

After you read 10 Homework 2

Practice at home Prepare Listening

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Unit 13 : ( cont ) LISTENING

I. Aims : By the end of the lesson , students can : - listen about collection - listen for specific information - listen for general ideas II. Method: Communicative method: III. Skills: Integrated skills (Especially listening) II, Teacing aids : handouts, chart, chalks, textbooks, cassette player.. III. Teaching stages : Stages Activities Content Warm up T gives some information 1. It is a noun with four letters. 5 Sts guest the thing the T is 2. It can be your friend or even your concerning to teacher Sts answer 3. It gives you knowledge about the world. 4. It can be found in a library. Before you listen 7 While you listen 25 T explains the words T asks sts to repeat the words Sts repeat the given words - gigantic(a) = huge= very big - fairy tale (n) - profitably (adv) - by gone days T asks sts to listen to the monologue Task 1 : and check their prediction 1.T 2.F 3.F 4.F 5.T 6.T 7.T 8.F Sts listen for three times For the first , T asks sts to do nothing For the second and third , T lets sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback.

T run through the passage to make sure Sts understand all of them T asks sts to listen to the tape again TASK 2 : then fill in the blanks 1. wonderful 2. disease 3. jungle Sts compare their answer with their 4. certainly 5. ignorantly 6. profitably partners T tell sts to answer T gives feedback where needed After you listen T asks sts to practise in pairs to 7 discuss the disadvantages of the overreading.

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Homework 1

T gives some hints to Ss on the chart. T goes around and helps them T asks sts to prepare for the next Write a letter to one of your friends who is period so interesting in reading book that she has to spend much time and money to read Prepare writing

Unit 13 : ( cont ) WRITING

I , Aims By the end of the lesson sts can :write about a collection, work in pairs / groups effectively, do the tasks set by T correctly. II. Method: Communicative method: III. Skills: Integrated skills (Especially writing skill). IV. Teaching aids : handouts, chalks III. Teaching stages : Stages Activities Content Review T checks sts homework 5 Before you T explains the content they can * name of the collection: collection of write write in the writing text books, coins, stamp, clothes 7 Sts can answer * how to collect them : buy, ask so to give, exchange * how to keep : in album, on the shelves, in boxes.. * when started : * how to classified : into categories, countries, ages,colors * why collect : * future : While you T lets sts work in individual to write Sts task write about their collections 22 T goes around and helps them if necessary After you write T asks one st to write his / her Sts work 10 writing on the board T correct as an example Homework T asks sts to prepare for the next Write the task again 1 period Prepare Language focus

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Unit 13 : ( cont ) LANGUAGE FOCUS I. Aims : By the end of the lesson, students can : - distinguish the 4 sounds / pt / , / bd / / ps / / bz/ - know how to use cleft sentences : - subject focus, object focus, adverbial focus. II. Method: Communicative method: III. Skills: Integrated skills II. Teaching aids : handouts, colored chalk. III.Teaching stages : Stages Activities Content Warm-up T instructs a game T asks sts to do something, the sts do as the T 5 tell them but they will do if the T begins with T lets sts play the game please Call the losers Pronunciation 10 T writes these 4 words on the board T asks sts how the pronounce the ending sounds in these words T introduces the lesson T asks sts to open their books to page 151 T hang the chart on the board T asks sts to repeat the words Sts repeat in group T lets sts repeat the sentences then underline the sound they learn in the lesson T lets sts work in pair the compare their results T asks a st to give a book to other T asks sts, sts answer T introduces the lesson - stopped / robbed / stops / robs /pt/ /bd/ /ps / /bz/

In our lesson today well practice these sounds / pt/ : stopped, jumped, stepped, trapped /bd/ : robbed, stabbed, grabbed, bribed / ps/ : stops, steps, maps, shops / bz/ : robs, bribes, rubs, clubs

Grammar 28

What did he do ? Sts : He gave Mai a book. T : Yes , It was Minh who gave Mai a book. It is the way to focus subject. You can have the same way to focus object and adverbial Ex: Minh gave Mai a book. It was Minh who gave Mai a book. T gives example and explains the Subject focus : grammar S (N/ PRO) +V It + is / was + N/ pron + who/that + V Ex : The girl saw the cat.

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Homework 2

T asks sts to do the exercise 1 in pairs T goes around to offer help T calls on some sts to read their answer aloud T corrects their mistakes if necessary T asks sts to do the exercise 2 in pairs T goes around to offer help T calls on some sts to read their answer aloud T corrects their mistakes if necessary T asks sts to do the exercise 3 in pairs T goes around to offer help T calls on some sts to read their answer aloud Exercise 3 : T corrects their mistakes if 1. It was in the garden that the boy hit the dog. necessary 2. It was for tea that she made some cakes. 3. It was from the shop that she bought that present. T asks sts to prepare for the next Learn the grammar period Do exercise again Prepare Unit 14 ( reading)

It was the cat that the girl saw. Object focus : S+ V + O (N/ pro ) It + is/was + N/pron + that + S + V Ex : The girl saw the cat in the garden. It was in the garden that the girl saw the cat Adverbial focus : S+ V+ Adverbial ( prep+ N) It + was/ is + prep + N + that + S+ V expected answer : Exercise 1 : 1. It was the boy who visited his uncle last month. 2. It was my mother who bought me a present on my birthday. 3. It was Huong and Sandra who sang together at the party. Exercise 2 : 1. It is English that the man is learning. 2. It was the book that the woman gave him. 3. It was the police man who the president asked a lot of question

Unit 14 : RECREATION A. Reading

I. Aims : By the end of the lesson, students can : - read about friendship - scan read for specific ideas - skim read for general ideas II. Method: Communicative method: III. Skills: Integrated (Especially reading). IV. Teaching aids : pictures, handouts, cassette player.. V. Teaching stages :

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Stages Warm-up 5

Activities T asks sts some questions Sts answer

Before you read 7

T explains the words T gives an execise Sts fill in the blanks

While you read 20

Expected answer : 1. because without them people will become dull. 2. Football and rugby in winter, and cricket and athletics in summer. 3. Walking and swimming 4. because this is a new kind of entertainment which gives them pleasure. After you read T asks sts to work in groups - Should students play computer games for relax 8 of four to discuss one of the - The bad effects of watching TV

T lets sts read the text in three minutes and tell me which of their guesses are right. T calls on some sts to give answer T makes atick at the right guesses, and a cross at wrong ones T asks sts to read the text and then work in pairs to do the exercise T calls some pairs to give the answers T gives feedback T asks sts to work in groups to answer the questions T calls some groups to give their answer on the board T corrects

Content 1. What do people often do after dinner? 2. What do people do to keep fit? 3. What do people do at the library? 4. What do most women like doing in free time? Answer : 1. watching T.V 2. doing exercise 3. reading book 4. shopping - pastime (n) - household (n) h gia nh - course (n) kha hc - apart from = except ngoi tr Exercise : 1 . There are 1000 ___________ in my town. 2. ________ going out , I can do everything. 3. I intend to take part in an English ________. 4. I often reading in my ________ Expected answer : 1. households 2. apart from 3. course 4. pastime - watch TV x - shopping x - meeting friend x - playing sports x - Listening to music v - reading books v

Expected answer : 1 . A 2.B 3.B

4. A

5.B

6.A

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Homework 2

following topics T asks sts to prepare for the Read the text again next period Learn the words by heart Prepare speaking

I. Aims : By the end of the lesson, students can express agreements and disagreements about
entertainment activities and starting the reasons. II. Method: Communicative method: III. Skills: Integrated (Especially speaking). IV.Teaching aids : handouts, textbook, chalks. V.Teaching stages : Stages Activities Content Warm-up T asks sts to work in pairs Agreement Disagreement 5 Sts choose the agreement - Yes, lets do that - I dont think so. expression and disagreement - I quite agree with - I respect your ones you opinion, but Sts gives their answer - For sure - I dont see it that T corrects - You are exactly way. right. - You could be right, but dont you think that Before you speak 7 T explains the words * Words : T asks sts to repeat the words in - tent (n) lu group and in individual - equipment (n) trang thit b - scenery (n) cnh - effective (a) c tc dng, nh hng T give exercise to check sts Exercise : understanding in using the 1. We have to bring lots of ___ and supplies when words we go on a camping trip. Sts work in pairs 2. Have the boys put up the _________ yet? Sts answer 3. We enjoyed the spectacular ____ there, especially T remarks and corrects the waterfalls and hills. 4. thanks to _______ production mewthods, they have been able to produce better and cheaper products. Expected answer : 1. equipment 2. tent 3. scenery 4. effective T introduces the dialogue Sts play the roles in the dialogue dialogue T repeat the use of conditional

Unit 14 : (cont) SPEAKING

While you speak 18

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After you speak 10

Homework 2

sentence type 1 T asks sts to practise in pairs to use the phrases in Task 1 and 2 T goes around and helps them if necessary T gives situation and ask sts to give their agreement or disagreement T encourages sts to use english T notices the mistakes then correct in front of class T asks sts to prepare for the next period

free practice What do you think about the programme viet Idol ? Some sts dont want to wear Ao dai when going to school. Do you think about it ? Write a short paragraph expressing you ideas about one of the topic given in activity 3

Unit 14 : (cont) LISTENING

I. Aims : By the end of the lesson, students can - listen for specific information - listen for general ideas. II. Method: Communicative method: III. Skills: Integrated (Especially listening). IV. Teaching aids : handouts, pictures, cassette player, chalks, textbook. V. Teaching stages : Stages Activities Content Warm-up T asks sts some questions - Where do you often spend your holiday? 5 Sts answer - Who do you usually go on holiday with? _ How do you like your holiday? Today we are going to listen to someone

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Before you listen 7

talking about his / her holiday. T explains the words * words : T asks sts to repeat the words in - desert (n) sa mc group and in individual - solitude (n) s hoang vng - waterfalls (n) thc nc - depressed (a) =sad Sts listen for three times Expected answer : For the first , T asks sts to do Task 1 : nothing For the second and third , T lets 1. T 2.T 3.F 4.T 5.F 6.T sts to take notes and compare their answers with their partners T asks sts to report the results T gives feedback. T run through the questions to make sure Sts understand all of them T asks sts to listen to the tape again then answer the questions Sts compare their answer with their partners T tell sts to ask and answer these questions in open pairs, then in closed pairs T gives feedback where needed Task 2 : 1. Riding their dirt bike in the desert , taking showers in waterfalls and swimming in lakes and rivers. 2. In sleeping bags or tents. 3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them. 4. he thinks nature id also important in the world. 5. In cities. 6. Because she cant put up an umbrella tent in the wind or make fire in the rain or carry a heavy backpack.

While you listen 18

After you listen 10 Homework 2

T asks sts to discuss if they like camping or not. Sts work in group T goes around and helps them T asks sts to prepare for the next Write a short paragraph about the advantages period of going camping Prepare Writing

Unit 14 : (cont) WRITING

I. Aims : By the end of the lesson, students can : - write about a collection - work in pairs / group effectively.

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II. Method: Communicative method: III. Skills: Integrated (Especially writing). IV. Teaching aids : handouts, pictures V. Teaching stages : Stages Activities Warm-up T gives the sentences which 5 are used to give the information about the word T asks sts to work in group to guess the word

Content 1. This word is a noun with five letters. 2. This noun tells you about something that happened in the past. 3. This noun can be combined with such adj as funny, love, detective 4. Grandmothers often tell this to their grandchildren before they go to bed. Expected answer : STORY

Before you write 5 While you write 20

T explains the words T asks sts to repeat the words

* words : - forest (n) - camp-fire (n) - umbrella tent (n) - be up early T asks sts to work in pairs 1.G 2.A 3.B 4.C 5.F 6.D 7.H 8.I 9.E and match the events with the given pictures T gives the answers T remarks T asks sts to look at the pictures in the order and write a story about camping holiday T goes around and helps them if necessary Students tasks T asks two sts to come to the board to write their tasks T gives feedback T asks sts to work in group of four or five Sts practice retelling the the trip they had taken part in T goes around and helps them T asks sts to prepare for the Write a short paragraph to tell about a trip you had next period Prepare language focus

After you write 10 Homework 2

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Unit 14 : LANGUAGE FOCUS

I. Aims : By the end of the lesson students can : - distinguish the 4 sounds / ts/, /dz/, /tSt/ /dgd/ -know how to use the conjunctions bothand., not onlybut also, either or , neither nor - know how to use cleft sentences in the passive II. Method: Communicative method: III. Skills: Integrated . IV. Teaching aids : Textbooks, chalks, blackboard, cassette player. V. Teaching aids : Stages Activities Content Review Check sts homework 5 Pronunciation T writes these 4 words on the / ts/ sits, eats, meets 10 board /dz/ reads, friends/ kinds T asks sts how the pronounce /tSt/ marched,, watched, reached the ending sounds in these / dgd/ bridge, raged, managed words T introduces the lesson T asks sts to open their books T hang the chart on the board T asks sts to repeat the words Sts repeat in group T lets sts repeat the sentences then underline the sound they learn in the lesson T lets sts work in pair the compare their results Grammar T explains the grammartical Grammar : 8 points * both and : c hai T can give the examples the - both + N1 ( adj..) and + N2 (adj..) + Vs make sure that sts understand Ex: Both tom and Mary are students. the grammar * either or : hoc - either N1(adj) or N2(adj) Ex: Either they or he likes football. * neither nor - neither N1 ( adj) nor + N2 ( adj) Ex: Neither his friends nor he likes football. * neither nor * either or => V -> N2 * not only but also . * Cleft sentences : Object focus : It + be + N that + S + V .. Practice T asks sts to open their books It + be + N that + be + P.P + by O 20 to page 161/162 Ex: It is the dog that is kicked by the man T asks sts to work in pairs to Expected answer : combine the sentences , using 1. Both Jim and Carol are on holiday. both and, neither nor, 2. George neither smokes nor drinks.

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either .. or Sts work in pairs T asks some sts to come to the board to write Other remarks and correct T asks sts to work in pairs to combine the sentences , using both and, neither nor, either .. or Sts work in pairs T asks some sts to come to the board to write Other remarks and correct Homework 2

3. Neither Jim nor Carol has got acar 4. The film was both long and boring. 5. We can leave either today or tomorrow.

Expected answer : 1. It was Christina who was given a lot of flowers by fans 2. It was the policeman who was asked for direction to the P.O 3. It was his house that was talked about. 4. It was a bike that was bought for him for his birthday. T asks sts to prepare for the Learn the grammar by heart next period Do the exercises again Prepare Test yourself F

TEST YOURSELF E
I. Aims : By the end of the lesson, students can use what they learn to do the exercise. II. Method: Communicative method: III. Skills: Integrated IV. Teaching aids : catsette player V. Teaching stages : Stages Activities Content Listening T lets sts read the questions 1. Television brings pictures and souds from 10 before they listen around the world into millions of home T asks sts to listen twice 2. A person sitting in his home can watch the Sts give the answer president make a speech or visit a foreign Others remark 3. Home viewers can see and learn about people, T lets sts listen once again to places and things in far away lands. check their answer 4. Entertainment programmes consist of plays or dramas, light comedies, sporting events, and

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motion pictures. Reading 10 T lets sts read the passage Sts work in pairs the discuss the answer T goes around and helps them Sts give their answer Others remark and correct T remark and gives comments T read the sound Sts listen the tick T asks sts to work in group Sts discuss then give their answer Others remark and correct T remarks T lets sts write the writing on the board and correct T give the marks T asks sts to prepare for the next period. 1. T 2.F 3.T 4.T 5.F

Pron and grammar 10

a. Pronunciation 1. street 2. squeeze 3. meets 4.managed b. Grammar : 1. who 2.that 3.that 4.who 5.who 6.that Structure : 0.5 ms Content : 1m Words and sentences : 1m Review unit 12,13,14 Do the test 45

Writing 14 Homework 1

TEST 45
I. Aims : - Students can do the test exactly and fluently by using what they learnt - Teacher can check sts understading about unit12,13 and 14 II. Form : Multiple choice III. Homework - Prepare Unit 15 : ( reading)

CORRECT TEST 45
I . Aims : -Students can check their result of the test - Teacher can check sts understanding about the lesson II. Homework:

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- Prepare Unit 15 : ( reading)

Unit 15 : SPACE CONQUEST

A_ READING
I. Aims : By the end of the lesson students can : - scan read for specific ideas. - skim read for general ideas II. Method: Communicative approach III. SKILLS: Integrated skills ( especially reading skill) IV. Teaching aid: Textbook, chalk, blackboard, cassette player. V. Teaching stages : Stages I.Warmer 5 mins activities Quiz Divide the class into two groups Prepare 6 questions beforehand to ask the two groups. Each group takes turns to give the answer to the questions they hear. It they give the correct answer, they get one mark, There will be a special question, and the group giving the correct answer to this question gets three marks. The group with more marks wins the game. Special question: Declare the winner Lead in Do you the first Vietnamese person who set foot on the moon? And who was the first person who to set foot on the moon? (Gagarin) Yes, Gagarin, and today we are going to read about this interesting person. In the fist place, Id like to help you with some new words. Content I.Warmer (5 mins) Questions: 1. What do we call someone invited to our house to have a party? (guest) 2. What is the popular website enabling you to search for any information you need? ( Google) 3. A kind of fruit related to the discovery of gravity. (apple) 4. A small animal told in a fable to kill an elephant. (ant) 5. An adj to describe the earth (round) 6. What it the word to fill in this sentence? A friend in . Is a friend indeed. (need) 7. What is a small thing we need for making clothes? ( needle) Special question :Can you use the first letter of seven words above to make a meaningful word? Key: GAGARIN

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Before you read 10

T explians the words that sts can have difficulties in reading T checks sts understanding about the words by giving exercises Sts work in pairs Sts give their answer loudly T gives comments. Checking T asks Ss to work in pairs to complete the following sentences with the word just learnt. T says: Now lets get back to Gagarin, the first person to come to the moon. Lets open your books to come to the moon. Lets open your books to page 167 and read the reading text about him.

Vocabulary 1. gravity (n) the pull of the earth. 2. cosmonaut (n): (translation) 3. last (v) ( gap fill) How long does this film.? Expected answer: last 4.name after (v) (context) This street was named after a Vietnamese writer What does named after mean? Expected answer: c at ten theo. Checking . 1. Pham Tuan was a very well known Viet Nam. 2. Water runs down hill because of 3. My school wasa national hero. 4. Our summer holiday oftenabout three months. Expected answer: 1. cosmonaut 2. gravity 3. named after 4. lasts

While you read 20

Instructions: How to many paragraphs are there in this reading text (Five) Good and you see, each paragraph has a heading. Now you read the text and then work in pairs to match the heading to the paragraphs T asks sts to answer their groups answer Others remark. Activity 2 : -Divide the class into group four. Ask Ss to read the text again and work in groups of four to write their answers on the handouts. Ask the group to exchange the

Activity 1: matching Test Suggested and answers: P1 B (the lift off) P2 E (Uncertainties) P3 D (A view of earth) P4 C (Congratulations) P5 A ( The tragic accident) T call on some Ss to give answers. T gives feedback. Activity 2 : Questions Answers Suggested answers 1. He became the first human being in space when he was 27. 2. He was in space for 108 minutes. 3. Before his flight, these questions were raised What would happen to a human being in space? How would the body react to the extreme changes in the temperature? How would the mind deal with the

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handouts for correction.

psychological tension? 4. It was more than 17.000 miles per hour. 5. Because of a tragic accident. 6. After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name to honour this hero.

After you read 8

Gap fil:l Gap fill :Suggested answer: T asks SS to read the reading 1. cosmonaut 2.lasted 3. uncertainties text and then work in pair to do 4.gravit 5.view 6.chapter the gap- fill test (task3/page 7.impossible 8.symbol 169) T call on some pairs to give the answers. T gives feedback.

Homework T ask sts to prepare for next Learn the words by heart 2 period Do exercises again Prepare speaking

Unit 15 : SPEAKING
I. Aims : By the end of the lesson students can : - ask and answer questions on given information. - talk about historical events in the space conquest II. Method: Communicative approach III. SKILLS: Integrated skills ( especially speaking skill) IV. Teaching aid: Textbook, chalk, blackboard, pictures V. Teaching stages : Stages activities Content I.Warmer T asks Ss to Complete this I. Warmer (5 mins) 5 mins sentence with a noun. Complete this sentence with a noun Lead in: Today, we are 1.Gagarin was a well known (cosmonaut) going to talk about space 2. Spacemen in the world have made progress in exploration. First of all, I am (conquest) going to provide you with 3. What in the missing word in this sentence? some new words. Spacemen travel into space at great(speed)

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Before you speak 10

-Pre-teaching Vocabulary. Vocabulary T explians the words that sts 1. launch (v) ( gap fill) can have difficulties in reading The first spacecraft was .into space in 1957. Expected answer: launched 2. mark (v) ( translation) 3. human (n) ( gap fill) Only can use language to communicate. 4. orbit ( n) ( translation) Checking: Rub out and remember. -Task 1. Instruction You are going to read a piece of news about manned spacecraft of China, then work in pairs to ask and answer questions about the text. Task1: Questions Answers Example: Student A: When did China launch its first spacecraft into space? Student B: On Oct 15, 2003. T goes around to offer help. T asks some pairs to act out the conversation. T takes notes and gives feedback.

You practice 27

Instructions: Instructions : Open your books on page 171 and have a look at the events in space exploration of 8 different countries. Now you have to work in groups of four. One member of each group has to read about the space exploration of one country carefully and then answer any questions that the other 3 members may ask. When you finish talking about the space exploration of one country, move on with another one . T goes around to offer help. T takes notes of Ss mistakes for indirect Correction. After 7 minutes, T asks them to stop and gives feedback on their work.

Activity 2 Group work: Suggested Answers: On 4th October, 1957 the first artifical satellite: Sputnik, which was made by the USSR, was launched into space. It marked the beginning of Space Age. One month later, on 3th November 1957, a dog named laika was the first living thing being in space. It was abroard Sputnik 2. After that, on 12th April 1961, Yuri Gagarin, a 27 year old Russian Cosmonact, became the first human in space. His flight lasted 108 minutes. Then on 6th June 1963, Valentina Tershkova, a Russian cosmonaunt, became the first woman in space. On 20th 1969, two Amerian astronauts, Neil Armstrong and Buzz Aldrin, were the first people to set foot on the moon . The first Vietnamese in space was Pham Tuan. Along with a Russian cosmonaut, V.V.Gorbako, he stayed 8 days in orbit.

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Consolidation. 1 Homework 2

T consolidates the main points the class hve just leant. Writing -Use the information given in box 6 / page 171, write a short paragraph about Pham Tuan, the first Vietnamese person to set foot on the moon. Copy your finished passage about Pham Tuan on your exercise notebook. -Learn the words by heart -Prepare listening.

Unit 15 : (cont) LISTENING

I. Aims : By the end of the lesson students can : -listen for specific information -listen for general ideas II. Method: Communicative approach III. SKILLS: Integrated skills ( especially listening) IV. Teaching aid: Textbook, chalk, blackboard, pictures, cassette player. V. Teaching stages :

Activities I.Warm-up (5ms) Matching Game T photocopies pages 172 to make handouts for Ss. T gives handouts to Ss and ask them to face them down. When all students already have the handouts, T asks them to match the pictures with the descriptions at the bottom of the handout. The first student who gives the exact answers wins the game. Lead in: T asks a question to lead to the new lesson: -Now look at picture A, Now today we are going to listen about this crew. First I am going to help your know some new words. I.Warm-up (5ms) Matching Game Key: Picture A : 2 Picture C : 3 Picture D : 1 Declare the winner.

Content

Picture B: 5 Picture E: 4

Question and suggested answer: -What do you know about Apollo crew? (They first set foot on the moon) -How many people were there in crew? (There were 3) Activity 1-Vocabulary 1. surface (n) (drawing) T draws the surface of the road, and elicits the word

II. Pre listening (7ms)

Activity 1: Introduction and explanation of

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the new words -T introduces and explains the new words. _ Ss look at the board and may be answer what the teacher asks. Activity 2:Checking T asks Ss to complete the following sentences with the words just learnt. Ss answer. T comments and gives correct feedback.

surface 2. experiment (n) (question) What do scientists often do in laboratories? Expected answer: experiment 3.astronaut (n) ~ spaceman 4.challenge (n) : (translation) Activity 2:Checking a. They couldnt walk on the moonsunless they wore spacesuit. b. Putting a man on the moon was a greatat that time. c. Mr. Minh is doing hisin the chemistry lab. d. He was the firstto reach the moon.

III.While listening Activity 1: Task1. (8ms) Activity 1: Task1 Instructions Suggested answers: 1F, 2F, 3F, 4F, 5T As I have said, this time you are going to listen about the Apollo crew, who first reached the moon. Listen and work in pairs to decide if the statements are true or false. Remember that the tape will be played twice. T gives Ss handouts of T-F test P plays the tape twice. T call on some Ss to give the answers. T goes over the answers with the class. Activity 2: Task2. Listen again and answer Activity 2 : Task2. Listen again and answer the the question. (10ms) question. _Suggested answers 1. NASAs Apollo program was developed to meet T gives Ss handout of activity 2. President Kennedys challenge. Instruction: Now listen to the listening text 2. The Apollo 11 was launched on July 16, 1969. again and answer the questions in the 3. The portable life support system was used for handout. You will listen to the tape twice. controlling the oxygen temperature and pressure T gives Ss 1 minute to read the questions. inside the spacesuit. T plays the tape twice. 4. The astronauts stayed on the surface of the moon for T call on some students to give the answers. two and a half hours. T goes over the answers with the class. 5. While they were staying on the surface of the moon they performed a variety of experiments and collected soil and rock samples to return to Earth. 6. They returned to Earth on July 24th , 1969. IV.Post listening (10ms) Instruction: Choose one of the following topics and discuss it in pairs. -Ss work in pairs. -T goes around and gives help. - Ss answer and T gives the comment

Discussion 1. If you knew you had only one more week to live on Earth because you would go to the moon and stayed there forever, what would you do on those seven days? 2. If you had a change to go to the moon and could take only

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three things with you, what would you choose and why? V.Home work (2ms) T explains the task. V.Home work (2ms) Writing Write a short paragraph about this topic. In your opinion, why do people take interest in other planets in the solar system?

Unit 15 : (cont) WRITING

I. Aims : By the end of the lesson students can : -write a biograph - work in pairs/ group effectively - do the tasks set by T correctly II. Method: Communicative approach III. Skill: Integrated skills ( especially writing) IV. Teaching aid: Textbook, chalk, blackboard, pictures. V. Teaching stages : Stages I. Check -up: (5ms) Check-up (5ms) -T call some Ss to go to the board and say about one of Ss say the important events in space exploration. - T comments and gives marks. - Lead-in In todays lesson, you are going to write the biography of AMSTRONG. First I will provide you with some new words. II. BEFORE YOU WRITE ( 15) Activity 1: Vocabulary -T introduces and explains some new words. - Checking: -Rub out and remember Activity 2 : Close test Instructions You are going to read about Amstrongs biography. After reading it, you have to work in groups of four to put each of the headings in the box in the appropriate blank. T calls on five representatives of five groups (choose II. BEFORE YOU WRITE Vocabulary 1. disaster (explanation) 2. flood, storm, earthquake.are disasters. What does disaster mean? Quote (n) (elicitation) What do you call a section of an application form in which you write important events in your life? (quote) 3. Investigate (v) (gap fill) The police are i the case of bank robbery in our village (investigating) Activities

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at random) to go to the BB to write down their answer. - Out line: Write your own biography, the quote should include - time to go to elementary school (where/when to go/name of school). - time to go to secondary school (where/when to go/name of school). - Time to attend upper - secondary school (where/when to go/name of school). Prepare for the next period ( language focus

4. biography (n) (translation). Suggested answer : 1 birth 2 place of birth known as 4 career 5 quote 3

III. WHILE YOU WRITE. (16) T asks Ss to read Amstrongs biography again and work individually to write a paragraph of Neil Amstrong. Ss write their work on their notebooks. T goes a round to offer help. T takes notes of Sss mistakes for indirect correction. T comes to Ss to encourage them to write T collects some mistakes made by Ss for indirect correction. . IV. AFTER YOU WRITE (8) T call on two Ss to go to the BB to write down their work T, together with Ss, find out the mistakes and corrects them. T gives feedback on Ss work. T point out some common mistakes made by Ss when doing this writing task.

III. WHILE YOU WRITE. Ss work IV. AFTER YOU WRITE. Sample development Neil Armstrong is an American astronaut. He is known as the first person to walk on the moon. He was born on August 5th,1930 in Ohio. From 1949 to 1952, he worked as a pilot in the United States Navy. Amstrong received his BS from Purdue University in 1955. In 1962, he joined the Nasa astronaut program. On July 20th 1969 Neil Amstrong became the first human to step on the moons surface. He was joined by Buzz Aldrin forty minute later. Amstrong and Aldrin spent two and half hours on the moons surface. Amstrong received his M.S from the University of Southern California. He resigned from NASA a year later and from 1972 to 1979, he taught at the university of Cincinnati. In 1986, Amstrong was pointed vice chairman of the committee that investigated the Challenger shuttle disaster. Amstrong is also wellknown for what he said when he stepped on the moons surface: Theres one small step for man, one giant leap for mankind. HOME WORK . - Write the biagraphy again. - Ss prepare Language Focus.

V. HOME WORK ( 1 m)

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Unit 15 : (cont) LANGUAGE FOCUS

I. Aims : By the end of the lesson students can : -distinguish the 4 sounds /nt/, /nd/, /n0/, /ns/, /nz -know how to use the conjunctions bothand, not onlybut also, either..or, neither..nor -know how to use cleft sentences in the passive II. Method: Communicative approach III. Skills: Integrated skills IV. Teaching aid: Textbook, chalk, blackboard, pictures. Cassette player. V. Teaching stages : Stages Warm-up( 5ms) -Find the other part of your life T asks two students to volunteer to play the game. They should be a boy and a girl. The boy will look at the board and the girl stands behind the boy. They have to stand back to back. T explains that the boy will be asked five questions and all he has to do id nod or shake his head to express his agreement or disagreement. T will write his answer on the board. Then T will ask the girl the same five questions, the girl can say yes or no to answer. If the boy and the girl have more than three same answers they will become couple of the day. T declares if they are a couple or not. Lead-in Can you tell me another way to ask the above questions? (Expected answer) Are you able to swim/. sing well?) Now, lets open your books to page 175. Today we are going to practice more about this grammar point II. PRONUNCIATTION. ( 7 ms) 1. Distinguishing sounds. _T. introduces two consonant sounds /nt/ , /nd/, /n0/, /ns/, and /nz/ by writing some words containing the sounds on the board. _ T models the sounds and for a few times and explains the difference in producing them. Activities Warm-up Find the other part of your life Questions 1. Can you swim? 2. Can you sleep 10 hours a day? 3. Can you play a sport? 4. Can you eat chocolate? 5. Can you sing very well? . II.PRONUNCIATION. -Went end month phones /nt/ /nd/ /n0/ /nz/

change /ns/

-Practice the words containing the sounds in the chart

/nt/ rent, tenant, didnt /nd/ remind, warned, friend /n0/ seventh, tenth, fifth /ns/ tense, glance, Florence /nz/ learns, tones, Barnes -Practice the sounds in the dialogue. A : Florence, Mr.Barns went on the tenth last month. B : Oh, I have warned you, havent I? Did you pay the rent? A : Only to the seventh B : Only to the seventh? A : Yes, and we have no change to see him again. Is he your friend? B : No, Mr. Barns is not my friend and if he phones,

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_ T hangs the chart _ T plays the tape ( or reads) once for Ss to hear the words containing the sounds in the chart. _Lets Ss. listen and repeat the words T asks : Who can pronounce these words? (Ss stand up to say the words) T corrects their mistakes if necessary. 2.Practising the dialogue containing the targets sounds. - T reads the dialogue aloud, then asks Ss to listen and repeat after him. _T asks Ss work in pairs and read aloud the dialogue in textbook and to pick out the word containing the sounds. -T calls on some pairs to read the sentences aloud, correcting their mistakes if necessary. III. GRAMMAR. ( 32 ms.) Presentation 1. Lead-in -T shows a picture of a man running. -T writes on BB - T shows a picture of a man whose leg was hurt but he was running fast. -T explains Exercise 1 -T asks Ss to open their books to page 176. -T asks Ss to work in pairs to complete the sentences, using could, couldnt or was/were (not) able to Presentation 2.-Tag questions -T revises how to make tag questions by giving some examples. -T asks Ss to do exercise 2/ page 176/177 in pairs. -T goes around to offer help. -T calls on some Ss to read their answers aloud. -T corrects their mistakes if necessary. Exercise3 : T asks Ss to do exercise 3/ page 177 in pairs T goes around to offer help. T calls on some Ss to read their answer aloud. T corrects their mistakes if necessary. Further practice: Mistakes correction T hangs a chart containing an exercise. T asks Ss to work in pairs to do this exercise. T goes around to offer help. T calls on some Ss to read their answer aloud. T corrects their mistakes if necessary.

remind him that he must pay the rent to the end of the month. A : Dont be so tense. Well have a new tenant on the thirteenth of this month. III. GRAMMAR. -A asks: Could he run fast five years ago? (Yes) He could run fast 5 years ago. T asks: Did his leg hurt? (Yes) -T writes His leg hurt but he was able to run fast. Could/ was/were able to: -express an general ability and in the past . was/were able to : express an effort to do st Note: We can use could or was/ were able to in negative sentences and interrogative. Exercise1. 1. was able to 2. was able to 3. could 4. was able to 5. could 6. couldnt Exrcise2. Example: -It is a nice day, isnt it? -They arent hungry, are they ? -You live here, dont you? -You dont speak English, do you? Exercise 2: Suggested answers 1 Its a very expensive restaurant, isnt it? 2. The film was great. Wasnt it? 3. She has a lovely voice, doesnt she? 4. It doesnt look good on me, does it? 5. You have had your hair cut, havent you? Exercise3 : Suggested answers 1. doesnt she? 2.havent you? 3. wasnt it ? 4. didnt we? 5. wont we? 6.cant you? 7.mustnt it? Further practice: Mistakes correction Correct the mistake in each sentence below. 1. The bus was crowed with people but finally I could find a seat. 2. She didnt able to find him although she had gone everywhere. 3. I am not a fool, am not I? 4. It seems to me that she is very good at maths, doesnt ? Suggested answers 1. could -> was able to 2. didnt -> wasnt

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IV. HOME WORD. ( 1m)

3. am not -> arent 4. doesnt it -> isnt she Prepare the next period Unit 16- Reading. Learn the grammar again. Prepare: Reading ( Unit 16)

Unit 16: THE WONDERS OF THE WORLD A-Reading

I. Aims : By the end of the lesson students can : - read about one wonder of the world (The Pyramid). - sean read for general ideas. - skim read fon general ideas. II. Method: Communicative approach III. SKILLS: Integrated skills ( especially reading) IV. Teaching aid: Textbook, chalk, blackboard, pictures,cassette player. V. Teaching stages : Stages I.Warm up (5 mins): Matching. -T hangs some pictures on the board. -Ss discuss to match the countries with thieir wonders of the world. -T asks Ss to give their answer. -T gives correct feedback. Lead- in Good, now today you are going to read about one of the wonders in the world. First, let,s get to know some new words. II. BEFORE YOU READ. ( 8ms) Activity 1: Look at the pictures and answer the questions. Activity 2. Pre-teaching vocabulary: T introduces and explains some vocabulary. T reads the whole vocabulary , and Ss repeats after. T lets Ss do a small exercise to check. T say: Now lets get back to the wonders of the world, the Great Pyramid. Open your books to page 179 and read the reading text about it, then do task 1 on page 180. Activities I.Warm up Matching the countries with thieir wonders of the world. Suggested answer. II. BEFORE YOU READ. Activity 1: Look at the pictures and answer the questions. Activity 2. Pre-teaching vocabulary: Vocabulary 1. tomb (v) (definition) What do you call a place whore the dead rest? 2. pyramid (n) (picture) T shows the picture of the Pyramid and asks Ss what it is. 3. construction (gap-fill) He builds houses and bridges. He works for a famous company. 4. treasure (n) (translation) Checking T asks Ss to complete these sentences with the words they have just learnt. a. The Greatis one of the 7 wonders

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III. WHILE YOU READ. T plays ( or reads ) the whole passage. Ss look at the text book and listen. Activity 1: Gap-fill Instruction: The words in the box all appear in the passage. Read the text and work in pairs to do the gap-fill test. T goes around and gives T calls some ss to answer. T gives the correct feedback. Activity 2: Questions Answers T divides the class into groups of 4 T gives handouts of the questions to each group. T asks each group to read the text again and answer the questions given. T asks the group to exchange the handouts for correction. T call on some groups to give the answers, asking each group to correct the answers on the handout. T asks each group to take its handout back after correction. Activity 3: Scanning for information T asks Ss to scan read the passage again pairs to say what the following words refer to T goes around to encourage Ss to read. T call on some pairs to give the answers. T gives feedback. IV. POST READING Discussion Work in pairs to discuss this question: Work of the wonders of the world do you like best? Why? T goes around to offer help. I calls on some pairs to act out the conversation. T gives feedback

in the world. b. The .. of this building took them three months. c. The found a in an isolated island. d. Excuse me, can you tell me where King Tu Duc.. is? Suggested answers a. pyramid b. construction c. treasure d. tomb Activity 1: Gap-fill Suggested answers: 1 tomb, 2 wonder, 3 ramp, 4 chamber, 5 mysterious, 6 spiral. Activity 2: Questions Answers Suggested answers. 1. On the west bank of the river Nile. 2. About 147 m high and on a base of 230 m square 3. To serve as a tomb when the Egyptian pharaoh Khufu died and to protect the burial chamber from the weather and from the thieves who might try to steal the treasures and belongings there 4. It is thought that ancient Egyptians used straight or spiral ramps or huge weight arms to lift and place the blocks of stone. 5. The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the Pyramid. Activity 3: Scanning for information T asks Ss to scan read the passage again pairs to say what the following words refer to 1. who (line 4) 2. it (line 8) 3. it (line 9) 4. each (line 12) Suggested answers: 1. who (line 4)( the thieves) 2. it (line 8) (the Great Pyramid) 3. it (line 9) (the Great Pyramid) 4. each (line 12) a block of stone IV. POST READING Discussion. V. HOME WORK. Write a passage about your favorite wonder of the world. Prepare the next period: speaking.

V. HOME WORK. (1 m)

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Unit 16: THE WONDERS OF THE WORLD A-Speaking

I. Aims : By the end of the lesson students can : - distinguish facts and opinions. - Use facts and opinions to talk about features of man-made places II. Method:Communicative approach III. SKILLS: Integrated skills ( especially speaking) IV. Teaching aid: Textbook, chalk, blackboard, pictures. V. Teaching stages :

Stages I. Check -up: (5ms) -T call some Ss to go to the board + One writes down vocabulary in the past period. + One talks about some main points about the great pyramid of giza. - T comments and gives marks. - Lead-in In todays lesson, you are going to talk about about the great pyramid of giza. . First I will provide you with some new words. II. BEFORE YOU SPEAK. Activity 1( 10) Distinguishing facts and opinions -T instructs the task. -T gets Ss to work in pairs to do the task. -T asks Ss to explain why they think these sentences are facts and those are opinions. -T calls on some Ss to present their answers and asks orthers to comment. -T asks for the reason and asks Ss how the define a fact and an opinion. -T gives the definition: -T gives the correct feedback. Activity 2 Group work ( 10) -Lets move to task 2. Before you do it, I am going to give you some useful language. -Now when you express your opinions, what phrases or sentence patterns do you use? -T elicits and introduces ways to express ideas I. Check -up: Ss work

Activities

II. BEFORE YOU SPEAK. Task1. Instructions: this time you have some statements about The Pyramid. Read them and work in pairs to decide if each on describes fact or opinion Definition: + A fact is something that can be proven to be true, to exist, or to have happened by evidence. + An opinion is the view somebody takes about an issue, especially when it is based solely on personal judgment. Suggested answers: Facts: 2, 3, 4, Opinion: 1, 5, 6, 7. T goes around to offer help. T asks some pairs to give their answers. T gives feedback. Activity 2 Group work Useful language and expression. - I think / I am sure. - It is said / believes / thought that - They might / may / can have - Probably / maybe they Examples: - I think the Pyramid was built by an enormous giant. - Probably an enormous giant built the Pyramid.

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- T puts Ss in pairs and gets themto tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in Task1. - In the meantime, T goes around to check and offer help. - T calls on some pairs to perform in front of the class. - T elicits feedback from the class and gives final comments.

A giant might have built the Pyramid.

III. YOU PRACTICE. ( 18) III. YOU PRACTICE. T instructs the task 3. Instructions: - T puts Ss in groups and gets them to discuss Work in pairs. This time you discuss possible answers to possible answers to the given questions about the the following questions, using the suggested questions Great Pyramid of Giza . below. - In the meantime, T goes around to check and 1. Who built the Great Pyramid? offer help. 2. How long did it take to build it? - T calls on some groups to perform in front of the 3. Where did the builders find the stones? class and other groups to share. 4. How did they transport them? - T elicits feedback from the class and gives final 5. How could they build the Pyramid so high? comments. IV. HOME WORD (2ms) IV. HOME WORD Write a report on what your friend told you about how the pyramid was built in the activity above. Prepare the next period : Listening.

Unit 16: THE WONDERS OF THE WORLD C- LISTENING.

I. Aims : -By the end of the lesson students can : - listen to a listening text about The Great Wall. - Listen for specific information. - Listen for general ideas. II. Method: Communicative approach III. SKILLS: Integrated skills ( especially listening) IV. Teaching aid: Textbook, chalk, blackboard, pictures,cassette player. V. Teaching stages :

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Stages I. Warm-up (5 mins ) T divides the class into two groups. T tells them that there is a word in the Ts mind. T will give them 4 pieces of information about the word, one by one, and members of each group can raise their hands at any time to guess what the word is. Each group has only two chances to make a guess. Lead-in. T asks some questions to lead to the new lesson. Now, you are going to listen II.PRE-LISTENING (7 mins) -T intrduces and explains some new words. - T gives a small exercise to check. III. WHILE-LISTENING. Activity 1 :Task1 (8mins). -T instructs: Now you are going to listen about The Great Will. One of the wonders of the world. Listen and work in pairs to fill in the missing information. Remember that the tape will be played twice. -T gives Ss handouts of gap-fill test T plays the tape twice. T calls on some Ss to give the answers. T goes over the answers with the class Activity 2: Task2 listen and answer the questions. (10 mins) -T instructs. -You will listen to the tape twice. -T gives Ss 1 minute to read the questions. -T plays the tape twice. -T calls on some students to give the answers -T goes over the answers with class. IV. POST- LISTENING.( 10 ms) Work in groups of four. One member play the role of mandarin in the Ming Dynasty who was leader of a building group of the Great Wall. And tell his grandchildren how the Great Wall built. The other members play the roles of his grandchildren to act out the conversation.

Activities Quiz 1. This word is a noun and it is very well- known in the world. 2. You can see this from the moon. 3. It was enlisted in The World heritage by UNESCO. 4. It is one of the wonders in the world and the symbol of China. Key: The Great Wall. T declares the winner. Questions for lead-in Have you ever seen the Great Wall on TV? (yes) How old do you think it is? (Ss make a guess) Would you like to visit it some day? (Yes) words. II.PRE-LISTENING (7 mins) Vocabulary 1. ancient (adj) ~ very old 2. Ming Dynasty (n) (translation) 3. significance (n) (synonym) Can you tell me a synonym of importance? Expected answer: significance 4. Beijing (proper noun): the capital of China Checking T asks Ss to complete the following sentences With the words just learnt. a. Was this wonder built during Ming..? b. Hoi An is an interesting.town in Viet Nam. c. I went to China last moth and I stayed in.for a week. d. He has realized the .of learning computer science. Suggested answers a. Dynasty b. ancient c. Beijing d. significance III. WHILE-LISTENING. Activity 1 : Task1 .Suggested answers (1) the moon, (2) 1987,(3) the Ming Dynasty, (4) 200, (5) 200BC, (6) 6000km, (7) 1 Im, ( 8) stone Activity 2: Task2 Instructions: Now listen to the listening text again and answer the question in the handout. Suggested answers 1. In 1368 2. Five provinces 3. Thanks to its magnificence and significance 4. The parting the northwest of Beijing is the best choice for visit because it is still in its original state.

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V. HOME WORK (2m)

IV. POST- LISTENING.( 10 ms) Sentence building 1. The Great Will / said / visible / the moon. 2. It / believe / The Great Will / built / defense purpose. 3. The Great Will / symbol / the Chinese nation / history. 4. A visit / The Great Will / bring tourists great excitement / each step / the will. Suggested answers 1. The Great Will is said to be visible from the moon. 2. It is believed that The Great Will wall was built for defense purpose. 3. The Great Will is a symbol of the Chinese nation throughout history. 4. A visit to The Great Will bring tourists great excitement in each step of the wall. V. HOME WORK (2m) Write a short paragraph about this topic: In your opinion, why do people take interest in other planets in the solar system? Prepare the next period: Writing.

Unit 16: THE WONDERS OF THE WORLD D- Writing

I. Aims : By the end of the lesson students can : -write a report on a man-made place II. Method:Communicative approach III. SKILLS: Integrated skills ( especially writing) IV. Teaching aid: Textbook, chalk, blackboard, pictures. V- Stages: Stages I.Warm-up: Lucky Number T divides the class into two groups T draws a flower with 9 petals and writes a number on each petal. T asks each group to take turns to choose a number . and for each number there is a question for them . If they give the correct answer, they have one mark .T explains that there is one lucky number .If they choose it, theyll have one mark without answering any questions. The group with more marks wins the game Activities I.Warm-up: Lucky Number 1. something coming out of your eyes when you are sad(Tear) 2. Fill in the gap with a suitable word to make a meaningful proverb..or west, home is best(East) 3. LUCKY NUMBER 4. A portable device getting people close together . (Cell phone) 5.part of the body that moves repeatedly when you

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T declares the winner T asks who can use all the first letters of those 9 words to write the name of a beautiful man-made place in Nha Trang.

speak.(Mouth) 7. When you burn a piece of paper , it will turn to . 8. Something sweet we take from the bees (Honey) 9. Part of a car protecting you from the wind (windscreen) 10. A cute white animal in the forest which runs very fast (rabbit) Key : CHAM TOWER Lead-in In todays lesson. You are going to write about manmade places . First I will provide you with some new words. II. BEFORE YOU WRITE Vocabulary 1. consist of (context) Water consists of two elements: hydrogen and oxygen 2. in honor of (exp) (translation) they built the temple in honor of the national hero 3. statue (n) (context) there is a statue of uncle Ho in the middle of our school yard what does statue mean ? 4. Buddha (n) (picture) Activity 2.Checking: Activity 3: Instructions: writing about a place III. WHILE YOU WRITE. IV. AFTER YOU WRITE Suggested key: My visit to Nha Trang last year included a brief tour to Ponagar Cham Towers. This town complex is one of the most beautiful examples of Cham architecture in central Viet Nam. The Ponagar Cham Towers consists of four towers. They are located on Cu Lao Marble hill two kilometers north of Nha Trang . they were built between the 8 th and 13 th centuries Each town dedicated to different god. the largest tower was built in honor of lady Thien Y . the 22.5m high tower contains her sandstone statue sitting on Buddhas throne . the 26m high statue has 10 hands , holding specific objects illustrating the power of Buddha. The tour to Ponagar Cham towers lasted 5 hours. I felt tired but the visit was enjoyable , memorable and informative.

II. BEFORE YOU WRITE ( 15) Activity 1: Vocabulary -T introduces and explains some new words. Activity 2.Checking: -Rub out and remember Activity 3: Instructions: writing about a place Open your books to page 184 and have a careful look at the notes made by a visitor to the Ponagar Cham Towers in Nha Trang. III. WHILE YOU WRITE. Work in groups of four to use the notes to write a report on the visit. While students are writing , T goes around and helps. IV. AFTER YOU WRITE T call on five representatives of five groups (chosen at random) to go the SS to write down their reports. T gives feedback.

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V. HOMEWORK.

V. HOMEWORK. Prepare the next period: Language focus.

Unit 16: THE WONDERS OF THE WORLD E- LANGUAGE FOCUS

I. Aims : By the end of the lesson students can : distinguish the 4 sounds / ft/, /vd/, /fs/, /vz/ know how to use the structures: It is said that: People say that II. Method:Communicative approach III. Skills: Integrated skills. IV. Teaching aid: Textbook, chalk, blackboard, pictures. V. Teaching stages: ACTIVITIES. CONTENT Warm-up( 5ms) -Find the other part of your life Noughts And Crosses Game -T draws 9 numbered squares (as below) and asks Ss to play the Noughts and Crosses Game. -T divides the class into Nought Group and Cross Group. -T asks each group to take turns to choose a number, for each number there is a question for them to answer. If they get it right, they have I cross/nought. -The winner will be the group which forms three successive noughts / crosses in a straight line. T declares the winner. Lead in T writes on the BB: gift, moved, laughs, knives. Can you pronounce these words? T asks some Ss to have a try and correct their mistakes if necessary. Do you think that those words have the same ending sounds? (Expected answer : No) Good, now lets open your books to page 162 to Warm-up Noughts and Crosses Game. 1 2 3 4 5 6 7 8 9 1. something we give and take a parties. (gift) 2. something we use to cut things with (knife) 3. Find the missing word She was .. to tears. (moved) 4. Find the missing word Who . First will laught last. 5. the highest mountain in the world. (Everest) 6. The longest river in the world. (Nile) 7. Which letter can you drink? (letter T) 8. Which letter can you verb? (letter C) 9. Which letter can fly? (letter B) II.PRONUNCIATION. - gift/ moved/ laughed/knives /ft/ /vd/ /fs/ /vz/
-Practice the words containing the sounds in the chart

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learn about such cases. II. PRONUNCIATTION. ( 7 ms) 1. Distinguishing sounds. _T. introduces two consonant sounds /ft/ /vd/ /fs/ /vz/ by writing some words containing the sounds on the board. _ T models the sounds and for a few times and explains the difference in producing them. _ T hangs the chart _ T plays the tape ( or reads) once for Ss to hear the words containing the sounds in the chart. _Lets Ss. listen and repeat the words T asks : Who can pronounce these words? (Ss stand up to say the words) T corrects their mistakes if necessary. 2.Practising the dialogue containing the targets sounds. - T reads the dialogue aloud, then asks Ss to listen and repeat after him. _T asks Ss work in pairs and read aloud the dialogue in textbook and to pick out the word containing the sounds. -T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary. - T hangs this chart T reads the sentences aloud, then asks Ss to listen an repeat after him. T calls on some Ss to read the sentences aloud, correcting their mistakes if necessary. III. GRAMMAR. ( 32 ms.) Lead in -T draws a boy who is praised by his teacher. -T writes: Who can rewrite my sentence, beginning as shown? People say that/It is said that Tom is said T writes and explains It is said that /People say that + S + V T draws another picture who was praised by teacher last week. T lead to this sentence. The teacher praised Tom last week. T asks Ss to rewrite this sentence, beginning as shown. Tom is said.. Exercise1.

Listen and repeat. /ft/ Gift List Soft /fs/ Coughs Laughs Roofs

/vd/ arrived loved moved /vz/ behaves loves knives

-Practice the sounds in the sentences. 1. They are not on the roof now. Theyve been moved to the ground. Use the lift. Ill ring to say youve arrived 2. I thing hes improved. Still coughs but laughs as lot, of course. 3. We have plenty of laughs. We miss him when he leaves. 4. He loves a nurse. Her names Soft. He wants me to bring her this gift. 5.He brought me a gift when he arrived. III. GRAMMAR. - T ask : Is the boy good? (Yes) A asks: Does the teacher praise him every week? (yes) -The teacher praises Tom every week. -Expected answers: +People say that/ It is said that Tom is praised by the teacher every week. +Tom is said to be praised by the teacher every week. -It is said that /People say that + S + V -The teacher praised Tom last week. Expected answer: Tom is said to have been praised by teacher last week.) Form: S + is/was (said.) + to have + pp . Exercise1. Suggested answers: 1. Many people are said to be homeless after the floods. 2. The prisoner is thought to have escaped by climbing over the wall. 3. He is believed to have driven through the town at 90 km per hour. 4. Two people are reported to have been seriously injured in the accident. 5. Three men are said to have been arrested after the explosion. 6. The strike is expected to begin tomorrow. 7. He is said to speak English very well.

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T asks Ss to do exercise 1/pages 185 -186 in pairs. T goes around to offer help. T calls on some Ss to read their answers aloud. T corrects their mistakes if necessary. Suggested answers Exrcise2 T asks Ss to do exercise 2/page 186 in pairs. T goes around to offer help. T calls on some Ss to read their answers aloud. T corrects their mistakes if necessary. Further practice: Choose the best answer T hangs a chart containing an exercise. T asks Ss to work in pairs to do this exercise. T goes around to offer help. T calls on some Ss to read their answer aloud. T corrects their mistakes if necessary. V. HOME WORD. ( 1m)

Exrcise2. Example: -It is a nice day, isnt it? -They arent hungry, are they ? -You live here, dont you? -You dont speak English, do you? Exercise 2: Suggested answers Suggested answers 1. He is thought to be very clever. 2. The wanted man is believed to living in NewYork. 3. He is known to be very rich. 4. The film is supposed to be very good. 5. Many people are thought to have been killed in the accident. 6. About a million puppies are thought to be born each year. 7. The factories are said to be much worse. 8. Those dogs are said to be dangerous. IV. Further practice: Choose the best answer Choose the best answer 1. It was in this village that Mr.John.17 years ago A. were born B. was born C. born D. has been born. 2. Nam is said to .. abroad three times before. A. be B. been C. has been D. have been 3. His wife is said to..a big company in Ho Chi Minh city now. A. be running B. run C. will be running D. to have run 4. The woman was said to for her husband ten years before she remarried A. wait B. waited C. Has waited D. have waited Suggested answers : 1.B 2. D 3.A 4.D Prepare the next period : Test yourself F V. HOME WORD. ( 1m) Prepare the next period : Test yourself F

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TEST YOURSELF F
I. Aims : By the end of the lesson, students can use what they learn to do the exercise. II. Method: Communicative method: III. Skills: Integrated IV. Teaching aids : catsette player V. Teaching stages : Stages Activities Content Listening T lets sts read the questions Suggested answers: 10 before they listen 1.T 2. F 3. T 4. T 5. T T asks sts to listen twice Sts give the answer Others remark T lets sts listen once again to check their answer Reading T lets sts read the passage 10 Sts work in pairs the discuss the Suggested answers: answer 1. They were made in medicine in the 19th and T goes around and helps them 20th centuries. Sts give their answer 2. A German doctor named Roentgen developed Others remark and correct X- ray machine in 1895. T remark and gives comments 3. It was discovered in 1928. 4. Doctor can save peoples lives by giving them a new heart or new kidney. Hospitals have large computers and machines that help sick people live better lives. 5. It is a very old method of treating sickness and pain. It uses needles to help the human body fight pain and disease. Pron and T read the sound a. Pronunciation grammar Sts listen the tick 1. end 2. tense 3. lift 4.love 10 T asks sts to work in group b. Grammar : Sts discuss then give their 1. Jane is thought to be very rich. answer 2. She is said to have won a special prize Others remark and correct 3. He is said to know five foreign languages.

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T remarks Writing 14 Homework 1 T lets sts write the writing on the board and correct T give the marks T asks sts to prepare for the next period.

4. The thief is thought to have got in through the kitchen window. Structure : 0.5 ms Content : 1m Words and sentences : 1m Review the main contents for the second semester test.

TEST 45
I. Aims : - Students can do the test exactly and fluently by using what they learnt - Teacher can check sts understading about unit12,13 and 14 II. Form : Multiple choice III. Homework - Prepare Unit 15 : ( reading)

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