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Từ vựng, ngữ pháp tiếng Anh 11

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SÔÛ GIAÙO DUÏC & ÑAØO TAÏO ÑOÀNG THAÙP TRÖÔØNG THPT THOÁNG LINH

# "

GIAÙO AÙN

TIEÁNG ANH 11 (CB)

Bieân soạn: LEÂ NGOÏC THAÏCH

Naêm hoïc 2008-2009

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Period: UNIT 1: FRIENDSHIP Date: 1 Section: Reading Objective: By the end of the lesson, Ss will get to know more about friend are friendship. Teaching aids: Textbook, lesson plan, pictures, posters. Procedures:

T Stages & Content T’s activities Ss’ activities 5’

7’

5'

4’

10

I. WARMER: Word square A H E A R T D F R I E N D E T I N I C E A E S N E E D R R I N D E E D

→ a, heart, friend, in, need, indeed, nice, dear, is after A friend in need is a friend indeed → Introduction. II. PRE-READING * Vocabulary:

- acquaintance (n) : ngöôøi quen - incapable of (a) : khoâng theå - unselfishness (n) : vò tha - constancy (n) : kieân ñònh - loyalty (n) : chung thuûy - sympathy (n) : söï thoâng caûm - trust (n) : söï tin töôûng - suspicious (a) : coù söï nghi ngôø

Checking :ROR * Brainstorm :

III. WHILE-READING * Task 1 : Fill in the blanks 1. mutual 2. incapable 3. unselfish 4. acquaintance / friend 5. give and take 6. loyal to 7. suspicious * Task 2 : Answer the questions (LN)

1. What is the first quality for true friendship and what does it tell you? 2. Why are changeable and uncertain people incapable of true friendship? 3. What is the third quality for true friendship and what does it tell you? 4. Why must there be a mutual trust between friends? 5. Why can’t people who talk too much keep a friend long? 6. What is the last quality for true friendship and what does

- Explain the game. - Divide class into 2 groups. - Start the game - Control

- Ask Ss to make a sentence with these words - Follow the steps for teaching voc. - Set on the board. - Ask Ss for the answer. - Get feedback and check. - Give posters - Ask Ss to do - Check and correct - Give instructions. - Ask Ss to read for the answer. - Divide class - Start the game

- Listen

- Play the game

- Make a meaningful sentence

- Listen and answer. - Repeat. - Copy. - Look at the board. - Answer. - Work in groups - Answer - Listen. - Read the

qualities for friendship

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3’

10

1’

it tell you? Answer

1. The first quality for friendship is unselfish. It tells me hat a man who is concerned only with their own interests and feelings cannot be a true friend. 2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. 3. The third quality for friendship is loyalty. It tells me that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicious between them. 4. Because if not people cannot feel safe when telling the other their most intimate secrets. 5. Because they cannot keep a secret, either their own or those of others. 6. The last quality for friendship is sympathy. It tells me that to be a true friend you must sympathize with your friend. Where there’s no mutual sympathy between friends, there’s no true friendship. * Task 3 : Choose the main idea

Conditions of true friendship IV. POST-READING : To have a friendship we should ...... / shouldn’t ... - be helpful - be too selfish - borrow a lot of money - be talkative - pay attention to your friend when he / she is in difficult situation - believe too much in rumours - be faithful - ............ V. HOMEWORK : - Learn the lesson and prepare the next period.

- Control. - Ask Ss to do - Check and correct - Stick poster - Ask Ss to write Should and shouldn’t - Check - Give the assignment

question. - Play the game - Work in pairs. - Answer - Look at - Write the answer. - Copy

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Period: 2 UNIT 1: FRIENDSHIP Date: Section: Speaking Aim: Describe the physical characteristics of a person Objective: By the end of a lesson, ss will be able to talk about the physical characteristics of a person. Skills: Main skill: Speaking Sub skills: Listening, Reading, Writing Procedure: T Stages & Content T’ activities Ss’ activities 5’ 10

18

I.WARM UP: Kim’ game

* Introduction: II. PRE-SPEAKING 1. Vocabulary - crooked (a) - humorous (a) - quick-witted (a) - good-natured (a) - studious (a) * Checking: ROR 2. Set the scene about face ,hair ,height , forehead III.WHILE-SPEAKING * Task 1: Look at the people below and describe their physical characteristics (page 15) * Useful language: height: tall medium, short… - face: square ,large ,oval … forehead: broad, hight,…. - Nose: straight, crooked ….. Hair: black, grey…. Appearance : handsome , beautiful ,good-looking

- Stick the poster on the board - Run through vocab - Give instructions - Control

- Follow the steps for teaching vocab - Draw on the board -Ask ss to guess the physical characteristics Supply ss some useful languages - Ask ss to describe - Control

- Look at the board - Listen - Play a game - Group work - Follow the teacher’s instructions -Look at the board -Work individually. -Listen and answer - Copy -Work individually

handsome sincere modest straight short oval square beautiful black pleasant broad good-looking h i bl

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10 2’

*Task 2: Number the following personalities in order of importance in friendship .Report your result to the class

IV.POST-SPEAKING * Task 3: Role play

Dialogue build Journalist Interviewee Her / his name ? Date of birth ? ? His/ her personalities ? (friendly, honest, helpful……) What made her successful ? ………………………………………………… V.HOMEWORK Learn the lesson Prepare section Listening

- Run through vocab - Give instructions - Give Ss a dialogue build - Ask them to make an interviewee - Go around for help if necessary - Call each pair to report in front of the class - Summarize the main points - Give homework

-Listen and do the task - Group work - Work in pairs - Listen and take note

caring generous hospitable honest modest helpful sincere understanding pleasant

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Period: 3 UNIT 1: FRIENDSHIP Date: Section: Listening Aim: Listening about Lan’s friendship and Long’s friendship. Objective: By the end of the lesson, Ss will be able to listen the information about Lan’s friendship and Long’s friendship. Teaching aids: Textbook, lesson plan, cassette player, tape, poster. Procedures:

T Stages & Content T’s activities Ss’ activities 5

5’

7’

7’

I. WARMER : Matching A B apartment building yeâu thích sense of humour xe gaén maùy guitarist toaø nhaø favourite tình baïn motorbike tính haøi höôùc around xung quanh friendship ngöôøi chôi guita → Introduction. II. PRE-LISTENING * Ask & answer the questions :

1. Who is your best friend? 2.How did you happen to meet him or her 3. How long have you known each other? 4. What qualities do you admire in your best friend? III. WHILE-LISTENING * Task 1 : Listen and decide T or F

1.___ Ha and Lan share an apartment in NCT Residential Area in Hanoi. 2.___ Lan think hat Hai Phong people are unfriendly. 3. ___ Lan spent two days in Do Son. 4.___ Ha took Lan to Do Son on her motorbike. 5.___ Ha introduced Lan to a number of her friends there. 6.___ Ha and Lan have become friends since Lan’s trip to Do Son. Key : 1-F, 2-F, 3-T, 4-F, 5-T, 6-F * Task 2 : Listen and choose the answer

1. M and L have been friends since ___ A. school B. college C. work D. holiday 2. Long was a ____. A. singer B. guitarist C. worker D. football player 3. Long loves Minh’s ____. A. loyalty B. sympathy

- Show the poster - Give clear instruction - Model. - Ask Ss to match. - Check. - Read and ask Ss to repeat - Show the questions - Ask Ss to ask and answer - Control - Call 1 or 2 pairs to speak loudly. - Lead to Lan’s talk and Long’s talk. - Give instruction. - Ask Ss to read the statements in 2 minutes. - Play the tape twice. - Divide class and ask them to give the answer. - Play the tape and check. - Show the poster. - Give instructions. - Play the tape twice. - Ask Ss to give their answer. - Play the tape again and check.

- Look at - Listen - Go to the board and match. - Listen & repeat. - Work in pairs. - Listen. - Listen. - Read silently. - Listen - Give the answer in teams. - Listen & check. - Look at & read. - Listen. - Listen & choose. - Give the answer.

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10

10

1’

C. enthusiasm D. sense of humour 4. Minh and Long like to go to ____ . A. places and movies B. plays and movies C. plays and football matches D. zoo and cinema

Key : 1-B, 2-A, 3-D, 4-B * Task 3 : Listen and write How and where

they meet What they like about their friend

Lan

Long

IV. POST – LISTENING Take turns to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend. V. HOMEWORK - Prepare the next lesson : Writing

- Give instructions. - Give posters. - Play the tape twice. - Ask Ss to stick the posters on the board. - Check. - Ask Ss to practise speaking in pairs basing on the information above. - Go around for help. - Call 1 or 2 Ss to report. - Give homework.

- Listen & check. - Listen. - Work in groups. - Stick the poster. - Work in pairs. - Do the work. - Report. - Copy.

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Period: 4 UNIT 1: FRIENDSHIP Date: Section: Writing Aim: By the end of the lesson, students will be able to write a short paragraph about your friend. Teaching aids: textbook, handouts, posters Procedures

T Stages & Content T’s activities Ss’ activities 7

10 17 10 1

I. WARM UP: Brainstorming Æ Introduction II. PRE-WRITING * Vocabulary: - generous (a): - young (a): - near (a): tall (a): Checking: ROR * Matching: Key - generous Æ characteristics - young Æ age - near Æ address - tall Æ appearance III. WHILE-WRITING * Use the following ideas to start writing:

1) Your friend’s name, age, sex, address. 2) Describe her/him physical characteristics 3) Describe her/his personalities 4) Say what you like about her/him IV. POST-WRITING * Choose four students to present their writing: on board Correcting V. HOMEWORK - Write a short paragraph about your father. - Prepare next lesson, Lang Focus

- Explain ideas - Ask Ss to give words - Lead to the lesson - Introduce words on board - Give meanings

- Tick two lines on board and ask Ss to match - Give key on board - Give word cues by handouts. - Run through the sentences - Ask Ss to write - Go around for help - Call four Ss to present - Correct mistakes on board. - Give comment - Require the task at home

- Listen and think

- Give words - Listen and follow

- Listen and understand

- Follow teacher’s steps

- Listen and copy - Look and work in pairs

- Copy down - Follow teacher’s ideas

- Start writing - Present writing on board

- Correct mistakes

Listen and copy

personal information

age appearance

address characteristics

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Period: 5 UNIT 1: FRIENDSHIP Date: Section: Language focus Objective: Ss can distinguish and pronounce two sounds /ʤ/ & /ʧ/ in single words and sentence.

- Ss can review infinitive, bare infinitive and use them. Teaching aids: textbook, pictures. Procedures:

T Stages & Content T’s activities Ss’ activities 5’ 10 28

I. WARMER Show the Pictures on the blackboard + chair, children, chewing gum + Jacket, Jean, July Æ Introduction II. PRONUNCIATION /ʧ/ /ʤ/ Chain Jail Choke Village Cheek June Beach July Peach Surgeon Rich Region Match Jerry 1. Listen and decide if the word belonging to /ʤ/ or /ʧ/ Age, each, coach, college, chew, junk, jeans, Joke, purchase, magic, tragic, butcher 2. Open their book (page 19). Listen and repeat III.GRAMMAR AND VOCBULARY

1. Infinitive: - What do you study English for? - What do you want to do after school? - What do you do morning exercise for? - What do you use phone for? • After verbs : want, have, decide, buy, would

like, seem…….use “to Infinitive” • Meaning :“To Infinitive” is used to express a

purpose * Exercises 1:(page 20)

Key 1. Who wants st to eat? 2. I have some letters to write 3. I am delighted to hear the news 4. My mother has some shopping to do 5. You always have too much to talk about 6. It’s lovely to see you again 7. It’s too cold to go out

- Asks Ss to look at the pictures. - What do you call in English? - Ask Ss to repeat to introduce 2 sounds /ʤ/ & /ʧ/ - Ask Ss to repeat - Give Ss a handout to collect - Asks Ss to listen and check - Plays the cassette - Helps Ss to correct - Elicit - Introduce Infinitive - Asks Ss to do - Correct

- Look at - Answer - Repeat - Repeat - Collect - Check - Repeat - Practise in pairs - Answer to find a good job… to be a teacher... to keep health... to contact my friend - Take notes - Work in pairs

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2’

8. I am happy to know that you have pass the exam • Practise: based on prompts S1: who/ want/ talk with? S2: S1: what/do/tonight? S2:have/exercises/do S1: what/decide/do/high school? S2: S1: why/morning exercise? S2: keep health 1. Bare infinitive : Giang: Where is Linh? Tuan: I saw him go out 5 minutes ago Giang: what is the matter with him? Tuan: I heard him say to Nam he had a headache. He went to see the doctor.

VERB: see, hear, feel, make, let, watch + V0 * Exercise 2 : page 21

Key 1. The police watched them get out of the car. 2. They let him write a letter to his wife 3. I heard them talk in the next room 4. The customs officers made him open the briefcase 5.The boy saw the cat jump through the window 6. Do you think the company will make him pay some extra money? 7. I felt the animal move toward me 8. Do you think her parents will let her go on a

picnic? Practise :based on prompts * S1:I /see/them/go out S2: where/they/decide/go? S1: * S1: What/happen? S2:I/ see/ rabbit/jump/the window S1: Oh! really? * S1: what about /trip / Dalat, Lan? S2: I / be / afraid. I can’t S1: What / the problem / you? S2:My friends/make/me/stay there/8 days S1:But/my parents/ not let/me/stay there 8 days S2: what a pity! IV.HOMEWORK

- Ask ss to practise in pairs - Call some pairs - Give Ss a situation. “There are 4 people living in the house. They are close friends. They are G, L, T, N. However, G doesn’t know where L goes, & he asks T : - Ask Ss to remark Gives some verbs followed bare infinitive - Ask Ss to do exercises on page 21 - Correct - Ask Ss to practise in pairs based on prompts - Encourage Ss to make situation to use the above verbs (feel, make, let…) - Call some pairs to present - Ask Ss to pay attention to using these Verbs

- Practise in front of class - Take notes - Give their remark (after verb: see, hear use bare infinitive) - Do exercises - Take notes - Work in pairs - Present in front of class - Take notes - Take notes

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-learn their lesson -prepare the new lesson

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TEST OF ENGLISH Time allotted: 15

* Circle the best answer to complete each sentence: (10ms) 1/ In “Everyone has a number of acquaintances, but no one has many friends” acquaintances mean................ A. people that you have met but do not know well B. people whom you know well and whom you like a lot. C. people who work in the same company. D. people with whom you share a room for a period of time 2/ A ............... friendship is a precious relation ship.

A. mutual B. sincere C. generous D. successful 3/ A good marriage is based on................ .

A. trust B. loyalty C. secret D. A & B 4/ The children seem to be totally .............................. of working quietly by themselves.

A. unable B. impossible C. incapable D. not able 5/ The children were eager ............................ their parents

A. see B. seeing C. saw D. to see 6/ He refused....................... her....................... for herself. A. to allow / to think B. allowing / thinking C. allow / to think D. to allow / think 7/ They would .................. go by plane than spend a week traveling by train.

A. like B. prefer C. rather D. better 8/ The boss made ......................... for a meeting after work.

A. us to stay B. us stay C. us staying D. us to staying 9/ I keep getting this pain in my leg. I think I’d better ......................... a doctor.

A. see B. seeing C. to see D. saw 10/ The dentist told him ......................... his mouth wide.

A. open B. opening C. to opening D. to open

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Period: 6 UNIT 2: PERSONAL EXPERIENCES Date: Section: Reading Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to guess meaning of new words. Skills: reading, speaking, listening Teaching aids: pictures, posters, cards. Procedure:

T Stages & Content T’s activities Ss’ activities 3’ 10’ 22’

I.WARM-UP: Ordering pictures II.PRE-READING * Pre-teach vocabulary: - embarrassing (a) = confused (a): luùng tuùng, boái roái - to glance at: lieác nhìn - sneaky (adj): leùn luùt,vuïng troäm - to make a fuss: laøm aàm leân *Checking: Rub out and remember. * Suggested questions: 1. Who do you think they are? 2. Where are they? 3. What are they doing? III.WHILE-READING *Task 1: Gap-filling

Answer key 1. glanced 4. idols 5. sneaky 2. making a fuss 3. embarrassing * Task 2: Ordering pictures Answer key: d-b-f-e-a-c * Task 3: Multiple choice + Lucky Stars

1) The girl wish to have______ when she was in grade 9.

a. a new schoolbag b. a new shirt c. a red floppy hat d. a new bike 2) Her father gave her some money on her birthday ________. a. to buy the hat she liked b. to buy an ice-cream c. to travel d. to buy a new computer

- Gets Sts to order the pictures, then guess what is happening with people in each picture. - Leads Sts to new lesson.

- Follows the steps. - Reads twice as model. -Gives Sts some questions, then gets them to work in pairs Öguess details in a story they are going to read. - Asks Sts to read the story carefully, then do task 1. - Corrects. - Gets Sts to work in pairs to order the pictures about the story they’ve read. - Checks + corrects. -Divides Sts into 2 groups, asks them to play the game “Lucky stars” by answering the questions in task 3.

-Listen -Work individually - Give feedback - Copy the title. - Observe. -Listen + repeat. - Copy - Pair workÖtalk about each picture. -Present in front of class. -Silent reading -Do task 1 (p.24). -Compare the answers in pairs. -Write the words on the board. -Translate into Vietnamese. -Take notes. - Pair work. -Give feedback.

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8’ 2’

3) She saw ______in the boy’s bag. a. an interesting picture book b. a beautiful pen c. a mobile phone d. a wad of dollar notes like hers 4) She decided to take the money from the boy’s bag without saying anything about it because_______. a. she hated him. c. she liked him. b. she didn’t want to make a fuss. 5) She bought ______ for herself with the money she took from the boy’s bag. a. the hat b. the shirt c. the book d. the dictionary Answer key:1c -2a -3d -4b -5a IV.POST-READING * Suggested phrases: Put up a notice at the school board / get on the same bus the next day and look far the boy to return the money to him / keep it as a secret / tell her father and ash him for advice……… V. HOMEWORK - Learn new words by heart. -Write a short paragraph to summarize the story (about 100 words

- Gives clear instruction: answer 5 questions with 1 lucky star. -Gives marks + corrects Ö tells which group is the winner. - In groups of four, asks Sts to find out the solution for the situation in the story using the prompts. -Listens + comments. - Gives tasks.

-Take notes. - Group work. - Join the game. -Listen -Each group choose the question+answer.- Take notes. - GroupworkÖ discuss the way to solve this problem. - Each group presents. -Listen -Take notes.

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Period: 7 UNIT 2: PERSONAL EXPERIENCES Date: Section: Speaking Aim: Students talk about past experiences and how they affected one’s life. - Lexical items: words/ phrases talk about past experiences. - Structures: useful structures used to talk about past experiences Method: Communicative approach Teaching aids: textbook, posters, pictures. Procedure: T Stages & Content T’s activities Sts’ activities 4’

12 15 13 1’

I. WARM UP: Question How do the people in the photos feel? - happy/ angry/ frightened/ relaxed/ excited/ bored II. PRE- SPEAKING:

* Task 1: Work in pairs. Match the things you might have done or experienced in box A with how the experience might have affected you in box B (p 25) → Answer key: 1d 2c 3a 4b 5e II. WHILE-SPEAKING: * Task 2: Work in pairs. A student is talking to her friend 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 practise the dialogue. →Answer key: 1b 2d 3h 4a 5e 6g 7c 8f - Hỏi về kinh nghiệm đã trải qua: Have you ever …? - Hỏi vể chi tiết kinh nghiệm đó: How did it happen? - Hỏi về tác động của kinh nghiệm đó: How did the experience affect you? * Task 3: Work in pairs. 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 IV. POST-SPEAKING: ∗ Useful structures: - Have you ever …? - How did it happen? - When did it happen? - How did the experience affect you? V. HOMEWORK: Write a short paragraph about 80 words about your past experience

- Ask - Introduce the lesson - Ask sts to match A with B - Correct - Ask sts to put in the correct order - Guide sts how to use tenses - Simple past - Past continuous - Check, listen, help - Give tasks

- Look at the pictures, answer -Work in pairs - Check - Pair work - Practise - Work in pairs - Take notes

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Date: 8 UNIT 2: PERSONAL EXPERIENCES Period: Section: Listening Objectives: - By the lesson ss understand family is more important than things - They are no longer selfish Teaching aids: Textbook, posters, tape, cassette player Procedure:

T Stages & Content T’s activities Ss’ activities I.WARM-UP: Kim’s game

Some words: shout, help, telephone, water, cry, selfish, gas, protect, unforgettable, experience, rescue, fire, family, things, terrible II. PRE- LISTENING: * Vocabulary: - Memorable (adj.) translate - Scream (v picture - Embrace (v) action and explain - Protect (v)explain or may be translate - Terrified: picture and translate - Escape (v) picture, explain or translate * Ordering words + When you see the fire, what do you do? Arrange the correct order of the words from the first to the end: help people to rebuild their house, call the firemen, manage to put out the fire, run to the place where there is a fire, ask someone to help, escape, scream III. WHILE- LISTENING:

+ Task 1: Christina is being interviewed about the most unforgettable experience in her life. Listen to the interview, and then decide whether the statement are true (T) or false (F).

Answer 1. T 2. F 3. F 4. F 5. T + Task 2: Listen to the second part of the dialogue and fill in the gaps in the summary of Christina’s story below.

Answer

- Explain the way of playing the game - Start the game - Apply the techniques of teaching new words reasonably

- Ask ss look at the posters on the blackboard to answer the question - Ask ss work in group - Don’t correct their answers - Ask ss to read the instruction - Run through the task - Ask ss to predict - Play the tape (1 or 2) - Ask ss for answers - Ask ss give the correct

information of the false sentences - Give feedback and correct the answers - Ask ss to read the instruction - Run through - Ask ss to guess

- Listen to the instruction of the teacher to play well - Play the game - Listen and repeat - Read - Copy - Look at the board and answer the question - Work in groups - Give answers on the board - Read - Listen - Work in pairs - Listen - Answer - Give the information - Copy - Read - Listen - Give answers freely

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1. small 2.everything 3.family 4.replaced 5.took 6. appreciate IV. POST- LISTENING: What do you think about the sentence: “Family is more important than things”? - Exchange your ideas with a partner V. HOMEWORK: - Learn by heart the lesson - Rewrite your opinion about the sentence: “Family is more important than things” - Prepare the lesson for the next period: “WRITING”

- Get feedback and play the tape(1 or 2) - Ask ss give answers -Correct and give comments - Ask ss work in pairs - Go around to help - Call some ss give their own answers - Correct if they have serious mistakes - Say and write on the board

- Listen - Give answers - Copy - Work in pairs - Give their own answers freely - Take

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Date: 9 UNIT 2: PERSONAL EXPERIENCES Period: Section: Writing Objective: Writing a personal letter describing a past experience Method: Communicative approach Teaching aids: textbook, poster

T Stages & Content Teacher’s work Students’ work 4’ 15’

I.WARM UP: Complete the following sentences, using the adjectives in the box.

1. He was very -------- when someone stole his money. 2. He was very ---------- when his father appeared on TV with the Prime Minister. 3. He was very--------- when he saw those big dogs running toward him. 4. He was very-------------when he heard that he got bad marks. + introduce the new lesson: Writing an embarrassing experience in our life II. PRE-WRITING * Read the following letter and complete the chart below. Dear Helen, Last year I had a scary dream, I was walking along an empty street late at night. Suddenly a lion appeared at the end of the street. He ran toward me with his big mouth open and sharp teeth. He roared and jumped upon me. I screamed loudly and awoke. I’m still frightened now. By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now. Write to me as soon as possible. Your friend, Daisy Name of experience 1. when it happened 2. where it happened 3. how it happened 4. how the experience affected you

5.

Notes: - embarrassed / embarrassing (adj) - a / an ….thing happened to me…..

- Ask sts to complete them - Get feedback - Give the answer - Ask ss to do the task -Run through Voc. -Model -Explain some structures - Elicit tenses & form

- Pair work - Listen

Key 1. angry 2. proud 3. frightened 4. sad - Follow

Answer 1.The frightened experience 2. Last night 3. The writer was walking along an empty street late at night. Listen and take notes 4. The lion ran toward

Proud , sad, angry, frightened

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15’ 10’ 1’

- I felt extremely ….. - It was a really…. experience. → elicit: Tenses (past) Form (5 parts) * Main points - when it happened - where it happened - how it happened - who was involved - how the experience affected you III. WHILE - WRITING Write a letter to tell your friends the most embarrassing experience in the same way IV. POST-WRITING V. HOMEWORK - Rewrite your letters - Prepare the next part

- Ask sts to write a letter to tell their friends the most embarrassing experience - Go around to give sts some help - Ask 2 sts to write on the board - Correct sts’ mistakes - Give homework

her with his big mouth open and sharp teeth. he roared & jumped upon her. - Write a letter to tell their friends the most embarrassing experience - Ask for help -Write on the board -Take notes - Take notes

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Date: UNIT 2: PERSONAL EXPERIENCES Period: 10 Section: Language focus Aim: After the lesson, ss will be able to: -Pronounce the sounds: / m /, /n /, / n / correctly. -Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect. Structures: s.present, s.past, past progressive, past perfect. Teaching aids: cards, book, posters…….. Procedure:

T Stages & Content T’s activities Ss’ activities 3’

10 10

* Warm-up: Kim’s game may wrong running make nose home snow seven sing summer nine morning money I.PRONUNCIATION:

* Listen and repeat: / m / / n / / n / may nose wrong make nine running summer money bring *Practise reading the sentences:

1. Good morning. I want an apartment in central London. 2. We have an expensive apartment in Northern Avenue 3. I remember meeting him on a nice summer afternoon. II. GRAMMAR:

A. Present simple tense: 1. Ex: Nam and Phong live with their parents. Nam works for a big company. Phong is a student. He does his exercises everyday. Æ Form: To Be: am / is / are Æ Use: We sometimes use the present simple tense to tell a story happened in the past. 2. Practice: Use the correct present tense forms of the verbs in brackets: The story is about a girl called Little Red Riding Hood who (0.live) lives with her mother. Little Red Riding Hood’s grandmother (1. invite) ____ her to her cottage, so one fine day she (2. set) ____ off to visit her. The little girl (3. get) _____ ready, (4.wave) ______ goodbye to her mother and (5. promise)

-Give instructions - Divide the class into 2 groups - Praise the winner - Model. - Correct ss’ mistakes. -Model -Ask ss to underline the words having these sounds. - Set the scene - Give example - Model - Ask questions & give the form on the board - Give instruction -Ask ss to work in pairs - Check Key: 1. invites 2.sets 3.gets 4.waves 5.promises 6.carries 7. contains 8. has baked 9. is 10. is shining 11. are singing

- Observe - Work in groups - Listen and repeat. - Repeat correctly. - Listen & repeat - Underline the words. - Observe - Listen and repeat - Answer - Copy - Listen - Work in pairs and give the answer

-I, You, We, They + Vo -He, She, It + V-

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_____to be careful. On her arm she (6. carry) _____ a basket which (7. contain) _______a cake her mother (8. bake) _____specially. It (9.be) _____ a lovely spring morning, the sun (10.shine) ______ and the birds (11. sing) ____, happy that the winter (12.be) _____ over. B.Past simple, past progressive & past perfect tense: 1. Ex: a. Last night, while I was doing the exercises, the phone rang. b. After I had done the exercises, I went to bed. Æ Form: * Past simple: * Past progressive: * Past perfect: ÆUse: a. The Past simple expresses an action that happened and completed at a point of time in the past. b. The Past progressive expresses an action happening in the past when another action happened. c. The Past perfect expresses an action that happened before another action in the past or before a point of time in the past. 2. Practice: Give the correct tense of the verbs:

Game: Lucky number a. He (break) ____ his arm when he (play) ____ football. b. When I (find ) ____ my purse, someone (take) _____take money out of it. c. By the time I (get) ____ into town, the shops (close) _. d. When it (start) ____to rain, they (walk) ____ through the forest. e. When they (get) ______ to the station, the train (leave) ____. f. He (tell) ____ us about his marriage when we (have) _____ afternoon tea. g. Julia (write) ____ her first novel when she (be) _____ 19 years old. h. By the time you (get) _____ her letter, she (arrive) _____ in Paris. f. told, were having g. wrote, was

12. is -Set the sence - Give model -Ask ss to listen & repeat - Ask questions - Write the forms on the board - Ask & explain about the use -Give instructions -Ask ss to work on pairs. - Then, give the rule of the game - Ask ss to work in groups. - Control the game - Praise the winner * Key: a. broke, was playing b. found, had taken c. got, had closed d. started, were walking e. got, had left - Give instruction - Ask ss to work in groups

- Listen & repeat -Answer -Copy - Listen, give ideas & take notes -Observe - work in pairs - Listen -Work in groups, play the game.

S + V2 / Ved

S + was / were + V-ing

S + had + V3 / Ved

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h. got, had arrived C. Make sentences from the words given: 1. when / police / arrive / the car / go 2. we / have lunch / we / hear / the news

Key 1. When the police arrived, the car had gone. 2. When we were having lunch, we heard the news. III. HOMEWORK: - Go over the lesson - Do the exercises on pages 30-31

- Give homework

- Observe - Work in groups & then give the answer -Take notes

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Date: TEST 45’ Period: 11 A. PHONETIC I. Choose the word whose underlined part is pronounced differently from that of the other words. 1) A. money B. month C. monitor D. monkey 2) A. mutual B. chip C. question D. quality 3) A. architect B. arch C. church D. cheese II. Choose the word that has stress pattern different from that of the other words. 4) A. embrace B. floppy C. experience D. embarrass 5) A. video B. idol C. imagine D. birthday 6) A. rumour B. affair C. suspicious D. attraction B. VOCABULARY AND GRAMMAR * Choose the best answer to complete each sentence. 7) This ................... girl was disliked by the rest of the class. A. unself B. helpful C. generous D. sneaky 8) In "Everyone has a number of acquaintances, but no one has many friends" acquaintances mean ........... A. people whom you know well and whom you like a lot. B. people that you have met but do not know well. C. people who work in the same company. D. people with whom you share a room for a period of time 9) He was sure that the boy was a ................... because he had stolen her money. A. student B. thief C. customs officer D. journalist 10) A good marriage is based on .................... A. secret B. loyalty C. trust D. A & B 11) I've never fallen in such a (n) ................... situation before. A. confused B. confusing C. embarrassed D. embarrassing 12) Their professional relationship developed into a lasting ................... A. friendliness B. friend C. friendly D. friendship 13) The first quality for true friendship is ................ A. unselfish B. unselfishness C. selfishness D. selfish 14) A person or thing that is loved and admired very much is the ................... A. fan B. idea C. idol D. ideal 15) Friendship lives by ................, and no friendship can last long which is all give on one side and all take on the other. A. benefit B. enthusiasm C. give and take D. change 16) I'm sorry for making such a ................... about the noise. A. emphasis B. fuss C. trace D. mark 17) When we ................ afternoon tea he ................ us about his marriage. A. were having / told B. were having / telling C. was having / told D. were having / had told 18) My close friend ................ this city 9 years ago. A. had left B. leaving C. left D. leave 19) Andrew ................ the test before so he ................ it very easy. A. had done / found B. did / was founding C. did / had found D. was doing / found

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20) The children were eager ................ their parents. A. saw B. to see C. see D. seeing 21) By the time I ................ into town, the shops ................ A. did / was getting B. got / had closed C. did / had closed D. was closing / got 22) He said he ................ visit me, but he ................ me yet. A. will / is not visiting B. would / had not visit C. will / does not visit D. will / has not visited 23) My mother has some shopping ................ A. did B. do C. doing D. to do 24) You ................ your new hat when I ................ you yesterday. A. wore/ was meeting B. wore/ had met C. were wearing/ met D. were wearing/ had met 25) They let their children ................ up late at weekends. A. to stay B. staying C. stay D. stayed 26) The boss made ................ for a meeting after work. A. us to stay B. us stay C. us staying D. us to staying 27) He refused................ her ................ for herself. A. allow / to think B. to allow / to think C. allowing / thinking D. to allow / think C. READING *Read the passage and choose one correct answer for each question.

MANDI’S MAKING FRIENDS My name’s Mandi. Three months ago, I went to disco where I met a boy called Tom. I guessed he was older than me, but I liked him and thought it didn’t matter. We danced a couple of times, then we chatted. He said he was 18, then asked how old I was. I told him I was 16. I thought that if I told him my real age, he wouldn’t want to know me, as I’m only 13. After the disco we arranged to meet the following weekend. The next Saturday we went for a burger and had a real laugh. Afterwards he walked me to my street and kissed me goodnight. Things went really well. We see each other a couple of times a week, but I’ve had to lie to my parents about where I’m going and who with. I’ve always got on with them, but I know if they found out how Tom was they’d stop me seeing him. Now I really don’t know what to do. I can’t go on lying to my parents every time I go out, and Ton keeps asking he can’t come around to my house. I’m really worried and I need some advice. 28) Why has Mandi written this?

A. to describe her boyfriend B. to prove how clever she is C. to explain a problem D. to defend her actions 29) Who is she writing to?

A. her boyfriend B. her parents C. a teenage magazine D. a school friend 30) Why is Mandi worried?

A. She’s been telling lies. B. Tom has been behaving strangely. C. She’s not allowed to go to disco. D. Her parents are angry with her.

31) Why can’t Tom come to Mandi’s house? A. She doesn’t want her parents to meet him. B. Her parents don’t like him. C. He’s nervous of meeting her parents. D. She doesn’t want him to see where she lives. 32) Which of these answers did Mandi receive? A. Tell me what you really feel. B. You must start by being honest with everyone.

C. Everyone’s unfair to you. D. Don’t worry. I’m sure Tom will change his mind.

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D. WRITING * Arrange these words or groups of words in the correct order. 33) run / he / too / fast / is / old / to. Æ....................................................................................................................... 34) come / backdoor / feel / the / I / from / the / robber. Æ....................................................................................................................... 35) to / when / got / the / left / had / train / the / , / they/station Æ....................................................................................................................... 36) I / when / she / phone / on / was / arrived / talking / the. Æ....................................................................................................................... Date: CORRECTION OF TEST 45’ Period: 12 A. PHONETIC 1) C. monitor 2) D. quality 3) A. architect 4) B. floppy 5) C. imagine 6) A. rumour B. VOCABULARY AND GRAMMAR 7) D. sneaky 8) B. people that you have met but do not know well. 9) B. thief 10) D. A & B 11) D. embarrassing 12) D. friendship 13) B. unselfishness 15) C. give and take 16) B. fuss 17) A. were having / told 18) C. left 19) A. had done / found 20) B. to see 21) B. got / had closed 22) B. would / had not visit 23) D. to do 24) C. were wearing/ met 25) C. stay 26) B. us stay 27) B. to allow / to think C. READING 28) C. to explain a problem 29) C. a teenage magazine 30) A. She’s been telling lies. 31) A. She doesn’t want her parents to meet him. 32) B. You must start by being honest with everyone. D. WRITING 33) He is too old to run fast. 34) I feel the robber come from the backdoor. 35) When they got to the station, the train had left. 36) She was walking on the phone when I arrived.

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Date: UNIT 3: A PARTY Period: 13 Section: Reading Aims: - To help ss scan for specific information about party, identify and correct false information. - To help them improve reading skill. Objective: - By the end of the lesson, ss can scan for specific information about party, identify and correct false information as well as improve reading skill. Teaching aids: Textbook, blackboard, poster… Estimated: 45 ms.

T Content Teacher’s act Students’ act 3 5 5 10

* Warm - up: Pre – questions: 1. What is the relationship between the people in the pictures? 2. What are they celebrating? 3. How do they look?

Answers 1. The people in both pictures belong to a family. 2. The people in picture 1 are celebrating a birthday and the people in picture 2 are celebrating the 50th wedding anniversaries. 3. They are happy. I. PRE – READING:

Pre – teach Vocabulary: 1. Anniversary (n): ngày kỉ niệm, lễ kỉ niệm. 2. Celebrate (v): làm lễ kỉ niệm. 3. Candle (n): ngọn nến. 4. Milestone (n): sự kiện quan trọng, cột mốc quan trọng.

Checking: Rub out and remember.

* Task 1: True / False Prediction. 1. Lisa is celebrating her birthday. 2. In the USA, only young people celebrate birthday. 3. Rosa and Luis are having a birthday party, too. 4. In the USA, most married couples celebrate wedding anniversaries every year.

Keys 1. T 2. F 3. F 4. T II. While – Reading: * Task 1: Decide which of the activities below takes place at a birth party or at a wedding anniversary party or both.

Key 1. Birthday party. 2. Both. 3. Both. 4. Wedding anniversary party. 5. Wedding anniversary party. 6. Wedding anniversary party.

- Gets ss to look at the pictures. - Gives questions. - Gets ss to listen and answer. - Gives feedback. - Explanation. - Situation. - Visual. - Explanation. * Reads the words; get ss to repeat and copy. - Gets ss to predict. - Gets them to give answers. - Checks and gives feedback. - Gets ss to work in pairs. - Monitors. - Gets them to give answers. - Gives feedback.

- Listen and answer the questions. - Repeat and copy. - Predict and give answers. - Take notes. - Work in pairs. - Take notes.

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12 10

7. Birthday party. * Task 2: Underline the wrong word and provide the correct one.

Keys 1. eighth � seventh. 2. makes � eats. 3. food � presents. 4. anniversaries � ages. 5. months � years. 6. 5th � 50th. 7. silver � golden III. POST – READING: Answer the following questions. 1. Where do you prefer to celebrate your birthday, at home or in the restaurant? Why? 2. Do your parents celebrate their wedding anniversaries? 3. Are you going to celebrate your weeding anniversaries in the future? Why (not)? * Homework: - Learn Vocab. - Read the text again at home. - Prepare for new lesson: Speaking

- Puts the poster on the board. - Runs through. - Gets ss to do the task in pairs. - Lucky fruits game in groups. - Controls the game. - Gives feedback. - Gets ss to ask and answer the questions in groups. - Monitors. - Gets them to speak out. - Gives feedback.

- Do the task in pairs. - Play game in groups. - Take notes. - Groups’ work. - Speak out.

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Date: UNIT 3: A PARTY Period: 14 Section: Speaking Aims: - To help ss talk about parties and how to plan parties. - To help them improve speaking skill. Objective: By the end of the lesson, ss can talk about parties and how to plan parties as well as improve speaking skill. Teaching aids: Textbook, blackboard, poster… Estimated: 45ms.

T Content Teacher’s act Students’ act 3 5 2 10 7 10

* Warm – up: Brainstorming Birthday party

Types of party

I. Pre – speaking:

Pre – teach Vocabulary:: 1. Host (n): chủ nhà (nam) → Hostess (n): chủ nhà (nữ). 2. Decorate (v): trang hoàng, trang trí. → Decoration (n): sự trang hoàng, sự trang trí. 3. Budget (n): ngân sách. Checking: Rub out and remember * Task 1: 1.Do you often go to parties? 2. When and where did it take place? 3. How do you feel? Talk about a party you have been to, using the cues below. II. While – speaking: * Task 1: * Task 2: Tell your partner about the party. * Given speaking: S1: Have you ever been to a party? S2: Yes. I have just been in a party last Sunday. S1: Whose party was it? S2: It was my cousin’s. …………………. ………………….. *Task 3: You are going to take part in a competition to organize the best party. Decide on the following cues for your party:

- Gives instructions - Controls the game. - Gives feedback. - Explanation. - Explanation. - Situation - Explanation. * Reads out the words; gets ss to repeat and copy. - Gives questions andgets ss to answer. - Then gets them to do the task. - Gets ss to practice in pairs. - Monitors. - Gets ss to present. - Takes notes. - Gives feedback.

- Listen and play game in groups. - Repeat and copy. - Listen and answer the questions. - Practise. - Present.

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8

- Budget. - Date and time. - Who to invite. - Formal or informal dress. - Decorations. - Entertainment (music, game …). - Food and drink. III. Post – speaking: * Task 4: Tell the rest of the class about your party. Try to convince them to come. * Given speaking:

Hello every one! I am going to organize a party to celebrate my birthday. It will take place on September 15th 2007. …………………………………………………………………………………… * Homework: - Learn Vocab. - Practise speaking at home. - Prepare new lesson: Listening

- Gets ss to work in groups. - Monitors. - Gets ss to speak out. - Takes notes. - Gives feedback. .

- Work in groups. - Present.

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Date: UNIT 3: A PARTY Period: 15 Section: Listening Aim: By the end of the lesson, students will be able to talk about Mai’s birthday party Skill: listening Visual aids: poster, book, casset, tape….

T Content Teacher’ s acts Students’ acts I. Warm up:

What do a birthday party often have? ( flowers, candies, candles, birthday cake…..)

II. Pre- listening: Pre teach vocabulary: - Decorate (v): - Retaurant (n): - Slice (n): - Clap (v): Task 1: True or False: Keys:

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

III. While- listening: Task 2: Listen and answer the following questions: Keys:

1. She was 16 years old. 2. Because it is noisy and expensive. 3. She served them sorf drinks and biscuits at the beginning of the party. 4. The birthday cake was brought out at about four thirty. 5. It was beautifully decorated with pink and white icing. 6. They clapped their hands eagerly and sang” Happy birthday.” 7. at about six in the evening. IV. Post- listening: Talk about Mai’s birthday party. V. Homework: Learn by heart new words Practise listening at home

- Ask students to work in group to answer

- Ask students to guess T or F (work in pairs) - Play the tape three times - Check the result - Ask students to work in pair again to listen and answer the following questions - Play the tape 3 times - Correct students mistakes

- Ask students to work in group to talk about Mai’s party. - Ask some students to talk about Mai’s party in front of the class - Correct students mistakes

Ask students to do at home

- Answer - Guess T or F Listen to the tape - Check the result

- Work in pair - Listen - Practise these sentences

- Work in group - Talk about Mai’s birthday in front of the class - Repeat - Do at home

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Date: UNIT 3: A PARTY Period: 16 Section: Writing Aim: By the end of the lesson, students can write a letter of invitation Skill: writing Visual aids: poster, book, board……. Planning date:

T Content Teacher’s acts Student s’acts I. Warm up: Magic hat

I N V I T A T I O N

II. Pre writing Task 1 : Questions

1. On what occasions are parties held? 2. What kind of clothes do people often wear at a party? 3. What kind of presents do people often bring to a party? Task 2: Complete the letter of invitation

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

Task 3: Write a letter of invitation II. While writing: IV. Post writing: Correction V. Homework: Learn by heart new words

- Asks ss to guess - Asks ss to work in group and answer - Corrects ss’ mistakes - Asks ss to work in groups to do this exercise - Corrects ss’ mistakes - Runs through the questions - Helps ss what they don’t

understand

- Asks ss to work in group to write a letter of invitation - Goes around to help ss when it is necessary

- Ask some students to write the letter on the board - Correct their mistakes

- Ask students to do at home

- Guess - Answer - Work in group

- Work in group again - Listen - Ask what they don’t understand

- Work in group

- Write a letter of invitation

- Write the letter on the board - Correct their letter

- Do at home

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Date: UNIT 3: A PARTY Period: 17 Section: Language Focus Aim: - Pronunciations: /l/, /r/, /h/.

- Infinitive and gerund. - Passive infinitive and gerund.

Teaching aids: blackboard, textbook, posters … Times: 45 ms

T Content Teacher’s activities Ss’ activities 3

* Warm – up: Order these words in correct column of /l/, /r/, /h/: Lunch, glass, lovely, house, parent, husband, restaurant, holiday.

Keys /l/ /r/ /h/

Lunch, glass, lovely,

Parent, restaurant

Husband, house, holiday

* Practice the words and sentences: I. Task 1: ™ Example: • He wants to become a teacher. • They pratise speaking English every day. ™ Form: S + want / agree / hope …... + to_ Verb S + practise/ keep / mind …… + V_ing

Exercise 1: (p.40) Keys

1. having 2. getting 3. to tell 4. practising 5. to see II. Task 2: ™ Example: • When I told Tim the news, he seemed to be

surprised. ™ Form:

S + want / agree /hope + to be + V3ed

* Exercise 2: (p.40)

Keys 1. B 2. A 3. B 4. B 5. A III. Task 3: ™ Example: • Instead of being excited about the good

news, Tom seemed to be indifferent. ™ Form: S + prastise / keep / mind + being + V3ed

- Get ss to order. - Get them to write on the board. - Correct. - Lead to the new lesson. - Model and get ss to repeat. - Give example. - Elicit the form. - Get ss to do the exercise. - Correct. - Give example. - Elicit the form. - Get ss to do the exercise. - Correct. - Give example. - Elicit the form.

- Order. - Listen and repeat. - Listen and answer. - Do the exercise. - Do the exercise.

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Exercise 3: (p.41)

Keys 1. D 2. C 3. B 4. B 5. C * Homework: - Do the exercise again. - Prepare TEST YOURSELF.

- Get ss to do the exercise. - Correct.

- Do the exercise.

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Date: TEST YOURSELF A Period: 18 I. LISTENING 1. A 2. D 3. B 4. D 5. C II. READING

1. Because they had been childless for ten 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 like 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. PRONOUNCIATION AND GRAMMAR a) Pronounciation: 1. nine 2. hour 3. matching 4. jam b) 1. to see 2.to be 3. to phone 4. pay 5. to be met 6. to be appointed IV. WRITING

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Date: UNIT 4: VOLUNTEER WORK Period: 19 Section: Reading Aim: By the end of the lesson, Ss will be able to:

- scan read for specifies information - understand volunteer work

Teaching aids: charts, pictures Procedures:

T Stages & Content T’s activities Ss’ activities 2

12

20

10

I. WARM-UP: Describing pictures - What are the people in the pictures doing? II. PRE-READING * Pre-teaching vocabulary - volunteer (n) (v) - voluntary (a) - orphanage (n) - mow (v) - handicapped (a) - remote (a) * Checking: Rub out and remember * Gap-fill (Task 1, p.48) III. WHILE-READING * Multiple-Choice (Task 2, p.48)

Answers 1. A moving the lawns, doing shopping and cleaning up their houses 2. D an organization for boys who no longer have fathers 3. B. can understand the problems of younger boys and girls 4. D bringing happiness to others makes them the happiest people 5. B Voluntary Work in the United States * Answer the questions (Task 3, p.49) 1. They usually visit these places. They read books to people there play games with them or listen to their problems. 2. They give care comfort to them and help them to overcome their difficulties. 3. During summer vacations, they volunteer to work in remote or mountainous areas to provide education for children. IV. POST-READING * Discussion 1. What kind of volunteer work do you

- Show some pictures and ask question - Follow the steps to present new words * Reads out the words; gets ss to repeat and copy. - Run through - Put Ss into pairs - In pairs, ask them to choose the best answer from A, B, C, D for each of the sentence. - Call on some SS to give the answers - Make corrections - Ask Ss to work in groups - Read the question and answer - Correct - Ask Ss to work in groups discuss the following questions

- Look at - Answer - Guess the new words - Read - Copy - The whole class -Think and answer - Work in pairs

- Answer - Work in groups - Answer - Discussion

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usually do at school? 2. What do you usually do in each kind of volunteer work? V. HOMEWORK - Ask ss to write a short paragraph, answering the question” Why do people do volunteer work?”

- Call some representatives to report their group’ ideas

- Write the homework on the board

- Do it at home

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Date: UNIT 4: VOLUNTEER WORK Period: 20 Section: Speaking Aim: By the end of the lesson, Ss will be able to:

- identify types of volunteer work. - Talk about volunteer work.

Teaching aids: Textbook, charts, pictures T Stages & Content T’s activities Ss’ activities 5 15 13 10

I. WARM-UP: Game Word grid

II. PRE-SPEAKING: * Pre-teach vocabulary - invalid (n) - martyr (n) : lieät só - intersections (n) : giao loä - disadvantaged (a) : baát haïnh * Checking: Matching * Reading and Distinguishing (Task 1, p.49)

Answer - Helping people in remote or mountainous areas. - Giving care and comfort to the poor and the sick. - Providing education for disadvantaged children. - Joining the Green Saturday Movement. III. WHILE-SPEAKING * Role-play (Task 2, p.50) A: What kind of volunteer work are you participating in? B: We’re helping people in mountainous areas. A: What exactly are you doing? B: We’re teaching the children to read and write. A: Do you enjoy the work? B: Yes, I like helping people. IV. POST-SPEAKING * Group Discussion “What should you do to help children in poverty in your hometown”

Answer - saving pocket money - raising money

- Follow the steps to present new words - Ask Ss to match the words with their Vietnamese meaning - Ask Ss to read the activities and decide which of them are volunteer work. - Call on some Ss to give the answers - Ask Ss to work in pairs to practise speaking the dialogue. - Go around the class to help Ss with difficulties - Call on some pairs to role play in front of the class - Put Ss into groups of four - Ask them to discuss the question - Call on some groups to report their ideas - Give feedback

- Guess the new words - Read - Copy - The whole class - Matching the words with their Vietnamese meaning - Read the activities and decide which of them are volunteer work. - Work in pairs to practise speaking the dialogue. - Work in groups - Discussion the question - Report ideas - Listen

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2

- collecting old clothes - collecting old textbooks and toys. V. HOMEWOKR -Write the answer in their notebooks - Prepare the next period

- Ask students to do at home

- Do it at home

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Date: UNIT 4: VOLUNTEER WORK Period: 21 Section: Listening Aim: By the end of the lesson, Ss will be able to:

- listen for specific - know more about volunteer work

Teaching aids: Textbook, CD player, posters T Stages & Content T’s activities Ss’activities 4 10 20 10

I. WARM-UP: Game Finding One’s Other Half

II. PRE-SPEAKING: * Pre-teaching vocabulary - co-operate (v) - fundraising (n): hoaït ñoäng gaây quyõ - sponsor (n): nhaø taøi trôï * Checking: Vietnamese equivalent III. POST-LISTENING: * Gap-fill (Task 1, p.51)

Answer 1. informal 2. 30 street children 3. 250 children (with special difficulties) 4. 1998 5. volunteer, June

* Questions &Answers (Task 2, p51)

1. It provides classes to disadvantaged children in Ho Chi Minh City. 2. Dance, theatre, singing, singing and folk music classes were set up in 1999. 3. Because they need money to continue their English & Performance Arts classes. 4. They dance, sing and play music at one of the largest hotels in HCM City 5. They are needed because the school needs helps to organise the

- Follow the steps to present new words - Say an English work and ask Ss to speak out its Vietnamese equivalent. – Say the Vietnamese meaning of a word and ask Ss to speak out the English word - Play the tape and ask Ss to listen and fill in the missing information - Call on some Ss to give the answers - Make corrections when needed - Let Ss to listen to the passage again and find the answers to the questions - Ask them to compare the answers in pairs - Ask Ss to work in pairs to tell

- Guess the new words - Read - Copy - The whole class - Speaking out its Vietnamese - Speaking out the English word - Listen and fill in the missing information - Give the answers - Take notes - Listen to the passage again and find the answers to the questions - Compare the answers in pairs - Work in pairs to tell about Spring School, using the following

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dinner held annually in June. IV. POST-LISTENING * Speaking V. HOMEWORK - Summarize the story about Spring School - Prepare the next period

about Spring School, using the following suggestions: - Ask students to do at home

suggestions: - Do it at home

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Date: UNIT 4: VOLUNTEER WORK Period: 22 Section: Writing Aim: By the end of the lesson, Ss will be able to write a formal letter expressing gratitude. Teaching aids: Textbook, charts, regalia Procedures:

T Stages & Content T’activities Ss’activities 3 10 5 15 10 2

I. WARM -UP: Jumble Word STANHK THANKS

* Lead in II. PRE-WRITING: * Pre-teaching vocabulary - amount (n): soá tieàn - donation (n): vaät taëng, söï ñoùng goùp - issue (v): phaùt haønh * Checking: ROR III. WHILE-WRITING: * Task 1 page 52

Answer - Dear Sir or Madam - I am very happy to receive a donation of $500 from you company some days ago. - the money will help us to repair the old school building and build a new block of flats for the handicapped students. - We will certainly issue a receipt as soon as possible. - I would like to express our thanks for the donation from your company. - I look forward to hearing from you soon. Yours faithfully * Task 2 page 53:

Write a thank you letter IV. POST-WRITING: * Correction V. HOMEWORK: - Write a letter of thank for a birthday

- Ask Ss to work out anagram of the following -Ask: When do you say “thanks?” - Follow the steps to present new words - Rub out the word and leave the Vietnamese meaning on the board -Point at each Vietnamese equivalent & have Ss say the English word. - Ask Ss to write the English words again - Ask Ss to read the letter and underline the sentences that express the following points: . the opening of the letter . the way(s) the money is used . the gratitude to the donor . the donated amount . the way the receipt is issued . the closing of the letter - Ask Ss to read the situation in task 2 page 53 and then write a letter to thank for the donation - Choose one writing and ask a student to write it on the board. - Give comments

- Work out anagram of the following - When someone gives you a present/favor… - Guess the new words - Read - Copy - The whole class - Say the English word. - Write the English words again - Read the letter and underline the sentences that express the following points: . the opening of the letter . the way(s) the money is used . the gratitude to the donor . the donated amount . the way the receipt is issued . the closing of the letter - Read the situation in task 2 p 53 & then write a letter to thank for the donation - Write it on the board - The whole class to correct the mistakes - Take notes

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present - Ask Ss to write a letter of thank for a birthday present

- Do it at home

Date: UNIT 4: VOLUNTEER WORK Period: 23 Section: Language Focus Aim: By the end of the lesson, Ss will be able to:

- distinguish between the sounds /w/ and /j/ and practice pronunciation - understand to use between gerund or present participle

Teaching aids: Textbook, handouts Procedures:

T Stages & Content T’activities Ss’activities 2 10 12 20

I. WARM-UP: * Introduce the sounds /w/ and /j/ II. PRESENTATION: 1. Activity: Listen and repeat 2. Activity: Practice reading the sentences III. GRAMMAR: 1. Gerund and Participle 2. Perfect gerund and perfect participle IV. PRACTICE: 1. Exercise 1 page 54

Answer 1. hearing 2. bending 3. behaving 4. meeting 5. spending 6. waiting 7. starting 2. Exercise 2 page 54

Answer 1. burning, rising 2. reading 3. behaving 4. meeting 5. spending 5. preparing 6. trying 7. modernizing 2. Exercise 3 page 55 1. having made 2. Having been 3. having been 4. Having tied 5. having taken

- Bring along a yardstick & whistle to show to Ss and ask them what the things are. - Ask Ss to give the initial consonant sounds of the words - Read the sounds and the words - Ask Ss to repeat - Call on some Ss to read - Ask Ss to work in pairs to practice reading the sentences - Elicit and give a presentation of the grammatical point - Ask Ss to do the exercise 1 on p 54 - Call on some Ss to give the answers - Ask Ss to do the exercise 2 on p 54 - Call on some Ss to give the answers - Ask Ss to do the exercise 3 on p 55 - Call on some Ss to give the answers

- Read the words aloud - Give the initial consonant sounds of the words - Repeat - Read - Work in pairs to practice reading the sentences - Listen - Do the exercise 1 on p 54 - Give the answers - Do the exercise 2 on p 54 - Give the answers - Do the exercise 3 on p 55 - Give the answers - Listen and copy

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V. HOMEWORK: Do exercise in the exercise book

- Give the assignment

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Date: TEST 45 ‘ Peiod: 24 A. PHONETIC I. Choose the word whose underlined part is pronounced differently from that of the other words. 1) A. handicapped B. visited C. wanted D. decided 2) A. summer B. educate C. club D. public 3) A. glass B. geography C. give D. glad II. Choose the word that has stress pattern different from that of the other words. 4) A. comfort B. happiness C. believe D. area 5) A. candle B. anniversary C. finish D. family 6) A. relation B. together C. successful D. celebrate B. VOCABULARY AND GRAMMAR * Choose the best answer to complete each sentence. 7) The work of the charity is funded by voluntary ......................... . A. activity B. action C. organization D. donation 8) A date that is an exact number of years after the date of an important event is a (n) .............................. A. anniversary B. celebration C. wedding D. birthday 9) Shy people often find it difficult to ........................ group discussions. A. get on with B. take part in C. get in D. take place in 10) There is a special fun for the severely ....................... . A. orphan B. handicapped C. volunteer D. aged 11) I am ......................... to come to the meeting on Monday evening, please apologies for my absence. A. capable B. excused C. unable D. disliked 12) Dinner will be a cold ..........................., not a sit-down meal. A. party B. buffet C. meal D. dish 13) We should take care of war invalids and family of martyrs. A. look after B. look for C. look into D. look at 14) Some high school students take part in helping the handicapped. A. are a part of B. participate C. take a place of D. play a role of 15) He is ............................ for his elderly parents. A. paying attention B. looking C. caring D. taking care 16) Steve thought his ........................... with Helen was changing. A. relation B. relationship C. relate D. relative 17) To do the work for a humane society is ......................... . A. friendly B. mutual C. thoughtless D. voluntary 18) He doesn't know much about the subject, but he is ....................... . A. joyful B. reserved C. calm D. enthusiastic 19) He is smartly ........................ when he comes to an interview.

A. dressed B. put on C. worn D. undressed 20) You can't prevent him from............................ his own money. A. spending B. spent C. to spend D. spend 21) She enjoys ............................ A. to sing B. sing C. singing D. sang

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22) All of members agreed ........................... the emergency meeting. A. being attended B. attending C. to be attended D. to attend 23) . ............................ the drawer, she took out a book. A. Open B. Opened C. Opening D. Having opened 24) He spends most of his time ............................ computer games. A. played B. having played C. playing D. to play 25) The man wanted to avoid ...................... on security cameras. A).seeing B. to see C. to be seen D. being seen 26) He was accused of ............................ his ship two months ago. A. to desert B. desert C. deserting D. having deserted 27). ............................ is one of her hobbies. A. To sing B. Sing C. Sang D. Singing 28) I saw a flock ........................... A. fly B. flying C. having flown D. flew 29) ............................ a hole in the road, they disappeared. A. Dug B. Having dug C. Dig D. To dig 30) Annie denied ........................... the brick through the window. A. to throw B. to be thrown C. being throwing D. throwing C. READING Read the passage and choose the best answer for each blank.

VOLUNTEERS ABROAD More and more young people are (31) ............................ voluntary work abroad. The wild variety of jobs and destinations available is making it an increasingly attractive option for those who have just left school and have a year free before university. Many choose to spend these twelve months working in poor countries. There they will earn little (32) ............................ no money. But they will be doing something useful – and enjoying the experience. The work may (33) ............................ of helping the local communities, for example by helping to build new road or provide water supplies to isolated rural villages. Other projects may concentrate more on conservation or environmental protection. (34) ............................ kind of job it is, it is certain to be (35) ............................ and worthwhile, and an experience that will never be forgotten. 31) A. doing B. making C. taking D. getting 32) A. with B. but C. or D. and 33) A. consist B. include C. contain D. involve 34) A. Any B. What C. However D. Whatever 45) A. challenging B. dangerous C. difficult D. attracted D. WRITING * Complete a letter of complaint from the words given. 36) I/ have/ birthday party/ house/ 8 p.m/ November 19. Æ....................................................................................................................... 37) Most/ relatives/ friends/ invited/ party. Æ....................................................................................................................... 38) There/ be/ drinks/ special foods/ I/ cook. Æ....................................................................................................................... 39) Of course/ there/ be/ games/ prizes/ winners. Æ....................................................................................................................... 40) Please/ phone/ me/ tell/ if/ come.

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Date: CORRECTION OF TEST 45’ Period: A. PHONETIC I. Choose the word whose underlined part is pronounced differently from that of the other words. 1) A. handicapped 2) B. educate 3) B. geography II. Choose the word that has stress pattern different from that of the other words. 4) C. believe 5) B. anniversary 6) D. celebrate B. VOCABULARY AND GRAMMAR * Choose the best answer to complete each sentence. 7) D. donation 8) A. anniversary 9) B. take part in 10) B. handicapped 11) C. unable 12) B. buffet 13) A. look after 14) B. participate 15) C. caring 16) B. relationship 17) D. voluntary 18) D. enthusiastic 19) A. dressed 20) A. spending 21) C. singing 22) D. to attend 23) C. Opening 24) C. playing 25) D. being seen 26) D. having deserted 27) D. Singing 28) B. flying 29) B. Having dug 30) D. throwing C. READING * Read the passage and choose the best answer for each blank. 31) A. doing 32) C. or 33) A. consist 34) D. Whatever 35) A. challenging D. WRITING * Complete a letter of complaint from the words given. 36) I am having my birthday party at my house at 8 p.m on November 19. 37) Most of my relatives and friends are invited to the party. 38) There will be lots of drinks and special foods I am going to cook. 39) Of course there will be some games with prizes for the winners. 40) Please phone me to tell if you can come.

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Date UNIT 5: ILLITERACY Period: 26 Section: Reading Aim : Students can read and understand about “Universalisation of primary Education” and “Illiteracy Eradication” in Vietnam.

- By the end of the lesson, students will be able to use the new words through speaking Teaching aids: Textbook, Chalk, Cards, Posters … Procedures:

T Stages Teacher’s act Students’ act

12

20

13

Warm-up: Guessing game and Shark attack the word “Illiteracy” I.PRE-READING 1.Pre-teach vocabulary: - a campaign (n) Æ (translation) - ethnic minority (n) (explanation) - voluntarily (adv) Æ (synonym) - to decrease (v) Æ (antonym) 2. Going through the pictures: * Questions: a. Who comes to attend this class? b. Where are they? c. What are they doing? d. What kind of textbook are they learning? e. Is this class held in the day time/ the evening? Why? 3.Find the Vietnamese equivalent to the following expressions: - Feedback: Nought and crosses (3 lucky numbers)

Answers 1. Phoå caäp giaùo duïc tieåu hoïc 2. Vuøng mieàn nuùi xa xoâi 3. Xoaù muø chöõ 4. Kyõ thuaät canh taùc 5. Keá hoaïch hoaù gia ñình II.WHILE-READING 1. Which of the choices A, B, C, D most adequately sums up the whole passage? (task 2) - Answer: D (the fight against illiteracy) 2. Answer the questions (task 3) 1. 94% of the population 2. The campaign for illiteracy eradication 3. 1400 – one thousand four hundred 4. They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write 5. Illiteracy will soon be eradicated Feedback: III.POST-READING: Discussion

- Instruct the game - Follow the steps to present new words - Give the questions - Run through - Feedback - Correct if necessary - Ask sts to read the text - Get sts to read the text again - Run through the new words

- Work in pairs - Guess the new words - Read - Copy - The whole class -Think and answer - Work in group - Give the Vietnamese meaning - Open their books - Read and choose the best answer - Answer the questions

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* Questions: 1. What do you think about literacy in the modern world? 2. What should we do to help the illiterate people read and write? IV.HOMEWORK -Write the answer in their notebooks - Prepare the next period

- Present the questions - Model - Give the assignment

- Listen and take note

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Date UNIT 5: ILLITERACY Period: 27 Section: Speaking Objective: By the end of the lesson, sts can speak some difficult problems in their school and offer solutions. Teaching aids: Pictures, Posters, text book Procedures: T Stages and Content Teacher’s acts Sts’ acts

7’ I. WARM UP

Guessing letters and jumbled word

Key: Problems

-T: gives a poster on the

the board

- shows the instructions to

play game -corrects

-sts: look at the poster

-listen carefully and

play a game

5’

7’

13’

II. PRESENTATION

1.Pre-teach

* Vocabulary

- (to) cheat (v) (at s.th)

- (to) enforce (v)

- solution (n)

- low – income (n)

2. Task 1 (Exercise in the text book)

Match each problem in A with its

appropriate solutions in B

Key

1

b & g

2

a & e

3

d & f

4

c & j

5

i & h

3.Task 2

Talk about your school problems and offer

solutions. Use the suggestions in task

Discussion

Think about some school problems and then

give some solutions.

- follows the steps for

teaching vob

-T introduces what she/he

is going to teach.

-T asks sts to work in

pairs and read Task1 to

do it -T give key

- T and two sts read

model sentences

- Tasks other groups read

again

- Tasks sts to work in

groups

- look at the board

- listen and repeat

- copy them

- Sts know what their

teacher says

- Sts work in pairs

- Sts do task 1

- Sts correct the

mistakes

- Sts read model

sentences with their

teacher.

-work in groups

* Useful expressions

-Have you thought about ….?

-What can be done to solve this problem?

-How about ….?/ what about …?

-It might be a good idea to …

T gives suggested useful

expressions on the board.

T explains some difficult

words if necessary

Sts can use suggested

useful expression

sts can ask their

teachers if they don’t

know some thing

-Tell some problems

and solutions of their

I think we should …

-Problems in school (in column A – Task 1)

T asks sts to tell problems

and solutions of their

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10’

- Offering solutions

1. School library should lend them books

2. Give some advice for them

3. Give some bicycles

Model

1. Example: in the text book

Task 3

Think of three or four problems your class is

experiencing, Talk about them and offer

solutions. You may use the cues below

Suggested words

-make too much noise

-forget doing homework

Model

A: What do you think about our class size?

Over 50 students so it’s difficult for teachers

to help each of us

B.Yes, but we don’t have enough teachers

and classrooms.

C.So what our school has to do is to have

more teachers and have more rooms built

school.

Tasks sts to use the

information of Task 1.

-T goes around and helps

sts.

-T asks them to pratise in

their groups.

-T calls some groups to

practise speaking in front

of the class

T asks sts to continue to

work in groups again.

-T asks them to give

problems and solutions in

their class.

-T gives them some

words

-T asks them to practise.

T calls some groups to

retell their ideas

T checks sts’

pronunciation

school.

-sts pratise speaking

and use the

information of task 1,

teacher’s giving.

-Sts re-speak in front

of the class

Sts

-work in groups again

-think some ideas

about problems and

solutions of their class

practise speaking with

suggested model

sentences (conservation

Sts go in front of the

class and retell

Sts correct the

mistakes

3’ III. HOMEWORK

Practise speaking more time at home

Write the homework on

the board

Do it at home

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Date UNIT 5: ILLITERACY Period: 28 Section: Listening Aim: Listening for specific information: 1. Basic knowledge: words & expression 2. Skill: listening skill Teaching aids: cassette, posters, textbook. Procedure: stages & activities.

T Stages & Content T’s activities Ss’ activities 5’

10’ 18’

. WARM UP: Kim’s game II.PRE-LISTENING: * Pre- teach vocabulary: - Imply: (v) ( situation) - Weakness (n) ( antonym) - Academic( adj) ( translation) - Self – respect( n) ( example) * Checking R & R Before you listen ( p 60) Ask & answer the questions: 1. Have you ever done a survey? 2. Do you know where Perth is?

III. WHILE –LISTENING: While you listen ( p 60 , 61) Task 1:listen & choose the best option to complete the sentences: Checking: lucky stars Key: 1. D 2. B 3. B 4. B Task 2: listen & answer the questions Key:

1. The survey took place in Perth. 2. 80 percent of the students 3. They think that they should be allowed to

give some input into school decision making.

- Guides - Checks - Reads - Elicits - Models - Writes - Asks - Runs through - Plays the tape - Checks - Elicits - Runs through - Check

- Memorize - Go to the board & write down the words - Answer Listen and repeat - Listen - Repeat - Copy - Work in pairs - Listen and take notes - Work in pairs - Listen to the tape the first time. - Answer and correct - Listen - Listen to the tape the second time - Work in groups - Correct

effective, self- respect, maturit, academic,Perth, weakness, performance, Western Australia

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10’ 2’

IV. POST –LISTENING: After you listen( p 61) Discussing: Which do you think is more essential for better learning – good teachers or good textbooks? V. HOMEWORK:

Write a short paragraph about the discussion

- Elicits - Models

-Assigns

- Listen - Work in groups

- Listen and take notes

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Date: UNIT 5: ILLITERACY Period: 29 Section: Writing Aim: By the end of the lesson, sts can describe information in a table Lexical items: words/ phrases used in illiteracy Grammar: past & present tenses Teaching aids: textbook, pictures, T's prompts Procedure:

T Stages & Content T’s activities Sts’ activities

5 12 15 10 3’

I. WARM UP: Jumbled words - education (education) - platoon (population)

- liliratecy ( illiteracy ) * set the scene II. PRE-WRITING * Vocabulary - rate (n) - researcher = planner - develop (v)- development (n) - data (n) - region = area(n) * Task 1: Gap-fill (p. 61) Key: 1 . varied 2. rise 3. declined 4. different 5. went up 6. dramatically + Notes

- structures - form

III. WHILE WRITING

* Useful language (p. 62 )

+ Write a paragraph of about 100 words, describing the information in the table. (p .62) IV. POST WRITING:

V. HOMEWORK: Rewrite the paragraph

- introducing the game - correcting - eliciting sts to tell them - writing them on bb - modeling - check (R.&.R) - asking sts to read the passage and fill in the gaps. - correcting - asking sts to look the text again and pay attention to them explaining clearly - dividing class into 4 groups. - asking sts to write a para. - going around for help. - feedback ( asking sts to tick their posters on the board) - giving task

- play game - listen - give them - copy - answer - group work - take notes - follow the T listen carefully - group work - present - listen - do the task at home

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Date: UNIT 5: ILLITERACY Period: 30 Section: Language Focus Objectives: ªSs can distinguish and pronounce two consonants /pl /- /pr / -/bl/ &ø /br / in single words and sentence.

ªBy the end of the lesson, Ss can be able to use reported speech with infinitives. Teaching aids: Textbook, pictures Procedures: Ÿ Content T’s activities Ss’ activities 3’ 7’ 5 10

I/WARM-UP: Picture What does Tom say to Linda? ÎHe says to Linda “Please, bring the pretty blanket back to me.” )Introduction: The pronunciation of / pl /, / bl /, / pr / & / br / diphthongs II/PRONUCIATION: * Task 1: Listen and repeat 1.Listen and repeat: /pl/ /bl/ /pr/ /br/ play blue pride brother plow blind proof brought plug bleed practice bread 2. Reading aloud + Brian, God bless you and I’ll pray for you + I’m preparing for my pronunciation practice III/GRAMMAR : * Vocabulary: - encourage (v) : khuyeán khích - remind (v) : nhaéc nhôõ - warn (v) : caûnh baùo - refuse (v) : töø choái - agree (v) : ñoàng yù ªChecking: R&R Reported speech with to infinitives: n Presentation: Pictures Picture 1 Q: What does John promise? A: He promises to give Marry a gift Picture 2 Q: What did he want? A: He wants to be a doctor Picture 3 Q: What did the teacher encourage the students? A: She encouraged the students to study harder Picture 4 Q: What did the doctor advise him? A: The doctor advised him not to eat too much ice-

- Show the picture - Ask ss question - Model -Ask ss to repeat - Model - Explain - Read word by word - Model - Read - Ask Ss to practise -Elicit -Follow the step for presenting vob - Elicit (picture) - Ask - Follow the step for presenting structure - Ask Ss to give the answer - Correct

- Look at - Answer -Listen - Repeat -Listen and distinguish - Listen - Repeat -Listen and distinguish - Repeat - Work in pairs -Listen and do as directed - Answer - Do as directed - Do the work - Answer

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10 8’ 2’

cream o Practice: Exercise 1: Keys : 1. to come back again 2. us not to swim too far from the shore 3. Peter to close the window 4. Eric to joint the football team 5. to give it to him the day after 6. Lan to become a doctor 7. me to lock the door before going to school 8. him to go home and rest for a while Exercise 2: Keys: 1. He advised me not to drink too much beer 2. He invited me to come and see him whenever I wanted 3. I asked him not to smoke in my car 4. She told me to give her my phone number 5. I reminded her to give the book back to Joe 6. John promises to to do it again 7. She agreed to wait for me. 8. He asked me to lend her some money. p Production : Pictures cues Homework : Do exercise in the exercise book

-Ask ss to write out the form -Check & and ask ss to copy - Ask Ss to do exercises in pair - Correct - Ask Ss to do exercises in pair - Correct -Show pictures on the BB -Ask ss to make sentences - Give comment on the period - Give the assignment

-Write out -Copy down -Do as directed in pair -Listen -Do as directed in pair -Listen -Look at -Do as directed -Listen & copy

Date: UNIT 6: COMPETITION

Form: Subject +V* (Object) + to

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Period: 34 Section D: Writing Objectives: By the end of the lesson, Ss will be able to:

• Understand the content, language and structure of a letter required to supply the information • Write a letter to repond for supplying information about English Speaking Competition

Materials:Textbook, chalk, …. Anticipated problems: Ss may not be familiar with writing a letter about asking for information Procedure

T Steps T’s activities Ss’ activities I/ Warm-up:

Matching Match the greetingd and endings. Which are formal? 1.Dear Hellen 2. Dear Sir and Madam 3. Darling Rosie 4. Dear Mr. Mc Donald 5. Dear Philip

a.Yours (Bob) b.Yours faithfully (Albert Cook) c. Love Peter d. Lots of love (Bobby Clark) e. Your sincerely (Robert Fleming)

“ Key: 1. c 2. b (formal) 3. d 4. e (formal) 5.a II/ Pre-writing: Â Pre-teach vocabulary: -entry /’entri/ (n) sự đi vào -venue /’venju:/ (n): nơi tổ chức, nơi gặp gỡ -procedure /prə’sidʒə/ (n): tiến trình, quá trình -be limited /’limitid/(v): đ ược giới hạn -contestant /kə,’testənt/ (n): ng ười dự thi -registration /redʒi’trei∫n/ (n): sự đăng kí “ Checking: W & W Â Task 1: Write the correct numbers of the following rules in the correct boxes on the letter. 46 Quan Su St Hanoi,Vietnam 17 October 2006 140 Kham Thien St Dong Da District Hanoi, Vietnam Dear Sir or Madam I have read the information about the English Speaking Compectition on your Language Centers Website.I am interested in practicing English with native speakers and I want to get information about the competition.Could you please send me details of the competition, the number of partcipants, entry procedures, venue, date and time? Please

Deliver handout to Ss and ask them to match the greetings and endings Go around to check and explain the new words Correct Elicit Model Notice Ss how to pronounce the new words Deliver handout to Ss and explain the requires

Pair work Listen Repeat Copy down Group work

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provide me with your phone numberand e-mail. I look forward to hearing from you soon. Your faithfully Thutrang Thu Trang

1. We write our own address in the top right hand corner.

2. We end with an expression like “I look forward to…”

3. We write the receivers name and address on the left hand side.

4. We sign off with “Your faithfully…” 5. We write our name under the signature. 6. We don’t use short forms. 7. We write the date under our address. 8. We start the letter with “Dear…” 9. We use “Sir or Madam”if we don’t know the

persons name. “ Key: 46 Quan Su St Hanoi,Vietnam 17 October 2006 140 Kham Thien St Dong Da District Hanoi, Vietnam Dear Sir or Madam I have read the information about the English Speaking Compectition on your Language Centers Website.I am interested in practicing English with native speakers and I want to get information about the competition.Could you please send me details of the competition, the number of partcipants, entry procedures, venue, date and time? Please provide me with your phone numberand e-mail. I look forward to hearing from you soon. Your faithfully Thutrang Thu Trang “Handout: Match one phrase in column A with another one in column B to make a rule of writing formal letters

Go around for help Give feedback

1

7

3

8 9

6

2

4

5

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A B 1.We write our own address … 2. We end with an expression like … 3. We write the receivers name and address … 4. We sign off with .. 5. We write your name … 6. We don’t use … 7.We write the date... 8. We start the letter with … 9. If we don’t know the persons name, we use …

A.”I look forward to …” B.”Your faithfully…” C.”Sir or Madame” D. “Dear…” E. under the signature. F. on the left hand side. G short forms. H. under our address I. in the top right hand corner

“Key: 1. I; 2. A; 3. F; 4. B; 5. E; 6. G 7. H; 8. D; 9. C Â Task 2: Read the letter and find out the information required for the English Speaking Competition See textbook – page 72 “ Key:

• number of participants • entry procedure • venue • date and time phone number and

e-mail  Task 3: (task 2 – page 73) Imagine you are Kate Johnson, secretary of the English Speaking Competition. Write a letter to repond to Thu Trang, using the details below

• number of partipants: 25 • venue: 106 Tran Hung Dao Street, Hoan

Kiem District, Hanoi • date: 25th November • arrival time: 7:00 p.m; starting time: 8:00 p.m • phone number: (04) 9838188 • e-mail: Englishclib06@yahoo.com

IV/ Post-writing: “ The sample letter: 140 Kham thien St Dong Da District

Deliver handout to Ss and ask them to match the column A with the column B Have Ss exchange their paper with a partner Go around for help Give feedback Ask Ss to work in groups

Individual Pair work Group work Do as directed

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Hanoi, Vietnam 18 October 2006 46 Quan Su St Hanoi, Vietnam Dear Thu trang, I have got your letter dated on 17 October and I have a great pleasure in welcome you to our English Speaking Competition. The following is some important information about the competition: Number of participants: 25 Entry procedure: you have to fill in an application form Venue: 106 Tran Hung Dao street, Hoam Kiem District, Hanoi Date: October 25th The competition will start at 8.30p.m, so you should be present at 7p.m You may contact me on the phone number (04) 988188 for more information I look forward to meeting you later Your faithfully, K. Johnson Kate Johnson V/ Wrapping: Summarise the main points

Go around for help Choose two writings to correct the common mistakes

Correct Whole class

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Date: UNIT 6: COMPETITION Period: 35 Section E: Language Focus Aim: Helping Ss use English correctly Objectives:By the end of the lesson. Students will be able to:

• pronounce correctly the double consonants /tr/, /dr/ and /tw/ • understand and use correctly reported speech having the repoting verbs followed by gerund

Materials: Textbook, handout, chalk, cassette player,… Anticipated problems: Ss may not know how to pronounce the sounds /tr/ and /dr/ and /tw/ correctly

Procedure T Steps T’s activities Ss’ activities 3’

7’

7’

I/ WARM-UP: Write the orthographic forms of the words 1. /’træfik/ => traffic 2. /’trauzəz/ => trousers 3. /’draivə/ => driver 4. /drink/ => drink 5. /’twenti/ => twenty 6. /twin/ => twin PRONUCIATION Â Listen and repeat: See textbook – page 73 Â Practise reading aloud these sentences:

1. /tr/ 2. /dr/ 3. /tw/ 1. John always enjoys traveling by train 2. Jane’s teeth are troubling her 3. George is driving dangerously 4. Her new dress is an absolute dream 5. She has an amused twinkle in her eyes 6. Think twice before doing something

GRAMMAR Matching Match a phrase on the left column with a phrase on the right to make 5 sentences A B 1.John congratulated me 2.He thanked them 3.Mary apologised me 4.I’m thinking 5.The weather prevented us

a.about the holidays b. for breaking my watch c. on passing the exam d. from going a camping trip e. for helping him

“Key: 1. c; 2. e; 3. b; 4. a ; 5. d  Pre-teach Vocabulary: -to insist on: cố nài

Give instructions Model Call some Ss to practise reading these words Deliver handout to Ss Ask Ss to match the column A with the column B Go around for help Give feedback

Listen Pair work Do as directed Repeat Do as directed

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5’

7’

8’

6’

-to accuse s.one of s.th: buộc tộ ai về điều gì - to congratulate s.one on s.th: chúc mừng ai về điều gì -to apologise to s.one for s.th: xin lỗi ai về điều gì -to warn s.one against s.th: cảnh giác ai  Set the scene: Today we’re going to study the verbs followed by a preposition Verb + (o) + preposition + V.ing / noun  Exercise 1: see textbook – page 74 “Correct answers: 1….us on passing our examìe 2.…for not phoning me earlier 3….on driving Linda to the station 4….of the boy of not paying attention to what he had said 5…of being rich 6…Ann against staying at the hotel near the airport 7…Jane from going out that night 8…Jack for visiting her  Exercise 2: See textbook – page 75 “Correct answers: 1.Tom insisted on paying for the meal 2.Mr. and Mrs. Smith ooked forward to meeting their children. 3.The boy denied breaing the window of her house 4.The policeman stopped the customer from leaving the shop. 5.The thief admitted stealing Mrs. Brown’ s car. 6. Ann suggested having a party on Saturday 7.John and his wife were thinking of buying the house ÄAdditional Activity Which verbs can be used to report the direct speech in the sentences below? Put a letter a to f in the box 1.deny 2. dream 3. accuse 4. admit 5. suggest 6. thank a. “It was really kind of you to help me. Thank you

Elicit Model Ask Ss to change the direct speech into reported speech Have ss exchange with a partner Go around for help Give feedback Ask ss to report the dialogue, using the provided verbs Model Go around for help Give feedback Go around for help

Listen Repeat Copy down Individual Pair work Individual Listen Pair work Pair work

d f

e a

cb

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very much.”, Mary said to you b. “Don’t play with the matches.”, I said to you c. “I have always wanted to be a pilot.”, Paul said to you d. “You didn’t do what I said.”, the mother said to her son e.Lan says: “We should go for a picnic on Sunday.” f. The thief said: “I don’t take the bicycle.” g. “I break the mobile phone.” said Ba  Homework: Change sentences in the above exercise into indirect speech, using appropriate verbs

Give feedback

Whole class

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Date: TEST YOURSELF B Period: 36 I. LISTENING 1. A 2. B 3. D 4. C 5. B II. READING 1. D 2. B 3. B 4. C 5. C III. PRONOUNCIATION AND GRAMMAR a) Pronounciation: 1. play 2. drive 3. twice 4. proud b) 1. talking 2. to go 3. smoking 4. saying 5. do 6. going IV. WRITING

Date: CORRECTION OF TEST 45’ Period:38 A. PHONETIC I. Choose the word whose underlined part is pronounced differently from that of the other words. 1) B. literacy 2) D. smoothly II. Choose the word that has stress pattern different from that of the other words. 3) C. campaign 4) D. competition B. READING 5) B. a bright future for their children 6) D. their children will have more opportunities for good education 7) D. the sacrifice 8) B. dear C. LISTENING 9) 55 10) performance 11) communication 12) ability D. VOCABULARY AND GRAMMAR I Choose the best answer to complete each sentence. 13) A. against 14) B. invited 15) B. take part in 16) C. Illiteracy 17) D. performance 18) D. judge 19) A. refused to work on Sunday 20) A. struggled 21) C. reminded 22) A. reward 23) B. Peter promised to do it for Mary 24) D. not to talk 25) C. suggested going for a walk 26) B. sponsor 27) C. ability to raed and write 28) B. among 29) D. competition 30) D. get rid of 31) B. for leaving 32) D. Promotion D. Choose the underlined part among A,B, C or D that needs correcting. 33) D. his 34) C. on 35) B. to tell 36) B. not to

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Date: UNIT 7: WORLD POPULATION Period: 39 Section: Reading Aim: By the end of the lesson, Ss will be able to get general and information about the world population. Lexical items: words or phrases used in the lesson. Teaching aids: textbook, pictures, posters. Procedures:

T Content Teacher’s activities Students’ activities 5 8 5 15

I. Warm up: @. Questions:

1. Where can you find these scenes? 2. What can you see in them? 3. Are they living in good conditions? 4. Can you state the reasons why they are

poor?

II. Pre-reading: + Vocabulary : - increase (v) > < decrease (v) - limit (v) haïn cheá, giôùi haïn - figure (n) con soá - birth-control method: p.p haïn cheá sinh ñeû - family planning: k.hoaïch hoùa g.ñình - overpopulation (n) söï ñoâng daân quaù möùc - Third World (n) Theá giôùi thöù ba - available (adj) coù saún * Checking : R & R + Pre-question: True or False:

1. The world’s p_ will no longer increase. 2. There is enough water for all the people

in the world. 3. It is difficult for women in Third World

to limit the size of their families. III. While-reading: @. Give the answer to the Pre-question @. Answer the following questions 1. What was the population of the world in

10,000 BC., 1750, 1850, ….?

- Show the two pictures on the board (pictures from textbook) - Ask Ss some questions Expected answers: 1/ In the country/ town/ market place,… 2/ a family with many children/ many people at the market place,… 3/ No (they are poor people) 3/ Having a lot of children - > not qualified -> out of work, …. - Introduce. - Follow the steps for presenting vocabulary. - Show the poster. - Ask Ss to do. - Ask Ss to open their books and read silently. - Get feedback & correct 1/ F 2/ F 3/ T - Ask Ss to answer the questions. -Get feedback & correct: Expected answers :

- Look at the pictures - Listen and answer. - Listen. - Listen and take part in presenting vocabulary. - Copy down. - Do as the teacher tells. - Guess and give the answer T or F - Read the text and check the answer T/F

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10 2

2. How many people is the world expected to have by the year 2015?

3. Can the Earth have enough resources to support its population?

4. Do most Third World women want to have a lot of children?

5. Why can’t women in the world limit the size of their families?

IV. Post-reading : A. Discussion: Find out 5 world largest countries in population. Where are they? Which is the richest / poorest country? B. Fill each blank with a suitable word from the box (Task 1) limit, figures, method, although, control, increase, international, resources 1. ______ most journalists studied journalism in college, some older writers never attended a university. 2. Can you explain the _____ for changing salt water to fresh water? 3. The number of injuries from automobile accidents ______ every year. 4. Some countries are poor because they have very few ______. V. Homework: - Do at home: Task 1 (cont.) - Prepare the next part of the lesson.

1. (the figures in textbook) 2. … 7 billion. 3. Some scientists say it can, others say it can’t. 4. no, they don’t. 5.because they know of no safe way to have fewer children. - Ask Ss to work in pairs - Give assignment instruct Ss to do the first 4 sentences. - correct: 1/ although 2/ method 3/ increase 4/ resources - Ask Ss to do the rest at home (sentences: 4,5,6,7,8 page: 82)

- Work in pairs to five the answers. - Copy down. - Work in pairs and give the answer - Look at the text book and do (pair work) - Copy - Listen.

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Date: UNIT 7: WORLD POPULATION Period: 40 Section : Speaking * Objective: By the end of the lesson, Ss will be able to talk about the problem of overpopulation. They will be offered good outlook about population and family in the future.

- Words of subject. - Grammar: The noun phrases, verb phrases, modal verb “should”.

* Teaching aids: Textbook, chalk, pictures (if need be). * Procedures:

T Stages Teacher’s activities Ss’ activities 3’ 10’ 20’ 10’

I-Warm up : -How many people are there in our country? - Over 80 million people. Many? or Few? - Why are there many people in our country nowadays? - Free answers → Introduction II. Pre – speaking : * Vocabulary : - explosion (n): söï noå, söï phaùt trieån oà aït - overpopulation (n): söï ñoâng daân quaù möùc - insurance (n): baûo hieåm - living conditions: ñieàu kieän soáng - living standards: tieâu chuaån soáng (möùc soáng) - implement (v)= exercise (v): thi haønh = carry out: thöïc hieän Checking : RoR Task 1: Ask Ss to put the sentence in order. ( open keys)

III. While – speaking : * Task 2 : List the problems facing poor and populated countries. Apply useful language for speaking. Combine adjectives on the left column with nouns / noun phrases on the right column. - poor living conditions - low living standards - not enough / expense food - lack / shortage of school / hospitals / teachers. * Task 3 : Work out the solutions to the problems of overpopulation. Apply useful language for speaking. Combine verbs on the left column with noun phrases on the right column. Ex: The government / They should raise an awareness of the problems of overpopulation because …………………………. IV. Post – speaking : * Task 4 : Tell your classmates about the problems

-Asking some questions. - Follow the steps for presenting vocabulary. -Giving instructions - Ask Ss to do the task - Walk around for help - Ask some pairs to talk - Correct - Ask Ss to do the task - Walk around for help - Ask some pairs to talk - Correct - Ask Ss to do work in groups to do the task - Walk around for help - Ask some students to talk

- Whole class - Listen - Answer - Listen & answer - Repeat - Copy - Pair work - Explain - Listen - Pair work - Do the task - Report - Listen - Group work - Do the task - Report - Listen - Work in groups - Discuss - Talk in class - Copy

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of overpopulation and offer solutions, using results of tasks 2 and 3 V. Homework : Re-practise speaking at home.

- Give comments - Give the assignment

- Practise freely

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Date: UNIT 7: WORLD POPULATION Period: 41 Section : Listening Aims : - Listening to the interview for specific information. - By the end of the lesson , Ss will be able to summarize the main ideas of the passage they’ve just listened. Teaching aids: tape, cassette , textbook. Procedures:

T Contents Teacher’s activities Ss ‘ activities 5’ 10’ 20’

I- Warm up: Slap the board

II- Pre-listening: * Vocabulary: -improvement (n) - rank (v) -birth rates (n) -death rates (n) -literacy (n) * Checking: Rub out and Remember * Task 1: Discuss the following questions 1. Do you think that our world is over- populated ? 2. What continent has the largest population ? * Task 2 :Listen and repeat (p.84) III- While – listening * Task 1: Choose the best answer A, B. C, or D for the following statements and questions. (p. 84)

- Dividing the class into 2 groups. −Giving instructions and guiding the Ss to play the game. -Making necessary comments before starting the new lesson. - Following the step for presenting vocabulary -Asking Ss to work in pairs. - Calling some pairs to present their ideas. - Giving comments. -Asking Ss to practice reading some words that they will hear in the interview. - Setting the scene “ You’ll hear Dr. Brown , a world population expert , talk about the world population . Listen to the interview and do the task that follow.” - Asking Ss to work individually to choose the best answer. - Playing the tape (2

− Working in groups. − Following the teacher’s instructions and play the games -Congratulating the winner. -Listening and repeating - Writing down. -Working in pairs. - Presenting their ideas in front of the class. -Listening and repeating - Listening to the teacher. -Listening to the talk.

implement solution

Medical Birth control

Living policy

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Keys: 1. A - over 6.7 billion 2. D - about 76 million 3. C - Latin America 4. D - a decrease in death rates 5. A - literacy 6. C - advising people to use birth control methods. *Task 2: Listen again and answer the following questions ( p.85) Keys:

1. . . .the population of the world will be over 7 billion.

2. He said that the population growth rates in some parts of the world are not the same. The population grows more quickly in some parts of the world than others.

3. . . . the reason for a fall in the death rates is the improvement of public health services and medical care.

4. The problems which population explosion causes to the world , particularly to developing countries are shortage of food , lack of hospitals and schools , illiteracy , and poor living conditions.

5. The expert offered 4 solutions : - To educate people and make them

aware of the danger of having more children .

- To provide safe , inexpensive birth control methods .

- To strictly implement a family planning policy .

- To exercise strict and fair reward and punishment policies.

IV – Post – listening: * Summarize the main ideas of the passage. Questions: 1/ How many questions did the interview ask? 2/ What is the interview about ? 3/ What id the expert say about the population of the world ? . . . . . V - Homework:

times) - Getting feedback -Running through the questions. -Asking Ss to work in groups to answer these questions. - Playing the tape. - Correcting. -Asking Ss to work in groups to do the task. - Giving some questions for help. -Calling some groups to present their ideas in front of the class. -Giving comments.

-Giving the answers individually. -Working in groups. - Listening to the tape. - Exchanging. -Giving the answers. -Doing the task. -Presenting their ideas.

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Write a short paragraph about the population of the world from the listening and offer some solutions to the problems.

-Giving the assignment

− Listening and writing down.

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Date: UNIT 7: WORLD POPULATION Period: 42 Section :Writing Aim :By the end of the lesson,sts will be able to write a paragraph describing the information of the world population by referring to the chart.

T Stages & Content T’s activities Ss’ activities 8’

10’

10’

10’

7

I. warm-up : Look at the chart on page 86 -suggested questions: a)Is the world population evenly distributed ? b). Which region has the most pop[ulation ? II.Pre-writing : -it can be seen that … -distributed unevenly … @ It can be seen that the world population is distributed unevenly. -account for …..per cent. @Europe accounts for 15% of the world population. - more than double the population of ….. - half as much as / nearly half of - rank first /last

III .While-writing : IV. Post-writing : -Suggested piece : The chart on page 86 shows the distribution of the world population.It can be seen that the world population is distributed unevenly. Oceania accounts for only 2% whereas. South Asia accounts for 32 %.South Asia has more than double the population of Europe and East Asia also has more than double the population of Africa. In general, Asia ranks first but Oceania ranks last. SELF-EVALUATION :

Explains the sts understand the meaning of the chart. Helps the sts answer. -illustration -Asks the sts to work in pairs. - corrects their mistakes. Asks the sts to compare their writing

Explains the sts understand the meaning of the chart. Helps the sts answer. -illustration -Asks the sts to work in pairs. - corrects their mistakes. Asks the sts to compare their writing

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Date: UNIT 7: WORLD POPULATION Period: 43 Section : Language focus Aim: Compound Nouns & how to use Can, Could & Be able to Teaching aids: Textbook, poster, pictures. Procedure:

T Content Teacher’s activities Students’ activities 3 3 15 5’ 2’

I. Warm-up: Matching pictures with the words A B 1.Spaceman a. Ñöôøng bay(picture) 2.Spaceshuttle b.maùy bay(Pict ) 3.Airline c. Nhaø du haønh(pict ) Khoâng gian( pict ) 4.Airplane d. taøu con thoi(pict ) II. A.Word study: Eg: Air plane Air sick Space man Space shuttle Compound Nouns: Form: N + N a/Make compound Nouns with the words space and air by matching a word in column A with a word in column B:(P197) Key:1.Spaceman, spaceshuttle, spacesuit, spacewalk. 2. Airline, Airplane, airbed, airsick b/Use the compound nouns to fill in the blanks to complete the sentences. * Modal: The synonym of astronaut is_____(.Spaceman) 2. airsick 3. spaceshuttle 4. spacesuit 5. an air bed B. Grammar: Dialogue: A. Why do you go abroad more often? B. Because I like and especially I ____ ______many languages. A. Did yourwife go with you last summer? B. Oh, she didn’t want to go with me at first but I ____ ______ her. A. _____she _____many languages? No, she couldn’t. Form: Can Could + Vo Be able to

Give instructions Feedback Ask sts to analyse the words Make clear how to do Feedback Give Instructions (Give modal) Feedback Read the dialogue aloud Hang the poster on board with blanks

Work in two groups Present Work in groups Give the form of compound Nouns Work in pairs Present orally Observe the modal, Run through all the sentences & do the exercises in groups. Present orally Listen Fill in the blanks to complete the dialogue in pairs

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15 2’

To show Ability & can be use in a particular situation. * Complete the answers with be able to or can / could/ couldn’t. + Key: 1Was able to escape from it 2. were able to find yourhouse 3. was able to finishmywork this afternoon 4. could 5. could 6. couldn’t 7. couldn’t sleep ,could hear 8. was able to put 9. couldn’t take off 10. haven’t been able to come, can walk, could go, to be able to go out III. HOMEWORK: Make sentences with : + Spaceman, airsick, Spacesuit, airplane +can, could, be able to + Find more Compound nouns

Feedback Then elicit for sts to draw out the uses & the formula of Can, Could, Be able to Make clear how to do Introduce Lucky Number Game Feedback Congratulate the winner

Give the uses & the formula Work in groups Work in turns

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Date: UNIT 8: CELEBRATIONS Period: 44 Section: Reading Aims: Skill: Reading-Speaking-Listening-Writing

New knowledge: New Vocabulary Lexical items: Help sts know something about the holidays Teaching aids: Textbook, lesson plan, pictures, chalks, posters….. Procedures:

T Content T’s activities Sts’ activities 4’ 5’ 7’ 6’ 8’

I. WARM UP: Questions 1. Are they family? 2. What are they doing? 3. What are on the table? 4. What time of the year is it? ÎUnit 8:Celebrations II. PRESENTATION A. Pre-reading: Exercises on p.91 Tell your partner which of these activities you enjoy doing most at Tet .Are they any other things you like doing? a. making banh chung b. decorating the house c. eating special Tet foods d. going to the flower market e. going to the pagoda f. watching fireworks g. receiving’ lucky money’ h. visiting relatives and friends B. While reading:

• Vocabulary: - agrarian(a) thuoäc veà ngheà noâng - grand(a)hoaønh traùng - pray(v)caàu nguyeän - kumquat tree: caây quaát - lucky money: tieàn möøng tuoåi Î Checking: R&R

. Task 1: Find what the following words mean in the text

Keys 1.grand:hoaønh traùng 2.agrarian: thuoäc veà ngheà noâng 3.banner:baêng rol, khaåu hieäu 4.pray: caàu nguyeän 5.sugared apples: taùo daàm 6.excitement:söï noâ nöùc • Task 2:Decide whether the statements are true

- shows the picture on p.90 & asks sts - asks sts to do exercise on p.91 - explains - shows real object - models 2 times - asks sts to read the text - asks sts to work in pairs

- look at the picture and answer the questions - work in pair - listen to the teacher - repeat in chorus, individual - pair works

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10’ 4’ 1’

(T) or false (F) Keys:1.F 2F 3T 4F 5T 6F

• Task 3: Answer the following questions. LUCKY NUMBER

(2 & 5 are lucky number, right answers and lucky numbers are 10 marks) Keys 1.It’s sometime between 19 January and February 2.For months 3.They are decorated with coloured lights and red banners. 4.They buy gifts, clean and decorate their houses and cook traditional foods 5. It’s made from sticky rice, green beans and fatty pork. 6.It is candied fruit such as sugar apples, plums or tomatoes 7.Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games etc C. Post-reading: • how you prepared for Tet • how you decorated your houses • who you visited • what special foods you are • what activities you enjoyed doing most during

Tet III.HOMEWORK: - Learn by heart new words - Prepare the new lesson “Speaking”

- asks sts to read the text again - asks sts to give the reason if the answer is false - devices the class into 2 groups - gives some main points & asks sts to tell about their last Tet holiday

- work individually, after that work in groups to share the answers - answer the question - work in groups

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Date: UNIT 8: CELEBRATIONS Period: 45 Section: Speaking Aims: Talking about the celebration of Tet and other festivals’ activities. Lexical items: Words/ phrases related to Tet holiday in Vietnam. Structures / grammar: mask (n), to parade, harvest (n), to dress up, … Teaching aids: pictures in book, table, posters. Procedures:

T Content & Stages Teacher’s activities Pupils’ activities

5’ WARM UP : Game List activities about Tet holiday in Vietnam.

- Giving instructions. - Dividing class into 2 groups. - Checking. - Introducing the next part of the lesson.

- Listening to the teacher. - Working in groups. - Playing game. - Looking and listening .

8’ 1. PRE-SPEAKING a) Vocabulary: - mask (n) - to parade - harvest (n) - to dress up b) Task 1: Asking and answering questions about Tet holiday in Vietnam:( p.93) * Structures: Question: Do you know……..? Answer: It’s the time when…… ……

- Following steps of presenting vocabulary and checking understanding. - Giving instruction. - Letting sts work in pairs. - Going around class. - Checking some pairs. - Eliciting sts to point out some structures.

- Listening to the teacher. - Doing as asked. - Listening to the teacher. - Asking and answering questions with a partner. - Giving some stuctures.

20 2. WHILE-SPEAKING Task 2: Match the holidays with its main purpose and activities: * Keys: 1/ c C 2/ a A 3/ b B

- Giving instructions. - Asking sts to look at the pictures and tell what these pictures are about. - Getting sts’ answers - Asking sts to match the holidays with its main purpose and activities in pairs. - Checking feedback. - Reading one of the three columns of the table (T does as model).

-Listening to teacher

- Looking at the pictures and tell what these pictures are about. - Answering teacher’s questions - Matching the holidays with its main purpose and activities in pairs. - Listening and doing as asked.

10 3. POST-SPEAKING Task 3: Ask and answer about the holidays above, using the dialogue. in Task 1:

- Asking sts to work in pairs. - Getting sts to tell their classmates about the holidays provided in Task 2 , the dialogue. in Task 1.

- Doing as asked. - Telling the partner about them.

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- Checking some sts.

- Practising asking and answering questions.

2’ HOMEWORK : - Practise conversations. - Be ready for Section C – Listening

- Giving homework.

- Taking notes.

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Date: UNIT 8: CELEBRATIONS Period: 46 Section: Listening Aims: By the end of the lesson students will be able to listen and talk about Tet holiday Lexical items: shrine, kimonos, longevity …. Teaching aids: Pictures. Procedures:

T Contents Teacher’s activities Sts’ activities

4’ WARM UP : shark attack JAPAN Introduction

- Asks sts to play a game

- Introduces the lesson by asking some questions

- Play a game - Listen and answer the questions-

10’ PRE-LISTENING

New words:

- kimono - shrine - longevity - pine tree - represent

Questions:

1. Which of the following activities do the Japanese often do...?

2. What other thing do you think..?

- Shows pictures to present the new words - Shows a poster - Asks

- Look at the pictures, guess, listen, repeat and copy the words. - Speak in pairs - Answer individually

23’ WHILE-LISTENING

Task 1:

Keys:

Tick: 1-2-3-4-6-8-10-11

Task 2:

Keys:

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

2. From television or the radio. 3. Kimonos or special dress. 4. No. New Year’s Day is mostly

celebrated among family only.

- Runs through task 1

- Turns the cassette on

-Gives the correct answers - Runs through task 2

- Turns the cassette on

- Checks

- Give the correct answers

- Listen to the teacher - Listen to the tape twice - Share the answers - Listen to the teacher - Listen to the tape twice - Share the answers - Speak the answers - Correct themselves

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6’ POST-LISTENING

Compare the …

- Ask sts to work in pairs - Feed back

- Make comparison - Present

2’ HOMEWORK : - Learning by heart the new words

- Preparing Unit 8 (section C)

- Giving comment. - Giving homework.

- Taking notes.

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Date: UNIT 8: CELEBRATIONS Period: 47 Section: Writing Aims: Writing a personal letter to describe a past experience. Lexical items: Words related to celebration Structures / grammar: Teaching aids: charts, posters. Procedures:

T Content & Stages Teacher’s activities Ss’ activities

5’ WARM UP : Matching 1. Thanksgiving 2. Valentine’s Day 3. Mid-Autumn Festival 4. Tet Holiday a.15th day of the 18th lunar month b. third Thursday in November c. 14th February D.1st to 3 rd day of the 1st lunar month.

- dividing class into 2 groups and to start playing game. - Giving instructions.

- Listening to the teacher. - Playing the game.

13 1. PRE-WRITING: Introduction to the lesson:

Unit 2 – Section D: Writing describing a celebration. *You can write following main points: - name of the festival - time of the festival - purpose of the festival - main activities of the festival

- your felling about festival(whether you like it or not and the reasons)

-Writing the title on the lesson on the board. - Asking sts to choose one of celebration that they concerned and discuss about it following main points and write down drafting paper. -Write the answers on the board

- Copying down.

- work in pairs - Correcting.

15 2. WHILE-WRITING: Write a description of one of the popular celebrations in Viet Nam.

- Asking sts to write their writing individual -go around to help sts if necessary

- write individual.

10 3. POST-WRITING:

Write some wring and correct

- Asking sts to exchange their writing and correct them.

- Correcting some common errors

- Work pairs

- Listen and correct

2’ HOMEWORK :

-Write another celebration at home.

- Be ready for Section E.

- Giving homework.

- Taking notes.

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Date: UNIT 8: CELEBRATIONS Period: 48 Section: Language Focus Aims: Pronunciation / fl / - / fr / - / [θr]

- Pronouns ONE(S), SOMEONE, NO ONE, ANYONE, EVERYONE - Vocabulary about holidays and celebrations

Teaching aids: Pictures. Procedures:

T Contents Teacher’s activities Sts’ activities

4’ WARM UP : Anyone

- Divide the class into 2 groups.

- Limit the time.

- Check the answers.

Write indefinite pronouns as quickly as possible

10 ’

PRONUNCIATION: - Listen and repeat. - / fl / - / fr / - / [θr] - Practise the sentences.

- Shows sts how to pronounce these sounds - Reads as model twice. - Gets sts to repeat. - Reads each sentence as model twice. - Lets sts read sentences themselves.

- Listen to the teacher. - Repeat sounds, then words in chorus & individually. - Listen to the teacher carefully. - Practise reading.

10 10

EXERCISE 1: Pronouns ONE(S), SOMEONE, NO ONE, ANYONE, EVERYONE

- Example:

Everyone enjoys listening to music. Singular-V - Formation: Keys: 1. anyone 2. someone 3. anyone 4. someone 5. no one 6. everyone 7. no one

EXERCISE 2:

Pronouns ONE(S)

- Example:

Nam has 3 pens. I like the red one.

-Writes on the board and gives explanations - Gets sts to give the formation - Asks sts to do ex.1

- Gives correct answers - Gives example - Writes on the board - Asks sts to do ex.2 - Gives correct answers

- Guess the uses and the meanings - Make sentences. - Share the answers & then speak aloud. - Take notes. - Pick out the form - Copy down - Do ex. 2 - Share the answers and read them aloud.

Indefinite pronouns

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10

(the red one : the red pen)

The red bags are good, but the black ones are bad.

(ones: bags)

Keys: 1. Of the three bags I like the blue one. 2. Mai is making a fruit cake, Huong is making one, too. 3. I like reading books, especially the ones about the natural world. 4. I don't have a computer, and my father doesn't want me to have one. 5. They let me choose a pencil, and I took the red one. 6. There are several celebrations in Viet nam, but perhaps the most meaningful one is Tet 7. We told each other both happy stories and sad ones about our lives. EXERCISE 3: Use the words form the box to complete the sentences: Example: Keys

1. traditional 2. grand 3. gifts 4. celebrating 5. polite 6. good luck

7. excitement

- Gives examples - Writes on the board. - Asks sts to do ex.3 - Give the correct answers

- Pick out the form - Copy down - Do ex. 3 - Share the answers and read them aloud. - Take notes

1’ HOMEWORK : - Learning by heart indefinite pronouns & new words (Ex 3)

- Preparing Unit 9

- Gives comments. - Gives homework.

- Taking notes.

Đơn vị chủ quản: CÔNG TY TNHH THƯƠNG MẠI ĐIỆN TỬ THIÊN THI
Địa chỉ: 41-43 Trần Cao Văn, P6, Q3, HCM
giấy phép MXH: 102/GXN - TTĐT