ga 12-1 toan bo

Lesson plan – English 12.

Period: ENGLISH 12 TEST ORIENTATION Aims :

- To help students learn English 12 effectively. To give students some supporting sources Objectives :

- Ss know the requirement of different tests within English 12. Students know how to learn English 11 effectively. Students can find some useful sources to learn English 10

Teaching aids :- English 10, referent books

Teacher’s activities Students’ activitiesI. Warm up:

Activity 1: individual work: answer the teacher’s question:

- How are you?- How can you learn English?II. Presentation:

- Teacher: We have done a lot of tests. Today we recall some test type and how to do them effectively III. The main content of the lesson:

A. Listening tests.1. Multiple choice questions.2. True - False statements.3. Open - ended questions.4. Grid - filling/ Completing charts with facts and figures.5. Gap - filling .6. Identifying objects/people/speakers’ tones. B. Reading tests.1. Multiple choice questions. 2. True - False statements. 3. Open - ended questions. 4. Grid - filling. 5. Gap - filling/ Cloze. 6. Matching (jumbled headings with paragraphs / written descriptions with pictures of the items or procedure they describe). 7. Transferring written information to charts, graphs, maps, etc. 8. Choosing the best summary of a paragraph or a whole textC. Speaking tests.1. Prompts / Picture prompts. 2. Asking and answering questions (Interview). 3. A set of topics. 4. Role - plays. 5. Information gap activities 6. Decision - making activities. 7. Using pictures for candidates to compare and contrast.D. Writing tests.

Guided writing tests:1. Gap - filling. 2. Punctuating a text. 3. Re - ordering words / sentences. 4.Summary writing based on texts

Free writing tests: - Sentence writing (e.g. a set of instructions for some common task) - Paragraph writing (e.g. writing leaflets / brochures)

- Work individual- Answer the teacher’s questions

- Listen to the teacher

- Listen to T’s explanation about six topics

- Listen and take notes in their notebooks.

- Listen and take notes in their notebooks.

- Work in pairs and make a small conversation with a friend.

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- Letter writing (e.g. transactional letters) - Essay writing (e.g. writing compositions and stories)From above, with in the curriculum we have these kind of test for each term - Oral test: you must have from 1 - 3 scores - Fifteen minute test: 3 tests - Forty - five minutes test: 2 tests - Term test: 1 testIV. Home Work:

- Summarize this lesson.

Period: INTRODUCTION AND REVISION

A.OBJECTIVES: By the end of the lesson, students will:- Review all of the knowledge of grade 11- Know how to study and learn English 12

B. TEACHING AIDS: Textbook, pictures, cassette, tapeC. PROCEDURE:Method: mainly communicative

Teacher’s activities Students’ activitiesGreeting, introduce, get acquaintance with the studentsA. Revision- Elicit all of the knowledge and language skills of grade 111.Verbs tenses ( present simple, past simple, past progressive, past perfect……….)I. HIỆN TẠI ĐƠN (Simple Present):Hình thức: Subject + V(es,s)1. Diễn tả một thói quen hoặc một việc thường xuyên xảy ra ở hiện tại.Ex: - We come to school on time everyday. - My mother always gets up early. (Mẹ tôi luôn thức dậy sớm)■ Dấu hiệu thì: a. Cách dùng này thường có các trạng từ chỉ sự thường xuyên:• rarely: ít khi • usually: thường thường• sometimes: đôi khi • seldom: hiếm khi• never: không bao giờ • always: luôn luôn• often: thường • occasionally: thỉnh thoảng• hardly ever: hiếm khi • everyday: hàng ngàyb. Các kết cấu đi với every như:• every week: hàng tuần• every month: hàng tháng2. Diễn tả một sự thật hiển nhiên, một chân lýEx: - The Sun rises in the East. (Mặt trời mọc ở phương đông)

- The Earth moves around the sun. (Trái đất xoay quanh mặt trời)3. Diễn tả sự thật tương đối bền vữngEx: - Your sister speaks English well. (Chị của bạn nói tiếng Anh giỏi)

- Dick writes novel. (Dick viết tiểu thuyết)- Children need love and affection. (Trẻ em cần tình yêu và sự ấp ủ)

II. HIỆN TẠI TIẾP DIỄN (Present Continuous)Hình thức: Subject + am / is / are + V-ing

- Take notes


- Give some examples on the board1/ I usually go to school in the afternoon.2/ Lan often gets up early in the morning.3/ The earth moves around the sun.4/ I speak English very well.

- Write them on their notebooks

- Take notes

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1. Chỉ một sự việc đang xảy ra ở hiện tại, lúc ta đang nóiEx: - The farmers are working in the fields now.

- My mother is cooking in the kitchen at the moment. ■ Dấu hiệu thì: a. Trong câu thường có các phó từ:• now: bây giờ• at the moment: vào lúc này• at present: vào lúc nàyb. Trong câu bắt đầu bằng những từ gợi sự chú ý như:• Look! Coi kìa• Listen! Nghe kìa• Hurry up! Nhanh lênEx: - Look! The boys are fighting. (Coi kìa, bọn trẻ đang đánh nhau)

- Listen! They are speaking English.- Hurry up! The bus is coming. (Nhanh lên! Xe buýt đang tới rồi kìa)

c. Trong câu có cụm chủ vị có từ WHILE (Trong lúc)Ex: - I’ll think it over while I’m having my lunch. 2. Diễn tả một việc được xếp đặt xảy ra trong tương lai.Ex: - What are you doing this evening? (Chiều tối nay bạn định làm gì)

- We are going to Paris on Friday. III. HIỆN TẠI HOÀN THÀNH (Present Perfect)Hình thức : Subject + Has / Have + Past Participle1. Để diễn tả một việc đã xảy ra trong quá khứ mà thời gian không xác định rõ.Ex: - He has lived in England before

- We have gone to Dalat several times.- She has already seen that film. (Cô ta đã xem phim đó rồi)- He’s never been there. (Anh ta chưa từng ở đó)- They haven’t finished their work yet. (Họ chưa làm xong việc)- Have you ever spoken Russian before?

■ Dấu hiệu thì: Trong câu thường có• already: rồi, đã rồi • several times: vài lần• never: chưa bao giờ • never ... before: trước đây chưa bao giờ• yet: chưa • ever: đã bao giờ• ever ... before: trước đây đã bao giờ2. Để chỉ một việc đã bắt đầu xảy ra trong quá khứ và hiện đang còn xảy ra.Ex: - So far he has had no trouble.

- He has lived here for five years.- His father has been ill during the last two week.

■ Dấu hiệu thì: Trong câu thường có các trạng từ chỉ thời gian:• so far: cho đến nay • up to now: cho đến nay• up to the present: cho đến lúc này • since then: kể từ lúc đó• since: kể từ khi • for: trong (khoảng thời gian)• in / during the last + 1 khoảng thời gian3. Để diễn tả một hành động mà thời gian nó chưa kết thúc.Ex: - He has smoked ten cigarettes today.

- I haven’t seen her this week. (Tuần này tôi không gặp cô ấy)■ Dấu hiệu thì: Trong câu thường có các phó từ như:• today: hôm nay

- Listen to the teacher- Give some examples on the board1/ I am looking for the latest newspaper now.2/ They are watching a sport game show at the moment.


- Take notes


- Give some examples on the board1/ We have learnt English for 5 years.2/ Have you seen this movie before?3/ She has just gone out.4/ I have already finished my homework.


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• this week: tuần này• this month: tháng này• this term: học kỳ này• this year: năm nay4. Để chỉ một sự việc vừa mới xảy ra so với hiện tạiEx: - I have seen him lately. (Gần đây tôi có gặp anh ấy)

- She’s just gone out. (Cô ta vừa mới đi khỏi)■ Dấu hiệu thì: Cách dùng này thường có các từ như:• just: vừa mới• recently: gần đây IV.Past continuous :+ Form : Was / were + V-ing + Use :* Use the past Continuous to indicate that a longer actoin in the past was interrupted. The interrupted is a shorter action in the Simple Past or a specific time. Remember this can be a real interruption or just an interruption in time .E. g : - I was watching TV when she called. - Last at 6 PM , I was eating dinner. * When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening in the same time. The actions are parallel.E.g: I was studying while he was making dinner.V. Home Work:- Summarize this lesson.- Ask Ss to prepare unit 1 “Reading”

- Take notes

- Listen to the teacher- Give some examples on the board1/ I was studying my lessons when he came.2/ We saw him while we were walking along the street.3/ They were playing chess at 4 o’clock yesterday.

- Write them on their notebooks- Prepare unit 1 “Reading”

Period:Unit 1: HOME LIFE

A: READINGA.OBJECTIVES: By the end of the lesson, students will:

- Understand more about home life.- Use vocabulary related to the topic of the lesson through exercise.

B. TEACHING AIDS: - Textbook, pictures, cassette, tape, handouts and real objects

C. PROCEDURE:- Method: mainly communicative

Teacher’s activities Students’ activitiesI. Warm up- Ask Ss to work in groups and tell about their family- Suggestions1. How many people are there in your family?2. What is your father’s job?3. What is your mother’s job?- Go around the class and control- Call on some Ss to present - Feedback

- Group work

- Discuss

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- Short introduction the types of family (show the pictures)Nuclear family- Nuclear family consists of the father, the mother, and the childrenExtended family- Extended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in-laws, (relatives through marriage).SINGLE PARENT FAMILY- A single parent family consists of the children and one parents either the father and the mother. + In USA, single parent families are popular + In Viet Nam , there are more and more the type of single families.BLENDED FAMILIES OR STEPFAMILIES- A family in which both parents have been divorced, each with their own children they remarry and bring both sets children into the marriage+ It consists of stepparents, stepsister, stepbrother, halfbrother and half sister. II. Before you readPairs work- Have Ss to look at the pictures in the textbook and answer questions1. Who do you think they are?2. Where is the family?3. What is each member doing?4. Is the family happy? Why/why not?5. Are there any pets? What are they?6. What are they doing?7. Do you like having pets in your house?8. What pets do you want to have? Call some pairs to answer and give feedbacks.- Introduce the text.Explain some new words:- Introduce and explain the meaning of the new words1. Caring (a): paying attention to the others2. To run the household.3. To be willing to do st.4. Household chores5. Responsibility (n): Responsible to sb for st.6. Mischievous (a) 7. Obidient (a)8. Close-knit (a)9. Supportive (a) ~ of10. Frankly (adv)11. Secure (a)12. confident (a) confidence (n)- Read aloud and ask Ss to repeat- Explain new words in Vietnamese if necessaryIII.While-reading:

- Present

Answer.( In English or Vietnamese )- Work in pairs.

* Suggestion:- Parents and children.- At home.- The mother is helping the daughter with her study, the father is playing with the son.- Depend on Ss.- Answer.

- Listen to the tape.- Read the passage silently.

- Find out new words.

- Read the passages

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- Ask Ss to listen to the tape. - Ask Ss to read the passage silently to understand about ita. Task 1 : Choose the best answer- Get Ss to read the requirement of task1. - Ask Ss to read through 5 sentences and T helps them if necessary.- Ask Ss to work in pairs and choose the answer. - Get Ss to share the answers with their groups.- Call 2 Ss of 2 groups to write down the answers. - Check and give feedbacks: - Let Ss explain some sentences if necessaryb. Task 2 : Answer the questions:- Check if Ss can answer the comprehension Qs without reading the text again. If Ss cannot, T gets them to read the Qs carefully and underline the key words to do task.- Get Ss to check theirs answers and explain their choices.- Call some Ss to read theirs answers and explain their choices.- Comment and gives feedbacks.

IV. After you read- Give some Ss handouts and ask them to fill in the table the missing information from the reading text (work in groups of 4).What is your mother / father / you responsibility in your family?

Work father mother children- Washing dishes- Cooking………..

- Check and give feedbacks.- Let Ss compare the family described in the text with your own family (basing on the handouts).- Tell each group to choose a secretary to note down all of others’ ideas.- Ask the secretary to report their ideas.- Comment and corrects Ss’ mistakes. V. Homework: - Ask Ss to learn the new words by heart, read and translate the text, do the tasks again.- Prepare the section B (The Speaking part of Unit one).

- Listen to teacher’s reading.- Read the text by self.- Read the task.- Read through 5 sentences. - Work in pairs.- Share the answer.1- B; 2- C; 3- A; 4- B ; 5- A;

- Work in pairs1. Very busy. They have to work long hours and sometimes they have to work at night.2. She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes. She always makes dinner ready before her husband comes home.3. The daughter helps with household chores: she washes dishes and takes out the garbage. She also looks after the boys/her younger brothers. The father sometimes cooks/does some cooking or mends things around the house at weekends.4. She attempts to win a place at university.5. Because they are very closed – knit and supportive of one another. They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly.Work in groups.

- Check.- Work in groups.

- Report their ideas.- Listen and comment.

- Learn the new words by heart, read and translate the text, do the tasks again.- Write down the homework requirements.

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B: SPEAKINGA. OBJECTIVES: By the end of the lesson, students will:

- Understand more about home life, the relationship and responsibilities of family's members. - Develop speaking skills: discuss home life, the relationship and responsibilities of family's members. B. TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objectsC. PROCEDURE:

- Method: mainly communicativeTeacher’s activities Students’ activities

I. Warm up: Network- Ask Ss to find out as many as possible words related to household chores.

- Call some Ss to write on the board.- Give comments.II. Pre speaking:

Task 1: Read the following statements and

tick the ones that apply to you and your

family.

- Ask Ss to work in pairs, exchange the ideas.

- Walk around and help them.

- Call some Ss to talk about their families in

front of the class, using the information in task

1.- Give feedbackIII.While speaking:Task two:- Guide students how to practise.- Ask students to work in pairs.- Help the students with new structures.- Give some special expressions * Could you tell me who….. ?* By the way who in your family ……. ?* What about your …. ?- Walk around and help them.- Call some pairs of student to stand up and report before the class.- Correct their mistakes.

Expected words:- Cleaning the floor- Cooking- Doing the washing up- Washing clothes- Tidying the kitchen- Ironing clothes- Hanging dry the clothes- Repairing / mending things- Taking care of the baby- Taking out the garbage

- Work in pairs

- Present in front of the classFeedback:In my family both my father and mother go to work. Almost all members of my family share the household chores. Washing the dishes and cleaning the house are what I often do help my parents. We all like watching films on TV when we have free time at weekends. The person I often share my secrets with is my sister. I always ask my parents for advice before making an important decision. - Work in pairs.Expected questions :1. Could you tell me who works in your family?2. By the way who in your family does the washing up?3. What about your brother ? Does he share the household chores?4. What’s your responsibility in the family?5. What exactly do you have to do? 6. How do you share the household chores?7. What interests do your family members share together?8. What do your family members often do together in your free time? 9. Who do you often share your secrets with?10. Who do you often talk to before making an important decision?Sample dialogue :A: Hi,…Could you tell me a bit about your family life ?B: Sure, no problem.

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Household

chores


Task 3 : Ask about your partner’s family.

- Ask Ss to study the table carefully.- Have the Ss to work in pairs, asking about the partner family life, noting down the answers in the table.

- Call some pairs to act out in front of the class.- Give comments.

IV. Post speaking :Report the information- Have Ss to work in pairs.- Call some Ss to report in front of the class.- Correct and give comments.

V. Homework: - More practice the main topics at home.- Prepare the section C (The Listening part of Unit one).

A: Who works in your family?B: Both my parents. My father is an engineer and my mother is a teacher. They work 8 hours a day.A: Do you help them with the household chores?B: Of course. I help my mother in the kitchen and wash the dishes.A: What about your father?B: He cleans the floor and sometimes when my mom is out of on business he cooks for us.A: What interests do your family members share closely?B: Watching films. We often watch films on TV on Saturday evening when everybody is free. A: Who do you often share your secret with?B: Mother. I think she understand me well.A: So she is the person you often talk to before making an important decision?B: No, in fact both my parents help a lot when I have problems.A: You must be very happy in such a family. Thanks for giving me time. Bye.B: Bye.Expected answer:I’ ve just talked with B about her family life.She told me that both her parents go to work, so they are very busy. So she has to shares the household chores .She often helps her mother in the kitchen and washes the dishes after meals. His father is also willing to help with the housework. He cleans the house and sometimes when B’s mom is out on the business. All the members of her family enjoy watching films together on Saturday evening. She shares her secret with her mother because she thinks that her mother understand her well. ;however, both parents help her make important decisions- Practice the main topics at home.- Prepare the section C (The Listening part of Unit one).

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Period:

Unit 1: HOME LIFEC: LISTENING

A. OBJECTIVES: By the end of the lesson, students will:

- Understand more about home life- Develop listening skills: listening for main ideas and specific information.


C. PROCEDURE:Method: mainly communicative

Teacher’s activities Students’ activities

I. Warm up: Jumbled word

- Rearrange the letters to make a meaningful word.

RINENOU

- Which word can go with “reunion”?

II. While you listen:

* Describing the picture.

- Ask students to work in pairs, look at and describe the

picture (p16), using the cues:

1. What is happening in the picture?

2. How many pictures are there?/ Who are they?

3. How are they feeling? / How do they look?

- Call some students to answers

- Give feedback and introduce the topic of the lesson:

Lead- in: In today’s listening section, you’ll hear the conversation between Paul and Andrea talking about their family.

- Introduce some new words to students by using pictures or by using definitions in English

Teacher asks students to repeat the words on the black board.

Teacher has students pay much attention to the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well..

* Vocabulary: Listen and repeat

- Play the tape and ask Ss to read after the tape twice.

- Explain new words :

- Leftovers / `left әu vәz/ thức ăn thừa

- Spread ( v) out /spred/ trải ra

1. To reserve: = to book sth in advance: ñaëc

-> REUNION

-> Family reunion

- Look at the pictures.- Answer the teacher's questions.+ They are having a big…..+ Many people..+ Very happy

- Students repeat individually and in chorus

- Students listen to the tape carefully

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tröôùc

2. Coach (n): xe chôû khaùch ñöôøng daøi

3. To spread out: to cover a large area

4. Leftovers: food that has not been eaten at the end of a meal

5. Flight (n): a journey made by air, especially in a plane: chuyeán bay

III. While you listen:

Task 1 : Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements

- Ask students to read through the questions

- Play the tape two times

- Ask Ss to do individually then compare the answer

with a partner.

- Play the tape again, have students listen and check the

answers

- Call some Ss to give the answers

- Checks and gives feedback.

Task 2: Note down two things that are different

about Paul’s and Andrea’s families.

- Ask students to read through the questions.

- Let them do the task without listening again.

- Play the tape twice .

- Ask students to do Task 2 then compare the answer

with a partner.

- Play the tape again, have students listen and check the

answers

- Ask some students to read the answers

- Check and give feedback.

IV. After you listen: Discussing

- Ask Ss to work in groups, discuss the questions:

The importance of family in a person's life

- Ask some students to present their discussion in front

of the class.

- Give feedback

V. Homework:

- Ask Ss to summarise main points.

- Write about family reunion.

- Read through the questions

- Work individually to do the task

- Compare the answers

Answer

1. T

2. F (They not a very close nit family, they rarely

get together as a family any more)

3. F (It is about 180 kilometers from they ….)

4. T (There are 4 children in Paul’s family)

5. T (There are too many people to cook for, they

end up going out to dinner a lot)

- Read through the questions.

- Work individually to do the task

- Try to do the task without listening again.

- Compare the answers

- Listen again and check the answers

Answer:

Paul Andrea

His family members

are not very close.

His family is a close -

knit one.

The families often eat

the meal the mother

cooks at home.

The family often goes

out to eat when they

get together.

- Work in groups, discuss the questions

- Report their discussion

Answer:

Family is very important. It’s a place where

people can share their secrets and find solutions to

problems that arise. Only in family, we can enjoy

love and comforts. We are sure to be welcome

back when we have disappointments or failures in

life.

- Summarise main points.

- Write about family reunion.

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- Prepare Part D - Prepare Part D


D: WRITINGA. OBJECTIVES: By the end of the lesson, students will:

- Understand more about home life- Develop writing skills: Writing for main ideas and specific information

B. TEACHING AIDS: - Textbook, pictures, handouts and real objects.


Teacher’s activities Students’ activitiesI. Warm up:- Ask Ss to work in pairs and answer some questions1. Do your parents often let you go out in the evening ?2. Are you allowed to use your family motorbike?3. Are you allowed to do the household chores?- Call on some pairs to present their answer in front of the class- FeedbackLead in : In today’s lesson, you’re going to write a letter about your family rulesII. Pre writing: Group work

Task 1: What rules do you have in your family?

+ Have students revise the verbs

* Let sb + V

* Allow sb + to V

* Have to + V (obligation)

* Permit sb + to V

- Deliver Ss handouts (Task 1 – Complete the

following sentences).

1. During the school year, I am not allowed ………

2. I have to…………………………..

3. My parents allow me……………….

4. My parents want me not………………

- Ask some Ss to go to the board to write down their

sentences

- Together with Ss finds out the mistakes and corrects

them

III. While writing:

Task 2: Write a letter to a pen pal about your

family rules. - Ask Ss to work in groups and use the ideas they

have written above to write a letter about their family rules.

- Pair work

1. My parents don’t let me come home late.2. My father permits me to use the family motorbike.3. I have to do the household chores.

- Ss work in groups

1. During the school year, I am not allowed to come home late / watch TV …2. I have to clean my house / do the washing3. My parents allow me to watch TV / go out with my friends on Saturday or Sunday…4. My parents want me not to stay up late / chat with my friends on the phone

- Ss work in groupsDear Mary,Today, I have something interesting to tell you. It’s my family’s rules. Every family has its own rules. Mine has a few. First, during the school year I’m allowed to watch TV until I have finished my homework. Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early. Second, in my family everybody

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- Go around to offer help

- Call four representatives of four groups to go to the

blackboard to write down their letters

- Together with Ss finds out the mistakes and corrects

them

- Give feedback on Ss’ work

- Point out some common mistakes made by Ss when

doing this writing task.

IV. Post writing: - Ask Ss to make a conversation about the content of their letter- Call some Ss to practice the conversation in the front of class- Remark generally Ss’ written workV. Homework: - Ask Ss to rewrite at home.- Prepare the section E (The Language focus part of Unit one).

has to do their share of the household chores. And mine are doing the washing and preparing meals. Third, my parents want me not to chat on the phone more than ten minutes. How about your family rules? I am very happy with my family. My parents really love me and take good care of me.Love,Daisy- Work in pairsA. Do your parents let you go out in the evening?B. Sometimes on Saturday or Sunday.A. Are you allowed to watch TV?B. ………….

- Rewrite at home.- Prepare the section E


E: LANGUAGE FOCUSA. OBJECTIVES: By the end of the lesson, students will:

- Distinguish and pronounce correctly the ending sounds / s, z /. - Use correctly the Simple past, past continuous and present perfect



Teacher’s activities Students’ activitiesI. Warm up: Tongue twisters.- Hang a poster on the B.B, Ask Ss to read the tongue twisters as quickly as possible. If one read 3 times he wins.

- She sees Susie sitting in a shoe shine shop.

- Where she sits she shines, and where she shines she

sits.

- Ask Ss to pick out the word containing the ending

sounds / s, z / and put in the correct column.

- Write on the B.BII. Pronuciation:+ Listen and repeat:- Read and ask students to listen and compare the difference betweet / z / and / s /.- Let students listen again and to repeat.- Write some words on board and ask students to read

Read the tongue twisters

/ s / / z / sits sees shines

+ Listen and repeat:- Listen and practise.

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them aloud.+ Practise these sentences:- Read one before then read again and ask students to repeat.- Ask students to practise themselves.- Walk around and help them

III. Grammar: Tense revision

1. Tense revision :

- Hang a poster, Ask Ss to do the exercise .Poster : Use the correct tenses: simple past, past continuous or present perfect.1. When you (buy) that car? - I (buy) it 2 year ago.2. At this time yesterday we (play) football.3. At 7 p.m last Sunday we (visit) the zoo. 4. When I (have ) dinner, my friend (call).

5. I (already / see )Titanic

- Call a student to do on the B.B while the other

practice individually.

- Correct and give feedback.

- Ask Ss to remark the uses of these tenses, give

comment.Remarks* Simple past is used to denote an action happening at a specific time in the past with no relating to the present.* Past continuous is used to express action that was in progress at a specific time in the past; it is also used to express action that was in progress when something else happened.

2, Practice: Exercises 1 (p.18) ; Ex 2 ( p.19)

- Ask Ss to do exercises provided in the books.

- Have them do individually, and then compare the

answers with the partners.

- Call Ss to give the answers.- Correct and give feedback

* Additional exercise: Choose the best answers

1. The man got out the car,…. round to the back and

opened the boot.

A. walking B. walked C. walks D. walk

2. I saw Maggie at the party. She … in several films.

A. wears B. wore C. was wearing D. has worn

3. After I had had lunch, I…. for my bag.

A. looked B. had looked C. have looked D. lookIV. Homework: - Ask Ss to do the exercises again at home.- Prepare Unit 2 (The reading part of Unit 2).

+ Pratise these sentences:- Listen and repeat.- Practise in pairs.

Do exercise individually-> 1. did….buy ; bought 2. were playing 3. were visiting 4. was having ; called 5. have already seen

- Take note- Remarks

- Do exercisesExercises 1 : Underline the most suitable…1. Have you seen2. Have you enjoyed3. Has been married4. Did you give ; saw5. Didn’t listen6. Have you two met7. Did you meetExercises 2 Which answer best fit each …1. B 8. C2. C 9. B3. A 10. C4. A 11. B5. B 12. C6. B 13. C7. B 14. A 15. B1. B 2. D3.A

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- Do the exercises again at home.- Prepare Unit 2

Period:Unit 2: CULTURAL DIVERSITY

A: READINGA. OBJECTIVES: By the end of the lesson, students will: - Understand some more about the senses and personal experiences directly related to the sense. - Improve their reading skills B. TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects.C. PROCEDURE:

Method: mainly communicativeTeacher’s activities Students’ activities

I. Warm up: NetworkCompetition game – network.- Prepare a hand out with a network of the word’ a Marriage” and ask Ss the Question- What things make a marriage happy?

Marriage

- Divide the class into 8 groups and give each group a hand out. - Ask Ss to complete the network.- The winner will be the group completing the network in the shortest period of time.- Ask students to look at the pictures and work in pairs to ask and answer the questions.- What can you see in the pictures?- What are the differences between them?- Call students to answer before the class- Feedback- Lead to the lessonII. Before you read:* Pair works: - Ask Ss to work in pairs and discuss the question + Which of the following factors is the most important for a happy life? Why? - Love a nice house / flat. - Money, a good job. - Parents’ approval good health.- Ask Ss to talk before the class and give the reason why. The other can asks Questions.*Vocabulary: - Give some main words to present using vocabulary technique to teach. 1. Phycical attractiveness 2. Confiding. 3. Partnership of equals

- Group work

Expected words:- romantic love- understanding- sharing - partnership of equals……

- Pair works

- Answers

- Free answers

- Pair work/ group work

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4. Trust built on love 5. Diversity (n) 6. Diversify (v) 7. Diverse (adj) 8. Approval (n) 9. Marriage (n)- Read aloud and ask Ss to repeat- Correct mistakesIII. While you read:

- Ask Ss to read the text silently to do the tasks. Focus on the phrases physical attractiveness; confiding; partnership of equals and trust built on love….- Open the tape. T can ask 1 or 2 good student to read the text aloud.*Task 1 Explain the meaning of the word/ phrases: - Ask Ss to read the sentences silently to understand what to do.- If Ss have any problems, T might be able to help them by giving the instruction.- Give handouts Matching 1.Precede a. happen or exist before 2. Determine b. tell some – one about something very Private or secret 3.Confide c. having a duty to do something. 4. Sacrific d. find out 5. Obliged e. willingly stop having something you wan- Go around for help - Call on Ss to read aloud what they do.- Give feedback and correct answers.- Get Ss to read the sentences in task loud what they do the other can translate them into Vietnamese pairs by pairs* Task 2 Answer the following questions:- Get Ss to read the whole text silently to answers the question. - Ask them to work in pairs or groups ask and answer the questions.- Call on some Ss to answer in front of the class.- Give feedbackIV. After you read:- Divide class into small groups of 6 or 8 and ask them to discuss the question: What are the differences between a traditional Vietnamese family? * Number of children. * The house they like to have. * The head of the family. * Who works? * Who takes care of the housework and children? * The income….- Go around to help Ss if they have any problem.- Ask to talk before the class some pairs groups.V. Homework: - Ask Ss to learn the new words by heart, read and

- Read the passage silently

- Individual work/ group work and pair workAnswers1 – a; 2 – d; 3- b; 4 – e; 5- c

- Pair work/ group work and whole class- Answers1. They are Physical attractiveness; Confiding; Partnership of equals; trust built on love.2. The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness When choosing a wife or a husband.3. The Indian students agree that a woman has to sacrifice more in a marriage than a man.4. The American wife trusts her husband to do the right thing because he loves her not because he has to do.5. The main finding of the survey is that young Asians are not as romantic as their American counterparts- Pairs work* Number of children: more * The house they like to have : big* The head of the family: fathers …..

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translate the text, do the tasks again.- Prepare the section B (The Speaking part of Unit two).

- Learn the new words by heart, read and translate the text, do the tasks again.- Prepare the section B


B: SPEAKINGA. OBJECTIVES: By the end of the lesson, students will: - Understand more about differences among cultures. - Discuss information that relates to the differences between Vietnamese and American cultures - To improve the students’ speaking skills.B. TEACHING AIDS:



I. Warm up:- Give two tables and ask Ss to work in groups of three or four to complete the table. Give a picture

- Ask Ss to look at the picture and answer questions1. What are they doing? 2. Can you guess where they are? 3. In Viet Nam, do people often kiss in public?

Why or Why not?4. What about in America?

- Lead to the new lesson. Today we will learn about the differences between Vietnamese and American culturesII. Pre - speaking:Task 1- Ask Ss to open the book on page 22 - Ask Ss to read the sentences in the box in Task 1 on page 22.- Can explain some special expressions if necessary.- Read aloud and instructs Ss how to use these expressions. - Some special expressionsI think / feel / believe….. I don’t agree……In my opinion …… It’s not true……..For me….. That’s true / wrong /….

- Ask Ss to express their point of view on the

- Do the task

1. They are kissing2. In the public / In the street3. No, they don’t. It’s impolite.4. It is very common.

- Ss open the book and look at the sentences in the box on page 22.- Ss listen to the teacher and write down the new expression in their notebooks.- Ss read after the teacher

- Students choose some of these ideas and then use the expressions in the box to express their points of view.

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following ideas, using the words or expressions in the box.● In Vietnam, there are three or even more generation may live in a nhome.● A happy marriage should be based on love.● In some Asian countries, love is supposed to follow marriage not precede it.● In some countries, a man and a woman may hold hands and kiss each other in public.- T can make a sample conversation with a studentSampleT: I think a happy marriage should be based on love.S: I quite agree with you. Life will be terrible if there is not true love between a husband and a wife.T: But in some Asian countries love is supposed to follow marriage, not precede it.S: For me, I don’t think it’s true (What will happen if there is no true love even after marriage). How can two people who don’t love each other live happily in the same house?- Go round the class and helps Ss if necessary.- Can divide the class into the suitable groups.III. While-speaking:Task 2- Ask Ss to look at task 2 on page 23 and tells them to read the typical features of the American culture in pairs, and then discuss and find out the corresponding features of the Vietnamese culture.- Help Ss with the new words and the pronunciation. - Give Ss some expressions to help them practice the conversation easily.- Some expressions- Do you know that………?- It is said that……..- It is said that in the newspaper / on TV / radio that.- Ask Ss to work in pairs to do the task- Call on some pairs to give their ideas- Correct and give feedback

IV. Post speaking:Task 3: Talk about the similarities and differences between Vietnamese and American in cultures - Explain how to do the task 3- Ask Ss to read the answer of task 2 again before doing the task 3- Ask Ss to work in groups of four. - Call on some pairs to give their ideas- Correct and give feedback

V. Home work:- Ask Ss to work the tasks again- Ask Ss to write a short passage about the differences and similarities in celebrating a wedding ceremony in

- Ss work in pairs.

- Ss read task 2

- Ss write down some expressions in their notebooks.Answers- Three or sometime four generations live under one roof- Elders live with children and are taken care of by their sons- Asking about age, marriage and income is acceptable.- A Vietnamese greets the head of the family or an older person first, then the younger ones- Groceries are bought everyday- Tet (Lunar New Year) is the most important- Children often sleep with their parentsTake noteThere are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s tradiotional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam……

- Write a short passage about the differences and similarities in celebrating a wedding ceremony in Vietnam and American.

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Vietnam and American.- Prepare part C

- Prepare part C

Period :Unit 2: CULTURAL DIVERSITY

C: LISTENINGA. OBJECTIVES: By the end of the lesson, students will:

- Listen and understand the conversation about the wedding ceremony in Vietnam.

- Listen and fill the missing information in the gaps.

- Listen and answer the questions about the wedding ceremony in Vietnam.

- Know some more new words about wedding ceremony.B. TEACHING AIDS:



I. Warm-up: Cross words- Give the cross words on the additional board.- Read aloud each clue, get students say aloud the answers.*Cross word:

123

45

67

*Clues:1. The woman that a man is married to2. Every marriages should be based on this3. What do we call a woman on her wedding day?4. The man that a woman is married to5. People often choose this season to hold wedding ceremonies.6. To show that you are married, what do you often wear?7. What do we call a man on his wedding day?- Check and correct.- Ask Ss to guess the topic of the lesson today- Lead to the new lessonII. Before you listen- Ask Ss to open the book.- Ask Ss to look at the pictures on page 24 and discuss what is happening in each one.- Give some guide questions:1. What do you see in the pictures?2. Who are they?3. What are they doing?- Check correct answers

Class work- Each student with a correct answer will be given a present.

Suggested answers:

1 W I F E2 L O V E3 B R I D E

4 H U S B A N D5 S P R I N G

6 R I N G7 G R O O M

- Ss look at the pictures on page 24, work in groups and then discuss what is happening in each one.- Ss answer the teacher’s questions1. I see a wedding ceremony2. A bride and a groom3. They are bringing a lot of gifts

Answers1. Yes, I have2. They usually …………

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- Ask students to discuss the two questions:1. Have you ever attended a wedding ceremony?2. What do the bridge and the groom usually do at the wedding ceremony?- Introduce the new lesson: You will hear two people talking about a wedding ceremony in Vietnam. Listen and do some listening tasks.* Vocabulary: Listen and Repeat- Teach some new words first and then play the tape for students to listen and repeat.Altar: bµn thêMaster of Ceremony:Banquet: Groom: chó rÓBride: c« d©uAncestor: «ng bµ tæ tiªnTray: khaySchedule: lÞch Blessing: cÇu chócIII. While you listen1. Task 1- Explain Task 1 to the Ss.You will hear two people talking about a wedding ceremony in Vietnam. Listen to the tape and fill in the blanks the missing information.- Get Ss to read carefully five sentences before listening the tape to do the task.- Play the tapes twice - (T can play the tape one more time if students have difficulty.)- Ask Ss to work individually, then compare their answers with the other student.- Call on some Ss to give their answers, correct and give feedback.2. Task 2: Answering - Ask Ss to read carefully the five questions first, then let them try to answer before listening again to do the task.- Play the tape twice, one for doing the task, one for giving feedbacks.- Call on some Ss to give their answers, correct and give feedback.IV. After you listen:- Explain the task and ask Ss to work in groups to discuss the question: What do families often to do to prepare for a wedding ceremony?- Suggestions- The importantance of wedding ceremony to Vietnamese people

- The preparation for the wedding- What groom and bride do on their

wedding day- Banquet (place, food, drink….)

guests (gifts, blessing, ….)

- Ss write down the new words in the notebook.

- Ss repeat- Read- Listen- Compare- Listen and check

- Expected answer:1. groom’s parents2. red paper3. altar4. at the wedding banquet5. wedding cards/ money- Ss read the questions in Task 2 carefully, listen to the tape for three times and answer the question1. The most important thing the groom’s family has to do on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper.2. They would pray, asking their ancestors’ permission to get married.3. After they pray and ask their ancestors’ permission to get married.4. The wedding banquet is usually held at the groom’s and bride’s home or at a hotel or a restaurant.5. They stop by each table to thank their guests - Ss read the question carefully and then discuss in groups- AnswersThe wedding is very important to the bride and the groom as well as the two families. The wedding day is carefully chosenm by the groom’s parents because they think that it will affect the future life of the new couple. Both families have to talk with each other to decide the place, the number of the guests and how to hold the banquet. Not oly the bride and the groom but nearly all members in the two families have to be sure in their best clothes on that day. The altars od the both families are cleaned and well decorated. Then comes the cars and the flowers. They have to be ordered in advance so that everything will be available on that day. Everybody is very busy but they all look forward to that important day.

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- Call on some groups to present their answersV. Homework: - Ask Ss to write a short paragraph to introduces about the wedding ceremonies in Vietnam.

- Write a short paragraph to introduces about the wedding ceremonies in Vietnam.- Prepare the new lesson.



- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat


C. PROCEDURE:Method: mainly communicativeTeacher’s activities Students’ activities

I. Warm – up: - Paint some pictures on the board :

P1 P2 P3 P4- Ask Ss to look at the pictures and ask: What’s this? - Ask Ss some questions1. Where in Vietnam do people often wear leaf hat?2. Who wear it?3. What form is it?- Lead to the new lesson → Describing the conical leaf hat.II. Pre-writing:- Give Ss some new words:+ Leaf (n) : lá cây+ Rim (n): vành+ Ribs (n) : g©n (lá cây )+ Strap (n) : d©y(da , lôa , v¶i)- Read once time and then ask Ss to repeat again- Ask Ss to copy it down into their notebooks1. TASK 1- Can ask Ss to close the book and answer some questions1. Have you ever worn a conical leaf hat?2. Have you ever seen a conical leaf hat?3. If yes, what does it look like?

- Now T asks Ss to open the book on page 25, look at Task 1 - Explain Task 1:You are going to write about the conical leaf hat or “nãn l¸”, a symbol of Vietnamese culture. Look at the picture below, write Vietnamese equivalents for the English words- Suggest useful expressions

- Look at the board- Look at the pictures and answer:P1: A line / a slopeP2: A conical formP3: A triangleP4: A leaf hat

Expected answers:1. Vietnam, Hue city2. Girls, women3. Conical form

- Listen and repeat again

- Copy

- Ss listen to the teacher’s questions and give the answers.- Ss look at the picture on page 25, work in pairs and finish Task 1

- The answer 1. leaf 2. ribs 3. rim 4. strap

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Useful expressionTo be made from: ®îc lµm b»ng - Give some suggested questions

1. What is a symbol of Vietnamese girls and women?2. What is considered as a part of the spirit of Vietnamese nation?3. What is it made from?4. What does it look like?5. What is the diameter?6. How high is it?6. How many ribs are shaped into a conical form?7. What is it used for?

III. While-writing:Following questions:

1. How many parts are there in your writing?2. What are they?3. What do you include in the main body?

- Ask Ss to write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information below.- Ask Ss to work individually- Go around the class to help Ss if necessary- After that, ask Ss to exchange their writing

IV. Post – Writing:- Feedback to students’ writing- Collect some of Ss’ works to give feedback - Should draw Ss’ attentions to the organization of description and the language use, especially the verb tenses.V. HOMEWORK- Ask Ss to write task page 19 in the student’s workbook.

- Ss answer the question1. The conical leaf hat is a symbol of Vietnamese girls and women.2. It is also considered as a part of the spirit of Vietnamese nation.3. It’s made from a special kind of bamboo and young soft palm leaves.4. It has a conical form.5. The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.6. Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves. The leaves are sewn into rims. Finally the hat is trimmed and painted with a coat of attar oil.7. The conical leaf hat is used to protect people from the sun and the rain.- Wearing this conical leaf hat in summer sunny days, girls look more charming.- The hat also helps to protect their complexion and give them a cool feeling in such hot weather.1. Three2. Introduction – main body – conclusion3. Materials – shape and size – process

Sample writing :- The conical leaf hat is one of the typical features of the Vietnamese culture because it can not be found anywhere else in the world. The leaf hat is not only a symbol of Vietnamese girls and women but not also become a part of the spirit of the Vietnamese nation.- The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves. Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high. The conical form is then covered with palm leaves which are sewn into all ribs. Finally, the hat is trimmed and painted with a coat of attar oil. - The conical leaf hat is used like an umbrella to protect people from the sun and the rain. Beneath the broad rims of the leaf hat, the girls and women look more pretty and attractive. Unfortunately they are now only used by pedestrians or those who ride bicycles.

- Write task page 19 in the student’s workbook.- Prepare the new lesson

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E: LANGUAGE FOCUSA. OBJECTIVES: By the end of the lesson, students will:

- Pronounce correctly the – ed endings sound of verb in the simple past tense.- Review the usage of tenses.



Teacher’s activities Students’ activitiesI. Warm up:Hang a chart with 12 verbs (both regular verb and irregular verb) with the form: infinitive without “To”.For examplesee, need, go, laugh, teach , eat, miss, paint, close, run , play, help- Divide class into 4 groups.- Read loudly 12 verbs 2 times.- Ask Ss to rewrite all verbs which they hear.- Call leader of each group to go to BB and write down. - Check and choose the winner.- Call some students read all verbs when adding “ed” at the end of each verb.- Ask Ss to give comment and note how to read “ed”.- Lead-in new lesson.II. Pronunciation:Activity 1:- Give Ss the rules of pronouncing the verbs ending in -ed There are three ways 1. ed → /d/ after voiced consonants and vowels.2. ed → /t/ after [ k , p , s , ∫ , t∫ , f )3. ed → /id/ after / t, d/- Ask Ss to look at the verbs on the board and then write them into the right column- Read aloud and ask Ss to repeat- Ask Ss to open the book and look at the words on page 27.- Ask Ss to practice Activity 2:-Ask Ss to practise reading sentences in textbook in pairs and then arrange the verbs into 3 kinds: /t/ - /d/ - /id/.- Check and give feedback.

- Look at

- Listen- Rewrite- Answer- Listen

- Ss change these verbs into past simplesaw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped

- Ss write down the rules in the notebook.

Suggestion/ t/ / d / / id /

laughedmissedhelped

closedplayed

neededpainted

- Ss repeat

- Read - Arrange- work in pairs

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- Play the tape (or read) and ask Ss repeat. (note sentence stressIII. Grammar: Tense revision- Ask to look back the examples above and review the tense- I have learned English for 7 years.- I visited my friends.- Check and give feedbackExercise1: Use the correct form of the verbs… - Ask Ss to work individually carefully and then work in pairs.- Explains how to use tense if necessary.- Call some Ss to answer and ask class to give comment.- Give feedback.- Call some pairs read the conversation.Exercise 2: Multiple choices - Ask Ss to read exercise carefully.- Explain the meaning of the difficult words- Explain how to use tense of necessary.- Ask Ss work in pairs- Call on some Ss answer and ask class to give comment.- Give feedback.Exercise 3: Complete the letter with the correct form of the verbs in brackets- Guide students how to do- Do the first as an example.- Ask students to to the exercise.- Call Ss to do on board.- CorrectIV. Homework:- Review tenses- / ? / Give handouts: EX 1: Choose the best answer:1. The wedding party …. at the Rex Hotel. A. is B. is being C. will be D. are2. By the end of next year Gorge …..English for 2 years. A. will have learned B. will learn C. has learned D. would learn3. We …. English this time last week. A. learned B. were learning C. have learned D. had learned4. The child …. before the doctor arrived. A. died B. had died C. has died D. was dyingEX 2 : Rewrite this sentences1. He has been teaching for 20 years. (He started…)2. How long have you studied English ? (When)3. They finished their work, then they drank in the pub. (After…) - Prepare Unit 3

- Remind.(groupwork)

Answers:1. Have you seen ; saw ; am going to see2. drank ; haven’t drunk ; drank3. has written ; Did she write ; wrote4. have been cooking ; cooked ; cooked- Practise the conversation

Answers :1. C 5. C2. A 6. A3. C 7. C4. A 8. A

Answer:1. moved2. moved3. have asked4. have not stopped5. study6. will fail7. could talk-> A-> A

-> B

-> B -> He started teaching 20 years ago.-> When did you start to study English ?

-> After they had finished their work, they drank in the pub.

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Period:Unit 3: WAYS OF SOCIALISING

A: READINGA. OBJECTIVES: By the end of the lesson, students will:

- Read for specific information about The ways of socialising.- Be able to talk some back ground information of The ways of socialising.- Give the Vietnamese equivalents to the following words and phrases.- Decide which of the three options below is the best title for the passage and answer the questions

of the lesson.B. TEACHING AIDS:



I. Warm-up: Jumbled words - Write the words whose letters are in a random order on the board. - Divide the class into two teams. Ss from two teams go to the board and write the correct words. - The team which writes correct words first will be the winner.

1. Osiacsilgin2. Fo3. Sawy

Answer : 1 socialising, 2 of, 3 ways - Have Ss guess the phrase of words above ways of socialising- Lead in: T asks Ss to open the textbook on page 31.T: Today we are going to learn Unit 3 - Ways of socialising- A: ReadingII. Before you read:- Ask students to look at the pictures, work in pairs to ask and answer the questions1. What are the people in the picture doing?2. Can you guess what they say to each other?3. What will you do / say if: + You want to get your teacher’s attention in class? + You need to ask someone a question, but they are busy talking to someone else?- Go around to offer help.- Call on some Ss to present their answers and elicits comments from other Ss. Give feedback if necessary

* Teaching Vocabulary:- Ask Ss to skim the passage and underline the new words.

- Whole class

- Go to the board and write the correct words.

- The team which writes correct words first will be the winner

- Pairs work- Discuss- Answers

1. In the pictures, people are shaking hands and waving with each other.2. They may be greeting each other3. If we want to get our teacher’s attention in class, we can raise our hands slightly. If we need to ask someone a question, but they are busy talking to someone else, we can…

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- Explain the new words.1. Attract (v)2. Assistance (n) 3. Whistle (v)4. Clap (v)5. Attention: (n)6. Acceptable (a)7. Compliment: (n): (synonym)8. Decent: ( adj) (situation)9. Appropriate: (adj) (translation)10. Kidding(n) (situation)11. Signal (n): (example)12. Marvellous: (adj): (synonym)- Ask Ss to give the Vietnamese equivalent (if necessary).- Read a new word three times. Ss listen and repeat after the teacher.III. While you read:1. Task 1- Write these words on the board:- Verbal (a)- Non - verbal (a)- Attract someone’s attention- Impolite (a) # polite (a)- Rude (a) # polite- Informality (adv) # formality- Approach (v)- A slight nod will do- Ask Ss to give the Vietnamese equivalent to the following words and phrases.- Instruct Ss to read the passage quickly and stop at the words to guess their meanings.- Guess the meaning of the words based on the context in the sentences. - Check that Ss understand the word correctly.- Call some students to give the answers.- Ask others students to correct.- Give the true answers..2. Task 2- Ask students to read the questions carefully.- Ask students to read through the passage again.- Devide the class into pairs to do .- Call some students to give the answers.- Ask others students to correct.- Give the true answers..

3. Task 3Questions and answers - Ask Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage.- Ask Ss to read the text again and write down the answers to the following questions.

- Skim the passage and underline the new words.

- Give the Vietnamese equivalent

- Listen and repeat after the teacher.

- Copy down

- Give the Vietnamese equivalent to the following words and phrases.

- Read the passage quickly and stop at the words to guess their meanings.

Present answers- verbal (a): b»ng lêi, h÷u ng«n- non - verbal (a); kh«ng b»ng lêi, phi ng«n- attract someone’s attention: thu hut sù chó ý cña ai- impolite (a) # polite (a): kh«ng lÞch sù- rude(a) # polite: th« tôc, th« b¹o- informality (adv) # formality: th©n mËt, kh«ng nghi thøc- approach (v): tiÕp cËn- a slight nod will do: mét c¸i gËt ®Çu nhÑ lµ ®ñ- Work in pairs

- Read the passage more carefully and choose the best title for it.

AnswersA. (Attracting Attention: Non- verbal Cues) - Work in pairs and ask and answer the questions in the book basing on the information in the reading passage.

Answers1. We can use either verbal or non - verbal

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- Move around class to give help.- Call on some pairs to present their answers in front of the class- Give correct answersIV. After you read:* Discussion- Ask Ss to work in pairs to discuss the meaning of whisling and hand - clapping in Vietnamese culture.- Move around to help Ss.- Ask some pairs to act out their conversation.- Give feedback.V. Homework: - Ask Ss to learn by heart the lesson- Review the points that have been covered in the lesson and do the exercise in the exercise book.- Prepare the next part: Speaking.

communication.2. Because they are strong actions that can easily be seen3. We can wait until he passes near us, catch his eye, nod slightly to let him know we would like him to come to our table. Or we may raise our hand slightly to show that we need assistance.4. You can use a small friendly wave to attract his or her attention.5. Because it’s considered rude.

- Work in pairs to discuss the meaning of whisling and hand clapping in Vietnamese culture.- Learn by heart the lesson- Review the points that have been covered in the lesson and do the exercise in the exercise book.- Prepare the next part: Speaking.


B: SPEAKINGA. OBJECTIVES: By the end of the lesson, students will:

- Practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary and structures that they have learnt in the lesson.

- Make dialogues to practise giving and responding to compliments, based on the given information.



Teacher’s activities Students’ activitiesI. Warm-up:

Guessing word:T: What is it?- Divide the class into two groups.- Say that he has a word in his mind and he going to give some information about the word. Members of each group will listen and may stop at any information they hear to guess what the word is. Each group has only two chances to gues the word. The first group to tell exactly what the word is wins the game.- Give information about the word.

1. It’s a noun.2. It has got ten letters.3. It is an expression by word or action, or

admiration.4. It shows one respect, give and respond your

feeling about things which are beautiful, good, or interesting, etc.

Listen to the teacher.

- Work in groups

- Listen and find out the answers.

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What is the word?- Give the correct answer.

Answer key: COMPLIMENTII. Pre- speaking:Task 1:- Introduces the task: You are going to work in your

group to practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.

Elicit the new words by asking Ss.Vocabulary:- Compliment (n)- Hairstyle (n)- Terrific (a)- Kidding (a)- Ask Ss to take notes and practise reading vocabulary.- Ask Ss to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.- Read once. Ask Ss to listen.- Hang the table on the board. Ask Ss to look at the information about compliments in the table.

Useful language:Give compliments Respond to

compliments- beautiful- perfect- I’ve never seen…- terrific- betterI think- What a / an……you have / have got!

- How + adj / adv…………- You really have……………- Your ……is / are…

- Thank you / Thanks

- That’s a nice compliment

I thinkI’m glad you like it.Thank you. I think / thought……………Thank you. That’s a nice compliment.You must have got to be kidding.

- Ask Ss to use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues.- Move around to give helpIII. While- speaking:

Task 2:- Read the cues once. Ask Ss to listen and look at the information in the task.- Explain the situations of each dialogues. - Guide Ss to use suitable compliments in each dialogues, using the cues.- Ask Ss to work in pairs, practise giving compliments to suit the responses.- Move around to give help.- Call on some pairs to act out their conversation in

- Work in pairs

- Look at the table on the board.

- Listen to the teacher.

- Take notes.- Use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues.

- Work in pairs.- Listen and look at the information in the task.

- Some pairs perform. Others listen to.David: You really have a beautiful dress. It is the most beautiful dress I have seen.Hung: Your motorbike is really terrific. Then…Michel: I Though your

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front of the class.- Give comments on their conversations.Task 3- Read the cues once. Ask Ss to listen and look at the information in the task.- Explain the situations of each dialogues. - Guide Ss to use suitable compliments in each dialogues, using the cues.- Ask Ss to work in pairs, practise responding compliments to suit the responses.- Move around to give help.- Call on some pairs to act out their conversation in front of the class.- Give comments on their conversations.IV. Post speaking:Task 4:- Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding compliments in Task 1.- Divide the class into small groups of 3 or 4 and get them to discuss the task.- Go around to check and offer help.- After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas. T check if other groups would have the same or different ideas.- Listen and take note of their errors. T provides corrective feedback after that.

V. Home work:- Work with your friends: Make compliments and responses about something or performances of your friends in class.- Study- Speaking English- Singing- Briefcase/ a new pen/ a nice hat/ - Prepare the next part.

badminton was a lot better ….- Work in groups.- Listen to the teacher.


- Act out their conversation in front of the class.- Thank you, Phil. I think you can do it as well as I do.- Thank you, Peter. That’s a nice compliment.- You must be kidding. I think it is acceptable

- Work in pairs - Share with the other pairs.- Present the dialogues- Take note teacher’s feedback+ A nice pair of glasses:

A: Your pair of glasses are really nice. I really like them.B: Really, Peter. I just bought it yesterday.

+ A new and expensive watch;A: You really have a new and expensive watch, ……… How did you get it?B: Thank you, ……… My father bought it for me on my birthday.

+ A new cell phone: A: Your new cell phone looks great. I have never seen such a nice one before.

B: Thanks. I finally found a suitable one for me- Make compliments and responses about something or performances of your friends in class.- Study, Speaking English, Singing, Briefcase / a

new pen / a nice hat / - Prepare the next part.


C: LISTENINGA. OBJECTIVES: By the end of the lesson, students will:

- Develop extensive listening skills.- Use the information they have listened to for other communicative tasks..


C. PROCEDURE:Method: mainly communicativeTeacher’s activities Students’ activities

I. Warm up:

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Jumbled words:- Write the words whose letters are in a random order on the board. - Divide the class into two teams. Ss from two teams go to the board and write the correct words. - The team which writes correct words first will be the winner. Aniotuergl Regulation Oenetlehp Telephone Lacl Call Acidev Advice.II . Before you listen: T sets the scene: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family. Listen to her talk and decide whether the statements are true(T) or false (F).- Ask Ss to look at the pictures in the textbook and answer the questions.- Elicit the new words by asking questions, using the techniques suggested above.Vocabulary:

- Argument (n)- Regulation (n)- Absolute (a)- Maximum (n,a)- Install (v)- Chitchat (n)- Starling (a)

Listen and repeat:- Help Ss to pronounce the words in their book correctly. - Play the tape and then ask Ss to repeat after the tape in chorus and individually.- Correct errors, if any.- Check that Ss know the meaning of these words.III. While you listen:Task 1: - Get Ss to read through the statements to understand them and underline the key words.- Guide students the requests of the task.- Let students listen twice times.- Write on board from 1 to 6 and call some students to come and write their answers.- Let them listen on again and correct.- Correct.

Task 2: Gap- fillT: Now listen to the rest of the listening text again and work in pairs to write the missing words. You will listen to the tape twice.- Check if Ss can answer the questions in task 2 without listening again. Play the tape for them to

- Pairs work

- Rearrange

- Whole class- Listen to the teacher

- Look at the pictures in the textbook and answer the questions.

- Answer the teacher's questions.+ They are greeting….+ They are saying goodbye…

- Take notes

- Listen to the tape and read in chorus and individually

- Individual work, pair work and whole class.- Read through all the questions, identify the information they need to look for in each question (question word: what, where, when, how…)- Listen and answer the questions- Answers

1. T2. F3. T4. F5. F

6. T

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listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question

- Play the tape again for Ss to listen and answer the questions- Get Ss to check their answers with a partner. - Check with the whole class.- Play the tape twice.- Call on some pairs to give the answers.- Go over the answers with the class.IV. After you listen: - Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1, 2.Suggested ideas: - Length of time for each call - Time for calling - Calling late at night - Calling at weekend- Divide the class into small groups of 3 or 4 and get them to summarise the listening passage.- Go around to check and offer help.- After checking that all the groups have finished. - Call on the representative of each group to report their peer’ ideas. T check if other groups would have the same or different ideas.- Listen and take note of their errors. T provides corrective feedback after that.V. Homework:- Ask Ss to learn the new words by heart.- Review the points that have been covered in the lesson and do the exercise in the exercise book- Prepare the next part.

- Individual work, pair work and whole class.

- Read through all the questions, identify the information they need to look for in each question

- Check their answers with a partner

- Give the answers.

- Answer:1. agreed 5. waking2. to avoid 6. heart3. particular 7. kindness4. adults 8. to stick

- Individual work, pair work and whole class.

- Summarize Ms Linda Cupple’s talk

- Learn the new words by heart.- Review the points that have been covered in the lesson and do the exercise in the exercise book- Prepare the next part



- Can use the words to build complete sentences in Task 1, - Put the jumbled sentences in their correct order and then rearrange them to write the

complete paragraphs in Task 2.B. TEACHING AIDS:



I. Warm –up: MATCHING - Give the table on the board and ask Ss to match - Ss think what T asks, give their key.

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them in correct orders.a. Pointing at someone b. Being late for class c. Making mistakesd. Being into the farewell

1. saying goodbye 2. admitting one’s wrongdoing 3. saying“I’m sorry I’m late ”4. being rule and impolite

- Check mistakesPre-teach : Vocabulary

- Abruptly- (to) Apologize- Discourtesy- Gosh - Sorrow - Pleasant and thoughtful

- Ask Ss to give the Vietnamese equivalent (if necessary).- Read a new word three times. Ss listen and repeat after the T.II. Pre-writing:Task1 : Use the words to make sentences. Change the form of the verb. (No addition or omission is required)- Introduce the aims of tasks in writing lesson. In task 1, T asks Ss to discuss how to use suggested words in sentences.- Go around the class to help Ss if necessary.- Ask Ss to show their key. T gives key to check

III. While writing:- Ask Ss to work in pairs or in groups to read and discuss about the reordered paragraphs.- Go around giving help- Ask Ss to compare their answers in pairs and read aloud in front of the class.- Ask Ss to read their answers.- Listen to Ss and collect their mistakes for indirect correction.Checking - Correct with Ss.- Give feedback on Ss’ work.- Point out some common mistakes made by Ss.- Ask Ss to give comments on the others’ writing.Paragraph 2:1. C 2. E 3. B 4. A 5. D

1. The simplest way to apologize is to say “ I’m sorry”.2. Let’s take a common situation. Tom is late for

- Ss correct .Key: a + 4; b + 3; c + 2 ; d + 1

- Look at the board, listen to the teacher and take notes

- Give the Vietnamese equivalent (if necessary).- Read a new word three times, listen and repeat after the teacher.- Ss listen, repeat and copy them.

- Ss rewrite some words.

- Ss know what they are going to learn.- Ss work in pairs and discuss how to make sentences with required words.- Ss compare their key and show them.- Ss correct .Key:1. There are many ways to tell someone goodbye, and most of them depend on the situation at hand.2. However, there is one rule that all situations observe: We seldom say goodbye abruptly.3. In English it is necessary to prepare a person for departure.4. We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you”5. We might also say something relating to the time like“Gosh, I can’t believe how late it is ! I really must be going!”

- Work in pairs or in groups to read and discuss about the reordered paragraphs.- Compare their answers in pairs and read aloud in front of the class- Give comments on the others’ writingParagraph 1:

1. C 2. E 3. A 4. B 5. D

1. It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how.2. If we have done something to hurt someone’s feeling, we apologize.

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class and enters the classroom.3. What does he do? The most polite actionis usually to take a seat as quitely as possible and apologize later.4. But if the teacher stops and waits for him to say something, he could apologize simply “ I’m sorry I’m late”, ask permission to take his seat and sit down.5. Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer.IV. Post-writing:Dicussion:- Ask Ss to work in pairs to discuss the question:- In what ways people tell someone goodbye?- Go around giving help.- Ask some Ss to give their answers.- Listen to Ss and collect their mistakes for indirect correction.V. Homework:- Ask Ss to learn by heart the lessson- Review the points that have been covered in the lesson and do the exercise in the exercise book.- Prepare for the next part.

3. An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.4. It’s a way of expressing our regret or sorrow for something.5. When we apologize, we admit our wrongdoing or discourtesy, usually a reason for it, and express regret.

- Work in pairs to discuss the questions

- Give their answers.

- Learn by heart the lessson- Review the points that have been covered in the lesson and do the exercise in the exercise book.- Prepare for the next part.

Period: Unit 3 WAYS OF SOCIALISING

E: LANGUAGE FOCUS

A. AIMS: By the end of the lesson, students will be able to:

- Distinguish the stress in two - syllable words. - Know how to use: Reported speech and transform direct speech into reported speech

following correct rules. B. AIDS : - Textbook, workbook, pictures, cassette, (colored) chalks, tableC. Methods : - Communicative approach & learner- centered approach

Teacher’s activities Students’ activities1. Presentation Pronunciation:* Listen and repeat:- Hang on a flipchart of the stress in two - sylable words on the board and introduce the pronunciation to the Ss. - Teacher plays the tape, ask Ss to listen.

attract waving signal politediscuss walking instance police suppose pointing student between

* Repetition: - Ask Ss to read the words aloud.


- Read the words aloud

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- Practice reading aloud the sentences.- Ask some Ss to read the aloud the sentences.- Correct their mistakes if necessary.

GRAMMAR: T hangs the table on the board, ask Ss to look at it and listen to the teacher.

Reported speech: statementPresent the notes in reported statements:1. If the reporting verb is the past tense (e.g, said, told), it is usual for the verb in the reported clause to move “ one tense back”Present => pastPresent perfect => past perfectPast => past perfect“ I’m going” => He said he was going.2. If the reporting verb is in the present tense ( e.g, says, asks), there is no tense change.The train will be late.=> He says the train will be late.3. The one tense back rule also applies to reported thoughts and feelings.I thought she was married, but she isn’t.Typical pronoun, time, place and modal verb changes4.1 Pronoun changesDirect speech Reported speech

he/ shethey

mine his/ herme/ you him/ her

themours theirs

his/ herour theirmyself himself / herself

4.2 Time and place changesDirect speech Reported speech

Time nowtwo days agotodaytonighttomorrowlast nightyesterday

thentwo day beforethat daythat nightthe next / following daythe night beforethe day before

Placeherethis placethese places

therethat placethose places

4.3 Modal verb changesDirect speech Reported speech

can couldwill wouldmay might

Note: Other modal verbs don’t change.

- Read aloud the sentences.

- Whole class


- Give some examples and rewrite the sentences using the above structures.1/ He said : "I want to go to see An tomorrow"=> he said that he wanted to go to see An the next day2/ An said to me : "I will buy a car"=> An told me that he would buy a new car3/ She said : "I have worked here for one year"=> She said (that) she had worked there for one year4/ His father said to him : "You must study harder" => Hisfather told him that he had to study harder5/ The doctor said to Nam : "You should stay in bed"=> The doctor told Nam that he should stay in bed


- Work in pairs to do Exercise 1.

- Read the sentences aloud.

- Take notes

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Direct speech Reported speechshould shouldmight mightmust must/ had to

5. In formal situations, we can use that after the reporting verb.He told me (that) he would be home late.6. There are more than one reporting verb. We can use many other reporting verbs beside say and tell, for example, think, announce, explain, interrupt, demand, insist, admit, complain, warn.2. Practice:* Exercise 1: - Ask Ss to work in pairs to do Exercise 1.- Give enough time for Ss to do it.- Move around to help if necessary.* Feedback: - Call on some Ss to read the sentences aloud.+ Key:2. Thuan said he worked for a big company.3. Thuan said he was their marketing manager.4. Thuan said the company had opened an office in Ho Chi Minh City.5. Thuan said it had been very successful.6. Thuan said he had benn chosen to run an office in District 5.7. Thuan asked me how long I had been learning English.8. Thuan said he didn’t have much time to enjoy himself. * Exercise 2: - Ask Ss to do exercise 2 in pairs. - Move around to help if necessary.- Ask Ss to compare their answers together.* Feedback: - Call on some pairs to read their answers aloud.+ Key: 2. was upset3. was not interested4. had promised to go to the cinema5. hadn’t turned up6. didn’t want to see you.7. she didn’t believe you had tried.8. she would talk to you later9. she had to go to otherwise she would be late for school.4. Consolidation:

Ask Ss to summarise the main points of the lesson.5. Homework:

- Ask Ss to make five sentences using reported speech.

- Prepare the next part: TEST YOURSELF A

- Do exercise 1 in pairs. Answers:2. Thuan said he worked for a big company.3. Thuan said he was their marketing manager.4. Thuan said the company had opened an office in Ho Chi Minh City.5. Thuan said it had been very successful.6. Thuan said he had benn chosen to run an office in District 5.7. Thuan asked me how long I had been learning English.8. Thuan said he didn’t have much time to enjoy himself.

- Compare their answers together.

- Read their answers aloud.

- Look at the board, listen to the teacher and take notes- Whole class- Do exercise 2 in pairs. Answers:2. was upset3. was not interested4. had promised to go to the cinema5. hadn’t turned up6. didn’t want to see you.7. she didn’t believe you had tried.8. she would talk to you later9. she had to go to otherwise she would be late for school.- Compare their answers together- Look at the board, listen to the teacher and take notes- Summarise the main points of the lesson.- Make five sentences using reported speech.- Prepare the next part: TEST YOURSELF A

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Period:TEST YOURSELF A

A. AIMS:- To practise students’ listening, speaking, reading, and writing skills.- To help students to be able prepare for the 45 - minute test then do the exercise given.

B. AIDS: -Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...C. Teaching method: Communicative approach

Teacher’s activities Students’ activities I. Listening:- Ask students to read the questions carefully then try to guess the answers and discuss the answers with their friends.- Play the tape and ask students to listen to the the tape.- Ask students to listen to the tape then answer the questions given.- Ask some of them to give the answers orally.- Ask the others to give comments.- Give suggested answers if necessary.

- Ask students to copy the answers themselves.II. Reading:- Ask students to read the reading then find the words which mean:- Ask them to read the questions provided carefully.- Ask them to read the passage again then answer the questions.- Ask them to compare their answers with those of their friends’.- Ask some of them to give the answers orally.- Ask the others to give comments.- Give suggested answers if possible.

III. Grammar:- Ask students to read the open sentences carefully.- Ask students to do the exercise in pairs.- Ask students to compare the answers with their friends’.- Ask students to give their answers.

1. Listening - Read the questions carefully then try to guess the answers and discuss the answers with their friends.- Listen to the tape then answer the questions given. - Discuss the answers with their friends then correct the mistakes themselves.

Suggested anwers

1. T2. F3. F4. T5. T2. Reading

- Read the reading then find the words in the reading to do the exercise given.

- Read the questions provided carefully.- Read the passage again then answer the questions.- Compare their answers with those of their friends’.- Give the answers orally.- Others to give comments.- Take notes of the suggested answers if possible.1. We can communicate not only through words but also through body language.2. They are our posture, facial expressions, and gustures3. If your posture is slumped and your head is down, this could mean that you are sad or you lack confidence4. A person who doesn’t look awy is expressing a challenge. A person who doesn’t look at you is ….5. Because that person might be angry at you or feel …3. Grammar- Read the open sentences carefully.- Do the exercise in pairs.- Compare the answers with their friends’.

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- Ask other students to give comments on the amswers given.- Correct the answers the give the suggested answers. IV. Consolidation: - Students discuss the wring exercise then ask their teacher for help if possible in order to write the wrting successfully at home. - Teacher can give some suggestion to help students to organize thei ideas,V. Homework :

- Ask Ss to learn the structures by heart and revise all tenses in English.

- Prepare Unit 4 - A. Reading for next period.- Review the three units 1 - 2 - 3 for the 45 minute -test.

- Give their answers, others give comments on the amswers given.A/ 1. A 2. D 3. B 4. A 5. B 6. DB/ 1. Lan asked John what he had done before working for that company.2. Bill promised to come to see me the next Sunday.3. Tom apologized for not ringing me earlier.4. Miss White thanked Peter for giving her the present - Listen to the teacher’s explanation then take notes of the right answers if necessary.- Learn the structures by heart and revise all tenses in English.- Prepare Unit 4- A. Reading for next period.- Review the three units 1-2-3 for the 45 minute-test.

Period:TEST 45 MINUTES

I/ Read the passage below. Then answer the questions. (2.5 ms)If you are invited to someone’s house in America for dinner, you should bring a gift, such as a

bunch of flowers or a box of chocolates. If you give your host a wrapped gift, he/she may open it in front of you. Opening a present in front of the gift-giver is considered polite. It shows that the host is excited about receiving the gift and wants to show his/her appreciation to you immediately. Even if the host doesn’t like it, he/she will tell a “white lie” and say how much they like the gift to prevent the guest from feeling bad.

If your host asks you to arrive at a particular time, you should not arrive exactly on time or earlier than the expected time, because this is considered to be potentially inconvenient and therefore rude, as the host may not be ready.

* Answer the questions.1. What should you bring if you are invited to someone’s house for dinner?

2. What will the host do if he/she doesn’t like the present?3. Why shouldn’t you arrive exactly on time if you are invited to a dinner at a particular time?* Choose true or false4. Americans can’t open a gift in front of you. ...........................5. Americans aks you to arrive at a particular, you shouldn’t arrive exactly on. .......................

II/ Write compliments to suit the responses. Use the cues below: (2.0ms)John: ……………………………………………………………… (a nice pair of glasses)Peter: I’m glad you like it. I bought it at a shop near my house a few days ago.

Phil: You’re a great dancer, Tom. I wish I could do half as well as you.Tom: ……………………………………………………………….

Michael: …………………………………………………………………….(badminton)Colin: You must be kidding! I thought the game was terrible.

John: I didn’t know you could play the guitar so well, Tom. Your tune was lovely!You: …………………………………………………………………

III/ Write a passage of about 150 words about The Conical Leaf Hat of Vietnam, using the outline and information below: (2.5 ms)

- Introduction: - symbol of Vietnamese girls and women.

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- part of the spirit of the Vietnamese nation.- Main body: - special kind of bamboo and young and soft palm leaves.

- conical form - diameter: 45 – 50 cm; 25 – 30 cm high. - covering the form with leaves and sewing leaves around ribs.

- Conclusion: - protecting people from the sun or the rain. - girls and women look pretty and attractive.

TRAÉC NGHIEÄM KHAÙCH QUAN : 3.0 ÑIEÅM. Choïn phöông aùn traû lôøi ñuùng vaø ñaùnh cheùo (x) vaøo 1 trong 4 chöõ ñaàu

doøng ( A,B,C, or D).1) Choïn 1 töø coù caùch phaùt aâm khaùc so vôùi caùc töø coøn laïi.

A/ rained B/ arrived C/ helped D/ phoned2) Choïn 1 töø coù caùch phaùt aâm khaùc so vôùi caùc töø coøn laïi.

A/ decided B/ arrested C/ mended D/ walked3) The bride and the groom would pray, asking their ancestors’ ……….. to get married.

A/ permission B/ permit C/ permissive D/ permissibility4) He told me that he …………………our wedding tomorrow

A/ attended B/ will attend C/ is attending D/ would attend 5) Men’s responsibility is to work and …………. the family and women’s job is to look after the family.

A/ support B/ supportive C/ supporter D/ supporting6) This is the photo of my great grandfather. He ………… six times.

A/ married B/ has married C/ has been married D/ would be married7) While she …………… along the road, she saw her friend.

A/ had cycled B/ have cycled C/ cycled D/ was cycling8) An …………. indicates that we realize we’ve made a mistake, and we’re sorry for it.

A/ apologize B/ apology C/ apologist D/ apologetic9) Nam said he ………….. to work in Ho Chi Minh City the next September.

A/ is going B/ was going C/ will go D/ goes10) He …………… thousands of pictures since the 1980s.

A/ is taking B/ will take C/ has taken D/ takes11) The wedding day was……………… chosen by the parents of the groom.

A/ careless B/ careful C/ carelessly D/ carefully12) Lan: “Are you American?” – John: “....................................”

A/ Sorry! B/ Yes? C/ Excuse me? D/ Pardon?HEÁT

Period: CORRECT MISTAKES IN THE TEST

A.OBJECTIVE:I-Knowledge: Helping students to correct ONE PERIOD TEST 1II-Skill: Reading, speaking, listening and writing skill

B.PROCEDUCE:I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Sharing papers with Students III- New lesson: Correcting ONE PERIOD TEST 1

C. Teaching method: Communicative approach Teacher’s activities Students’ activities

I/ READING:- Ask Ss to read the passage. - Read the passage

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- Ask Ss to answer the questions.1. What should you bring if you are invited to someone’s house for dinner?2. What will the host do if he/she doesn’t like the present?3. Why shouldn’t you arrive exactly on time if you are invited to a dinner at a particular time?* Choose true or false4. Americans can’t open a gift in front of you. ...........................5. Americans aks you to arrive at a particular, you shouldn’t arrive exactly on time. .......................

- Corrects them.II/ Write compliments to suit the responses- Ask Ss to work in pairs to speak the compliments to suit the responses- Corrects them

John: ………………………… (a nice pair of glasses)Peter: I’m glad you like it. I bought it at a shop near

my house a few days ago. Phil: You’re a great dancer, Tom. I wish I could do half as well as you.

Tom: ……………………………….Michael: ……………………………….(badminton)Colin: You must be kidding! I thought the game was

terrible.John: I didn’t know you could play the guitar so well,

Tom. Your tune was lovely!You: ………………………

III/ Writing:- Introduction:

- symbol of Vietnamese girls and women.- part of the spirit of the Vietnamese nation.

- Main body: - special kind of bamboo and young and soft palm leaves.- conical form- diameter: 45 – 50 cm; 25 – 30 cm high.- covering the form with leaves and sewing leaves around ribs.

- Conclusion: - protecting people from the sun or the rain.- girls and women look pretty and attractive.

IV. TRẮC NGHIỆM - Ask Ss to choose the best answer.- Correct them

V. Consolidation: - What have you learnt inUnit 1,2 and 3

- Answers:1. If I am invited to someone’s house in America for dinner, I should bring a gift, such as a bunch of flowers or a box of chocolates.2. if the host doesn’t like it, he/she will tell a “white lie” and say how much they like the gift to prevent the guest from feeling bad.3. Because this is considered to be potentially inconvenient and therefore rude, as the host may not be ready.* Choose true or false4. F5. T- Work in pairs to speak the compliments to suit the responses

John: I have never seen such a nice pair of glasses.Peter: I’m glad you like it. I bought it at a shop near my house a few days ago.Phil: You’re a great dancer, Tom. I wish I could do half as well as you.Tom: Thank you for saying so.Michael: Could play badminton so well.Colin: You must be kidding! I thought the game was terrible.John: I didn’t know you could play the guitar so well, Tom. Your tune was lovely!You: Thank you, I’m glad you like it.- Write a passage of about the conical leaf hat of Vietnam.- The conical leaf hat is one of the typical features of the Vietnamese culture because it can not be found anywhere else in the world. The leaf hat is not only a symbol of Vietnamese girls and women but not also become a part of the spirit of the Vietnamese nation.- The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves. Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high. The conical form is then covered with palm leaves which are sewn into all ribs. Finally, the hat is trimmed and painted with a coat of attar oil. - The conical leaf hat is used like an umbrella to protect people from the sun and the rain. Beneath the broad rims of the leaf hat, the girls and women look more pretty and attractive. Unfortunately they are now only used by pedestrians or those who ride bicycles.- Answers:1. 2. 3. 4. 5. 6.7. 8. 9. 10. 11. 12.

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VI. Homework: - Ask Ss to review all grammtical points and vocabularies. - Prepare Unit 4 lesson 1: READING

- Review all grammtical points and vocabularies. - Prepare Unit 4 lesson 1: READING

Period: UNIT 4: SCHOOL EDUCATION SYSTEM

A: READINGA. Aims:

By the end of the lesson Ss will be able to: - Understand some more about the English education system. - Use vocabulary related to the topic of the lesson through exercises.

B. Teaching aids: Pictures, poster, handouts and real objectsC. Teaching method: Communicative approach

Teacher’s activities Students’ activities I. Warm – up.

Network

Ask Ss to find as many words related to schooling as possible. II. Presentation.1, Pre- reading:*Vocabulary:

- academic (adj)- parallel (adj)- category (n)- fee - paying (adj)- curriculum (n)- curricula

- core (n)* Discussion - Ask Ss to work in pairs to decide whether the statements are T or F .- Call some Ss to give their answers.- Correct and give feedback.2, While reading :Task1. Find words or phrases meaning - Ask Ss to read the passage again to find out the words or phrases.- Have Ss compare with partners .- Call on some Ss go to the board and write the words

- Work individually - Expected words :- terms- grades- curriculum- subjects- examinations- pre – school- secondary school- high school......

- Listen

- Work in pairs

feedback1. T 2. F 3. T 4. F 5. T

- Read the passage to find out the words or phrases- Work in groupsfeedback

schooling

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or phrases- Correct and give feedback.

Task 2. Answer the questions. - Check if Ss can answer the comprehension Qs without reading the text again. If Ss cannot, T gets them to read the Qs carefully and underline the key words to do task.- Get S to check theirs answers and explain their choices.- Call some Ss to read theirs answers and explain their choices.- T comments and gives feedbacks.

3, Post reading: Dialogue A B1. May/ ask/ questions/? Yes

2. You/ have difficulty/ studying /?/ Yes

3. Which school subjects/ you think/ the most difficult/?/ ( English)

4. What/ you/ do / improve /it/ ?/ practice every day/take part in English club/ ask teacher/ friends to help 5. Your English be better/ now Thanks

- Show the cues on the boardModal if necessary- Ask Ss to work in pairs- Go around for help- Call on some pairs to present- Give comments .III. Consolidation and Homework.- Ask Ss to learn vocabulary- Prepare section B

1. state schools 2. primary education 3. secondary education4. compulsory5. The General Certificate of Secondary Education

6. curriculum (n)Feedbacks- Read the passage and answer the questions1. From the age of 52. 3 terms3. The state school and the “independent”or “public” school systems4. Yes.5. There are 3 core subjects (English, Maths, Science)6. When the students finish the secondary school, they can take an examination called the General Certificate of Secondary Education

- Work in pairs. Feedback :A: May I ask you some questions ?B: Yes, of course. What do you want to know ?A: Do you have any difficulties studying ?B: Yes, What about you ?A: I find it difficult to study social subjects Which subjects do you think the most difficult ?B: Oh, English of course.A: What do you do to improve it?B: I practice English every day, speak as regularly as possible. I also take part in the English club in our school. If I have any problems , I ask my teacher and friends to help. They are always willing to help me.A: I think your English is better now.B: Thanks.

- Learn vocabulary- Prepare section B

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Kinds of school in Vietnam



B: SPEAKING

A. Aims: By the end of the lesson, the students will be able to:

- Talk about the school education system in Vietnam.- Talk about the similarities and differences between the school system in Vietnam and in England.

B. Methods: Communicative approachC. Teaching aids : Textbook, posters….

Teacher’s activities Students’ activities I. Warm – up:

Network

1 2

6 3

5 6

- Ask Ss to put the following words in the right order from low to high- “What do you know about the school education systems in Vietnam?”T introduces new lesson.II. Presentation: 1. pre-reading:- Ask Ss to study the table in task 1 then find out the new words- Help Ss with the vocabulary and pronunciation* GCSE: General Certificate of Secondary Education- Elicit some useful expressions:+ When do children in Vietnam go to school lower school ?+ How old are children when they first go to school?+ How long is the primary school?+ Do all children have go to nursery?- Read the model conservation then call on some

- Work individuallyExpected answers 1. nursery,2. kindergarten,3. primary school,4. secondary school, 5. college, 6. university

- Work in groups.Expected answers :- Many kinds of school- Ages of going to school- Compulsory subjects......

- Work in pairs.

- When do children in Vietnam go to lower secondary education?- When they are 6.- How long does the lower secondary educationlast?- Four years.- Is pre – school compulsory in Vietnam?- No, it’s optional.- From which grade to which grade does the upper education last ?

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students to read aloud it. 2. While – speaking Task 2 Talk about the school education system- Ask Ss to work in groups. - Go around the class and give help if necessary.- Call on some pairs practice in front of the class.- Correct Ss’ mistakes and give feed back.

Task 3: Talk about the similarities and differences between the school systems in Vietnam and England.- Ask Ss to work in groups and compare - Call on some Ss to present their answers.- Give comments and feedback.

III. Consolidation and Homework:- Ask Ss to prepare for part C

- From 10 to 12 . - Listen.- Group works.feed back:1. In Vietnam, children can go to the nursery when they are only 3 or 4 years old. 2. After nursery, they go to kindergarten and stay there until they are 5.3. At the age of 6they move to primary school. All primary schools in Vietnam are coed – male and female students together in the same class room. It take them 7 years to finish high school. Children leave high school at the age of 17. 4. They prepare for their higher study at colleges or universities.

- Work in groups.suggested answers:Similarities:- Both countries have to follow the national curriculum set by the government- After secondary schools, Ss all have to take the national examination known as GCSE.............................................Differences:

In Vietnam In England- Start primary school at the age of 6 and finish at 10 - School is compulsory until the age of 14- Subjects studied

- Start primary school at 5 and finish at 10- School is compulsory until the age of 16....................

- Do the exercises again.- Prepare for part C


C: LISTENING

A. Aims: By the end of the lesson, the students will be able to:

- Get information from conversation Jenny and Gavin about their studying at school.- Improve their listening skill.

B. Methods: Communicative approachC. Teaching aids : Textbook, posters….

Teacher’s activities Students’ activities I. Warm – up: Finding words- Ask Ss to work in groups, writing down things that they do in school days.

- Work in groups.Expected words:

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- Call some Ss to write on the board.- Correct and give comments.

-> school days II. Presentation.1. pre-listening* Pair works- Ask Ss to work in pairs. - Discuss and answer these questions in the book.- Call some pairs to act out in front of the class.- Give comments.* Vocabulary 1. Tearaway (n) :impetuous, irresponsible person (tướng tá, hư hỏng) 2. Disruptive (adj) /dis'rʌptiv/ = unquiet3. Methodical (adj) / mi'θɔdikəl/- Ask Ss to listen to the T’s pronunciation and repeat2, While – listening *Task 1: Put a tick (√ ) to the question...... - Ask students to read through the questions.- Play the tape two times.- Ask Ss to do individually then compare the answer with a partner. - Play the tape again, have students to listen and check the answers- Call some Ss to give the answers.- Check and give feedback.

*Task 2: Answering - Ask Ss to read carefully the five questions first, then let them try to answer before listening again to do the task.- Play the tape twice, one for doing the task, one for giving feedbacks.- Call on some Ss to give their answers, correct and give feedback.

3. Post – listening: Talk about the results....- Ask Ss to work in pairs.- Go around and offer help if necessary.- Call some Ss to present in front of the class.

- doing exercises- learning lessons- taking tests, exams- wearing uniform- obeying school rules- making friends- doing research.....

- Pair works

- The answers may vary.

- Write down - Repeat

- Read through the questions

- Work individually to do the task- Compare the answers

Feedback:

Questions Jenny Gavin1 √ √2 √3 √45 √ √6

Feedback:1. When he enjoyed the subjects.2. He found it very difficult.3. Because they were difficult for him to do it in a short time.4. Because he went away to boarding school when he was quite young and he didn’t like that. So schools weren’t the best days of his life.

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- Correct and give comments.

III. Consolidation and Homework.- Write about your school days in secondary school ( 9 grade ).

Expected answers:I didn’t do well in the last exam period. I was content with my math, physics, and chemistry result but my history result wasn’t very good. I misunderstood the questions , so I barely passed it. I think I have to spend more time in studying history to get a higher grade in the coming exam.


D: WRITINGA. Aims :

By the end of the lesson, students will be able to:- Write a short paragraph about the education system in Vietnam.- Improve the Ss’ writing skills.

B. Methods : Communicative approach and leaner- centered approach.C. Teaching aids : Pictures, textbooks, handouts


Network

- Ask Ss to find as many words as possible.- Call some Ss to write on the board.-> Describing school education system in Vietnam.II. Presentation.1/ Pre – writing :* Elicit structures:+ Tenses : Simple present+ Vocabulary :1. The academic year runs from..... to....2. A school year consists of .... terms3. Children start grade 1 when they....4. Duration of the academic year5. A national examination for GSCE 6. University / college entrance examination* Outline :- Ask Ss to work in groups to write outline, using the information in Speaking Task to give ideas for their writing.- Call a student to write on the board.

- Work individuallySuggested words :- nursery - kindergarten- pre – school- primary school- secondary school- high school - training center- vocational training center trường dạy nghề- technical college- secretary college- community college- university

- Work in groups

Outline :1. Introduction : - 2 levels of education in Vietnam: primary and secondary education* Primary school : - at the age of 6* Secondary school : - at the age of 11, 4 years in lower secondary, 3 years in higher secondary; finish secondary at 172. Main part :

Education system

in Vietnam

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- Correct and give feedback.

2/ While – writing .

Write a paragraph on the formal school

education in Vietnam- Ask Ss to use the outline to write about education system in Vietnam

3, Post – writing (correction)

- Ask two students to write on the board

- Correct mistakes and give feedback for the whole

class - Collect student’s papers, give comment and correct some serious mistakes

III. Consolidation and Homework .- Ask Ss to rewrite in the notebooks.- Prepare part D

* Duration of the academic year: - 35 weeks (9 months)- 2 terms : 1st term : from September to late December; 2nd term : starts in the early January ends in MayNational examination for GCSE: in June for all students finish high school.* university / college entrance examination: held in July

- Write about education system in Vietnam.

Sample writing : There are two levels of education in Vietnam: Primary and secondary education.Children in Vietnam go to primary school at the age of six and move to secondary school when they are 11. Then they spend four years in lower secondary and 3 years in upper secondary. They usually finish secondary school at the age of 17. Schooling is compulsory for Vietnamese children until they finish lower secondary. It take 9 years for the children to finish compulsory education.The duration of the academic year is 35 weeks or 9 months. It runs from September to May and is divided into two terms. The first term is from the beginning of September to late December and the second term starts in early January and ends in May.A national examination for GCSE is usually held in June for all students who finish high school. And then those who pass the GCSE exam are able to sit for the university or college entrance examination in July. Probably, students will take only an examination for finishing high school and for university or college. - Rewrite in the notebooks.- Prepare part D


E: LANGUAGE FOCUSA. Aims : By the end of the lesson, students will be able to :

- Pronounce correctly the main stress in three – syllable words.- Use the passive voice appropriately .

B. Methods : Communicative approach and leaner- centered approach.C. Teaching aids : Pictures, textbooks, handouts


Jumble words.- Ask Ss to rearrange the letter to make right words.

- Work individually- Rearrange the letter to make right words

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1. YHOTSIR2. CHIREMSTY3. SITPOLIC4. NGOCUPMIT- Correct and give feedback -> What’s common about them?-> Stress in three – syllable wordsII. Presentation.A. Pronunciation * Listen and repeat - Read the model some words and ask Ss to repeat.- Get some Ss to pronounce these words- Correct pronunciation (if any)- Ask Ss to put these words in the correct column. - Add some more words, engineer, lemonade, entertain, employee, Vietnamese, cigarette- Correct and give feedback.Remarks : Words ending in - ade, - ain,- ee, - eer, - ese, - ette has the main stress on these syllable (3 rd

syllable).

* * Practice reading the sentences

- Play the tape

- Ask Ss to read after the tapes.- Call some Ss to read and correct mistakes. B. Grammar * Lead – in: Asking questions- What is the table made of ?- What are the windows made of ?- Do you know who make these things ?-> Our lesson is the passive voice.

* Explanation: - Hang on a poster. - Ask Ss to pay attentions to the sentences and point out the rules Poster : 1. A: My mother has made these cakes.

S V O ->S: These cakes have been made by my mother. S V O2. A: My friend can answer this question.

S V O->S: This question can be answered by my friend. S V OPractice :Exercises 1, 2,3- Ask Ss to do exercises provided in the books. - Have them do individually, and then compare the answers with the partners.- Call Ss to give the answers.- Correct and give feedback.

Excepted answers : HISTORYCHEMISTRYPOLITICSCOMPUTING

- They are all three – syllable words.

- Read the words aloud

Poster:Stress on

1st ....Stress on

2nd...Stress on 3rd...

algebracarefullypoliticsphysicalchemistryacademicprimarycinema

statisticscomputingSeptembercompulsory

engineerlemonadeentertainemployeeVietnamesecigarette

Reading aloud the sentences.- Listen and repeat.- Read

- It is made of wood.- They are made of glasses.- No, I don’t.

Basic rules - A: S + V + O

-> P: S + be + V3/ed + by O

* can, may, must. will, shall, have to, used to,…

S + can, may,… + be + V3/ed

- Work individuallyFeedback :Exercise 1 : Simple present passive voice 1. is divided 2. is separated 3. is set 4. is made up 5. is paid

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III. Consolidation and Homework.- Passive voice.- Ask Ss to prepare for unit 5

6. are selected - Work individuallyExercise 2 : Rewrite ,using the passive voice.1. This school was built in 1997.2. This dictionary was first published in 1870.3. A surprise party is going to be organized by the students in my class tomorrow evening.4. The kitchen is being painted now.5. “ Romeo and Juliet” was written in 1605.6. Shakespeare’s tragedies have been built in my village.7. A new primary school has just been built in my village.8. English will be spoken at the conference.9. The floor hasn’t been cleaned yet.10. The house will be repainted soon.Exercise 3: Fill with correct tense in passive 1. was built 6. can be used2. were sold 7. is kept3. has been made 8.are done4. are used 9. must be told5. are used 10. can be done- Do the exercises again.- Prepare for unit 5

Period:

Unit 5: HIGHER EDUCATIONA: READING

A. Aims: To help students to practice: Guessing words’ meanings in contexts. Reading for details of information about application process for universities in the UK. Reading for gist and answer comprehension question.

B. Aids: textbooks, pictures, board, chalks.C. Methods : Communicative approach and leaner- centered approach.

Teacher’s activities Students’ activitiesI. Warm-up: - Ask Ss to answer some questions:1. What are you going to do after you finish high school?2. Which university would you like to attend?3. Where will you live if you study at a university far from your house?- Get feedback - Lead Ss to the new lesson: higher education II. Before you read : - Ask Ss to work in pairs, ask and answer the following questions:1. How do you say in English the names of these universities? 2. What university would you like to apply for and why?

- Work in pairs, discuss and answer the questions- Stand up and tell the class the answers.- Understand the aim of the lesson: Unit 5: higher

education

- Work in pairs, ask and answer the questions1. Hue University2. Hanoi University of Architecture3. Hanoi University of Natural Science4. I would like to apply for Hanoi University of Natural Science.

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- Get feedback.- Give Ss suggested answers.

III. While you read : - Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passageVocabulary

applicant (n): người xin học application from (n): đơn xin học blame (v): đổ lỗi daunt (v): làm nản long mate (n): bạn bè scary (v): sợ hãi undergraduate course: khóa học đại học

Task 1 : - Introduce the task: Complete the following sentences, using the right forms of the words in the box.- Ask Ss to complete the following sentences, using the right forms of the words in the box. - Go around class and help Ss if they need.- Call on Ss to give their answers.- Correct mistakes.

Task 2: - Introduce the task: Find out who:a. attended a party on the first weekend at college. b. didn't get on very well with the roommate. c. was not used to meeting different people every day at college. d. liked having a chance to be creative. e. was very excited about going to college. f. enjoyed the first year at college. - Go around class and help Ss if they need.- Call on Ss to give their answers.- Correct mistakes.Task 3: - Introduce the task: Answer the following questions. 1. What did Sarah do on the first weekend? 2. Why did Sarah feel so lonely at the party? 3. What problems did Ellen have with her roommate? 4. What did Brenden think about his first year at college? 5. What does the social calendar of the colleges provide him?- Guide Ss to answer.- Go around the class to help Ss if necessary.

- Read the text in silence.

- Find out new words.- Understand the aim of the text.- Do the tasks that follow.

Task1:- Study the task carefully.- Choose the right word to fill in the blanks.- Exchange their answers for peer correction.- Tell the class the answers.

1. campus2. blamed3. scariest4. challenges5. amazing.

- Look at the task, read the text again to give the answers.Sarah: 1- a. attended a party on the first weekend at college. 2- e. was very excited about going to college.Ellen: 3- b. didn't get on very well with the roommate. 4. c. was not used to meeting different people every day at college.Brenden: 5- d. liked having a chance to be creative. 6- f. enjoyed the first year at college.

- Understand the task.- Read the text again, answer the questions on the text.

1. She went out with her new friends, walking around the campus.

2. Because at the party everyone was busy playing some games and no one seemed to noticed her.

3. Her roommate left the window open when it was cold outside. She went to bed early. She blamed Ellen for making her sick.

4. Brenden thought the first year at college was the best and most challenging of his life.

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- Call on some Ss to give their answers.- Correct mistakesIV. Consolidation and Home work: - Ask students to read the passage again.- Ask students to do Reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

5. It provides him plenty of opportunities to meet non-engineering students as well as other engineers and many of them have become his best friends.

- Do Reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

Period: Unit 5: HIGHER EDUCATION

B: SPEAKING

A. Aims: To help students to practice: Talking about application process to tertiary study in Vietnam. Asking and answering about time of application process to tertiary study in Vietnam.

B. Aids: Textbooks, pictures, board, chalks.C. Methods : Communicative approach and leaner- centered approach.

Teacher’s activities students’ activitiesI. Warm-up: What is my job?- Show Ss some documents requiring for tertiary

institutions and ask them what they are.- Call on some Ss to answer.

II. Pre-speaking- Call on an S to go to the board and ask him / her to choose a job that he / she wants to do in the future and mime a typical activity which it involes.- Ask the whole class to look at their friend’s activity then ask him/her yes/no question to guess his/her job

- Observe students playing game and stop when there is a winner

- Ss go to the board, choose a job that he / she wants to do in the future and mime a typical activity which it involves.- Answer the questions

1. an application form2. an identity card3. a reference letter4. a birth certificate

- The S ask the other :- What is my job?- The others watch his/her activity and make yes / no questions to guess the jobPossible questions:- Are you mending something?- Are you typing?- Do you work outside?- The S answer the questions using only yes or no. The game is over if an S guess the job.

III. While speaking:Task 1- Call an Ss to read aloud the request of the task - Ask the whole class to do task 1

- Ask students to exchange their answers with their friends.- Call some students to read aloud their answers to the class- Give corrections and remarks.

- One S reads aloud the request of the task - Do task 1 individually. Put the ticks on those which are obligatory for whom to be admitted to a university in Vietnam- Exchange their answers with their friends.

- Some students to read aloud their answers to the class; others listen and commentExpected answers:an application forman identify carda copy of the originals of school certificatea birth certificate

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- The teacher elicits the meaning of these application process for students to guessTask 2- Ask students to work in pairs ,reading thee information in their books, asking and answering the question about the application process to tertiary study in Vietnam- Walk around to observe students talking and help them if necessary.- Call some pairs to stand up and ask & answer. Ask other pairs to listen and comment- Make necessary correction and comments

Task 3:- Introduce the task to the students ask them to work in groups of four- Ask students to make discussion and take note

- Go around and help them if necessary- Call some groups to handle their notes among the groups and check.- Call on some groups to stand up and make discussion in front of the class. Ask other groups listen and give comments

- Give T’s own comments

- T goes around to remind students to use English and suggest some difficult structures

a copy of records of your performance ay schoolscores of the required examination.Possible problems:- Students may don’t know the meanings of some application process

- Work in pairs - Read information in their books and practise asking and answering questions about the application process to tertiary study in Vietnam.

- Ask T if necessary

- Some pairs to stand up and ask and answer; other pairs to listen and commentExpected pair work: S1: When do you fill in and send the application form?S2: In MarchS1: When do you take the GCSE examination?S2: in May.…- Listen to the instruction and form groups of four

- Discuss and write the process of applying to a tertiary institution in Vietnam- Ask T if necessary

- Handle their notes among the groups and check.

- Some groups in turn stand up and make their discussion in front of the class; other groups listen and give commentsExpected group work: S1: I think the first process of applying to a tertiary institution in Vietnam is to fill in and send the application form.S2: Yes, then we must take the GCSE examinationS3: Only when we pass the GCSE examination, can we take the entrance exam. It often takes place in July.….Possible problems:- Students may speak Vietnamese while discussing.

IV. Post-speaking:- Ask students to write a paragraph about the process of applying to a tertiary institution in Vietnam.

- Work in groups. Discuss the process of applying to a tertiary institution in Vietnam.

Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying. During March, they have to fill in the application form and send it to the university they choose in March. After passing the GCSE examination held in May, all students are able to sit for the entrance examination in July. Successful candidates

50


V. Homework:- Ask students to write about the process of applying to a tertiary institution in Vietnam.

will be sent a letter of acceptance from the university. All students have to do now is to prepare all required papers to be officially accepted of that university.- Take note their home work- Do homework.- Prepare part C listening


C: LISTENING

A. Aims: Students should know about the problems they may have when studying in a new school Develop the ability to get details from listening text to do true/false and multiple choice exercises. Get detailed information on some problems students may have when studying in a foreign

country.B. Aids: Textbooks, pictures, board, chalksC. Methods : Communicative approach and leaner- centered approach.

Teacher’s activities Students’ activitiesI. Warm-up: - Give Ss a question to discuss: “Talk about the problems you may have when studying in a new school.”Interview - Imagine that in each pair, one of you is a Vietnamese student studying in a foreign country; the other ask her/him problems facing students when studying in a foreign country

II. Pre-listening: - Ask students to look at the part: Before listening- Read loudly the words:Proportion; majority; tutorial; international; available; appointment; Agricultural; rural; thoroughly.- Walk around, listen and help students- Ask students to repeat loudly the words- Listen and check pronunciation

III. While - listening: Task 1- Introduce the task: Listen to the conversation

between John and David and circle the best option (A, B, C or D) to complete the following sentences.

- Ask students to read the questions quickly.- Guide students the requests of the task.- Read the conversation twice - Call some students to give their answers.- Read the conversation the third time for Ss to correct.Key: 1-C; 2-A; 3-C; 4-A; 5-BTask 2:- Ask all students to spend 2 mins to read the questions

- Students form pairs and listen to T’s instructions- Work in pairs, asking and answering the problems facing students when studying in a foreign country - Work in pairs; discuss the problems they may have when studying in a new school.

Possible questions:S1: What problem you have to face when studying in America? S2: There are many problems such as: food, accommodation, living cost…

- Listen to T and guess the meanings of these words

- Practise reading the words in chorus and individually.- Read loudly the words:- Understand those words.

- Read the questions quickly.- Listen to the listening script.- Listen again and tick true or false in their books - Check their answers with their friends- Answer the questions.

1-C; 2-A; 3-C; 4-A; 5-B- Read the questions and options in the task in 2

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and options in the task- Play the record once again and ask students to do the task - Ask students to work in pairs to exchange their answers- Ask some students to read aloud their answers - Listen and give remarks. T can play the record again if students cannot give correct answers

IV. After-listening: - Ask Ss to work in pairs. Ask and answer the question: "Would you prefer to do an undergraduate course abroad or in your country?” Explain your choice. - Guide Ss to do.- Call some Ss to practice asking and answering the

question.E.g.A. Would you like to do an undergraduate course abroad or in your country?B. I would like to do an undergraduate course in my country.A. Why?B. Because my English is not very good and I cannot afford tuition fees and accommodation for studying overseas.V. Homework: - Assign homework. - Prepare the section C (The Writing part of Unit 5).

mins- Listen to the record again and choose the best option - Work in pairs and exchange their answers- Some students read aloud their answers ; others listen and give comments Expected answers:1 2 3

C C B

- Work in pairs. Ask and answer the question: "Would you prefer to do an undergraduate course abroad or in your country?”- Stand up and speak out.E.g.S1: Would you like to do an undergraduate course in Vietnam or abroad?S2: I’d like to do an undergraduate course in Vietnam S1: Why so?S2: Because my English is not good enough and I cannot afford tuition fees and accommodation for studying overseas.

- Prepare the section C (The Writing part of Unit 5).


D: WRITING

A. Aims: To help students: Practice writing short passage about the problems that Vietnamese students may encounter when

studying abroad. Using main ideas from discussion to write a passage.

B. Aids: Textbooks, board, chalksC. Methods : Communicative approach and leaner- centered approach.

Teacher’s activities Students’ activitiesI. Warm-up:- Ask students some questions about how to write a letter of request.- Do you want to study abroad? Why or why not?- Call some students to answer then give remarks- Give feedback and lead Ss to new lesson.

II. Pre-writing: - Teacher introduces the task: You want to apply for an undergraduate programme in a university in

- Listen to the T’s question- Some students answer T’s question. Students can exchange their opinions with their friends Possible answers :-Yes, I want to study abroad because the learning environment there is better than in Vietnam.- No. I don’t want to study abroad because the cost of studying and living there is much higher in Vietnam.

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England. Write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 and 56. You may follow the outline below: - Guide Ss to write outlines. a) Introduction: - State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme / the universities / ... ) b) Request: - State what information you would like them to provide: tuition fee, accommodation, exams, d) Further information: - Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study, ... c) Conclusion: - End with a polite closing. - Walk around the class to give Ss assistance. III. While-writing:- Ask Ss to write - Call on some Ss to read out their writing in front of the class.- Ask Ss to exchange their writings for peer correction- Correct mistakes.Suggested answer. 475/57 Le thanh Ton St. District 1Ho Chi Minh CityMarch 15th, 2008Dear Sir or Madam,I’ve read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there. Now I am in the last year of the high school and will finish secondary education in 3 months. I am very much interested in an undergraduate course in economics in Bermingham University. Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary.I look forward to hearing from you soon.Yours faithfully,Hoang Thanh Nam.IV. Post- writing:- Ask Ss to read the letter again.- Give remarks on the writing V. Homework: - Rewrite the letter at home.- Prepare the section D (The Language focus part of Unit 4).

- Study the task carefully.- Work in pairs to give outlines

- One S read aloud the request of task 1- Form groups of four and discuss and take notes the problems they may face when studying abroad.

- Some groups make discussion in front of the class; others listen and give commentsPossible discussion:S1: I think English language is the first problem we will face while studying abroad. We learn English in our country but we don’t have chance to speak English with native people.S2: The second problem is learning styles at tertiary level. We are not familiar with independent learning and modern study facilities.

- Use main ideas in the outline to write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university - Exchange their writings for peer correction

- Correct mistakes.- One S read aloud the request of task 2- Do task 2: write a passage about the problems that Vietnamese students may encounter when studying abroad basing on the idea in task 1

- 1 or 2 students write his/her passage directly on the board

- Ask if necessary.- Pay attention to such linking words as first, second, etc.- Look at the board and correct their friend’s writings

- Give corrections or comments to the writings on the board

- Read the letter again- Correct mistakes

- Rewrite the letter at home.- Prepare the section D.

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E: LANGUAGE FOCUSA. Aims:

Pronunciation: Students practise pronouncing stress of more than three - syllable words. Grammar: Students study the structure as well as the usage of conditional sentences. Vocabulary: Students learn to use words relating to the topic application process to tertiary study

and some abbreviations of some main high school exams B. Aids: Textbooks, board, chalksC. Methods : Communicative approach and leaner- centered approach.


- Write some more than three - syllable words on the board, and then pronounce those words aloud.

- Pay attention to its stress.- Ask Ss to read after

o Economics o Psychology o Philosophy o Engineering o Sociology o Mathematics o Geographical o Archeology

- How do we pronounce these words?- Read again these words and lead to the lesson- Today, we learn how to pronounce more than three - syllable words.II. Pronunciationa. Give Ss some rules of word stress in more than three - syllable words.- Help students how to pronounce those words correctly by reading first as model.b. Practice:- Read the words first: clearly, correctly.- Listen and correct their pronunciation if it’s needed- Let students read the sentences and work in groups.- Listen and remark each group.III. Grammar: a) Review some grammar structures: conditional sentences

- Listen to teacher- Read aloud- Pay attention to its stress.- Understand the aim of the new lesson.- Listen and repeat from 2 - 3 times- Some of them stand and read words aloud- Practise in groups - Some groups compare with their results and read the words in sentences aloud

- The answers can be various

- Listen and give more questions in pairs- Read the sentences in chorus aloud

- Understand the taskAnswers 1. If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university.

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- Give some examples.- Ask Ss to make sentences with the structures.b. Practice:* Exercise 1: - Introduce the task: Complete the sentences using conditional sentence type I.- Guide Ss to do- Ask Ss to complete the sentences using conditional sentence type I.- Correct mistakes.

* Exercise 2: - Introduce the task: Express these situations using conditional sentence type II.- Guide Ss to do- Ask Ss to express these situations using conditional sentence type II.- Correct mistakes.

Exercise 3. - Introduce the task: Complete the sentences with the correct form of the verbs in brackets.- Guide Ss to do.- Ask Ss to complete the sentences with the correct form of the verbs in brackets.- Correct mistakes.

IV. Homework: - Assign homework- Do exercise ‘part E - language focus in work

book.- Prepare Unit 6: FUTURE JOBS

2. You won't be able to get into the exanimation room if you are 10 minutes late. 3. If you don't send the application form on time, you will not be able / allowed to take the entrance exam. 4. If you don't have a reference letter, you won't be able / allowed to submit your application form. 5. Unless you show your identity card you won't be able / allowed to get into the examination room.

- Understand the task - Do the exercise. - Correct mistakesAnswers1. She doesn't have a car. She doesn't go out in the evening. If she had a car, she would go out in the evening. 2. Sarah doesn't study hard. She hates school. If Sarah liked school, she would study hard. 3. I can't do the test. It is too difficult. I would / could do the test if it was / were not too difficult. 4. Peter doesn't read a lot. He can't find the time. Peter would read a lot if he found the time/had more time.5. I can't translate this. I don't speak Korean. If I spoke Korean, I could translate this. 6. They don't travel far a lot. They are afraid of flying. If they weren't afraid of flying, they would travel far a lot.

- Understand the task - Do the exercise. - Correct mistakesAnswers1. If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university. 2. If you had sent the application on time, they might have called you for an interview. I can't understand why you didn't. 3. If John had installed an alarm, the thieves wouldn't have broken into his house. 4. I would have made a film with him if I had been a famous director, but I was not. 5. If you had told me earlier I would have given it to you. 6. We would have sent you a Christmas card if we had had your address.

- Do exercise ‘part E - language focus’ in work book.- Prepare Unit 6: FUTURE JOBS

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Period: Unit 6: FUTURE JOBS

A: READINGA. Aims: To help students to practicse:

Guessing words’ meanings in contexts Reading for details of information about job interview.

B. Aids: Student’s book and pictures showing farmers’ daily routines, etc.C. Methods : Communicative approach and learner - centered approach.

Teacher’s activities Students’ activitiesI. Warm-up: Guessing game- Call on an Student to go to the board and give a picture to him/her. Don’t let the others see it.- Tell the class the rules of the game.- Everybody makes yes / no questions to guess the answer of your friend’s question.- Observer students playing game + Lead-in: - Ask students to look at the pictures in their books and work in pairs to answer the question: - What do they do?- Ask students to work in groups of four to tick the factors that they think would help them succeed in a job interview.- Ask some groups to report their answers- Give T’s own comments

II. Before you read : - Ask Ss to work in groups. Tick () the factors that they think would help them succeed in a job interview. • Wearing casual clothes • Giving clear, honest answers • Feeling self - confident

- One Student goes to the board, gets the picture and doesn’t let others see it.- The Student leads the game by asking the others:- Which university is it in the picture?- The others make yes/no questions Possible questions:- Are students in this university trained to be teachers?- Is the university in Hanoi?- Is it…university?- The Student answers the questions using only yes or no. The game is over if an Student guess the right university.- All the students look at the picture to check.- Work in pairs and look at the pictures in their books to answer the questions Expected answers:1. He is a waiter2. He is a mechanic3. She is a farmer4. She is a teacher5. He is a doctor- Form groups of four and tick the factors that they think would help them succeed in a job interview.- Some groups report their answers; others listen and commentPossible answers: giving clear, honest answers feeling self-confident having good sense of humor- Work in groups. Tick () the factors that they

think would help them succeed in a job interview.E.g.

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• Feeling nervous • Having a good sense of humour • Avoiding difficult questions - Get feedback.- Give Ss suggested answers.III. While you read : - Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passageTask 1 : - Introduce the task: These words are from the passage. Look back to the text and circle the best meanings A, B or C.- Ask Ss to circle the best meanings A, B or C.- Go around class and help Ss if they need.- Call on Ss to give their answers.- Correct mistakes.

Task 2: - Introduce the task: Work in pairs. Decide whether the following statements are true (T) or false (F). 1. Try to reduce the feeling of pressure and make a good impression on your interviewer. 2. Find out as much information as you can about the job and the vacancy.3. Bring with you a letter of application and your resumes to the interview. 4. Take all your certificates and letters of recommendation with you. 5. Remember to dress neatly and formally. 6. Your voice should be clear and polite. 7. Tell the interviewer about your shortcomings. 8. Remember to say goodbye to the interviewer before leaving the interview. - Go around class and help Ss if they need.- Call on Ss to give their answers.- Correct mistakes.IV. Post reading:- Introduce the task: Work in groups. Discuss the question: Which pieces of advice given in the passage do you find most useful and least useful? Why? - Guide Ss to answer.- Go around the class to help Ss if necessary. - Call on some Ss to give their answers.- Correct mistakesV. Home work: - Ask students to read the passage again.- Ask students to do reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

- Avoiding difficult questions - Giving clear, honest answers - Feeling self - confident

- Read the text in silence.- Find out new words.- Understand the aim of the text.- Do the tasks that follow.

Task1:- Read the task carefully.- Choose the right option to finish the task.- Exchange their answers for peer correction.- Tell the class the answers.

6. B7. C8. A9. B

- Look at the task, read the text again to give the answers.

- Understand the task.- Read the text again, decide whether the statements

are true (T) or false (F).

Suggested answers: 1.F 2.T 3.F 4.T 5.T 6.F 7.F 8.T

- Answer the following questions:1. What do you prepare for a job interview?2. What should we do and shouldn’t do before,

during and after an interview?

- Do reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

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B: SPEAKINGA. Aims: To help students to:

Practise talking about characteristics of some future jobs: teachers, doctors, farmers… Develop students’ ability through discussing and giving personal opinions on some kinds of jobs. Provide students with some knowledge about job interview and raise their awareness about future

job.B. Aids: Textbooks, pictures, board, chalks.C. Methods : Communicative approach and learner- centered approach.

Teacher’s activities Students’ activitiesI. Warm-up: - Ask Ss some questions about jobs:

1. Would you like to work as a teacher?

2. What do you think about teaching job?

- Get feedback.- Lead Ss to new lesson.II. Pre-speaking : Task 1- Introduce the task: Work in pairs. Match a job in A with at least two descriptions in B.

A B- A doctor - A farmer - A tourist guide - A writer

• Take care of people's health • Create imaginary characters and events • Find good and safe hotels for customers • Take people to places of interest • Construct irrigation systems • Apply new farming techniques • Help save people's lives • Tell stories through pictures

- Ask Ss to match a job in A with at least two descriptions in B.- Go around class and help Ss if they need.- Call on Ss to give their answers.- Correct mistakes.III. While-speaking :

- Listen to the questions.- Discuss the question.- Stand up, answer the questions.

- Work in pairs.- Match a job in A with at least two descriptions in B.Example: A: A doctorB: - Take care of people's health - Help save people's lives - In turn, stand up and practice.

- Understand the task- Work in pairs. Discuss which of the jobs in column A they would/would not like to do. Explain why/why

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Task 2 - Introduce the task: Task2. Work in pairs. Discuss which of the jobs in column A you would/would not like to do. Explain why/why not? You can use the cues in column B.

A BPilot Waiter Taxi driver Electrician Policeman Journalist Hotel receptionist Computer programmer

Boring Rewarding Difficult Interesting Fascinating Dangerous Challenging Fantastic

- Guide students how to practise.- Ask students to work in pairs.- Help the students with new structures.- Walk around and help them.- Call some student to stand up and report before the class.- Correct their mistakesExample: I would like to work as a doctor. Working as a doctor would be fascinating job because I would have a chance to take care of people health. IV. Post-speaking : Task 3- Teacher introduces the task: Task3. Work in groups. Talk about a job you may do after you finish school, using the following cues. • Where you will work • Who you will work with • The salary you may get paid • The working conditions - Let them work in groups- Ask some students to stand up and tell loudly- Walk around and help them- Listen and correct mistakesV. Homework: - Assign homework. - Ask students to prepare Part C- Listening and do homework

not? use the cues in column B.

Example: I would like to work as a doctor. Working as a doctor would be fascinating job because I would have a chance to take care of people health.

Possible discussion:S1: Do you like to be a journalist?S2: Yes, I would like to work as a journalist.S1: Why?S2: Because I think that working as a journalist would be a fascinating job, and I’d like to have a chance to travel all over the world and meet many interesting people.

- Work in groups. Talk about a job they may do after they finish school.

Example: I would like to work as a tourist guide. It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people. If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills. Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me.


- Write down the homework


C: LISTENINGA. Aims: To help students to practise:

Listening to a passage for missing words to fill in the boxes Listening for gist and do true/false exercises. Summarizing information in a job a job advertisement.

B. Aids: Textbooks, cassettes, record, board, chalksC. Methods : Communicative approach and learner- centered approach.


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I. Warm-up: - Give Ss a question to discuss: Which is the most popular job in Vietnam?- Get feedback- Lead Ss to new lesson. E.g. Accountant; nurse; lawyer; teacher; computer programmer….II. Pre-listening: - Ask students to look at the part: Before listening- Read loudly the words:workforce manufacturing retail service category goods job market economy wholesale

- Walk around, listen and help students- Ask students to repeat loudly the words- Listen and check pronunciationIII. While-listening: Task 1- Introduce the task: Task 1. Listen to the passage and fill in the missing words in the boxes. - Ask students to read the questions quickly.- Guide students the requests of the task.- Call some students to give their answers.- Read the passage the third time for Ss to correct.Key: 1- manufacturing2- service 3- transportation4- finance 5- service Task 2- Introduce the task: Task 2. Listen again and decide whether the statements are true (T) or false (F). 1. American workers have changed from manufacturing jobs to service jobs. 2. Manufacturing jobs are jobs in which workers make something. 3. Personal services are one of the five service jobs.4. 70% of workers produced goods one hundred years ago. 5. 80% of workers will work in the service sector by the year 2020. - Read the passage again.- Ask Ss to decide whether the statements are true (T) or false (F).- Go around the class, give help to Ss if they need.- Call some Ss to give the answers.- Read the passage the last time to check their answers.Suggested answers:1- T 2- T 3- T 4- F 5- FIV. After-listening: - Ask Ss to work in groups and summarize the passage using the information in Tasks 1 and 2.

- Discuss and answer the questionsE.g. Accountant; nurse; lawyer; teacher; computer programmer….

- Read loudly the words:workforce manufacturing retail service category goods job market economy wholesale

- Understand those words.

- Read the questions quickly.- Listen to the listening script.- Answer the questions.

Expected answers:1- manufacturing2- service 3- transportation4- finance 5- service

- Read the statements quickly.- Listen to the listening script.- Answer the questions.

Answers:1- T 2- T 3- T 4- F 5- F

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- Guide Ss to do.- Call some Ss to summarize the passage

V. Homework: - Assign homework. - Prepare the section C (The Writing part of Unit 6).

- Work in groups and summarize the passage using the information in Tasks 1 and 2.

- Prepare the section C (The Writing part of Unit 5).


D: WRITINGA. Aims: To help students to

Understand the main information in job advertisement. Write a letter applying for the job in the advertisement

B. Aids: Textbooks, pictures, board, chalksC. Methods : Communicative approach and learner- centered approach.

Teacher’s activities Students’ activitiesI. Warm-up :- Raise a picture of a beauty spot (Keo Pagoda in

Vu Thu Thai Binh) and ask Ss some questions:1. Where is it?2. What is it famous for?3. Do you want to work as a tourist guide here?4. What qualification do you need?- Get feedback.- Lead Ss to the new lesson: “Writing a formal letter of job application”II. Pre-writing: - Teacher introduces the task: Task 1. Work in pairs. Read the following advertisement and fill in the notes. English - speaking Tour Guides WantedWe are a travel company managing holiday tours. We need English - speaking local guides to accompany foreign visitors on trips throughout Vietnam. If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi. Telephone No: 04 824 0139. • Type of job: …………………• Level of education needed: ……………• Work experience: ……………………• Character and interests: …………………

- Guide Ss to fill in the notes. - Walk around the class to give Ss assistance.

- Work in pairs, answer the questions.- Understand the aim of the lesson.

- The new lesson: “Writing a formal letter of job application”

- Work in pairs. Read the following advertisement and fill in the notes.

English - speaking Tour Guides WantedWe are a travel company managing holiday tours. We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam. If you have a high school diploma………….Answers:

1. Tour guide2. High school diploma3. Experience as a tour guide, fluent English4. A good manner, willing to work hard for long

hours- Read the task carefully.- Work in pairs to give outlines- Base on the outline write a letter to Vinatour, applying for the job mentioned in the advertisement in Task 1.- Exchange their writing for peer correction.

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III. While-writing:- Teacher introduces the task: Task 2 Write a letter to Vinatour, applying for the job mentioned in the advertisement in Task 1. Your letter should include the following details. • Your name, address and date of writing • Name and address of the company • Greeting • Introduction: say where you saw the advertisement and why you are writing the letter of application • Body: mention your education, work experience and your character / interests • Conclusion: express your willingness to work for the company and when you are available for interview • Closing - Guide Ss to write outlines. - Ask Ss to write - Call on some Ss to read out their writing in front of the class.- Ask Ss to exchange their writings for peer correction- Correct mistakes.Suggested answer. IV. Post- writing:- Ask Ss to read the letter again.- Give remarks on the writing

V. Homework: - Ask Ss to rewrite the letter at home.- Prepare the section D (The Language focus part of Unit 6).

- Read out the letter.- Correct mistakes.

Flat 3,324, Ly Thuong Kiet Street, Hanoi 16, October, 2004.

Hanoi Vinatour

250, Nguyen Du Street, Hanoi

Dear Sir or Madam,

I am writing in reply to your advertisement in the Vietnam News for experienced English - speaking local guides to accompany foreign visitors on trips throughout Vietnam.

I think I meet all of the qualifications that you specify. I was awarded High School Certificate two years ago. After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism. Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam arid have a basic knowledge of Vietnamese culture, history and geography. I speak English fluently. In addition, I am a sociable and confident person and can work hard for long hours. I would like to work for you and would appreciate the opportunity to discuss this position with you in person.

I am looking forward to hearing from you at your convenience.

Yours faithfully, Nguyen Quoc Anh- Rewrite the letter at home.- Prepare the section D.

Period: Unit 6: FUTURE JOBSE:LANGUAGE FOCUS

A. Aims: To help students to Pronunciation: Students practice pronouncing weak form and strong form words: and, but, at, for,

of, to, from Grammar: Students study the relative clauses Vocabulary: Students learn to use words relating to the topic job application

B. Aids: Textbooks, board, chalksC. Methods : Communicative approach and learner- centered approach.


- Write some words on the board, and then pronounce those words aloud.

- Pay attention to its weak / strong forms.- Ask Ss to read after

- Listen to teacher- Read aloud

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II. Pronunciation- Ask Ss to look at this table.- Read the words and their weak and strong

form.- Ask Ss to read after.- Call some Ss to read seats

Conjunctions PrepositionsStrong form

Weak

form

Strong form

Weak form

And

But

/ „nd/

/bt/

/ənd/; /ən/

/bət/

AtForOf ToFrom

/„t//f // v//tu://fr m/

/ət//f ə//əv//tə//frəm/

- Help students how to pronounce those words correctly by reading first as model- Practice: Practise reading these sentences1. What are you looking at? 2. I want to go but I don't know when. 3. She bought a book and two pens. 4. Thanks for coming. 5. Where is it from? 6. I'm from Hanoi. 7. She's the one I'm fond of. 8. First of all, I want to thank you for coming. 9. The letter was to him, not from him. 10. I want to ask you a question. - Read the words first: clearly, correctly- Listen and correct their pronunciation if it’s needed- Let students read the sentences and work in groups- Listen and remark each groupIII. Grammar: a) Review some grammar structures: Relative clauses Whom; who; which; whoever; whose………- Give some examples.- Ask Ss to make sentences with the structures.b. Practice:* Exercise 1: - Introduce the task: Exercise 1. Add who, whoever, whose, whom or which to complete the following sentences. - Guide Ss to do- Ask Ss to fill each blank with who, whoever, whose, whom or which. - Correct mistakes.Suggested answers: 1. whom 2. which 3. Whoever 4. which 5. Which 6. Who 7. Whose 8. who 9. which 10. whom* Exercise 2: - Introduce the task: Exercise 2. Join the following

- Pay attention to its weak / strong forms.- Understand the aim of the new lesson.

- Listen and repeat from 2 - 3 times- Some of them stand and read words aloud- Practise in groups - Some groups compare with their results and read the words in sentences aloud

- The answers can be various- Listen and give more questions in pairs- Read the sentences in chorus aloud

- Read the request of task 1 carefully and do the task

- Ask T if there is any trouble

- Compare compare their answers with their friends’

- Some students read out the answers; other give corrections Suggested answers:1.whom 6.who2. which 7.whose3. Whoever 8.who4. which. 9.which5. which 10.whom

- Read the request of task 2 carefully and do the task

- Ask T if there is any trouble

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sentences in two ways. Example: 1. Look at the man. He is teaching in the classroom. a) Look at the man who is teaching in the classroom. b) Look at the man teaching in the classroom. - Guide Ss to do- Ask Ss to rewrite the following sentences using the passive voice.- Correct mistakes.1. I read a book that was written by a friend of mine. - I read a book written by a friend of mine. 2. A man who was carrying a lot of money in a box got on the bus. - A man carrying a lot of money in a box got on the bus. 3. In the street there were several people who were waiting for the shop to open. - In the street there were several people waiting for the shop to open. 4. Britain imports many cars which that were made in Japan. - Britain imports many cars made in Japan. 5. There are a lot of people in your office who want to talk to you. - There are a lot of people in your office wanting to talk to you. 6. The cowboy who had been wounded by an arrow fell off his horse. - The cowboy wounded by an arrow fell off ms horse. 7. Most of the people who were injured in the crash recovered quickly. - Most of the people injured in the crash recovered quickly. 8. John, who wished he hadn't come to the party, looked anxiously at his watch. - John, wishing he hadn't come to the party, looked anxiously at his watch. 9. The children who were playing football in the schoolyard were my students. - The children playing football in the schoolyard were my students. 10. Vietnam exports a lot of rice which is grown mainly in the south of the country. - Vietnam exports a lot of rice grown mainly in the south of the country.IV. Homework:

- Assign homework- Do exercise ‘part E - language focus in work

book.

- Compare compare their answers with their friends’

- Some students read out the answers; other give corrections

Answers: 1. I read a book that was written by a friend of mine. - I read a book written by a friend of mine. 2. A man who was carrying a lot of money in a box got on the bus. - A man carrying a lot of money in a box got on the bus. 3. In the street there were several people who were waiting for the shop to open. - In the street there were several people waiting for the shop to open. 4. Britain imports many cars which that were made in Japan. - Britain imports many cars made in Japan. 5. There are a lot of people in your office who want to talk to you. - There are a lot of people in your office wanting to talk to you. 6. The cowboy who had been wounded by an arrow fell off his horse. - The cowboy wounded by an arrow fell off ms horse. 7. Most of the people who were injured in the crash recovered quickly. - Most of the people injured in the crash recovered quickly. 8. John, who wished he hadn't come to the party, looked anxiously at his watch. - John, wishing he hadn't come to the party, looked anxiously at his watch. 9. The children who were playing football in the schoolyard were my students. - The children playing football in the schoolyard were my students. 10. Vietnam exports a lot of rice which is grown mainly in the south of the country. - Vietnam exports a lot of rice grown mainly in the south of the country.

- Do exercises again and prepare the new lesson.

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Period: TEST YOURSELF B

A. AIMS: To help students - To practise students’ listening, speaking, reading, and writing skills.- To help students to be able prepare for the 45- minute test then do the exercise given.

B. AIDS:- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...

C. Methods : Communicative approach and learner- centered approach.Teacher’s activities Students’ activities

I. Listening- Ask students to read the questions carefully then try to guess the answers and discuss the answers with their friends.- Play the tape and ask students to listen to the the tape.- Ask students to listen to the tape then answer the questions given.- Ask some of them to give the answers orally.- Ask the others to give comments.- Give suggested answers if necessary.- Ask students to copy the answers themselves.

II. Reading- Ask students to read the reading then find the words which mean:- Ask them to read the questions provided carefully.- Ask them to read the passage again then answer the questions.- Ask them to compare their answers with those of their friends’.- Ask some of them to give the answers orally.- Ask the others to give comments.- Give suggested answers if possible.

Listening- Read the questions carefully then try to guess the answers and discuss the answers with their friends.- Listen to the tape then answer the questions given. - Discuss the answers with their friends then correct the mistakes themselves.Answers: 1. In the past, teachers made students sit for hours and memorize all sorts of things.2. Today many teachers wonder if it is not possible to make children learn at all.3. They say you must let students learn and discover things for themselves.4. Children are at school only because their parents make them go.5. The law does not let them work until they reach a certain age.Reading- Read the reading then find the words in the reading to do the exercise given.

- Read the questions provided carefully.- Read the passage again then answer the questions.- Compare their answers with those of their friends’.- Give the answers orally.- Others to give comments.- Take notes of the suggested answers if possible.1. Final 2. requirements 3. when

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III. Grammar- Ask students to read the open sentences carefully.- Ask students to do the exercise in pairs.- Ask students to compare the answers with their friends’.- Ask students to give their answers.- Ask other students to give comments on the answers given.- Correct the answers the give the suggested answers.

IV. Writing:- Ask Ss to discuss the writing exercise then ask their teacher for help if possible in order to write the writing successfully at home.- Teacher can give some suggestion to help students to organize their ideas,

V. Homework:- Ask Ss to learn the structures by heart .- Review the three units 4 - 5 - 6 for the 45 minute-test.

4. courses 5. subjects 6. qualification7. graded 8. equivalent 9. count 10. who

Grammar- Read the open sentences carefully.- Do the exercise in pairs.- Compare the answers with their friends’.- Give their answers, others give comments on the answers given.A. 1. The windows have been cleaned. 2. A supermarket is going to be built in this area. 3. Lan is said to have won a specail prize. 4. If you listen carefully, you will know what to do. 5. If I had a car, I could give you a lift. 6. If we had brought a city map, we wouldn’t have got lost.B. 1. The girl who answered the phone told me you were out. 2. The chair that was broken two days ago has now been repaired. 3. I saw some people whose car had broken down. 4. I recently went back to my hometown where I was born.- Discuss groups- Write the letter on the board.- Learn the structures by heart .- Review the three units 4 - 5 - 6 for the 45 minute-test.

Period: TEST 45 MINUTES

Choïn 1 töø (A, B, C hoaëc D) maø coù phaàn troïng aâm chính khaùc vôùi nhöõng töø coøn laïi.1. A. university B. application C. technology D. entertainment2. A. interviewer B. preparation C. economics D. education3. A. physical B. achievement C. government D. national4. A. eleven B. history C. nursery D. different5. A. interview B. impression C. company D. formally

Choïn töø hoaëc cuïm töø thích hôïp öùng vôùi A, B, C, hoaëc D ñeå hoaøn thaønh moãi caâu sau.6. Tommy left high school _______ the age _______ seventeen.

A. at / of B. in / for C. on / with D. of / in7. The trees _______.

A. were grown by John yesterday in the backyard B. were grown in the backyard by John yesterday

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C. were grown in the backyard yesterday by John D. in the backyard were grown yesterday by John

8. The telephone _______ by Alexander Graham Bell.A. is invented B. is inventing C. invented D. was invented

9. Fee-paying schools, often called "independent schools", "private schools" or “_______ schools" A. secondary B. primary C. state D. public

10. In England schooling is compulsory _______ all children from the age of 5 to 16.A. with B. for C. to D. over

11. In Vietnam a school year lasts for nine months and is divided _______ two terms.A. into B. to C. from D. on

12. _______ if a war happened?A. What you would do B. What would you do C. What will you do D. What will you do

13. I would send her a fax if I _______ her number.A. know B. knew C. had known D. could know

14. If it _______ warm yesterday, we would have gone to the beach.A. was B. were C. had been D. could be

15. A letter of _______ is sometimes really necessary for you in a job interview.A. recommend B. recommended C. recommender D. recommendation

16. He is the man _______ car was stolen last week.A. whom B. that C. which D. whose

17. They have just found the couple and their car _____ were swept away during the heavy storm last week.A. that B. which C. whose D. when

18. You may jot down your qualifications and experience.A. mention B. note down C. type D. find out

19. I didn't have an umbrella with me, so I got wet.A. If I had had an umbrella, I wouldn't get wet. B. If I had had an umbrella, I would get wet.C. If I had had an umbrella, I wouldn't have got wet. D. If I had had an umbrella, I would have got

wet.20. Dien Bien Phu is the place _____ our army won a resounding victory in 1954.

A. where B. that C. what D. which21. My uncle _______ you met yesterday is a lawyer.

A. which B. who C. whose D. whom22. If I had time, I _______ to the beach with you this weekend.

A. will go B. will have gone C. would have gone D. would go

23. The first electronic computer_______ by the University of Pennsylvania in 1946.A. was built B. had been built C. built D. had built

24. Have they tested all the machines? A. Have all the machines be tested? B. Have all the machines been testing? C. Have all the machines been tested? D. Have all the machines been being testing?25. If she_______ him, she would be very happy.

A. meets B. will meet C. had met D. metXaùc ñònh töø/ cuïm töø coù gaïch döôùi öùng vôùi A, B, C hoaëc D

caàn phaûi söûa ñeå nhöõng caâu sau trôû thaønh chính xaùc.26. The singer about who I told you yesterday is coming here tomorrow. A B C D27. The artist whom pictures we saw yesterday is also a concert pianist.

A B C D28. If he fails the final exam, he woudn't be able to graduate. A B C D29. Does the groom and the bride exchange their wedding rings on the wedding day? A B C D30. When it was first establish in 1973, it consisted of only two hectares of land. A B C D

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Ñoïc kyõ ñoaïn vaên vaø traû lôøi caùc caâu hoûi (baèng caùch choïn phöông aùn ñuùng, öùng vôùi A hoaëc B,C,D) töø caâu 31 ñeán caâu 35.

Galileo Galileo was born in 1564 in the city of Pisa, Italy. About twenty years later he attended the University of Pisa. At first he wanted to become a doctor, but while he was there he became interested in science and decided to become a scientist. In 1592, a year after his father's death, the University of Padua invited him to be a professor of mathematics. He stayed there for 19 years, where he became interested in the stars. He made an instrument which made far-away things look larger and easier to examine. This was called the telescope. When he was studying the stars, he discovered that the "stars" which moved were not really stars, but worlds like the earth. He proved the Copernicus was right; the earth and the planets indeed moved around the sun.31. Galileo attended the University of Pisa in _____ .

A.1564 B.1584 C.1592 D.159332. Galileo's father died _____ .

A. in 1591 B. in 1592 C. in 1593 D. when he was studying the stars. 33. He made the telescope because he wanted _____ .

A. to become a good professor of mathematics B. to prove that Copernicus was right C. to discover some new planets D. to study the stars

34. The telescope helped him _____ . A. to examine far-away things easily B. to look everything around him early C. to see the earth D. to discover new planets

35. Which of the following statements is NOT true? A. Galileo was interested in the stars B. Galileo made an instrument to study the stars C. Galileo proved that the earth and the planets moved around the sun. D. Galileo discovered that the stars which moved were not really starsChoïn töø thích hôïp ( öùng vôùi A hoaëc B,C ,D ) ñeå ñieàn vaøo choã

troáng trong ñoaïn vaên sau töø caâu 31 ñeán caâu 35 .To attract someone’s attention so that we may speak to that person, we can use either verbal or

non-verbal forms (36)………… communication. Let us look at non-verbal (37)………… in English. Probably the most common way of (38)…………….someone’s attention is by waving. For example, if we are at a noisy party and (39)…………… a friend come in the door about 20 metres away, we might raise our hand and wave (40)………… her as a signal that we see her.36) A. in B. of C. at D. from37) A. communication B. communicate C. communicated D. communicating38) A. attract B. attraction C. attracting D. attracted39) A. hear B. sit down C. smile D. see40) A. from B. about C. to D. of

The end.


A.OBJECTIVE:I-Knowledge: Helping students to correct ONE PERIOD TEST 2II-Skill: Reading, speaking, and writing skill

B.PROCEDUCE:I-Settlement: Greeting the class and checking students’ attendance.II-Checking: Sharing papers with Students III- New lesson: Correcting ONE PERIOD TEST 2


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I/ READING:- Ask Ss to read the passage.- Ask Ss to answer the questions.

1. What did Sarah do on the first weekend?2. Why did Sarah feel so lonely at the party?3. What did Sarah do on Saturday night?

* Choose true or false4. Sarah didn’t attend a party on the first weekend at college: …….5. She was very excited about going to college: ...............II/ Write a passage on the formal school education system in Vietnam, using the information below: (2.5 ms)

+ Levels of education:- primary (5 years; start from the age of 6)

- lower secondary (4 years)

- upper secondary (3 years)

- Compulsory education: 9 years (primary and lower secondary)

- The academic year: 35 weeks (9 months, from September to May)

- School terms: 2 terms: term 1 (September to December), term 2 (January to May)

- Time of the national examination for GCSE (early June).

III. TRẮC NGHIỆM - Ask Ss to choose the best answer.- Correct them

IV. Consolidation: - What have you learnt inUnit 4,5 and 6

V. Homework: - Ask Ss to review all grammtical points and vocabularies. - Prepare Unit 7 lesson 1: READING

I/ READING:- Read the passage- Answers:1. On the first weekend Sarah went out with her new friends, walking around campus.2. Because the people at the party were busy playing some game, and no one seemed to noticed her existence. 3. On Saturday night, she followed her roomate to a party. * Choose true or false4. F5. T

II/ Writing- Discuss group works.- Write them on the board.

AnswersChildren in Vietnam go to primary school at the age of six and move to secondary school when they are 11. Then they spend four years in lower secondary and 3 years in upper secondary. They usually finish secondary school at the age of 17. Schooling is compulsory for Vietnamese children until they finish lower secondary. It take 9 years for the children to finish compulsory education. The duration of the academic year is 35 weeks or 9 months. It runs from September to May and is divided into two terms. The first term is from the beginning of September to late December and the second term starts in early January and ends in May. A national examination for GCSE is usually held in June for all students who finish high school. And then those who pass the GCSE exam are able to sit for the university or college entrance examination in July. Probably, students will take only an examination for finishing high school and for university or college.III. Multiple choice

1. B 2. B 3. B4. D 5. A 6. A7. D 8. C 9. D10. C 11. A 12. A13. C 14. B 15. A16. B 17. A 18.19. 20.- Review all grammtical points and vocabularies. - Prepare Unit 7 lesson 1: READING

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Period:

Unit 7: Economic reformsA: READING

A. AIMS: To help students- To help students gain some knowledge about economic reforms in Vietnam.- To help students improve their reading skills: scanning and skimming, guessing the meaning of

words in context.- Students learn words and phrases in terms of economics and policies.

B. AIDS:- English textbook for students- English textbook for teachers- Pictures

C. Methods : Communicative approach and learner - centered approach.Teacher’s activities Students’ activities

I. Warm-up: Aims: To introduce the topic of the lesson and to raise students' interest.- Tell the class the the differences between schools (hospitals, houses) now and the past ten years.- How do farmers transport their farming products now and how did they do ten years ago?- What make all of these changes?II. Before you read : - Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow.1. What can you see in the picture?2. Do you think that the people in this picture lead a rich or poor life?3. What, in your opinion, should be done to improve the situation?- Ask them to work in 3 minutes, meanwhile the teacher moves around to help if necessary. - Ask some pairs to report . - Give some remark if necessaryIII. While you read : - Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passageTask 1 : - Ask students to read through the text once to find out some new words, guess the main idea.- Explain new words (give the Vietnamese equivalents), guide the Ss to get the main contents of the reading text.- Ask students to work individually in 3 minutes to do this task.- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.- Give students some more words that may be new /

- Now: beautiful buildings, good facilities,..past: ….Now: tractors, motorbikes, …Past: Human’s force or animal’s force.- the development of economic.

- A village, farmers, a buffalo, some huts,…- A poor village, of course the farmers lead a poor life.- Build a new road, change the cultivation methods, …

- Listen to the teacher then read the passages - Ask some new words if necessary

- Read through the text find the new words, try to guess the meanings of those words in contexts: + National Congresses: §¹i héi toµn quèc+ Renovation (n): ®æi míi+ Under - developed (pp): chËm ph¸t triÓn+ Inflation (n): l¹m ph¸t+ Stagnant (adj): tr× trÖ+ Government subsidies (n): sù bao cÊp cña chÝnh phñ+ Government commitment (n): cam kÕt cña chÝnh phñ+ Dissolve (v): tan r·+ Substantial (adj): lín lao, ®¸ng kÓ- Get the meaning of some more words:

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unfamiliar to them.- Guide the students to read the word in chorus and individually.

Task 2: - Ask students to read the passage again and choose whether the statements given are true (T) or false (F).- Ask them to work individually to do the task and give the evidence to prove the keys.- Move around to make sure that all students are working and to help them if necessary.- Ask some students to report and give feedback.Task 3: - Ask students to read the passage again then work in pairs to ask and answer the suggested questions.- Walk around the class to give help if necessary.

- Give suggested words, phrases or useful suggestions.

- Correct the students’ work.

IV. After you read : - Ask students to work in groups to scan the text again.- Ask them to work in small groups of three or four to talk about the text based on the suggested points.- Encourage them to use their own words.- Ask one or two pairs to report.

V. Home work: - Write a passage to say what changes you’ve seen in your village since the year 1986. compare to the past.

+ Eliminate (v):….+ Intervention (n):…..+ Vietnamese Communist Party+ Measure (n):……+ Promote (v):…..+ Economic reforms (n):…..+ Land Law+ Enterprises Law

- Work individually to read the text then choose whether the statements given are true (T) or false (F).- Share the key with other Ss.1. F 2. F 3. T 4. F 5. T- Find in the text the evidence to prove the keys.

- Do the task in pairs:A: When and by whom was …?B: in 1986 by the Vietnamese Communist PartyA: What was the aim…?B: to restructure the economy of Vietnam, to Raise the living standard of the people.A: Name the renovation measures…?B: eliminated government subsidies. shifted economic priority…..of export. reduced state intervention in business. open trade relation…..the world. encourage foreign……investment.A: How has Vietnam changed…?B: productivity and agricultural export. farmers have enjoyed. workers have worked harder. children, especially from, training.A: What do we believe?B: We believe that with the …..VN before DM: economy under - developed country and poor people – production stagnant – shortage of schools, hospitals – inflation.Renovation measures:eliminated government subsidies - shifted economic priority…of export - reduced state intervention in business - open trade relation…the world - encourage foreign……investment.VN since DM: productivity and agricultural export -farmers have enjoyed…workers have worked harder. children, especially from …, … training.

- Listen to the teacher- Write down the homework to do at home.

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Period: Unit 7: Economic reforms

B: SPEAKINGA. AIMS:

- Students can ask and answer about some World Cup- Students learn more words and phrases in term of music.

B. AIDS:- English textbook for students- English textbook for teachers


I. Warm-up: - Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively.II. Pre-speaking : Task 1- Explain the requirements clearly in English “in your textbook, there are four pictures. Now, what I would like you to do is to look at them carefully and say what they are about”- Ask students to work in pairs to discus the three questions and find the answers.- Correct the students’ work and give remark.

III. While-speaking : Task 2- Explain the requirements “The country of Fantasia started its overall reforms…”.- Divide the class into groups, ask each group to discuss a section: Education; Health care; Agriculture- Guide the students how to speak by giving them useful suggestions:+ They have………… so ……+ Due to the ………+ Thanks to the………+ By applying………- Walk around from group to group to give help if necessary.- Encourage students to speak out what they think even a phrase or a singular word. Disadvantaged (adj): in a bad social or economic

situation; poor Method (n): a way of doing sth Qualified (adj) having passed an exam or having the

knowledge, experience, etc. in order to be able to do

- Listen and give one’s own ideas or story if being asked.

- Work in pairs to discus the three questions and find the answers.A: What does each pair of picture tell you?B: It tells us the contrast between the present and past situations.A: What changes can you see in each pair of…?B: The new school and factory are much bigger and more beautiful than the old ones.A: What do you think …to achieve these…?B: They must have taken some renovation measures.- Correct the answers oneself.

Group 1: EducationS1: The government of Fantasia has changed the curriculum and textbooks.S2: They also provided schools with more equipment and facilities.S3: They build more schools and raised the teachers’ salaries.S1: It is obvious that they……Group 2: Health careS1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised.S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health.Group 3: AgricultureS1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.S2: They’ve also applied new and advanced farming techniques, more facilities and equipment.

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sth Insurance (n): an arrangement with a company in

which you pay them regular amounts of money and they agree to pay the costs if, for example, you die or are ill, or if you lose or damage sth

Irrigation (n): bringing a supply of water to a dry area, especially in order to help crops to grow

Drainage (n): a system used for making water, etc. flow away from a place

Fertilizer (n): a natural or chemical substance that is put on land or soil to make plants grow better

Pesticide (n): a chemical substance that is used for killing animals, especially insects, that eat food crops

- Insecticide (n): a substance that is used for killing insectsIV. Post-speaking : Task 3- Ask students to work individually to summarize what they’ve discussed in their own words.- Move around to check the activities and to make sure that students are working effectively.- Ask one or two students to report in front of the whole class.- Check and give remarks.V. Homework: - Ask Ss to give name some measures we’ve made to promote our economic system.

S3: They use fertilizers, pesticides and insecticides to protect their crops.

S1: The government of Fantasia has changed the curriculum and textbooks. They also provided schools with more equipment and facilities. They build more schools and raised the teachers’ salaries…S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems. They’ve also applied new and advanced farming techniques, more facilities and equipment. They use fertilizers, pesticides and insecticides to protect their crops.

S1: What have the government and the people of Fantasia done to improve education?S2: They have built more schools and have equipped more equipment and facilities.S3: They also give more scholarships to poor of disadvantage students.


- Write down the homework to do at home.

Period: Unit 7: ECONOMIC REFORMS

C: LISTENING A. Aims

- Students can improve their listening skill: they can catch detail information from the passage.- Students can summarize the passage.B. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

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I. Warm-up: - Let students play crosswords to revise the vocabulary in Reading lesson.- Call some pairs to give the answers.- Ask students to do task 1: discuss the question: Do you think that drug - taking should be banned? Why and Why not?- Ask one pair to report what they have discussed.

II. Before you listen: - Ask students to work in pairs to ask and answer the given questions.- Guide the students to answer if necessary.- Give further information.

- Explain the words that will appear in the listening text.- Ask students to read in chorus then individually.

III. While you listen: Task 1:- Ask students to read the statement at least once first.- Ask them to guess the answers- Play the tape once then check how many answers can students find.- Play the tape again.- Check and give remarks.- Call some students to say out their answers and the evidences they get to prove their answers.

Task 2:- Ask them to guess the answers.- Play the tape once then check how many answers can students find.- Play the tape again.- Check and give remarks.- Call some students to say out their answers and the evidences they get to prove their answers

IV. After you listen:

- Listen to the teacher.- Play the game.- Do task 1 in pairsS1: Do you think that drug - taking should be banned?S2: Yes, I think so.S1: Why so?S2: Because taking drug is harmful to people’s health.- Work in pairs:S1: Should drug-taking be banned?S2: Yes, because it brings the users many harm on not only their physical but also mental health.S1: Drug - taking is totally a social evil.- Listen and repeat:Tango DiscourageDrug - taker RationallyRuin SolutionUnfortunately Measures Islanders - Read the statement once to get the main contents.Listen to the tape and do the task.Find evidences to each of the answers.Represent if being asked.- Answers:1. F (in the Atlantic Ocean)2. F (a plant which contained a powerful drug)3. T4. T5. F (on TV)6. F (nobody took any notice)7. T8. T9. F (other countries)- Listen to the teacher’s explanation then correct the answers onself.- Read the questions once to get the main contents.- Listen to the tape and do the task.- Find evidences to each of the answers.Represent if being asked.1. They discovered a plant which contained a powerful drug.2. They grew it all over the island.3. The negative effects the drug brought about were:- Workers and farmers became lazy,- Children did not want to go to school, and- The whole population began to run short of food.4. The government took three measure: introduced a law to make the drug illegal, put the drug - takers into prison, and exported the drug to other countries.

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- In group, ask students to discus the guided question, find the answer.- Move around to help if necessary.- Give remarks or even suggestions.

V. Homework:- Imagine you are an MP of Tango what would you do to solve the problem.

5. Eventually they decided to export the drug to other countries.- Listen to the teacher’s explanation then correct the answers oneself.- In groups, ask and answer the question.S1: Do you think that the Government of Tango……?S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.- Listen to the teacher’s guide to correct oneself.- Listen to the teacher and write down homework to do at home.

Handout

1 2 31 D O M I N A T E

2 I N F L A T I O N IS

3 S T A G N A N T4 C O N S U M E R A5 R E N O V A T I O N T

L E6 R E S O L V E

7 E D U C T I O N

Fill in the box with the words which means…Down:

1. to become or to make sth become liquid2. a soft silver-white metal that is often mixed with other metals3. a large area of land in the countryside that is owned by one person or family

Across:1. to be more powerful, important or noticeable than others2. a general rise in prices; the rate at which prices rise3. not flowing and therefore dirty and having an unpleasant smell4. a person who buys things or uses services5. bring something such as a building back to a former better state by means of repairs, redecoration

, or remodeling 6. to find an answer to a problem7. the teaching or training of people, especially in schoolsAnswers:

1 2 31 D O M I N A T E

2 I N F L A T I O N I S3 S T A G N A N T

4 C O N S U M E R A5 R E N O V A T I O N T

L E6 R E S O L V E

7 E D U C T I O N

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D: WRITINGA. AIMS:

- Students can write a report basing on the information given in the Table of Tango’ economic development in two decades

- Students can improve their writing skill.B. AIDS:

- English textbook for students- English textbook for teachers


I. Warm-up: - Free talk about the changes in one’s home village during the renovation process.II. Pre-writing: - Explain as clearly as possible the requirements “The table below presents the results the Government…”.- Ask students to look at the table page 76This table presents the achievements the government and the people of Tango have gained in some braches of the economy after two decades of their economic reform.- Introduce some new words. (eliciting, give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

Fishery: the catching, processing, or selling of fish, including the industries and occupations involved in these activities

Forestry: the science or skill of planting and growing trees or managing forests

- Let the whole class read the new words twice or three times.- Call 2 - 3 students to read new words again III. While - writing: Task 1- Ask students to look at Task 1.- In pairs, ask students to ask and answer the questions.- Move around to give help.- Check and give remarks.

Task 2- Explain the requirements: Writing a report.- Ask students to do Task 2 individually: write a report of 150 words on the economic development of Tango. It must conclude details such as:

The economic situation of Tango before 1980

- Do as required.- Exchange the ideas with others.

- Listen to the teacher.- Get the task.- Look at the table page 76

- Listen to the teacher.- Guess the meaning of the new words.

- Fishery : ng nghiÖp - Forestry: l©m nghiÖp

- Read the words

- Work in pairs to do the task.S1: What was the economic situation in Tango before 1980?S2: It was really bad. The country was under-developed.S1: What can you say about the economic situation in Tango from 1980 to 200?S2: Many positive changes has made. The economic situation in 2000 is much better than the one in 1980.S1: What do you think the ….?S: They have taken positive measures….- Listen to the teacher to correct oneself.- Work in groups to do the task.The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in

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The measures taken by the government and the people of Tango to overcome the problems.

The achievements (as presented in the table) they have made as a result of the reform.

What words do you often use to express changes in economy?

+ The economic situation of Tango before 1980.+ The measures taken by the Government and the people of Tango overcome the problems.+ The achievement (as presented in the table) they have made as a result of the reform.- Ask students to work in groups to write report.- Walk around to give help if necessary.

IV. Post-writing: - Ask some groups to represent their work, ask other to give remark.- Choose some good writing to read in class and give remark.

V. Homework: - Ask students to rewrite the task at home and preapare part Language Focus at home.

ruins………. . The Government of Tango has taken a lot of measures in order to promote the national economy such as……. . Despite all difficulties, the people of Tango ….. . After all, they have received greater and greater achievements…. - Compare the result to the other groups.- Listen to the teacher’s explanations.- Exchange the writing to other groups to check and give remarks.- Represent the task on board if being asked.- Read the writing to get others’ remarks.The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins…… The Government of Tango has taken a lot of measures in order to promote the national economy such as……Despite all difficulties, the people of Tango …After all, they have received greater and greater achievements…

- Do as the teacher asked.

- Listen to the teacher and write down homework.


E: LANGUAGE FOCUS A. AIMS: 1. Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/. 2. Grammar:

- Students know how to use “to infinitive” to talk about purposes.- Students revise information questions.- Students practice using past tense to talk about people’ autobiography.

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I. warm up:- Introduce the lesson to the students.Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.- Read the auxiliaries both strong and weak forms for students to recognize the difference- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.II. Pronunciation:- Explain the way to use strong form (emphasis, positive, stressed cases), weak form (interrogative, unstressed cases)- Help students to know the pronunciation.- Practice:A: Can you speak English?B: Yes, I can.A: Must we go now?B: I think we must.A: Have you met Quang?B: Yes, I haveA: Has she gone?B: Yes, she has.A: Shall we go now?B: I think we ought to.A: Will you come tomorrow?B: Yes, I will.A: Do you really have time for it?B: Yes, I do.III. Grammar and vocabulary:- Ask students to do Exercise complete the sentences, use “although” + a sentence from the box.- Read the example to illustrate.- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers- Explain once again the “Clause of concession”.ThoughAlthough S + V, S + VEven thoughGuide the students how to do the exercises.Divide the class into groups, ask them to do the exercises.- Walk around to give help if necessary. Correct the students’ work if necessary.


- Read the sound

- Get the teacher’s explanation.Can /kæn/ (str) /kən/ (w)Could /kud/Must /mst/ (str) /məst/ (w)Have /hæv/Has /hæs/Do /du/Does /dz/Is /iz/Am / æ m/Will /wil/Shall /∫æl/- Practice reading in chorus or individually.

- Discuss the answers in pairs- Give the answers

Exercise1:1. Although it rained a lot, we enjoyed our vacation.2. Although we had planned everything carefully, a lot of things went wrong.3. Even though/ Although the doctor has advised him to quit, Bob (still)….4. Although it was cold and rainy, we managed to go to class in time.5. Although Luong has studied English only for six months, he can …….6. I didn’t go to bed early although I was …Exercise 2:1. Although I was very tired2. Although I had never seen her before3. although it was pretty cold4. although we don’t like them very much5. Although I didn’t speak the language

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IV. Homework: - Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit 8 at home.

6. Although the heat was on7. although I’d met her twice before8. although we have known ……..Exercise 3:1. we forget many things2. they were very happy3. he could speak/ read the language…4. Although he had revised everything…5. it is pretty cold/ there hasn’t been…- Listen to the teacher and write down homework to do at home

Period: Unit 8 : LIFE IN THE FUTURE

A: READINGA. AIMS:

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context.



I. Warm-up: 1/ What are the people going to do?2/ Does it look like a normal airplane?3/ How is it different?4/ Do you think that life in the future will be like this?Aims: to introduce the topic of the lesson and to raise students' interest.- Introduce the lesson- Ask students to look at the questions in Before you read, page 80, working in pairs to discuss the question in Before you read:

1. Do you think life will be better in the future? Why / Why not?

2. List three things that might happen in the future.II. Before you read : - Ask students to look at the picture ask and answer the questions.

III. While you read : - Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passage

- Listen to teacher.- Look at the picture and answer the questions:1/ They are going to fly.2/ No3/ It looks more modern than a normal airplane. It has no wings.4/ Yes,NoPossible answersS1: Do you think life will be better in the future? S2: YesS1: Why?S2: Because of the development of science and technology.S1: List three things that might happen in the futureS2: I think in the future, people can live in the Mar, people will be healthy without any diseases, and they can travel by plane to work everyday.- Look at the picture, listen to the teacher then ask and answer the questions in the book. - Work in pairs.- Listen to the teacher then read the passages - Ask some new words if necessary- Give Vietnamese equivalents

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- Corporation(n): a large business company- Chore(n): a job that is not interesting but that you

must do- Burden(n): something that is heavy and difficult to

carry- Influence(v): to have an effect on or power over

sb/sth so that he/she/it changes- Methane(n): a gas without color or smell, that burns

easily and that we can use to produce heat- Responsibility(n): a duty to deal with sth so that it is

your fault if sth goes wrong

Task 1 : - Ask students to read through the text once to find out some new words, guess the main idea.- Explain new words (give the Vietnamese equivalents), guide the Ss to get the main contents of the reading text.- Ask students to work individually in 3 minutes to do this task.- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.- Give students some more words that may be new/ unfamiliar to them.- Guide the students to read the word in chorus and individually.

Task 2: - Ask students to read the passage again then work in pairs to ask and answer the suggested questions.- Walk around the class to give help if necessary.

- Give suggested words, phrases or useful suggestions.

- Correct the students’ work.

Task 3: - Ask students to read the questions carefully.- Ask students to read through the passage again.- Ask the class to do .- Call some students to give the answers.- Ask others students to correct.- Give the true answers

IV. After you read :

- Corporation(n): - Chore(n): - Burden(n): - Influence(v): - Methane(n):

- Responsibility(n): - Read the words- Read the passage in silence

- Work individually to read the text then choose the the words and phrases in the passage:- Share the key with other students:Keys

1. Pessimists: nhung nguoi bi quan2. Optimists: nhung nguoi lac quan3. Economic depression: suy thoai kinh te4. Terrorism: khung bo5. Wiped out: xoa sach6. Space shuttle: tau vu tru

- Listen to the teacher then do the task.- Work in pairs: Keys: 1. Many large corporations will be wiped out and

millions of jobs will be lost.2. The security of the earth will be threatened by

terrorism, as terrorist groups will become more powerful and more dangerous.

3. People will be living in much cleaner environment, breathing fresher air and eating healthier foods. They will also be better looked after by a modern medical system. Domestic chores will no longer be a burden thanks to the interventions of labor- saving devices.

4. They are developments in micro technology- computer and telecommunication.

- Work individually to read the text then choose the the words and phrases in the passage:- Share the key with other students:Keys:1. Work: factories will be run by robots, offices

will go electronic, many people will work from home.

2. Travel: travel by space shuttle very fast, at 15000 kms per hour; cars could run on electricity or methane gas and fitted with computers.

- Listen to the teacher then do the task.- Some students stand up to report their discussions.

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- Ask students to work in groups to scan the text again.- Ask them to work in small groups of three or four to discuss the Advantages and disadvantages of Robots- Encourage them to use their own words.- Ask some students to report. V. Home work: - Review the reading and prepare the speaking at home.

- Work in groupsAdvantages: save labor, do difficult jobs so that men have more time to enjoy life or do more creative work.Disadvantages: replace human beings in many fields so many people will lose their jobs or go jobless- Listen to the teacher- Write down the homework to do at home.


B: SPEAKINGI. Aims:

- Students can ask and answer about changes of people and the world in the future.II. Aids:- English textbook for students- English textbook for teachers

III. Procedures:Teacher’s activities Students’ activities

Warm-up:- Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively. + Ask students the question:

How can we get some clean water? + Give the answer: Bring the water from the river and wash it.

- Introduce the lesson:

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- to be declared open: to be stated publicly and officially

- holiday resort: a place where a lot of people go to on holiday

- a cure for: a medicine or treatment that can cure an illness, etc.

- holiday maker: a person who go on holiday.- running on: the action or sport of running- cold war: the war against common cold.

- Let the whole class read the new words twice or three times.- Call 2 - 3 students to read new words again.Pre-speaking :

- Listen and give one’s own ideas or story if being asked.- Listen to the riddle- Answer the question+ We buy clean water from the shop+ We ask our parents for it.+ ……………..- Listen to the teacher and write the title in their notebooks.


- to be declared open: ®îc c«ng bè réng r·i

- holiday resort: n¬i nghØ m¸t- a cure for: ph¬ng thøc ch÷a- holiday maker: kh¸ch ®i nghØ- running on: - cold war:

- Read the new words

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Task 1- Guide students how to practise.- Ask students to look at Task 1- Ask students to do Task 1:Look at these newspaper cuttings from the future, They were written on 1st of April. Say what will have happened and what people will be doing by the end of the 21st century.- Revise the use of future tense:+ When we want to say about an event going on at a particular time or over a period of time in the future, which tense do we use?+ When we want to talk about something that will be ended, completed or achieved by a particular point in the future, which tense do we use?+ Look at the example, this action will be completed by the end of the 21st century, so we use will+ have+ P.II.- Ask one student to read the example- Ask Ss to work in pairs to say what will have happened and what people will be doing by the end of the 21st century.- Walk around the class to guide or supervise them and give them help if necessary.- Ask some pairs to report what they have talked- Give comments; correct the common mistakes after they finish.While-speaking : Task 2- Guide students how to practise.- Ask students to work in pairs.- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- Living standard: the quality of life- Fatal disease: disease causing or ending in

death.- Let the whole class read the new words twice or three times.- Call 2 - 3 students to read new words againHow can we say if we want to make prediction?What else? -> We often base on something to make prediction, you have to give reasons for your prediction.Could you tell me how we say to give reason for something?If we mean that the reasons are negative, what should we useIf the reasons are positive, what should we use?Give some expressions of reasons: -…because living standards will be/ have been improved.- …the cures for fatal diseases will be/ have been found.-… it’s (Jupiter/Mars/moon) too far.-… It’s (Jupiter/Mars/moon) too cold/ hot there.

- Look at Task 1- Do Task 1

We use “will+be+V_ing”

- Read the example- Do Task 1 in pairs

- Work in pairs

- Report what they have talked.

- Listen to the teacher and correct the mistakes.


- Read the new words

It is likely that+ clauseIt is unlikely that+ clauseIt is possible that+ clauseIt is impossible that+ clause

Because + clauseBecause of + Noun phraseSince/As + clauseFor + Noun phraseAs a result of

Thanks to + Noun phrase

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-… there’s no water there./ The atmosphere is too thin there.-…It’s too costly/ just impossible to do that.- Ask one student to read the example- Ask some Ss to recall the way to show opinion

- Give example:In my opinion, it’s unlikely that by the end of the 21st

century people will be living to the age of 150 because there will be more and more diseases.- Ask students to do Task 2 in pairs, discussing which of the predictions are likely/ unlikely to happen. Give at least two reasons for each- Call one student to repeat the instruction to check whether they are clear about what they have to do- Go around to supervise them. Note down serious and common mistakesPost-speaking : Task 3- Guide students how to practise.- After about 3 minutes of discussion, call some pairs to report what they have done- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat- Ask students to do Task 3: : making some more predictions about what life will be like one hundred years from now.( work in groups of 4) - After about 3 minutes of discussion, call some groups to report what they have done- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat- Correct their mistakes.Homework: - Ask the students to prepare the listening at home.

In my opinionfrom my point of viewAs far as I am concerned.I thinkI believe- Listen to the teacher

- Do Task 2 in pairs

- One student repeats the teacher’s instruction.- The others listen to their friends to make clear about what they have to do

- Some pairs report

- Repeat after the teacher

- Work in groups to do Task 3- Some groups report what they have discussed:I think it is likely by the end of 2106, scientists will have found a cure for AIDS thanks to the developments of science and technology- Listen to the teacher- Repeat after the teacher

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C: LISTENING

I. Aims:

- Students can improve their listening skill : they can understand the passage about life expectancy.II. Aids:

- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts


Warm up:- Let students play a game- Introduce the game rule:

This is Lucky number game. We have four teams. I will give a definition, and you have to give the word it refers to. You have to raise your hand to answer the question.Who raises the hand first will have the right to answer the question.If your answer is right, you will get one point. If not, the other team will answer the question. The team which gets the true answer can choose the next question, if it is a lucky number, that team will get 2 points. - Let Ss playPre- listening- Ask students to do Task 1:Discuss the question: Which of the following factors do you think might help people have a long and healthy life? + No smoking? Why?+ Love a lot? Why?- Ask one pair to report what they have discussed.- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- Incredible (adj): impossible or very difficult to believe

- Centenarian (adj): belong to the century, 100 years

- Eradicate (v): to destroy or get rid of sth completely

- Life expectancy (n): the number of years that a person is likely to live

- Eternal life (n): life without beginning or end; existing or continuing for ever

- Mushroom (v):rise quickly- Curable (adj.): (used about a disease) that can be

made betterWhile - listeningTask 1- Let the whole class read the new words twice or three

- Listen to the instruction

- Do Task 1 in pairs

S1: Which factors do you think might help people to have a long and healthy life.S2: I think they are no smoking, eating healthy food, laughing a lot, and doing exercise because by doing so, we can improve our health.- Listen to the teacher.- Guess the meaning of the new words.

- Read the new words- Read the statements in Task 1.- Listen to the passage and answer the questions

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times.- Call 2 - 3 students to read new words again.- Ask students to read the statements in Task 1.- Ask students to listen to the passage the first time:Listen to an interview about people’s life expectancy in the future, listen and decide whether the statements are true or false.

- Play the tape or read the passage twice- Ask some students to give their answers. Ask them to give reason for their answers. If their answers are right, repeat them; if not give the correct answers.Task 2- Ask them to listen again the second and the third time to finish Task 2: answer the questions- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Call some students to give the answers. If their answers are right, repeat the answers, if they are wrong, give them the answers:- If most students do not catch the information for the questions, let them listen again to the passage once more.

1. What are factors that help people have longer life expectancy according to Dr. Davis?

2. Which factor is the most important one? Why?3. What will we have been able to do about AIDS

in ten years’ time?Post- listening

- Ask students to do After you listen in groupsWork in groups and the advantages and disadvantages of having a very long life.- Eliciting some ideas from the students:What are the advantages of having a very long life?What are the disadvantages of having a very long life. (write the answers on the board)- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time- Give feedback and correct serious or common mistakesHomework: - Ask the students to prepare writing at home.

1. F (Some scientists can predict)1. F (Because we look after ourselves, eat more

healthily, cut down on things like butter, alcohol and cigarettes)

2. F (80)3. T4. T

- Listen again the third time to finish the Task.

- Discuss the answers to the questions in pairs.- Answer the questions, and correct the wrong answers.

1. Eating more healthily, cutting down on things like butter, alcohol and cigarettes.

2. The development in medical science.

3. In ten years’ time AIDS will also be brought under control. / We’ll have been able to bring AIDS under control.

- Do After you listen in groupsAdvantages:

- Do many things they want to do/ enjoy life more

- See their children and grandchildren grow up- Help their children and grandchildren- Children and grandchildren are happy with

themDisadvantages:

- Too weak to do things and often ill- Feel lonely when children have grown up

and busy with their own lives, and friends are dead.

- Do the task in groups- Report what they have discussed- Listen to the teacher and correct the mistakes

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D. WRITING

I. Aims:

- Students can write about the ideal world in which they would like to live in the year 2020.

II. Aids:- English textbook for students- English textbook for teachers


Pre- writingTask 1:- Write on the board the title of the lesson: Unit 8: Life in the future. Part D. Writing- Introduce some new words and expressions- Under the threat of terrorism: trong sù ®e do¹

cña chñ nghÜa khñng bè- Live in harmony: sèng hoµ thuËn- Live in clean healthy environment: sèng trong

m«i trêng trong s¹ch, lµnh m¹nh.- My main desire is …: mong íc, kh¸t väng

chÝnh cña t«i lµ…..- Materialistic (a): theo chñ nghÜa vËt chÊt,

nÆng vÒ vËt chÊt- Let the whole class read the new words twice or three times.- Call 2 - 3 students to read new words again.- Ask students to read the passage to analyze it.- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Call some students to give the answers. If their answers are right, repeat the answers, if they are wrong, give them the answers:1.What are the student’s concerns about?World peace?Employment?The environment?The people ?

2. Are your concerns similar to those?3. Do you have other concerns? What are they?While - writingTask 2- Ask students to do Task 2 individually.- Write about the ideal world in which you would like

to live in the year 2020 using the ideas you have discussed in Task 1

Post - writing

- Write down in the notebooks the title.


- Read the words

- Read the passage to analyze it.

- Discuss the answers to the questions in pairs.- Answer the questions, and correct the wrong answers.

- World peace: peaceful world, no war, no conflicts, no threat of terrorism, people love in harmony- Employment: everyone has a job.- Environment: clean and healthy, less noise, less pollution, larger parks, wildlife is protected.- People: less materialistic, less selfish, less violent, and more loving.Yes, they are.Yes, I wish people can do the job that they like, and they no longer suffer from fatal diseases.

- Do Task 2 individually

- Write the description

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Try to use the expression like: my main desire is to…., I would also wish…- Go around to supervise them. Note down serious and common mistakes.- Show and correct some common mistakes- Ask students to exchange their work to check

- Ask students to revise their description- Ask students to hand in their work to markHomework: - Ask students to rewrite the task at home and prepare part Language Focus at home.

- Listen to the teacher and correct the mistakes- Exchange the writing

- Revise their description.

- Listen to the teacher and write down homework.


E. LANGUAGE FOCUSI. Aims:

1. Pronunciation- Students can pronounce correctly the contracted forms of auxiliaries (have and has) 2. Grammar- Students know how to use articles and.- Students know how to use some preposition phrases.

II. Aids:- English textbook for students- English textbook for teachers- Pictures


Pronunciation- Pronounce the auxiliaries both contracted forms and full forms for students to recognize the difference- Pronounce the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.- Put stress mark for them to practice- Call 2-3 students to read the sentences again.- Ask them to read the sentences in pairs, go around to supervise them.Grammar and vocabularyExercise 1- Explain how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to do the exercise suggested.- Ask students to discuss the answers with their friends.- Ask some of the students to do the exercise orally.- Ask others to give comments. - Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers.- Give the suggested answers if necessary.


- Read after the teacher

- Read the sentences twice or three times

- Read the sentences again.

- Read the sentences in pairs.

- Do Exercise 1- Discuss the answers in pairs

- Give the answers1. in (in time for = early enough)(“on time”

doesn’t go with “for” or “to”)2. of3. on (in business = being a businessman, on

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Exercise 2- Revise the use of articles.- Ask students to do Exercise 2 Put a/an , the or No article ( #) in each space.- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers.

Homework: - Ask students to revise the strong form and weak form of auxiliaries, the use of prepositions and articles, redo all the exercises and prepare Test yourself C at home.

business = to go on business).4. At5. to6. in7. about8. for9. between, opposite10. to

A/an is used before an indefinite single noun, “the” is used before a definite noun, “the” is also used before an musical instruments. We use zero article before a proper noun or some structures such as by+ (means of transport) and last+ (time)…- Do Exercise 2- Discuss the answers in pairs- Give the answers

1. #2. #, #, #3. #, the, the4. the, #5. the, #6. the, #7. The, #8. an , the, the9. #, the10. A, a

- Listen to the teacher and write down homework to do at home

Period:

TEST YOURSELF CI. Objectives: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing.- Improve their knowledge through the test yourself.

II. Method: Integrated, mainly communicative.II. Teaching aids: Textbook, tape, cassette player, board, hand-outs…IV. Procedures:

Teacher’s activities Students’ activitiesWarm-up: - Greeting- Ask students something about the test yourself C* Have you prepared it at home?* Have you got any difficulties?Test yourselfI. Listening:- Present the task: Listen and complete the table below- Tell students the topic of the table- Get students to look through the table- Explain the meaning of new words- After that turn on the tape of the passage aloud twice- Let students fill in the blanks with the words they have

- Greeting- Answer teacher’s questions

- Look at the book and listen to the task- Understand the task- Listen to the tape carefully- Fill in the blanks with the words they’ve just heard- Correct mistakes

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just heard- Go around the class to control the work- Then turn on the tape of the passage the last time for students to check their results- Correct mistakesII. Reading:- Present the task: Read the passage and choose the statements are True or False.- Get students to work in groups, discuss about the passage- Go around the class to control the discussion- State the best option- Correct mistakesIII. Grammar:- Recall the grammar of articles.- Guide students how to do- Give them some new words:- Do the first as an example.- Ask students to the exercise.- Call the to on board.- Go around the class to control the set’s activities- State the keys- Correct mistakesIV. Writing:- Guide students how to write- Give students some models and structures to writes..- Ask students to write.- Call the to do on board.- Go around the class to control the students’ activities- Correct mistakesHomework:- Ask students: + To study all the lessons again + To get ready for the 45 minute-test in the next period.

Keys:1.B, 2. C, 3. A, 4. B, 5. C.

- Look at the textbook and listen to the teacher then read the passage and choose the statements are True or False.- Work in groups to discuss about the passage- Finish the task- Compare their results with the other groups, and correct.Keys:1. F, 2. F, 3. T, 4. T, 5. F.- Listen to the teacher- Work in groups to complete the sentences- Compare the results with the other groups- Correct mistakesKeys:A.1. The, 2. An, 3. Ø 4. The, 5. A, 6. Ø.B1. Although Nam worked very hard, he didn't pass the exam.2. Although I was very tired, I couldn't sleep.3. Even though she had all the ……..4. Although the traffic was bad, we arrived on time.- Listen to the teacher carefully.- Work in groups or in pairs then write.- Compare the results with the other groups.- Correct mistakes- Study all the lessons again- Get the knowledge ready for the coming test

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Period: UNIT 9 : DESERTS

A. READINGI/ Aims: To help students gain some knowledge about deserts. To help students improve their reading

skills: scanning and skimming, guessing the meaning of words in context.. Students learn words and phrases in terms of deserts.

II/ Aids: English textbook for students. English textbook for teachers. PicturesIII/ Procedures:


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Pre- reading- Ask students to look at the picture page 91 and ask Ss to answer some questions:1/ What are they ? (Camel , cactus) 2/ Where do they live ? (desert )3/ name some of deserts : Sahara , Simpson desert … 4/ What do you know about desert ? For example : dry or wet , much or little , or no water , many or few people and animals live in desert . 5/ What do you know about deserts?6/ What kinds of plants and animals live in a desert.7/ Name some of the countries which have eserts- Call a pair to report their discussion- Introduce the topic:While- readingDeserts- Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- strech- sandy- aerial survey- Royal Giographical Society of Autralia- dune- sloping- hummock- crest- spinifex

- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage in silenceTask 1- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage-Ask students to discuss the answers in pairs Check Ss’ answer- Write down the answers on the board- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.Task 2- Ask students to do task 2 in pairs- Go around to supervise students if necessary.- Ask representatives of pairs to give the answers. If students’ answers are right, repeat them, if not, give the right answers.Task 3- Ask students to do task 3 in groups- Go around to supervise students if necessary- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right answers

- Greet teacher- Listen to the teacher and think about the topic.- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence

- Do task 1

- Write down the answers and read the words

- Do task 2 in pairs

- Give the answers:1. F2. F3. T4. F5. F6 T

- Do the Task in pairs* Suggested answers:- Listen to the feedback and correct their mistakes.

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Post- reading- Ask students to do After you read in pairs, scanning the text to find information to complete the note.- Go around to supervise them. Note down the serious and common mistakes- Call some pairs to read their note- Give feedback and correct some serious or common mistakes.


B. SPEAKINGI. Aims

- Students can ask and answer about some deserts- Students learn more words and phrases about deserts.

II. Aids- English textbook for students- English textbook for teachers

III . ProceduresTeacher’s activities Students’ activities

Warm up: Jumbled words hmmoukc fsinipex csrte sdyan key: hummock ; spinifex ; crest ; sandyPre- speaking- Introduce the lesson: Today, we learn Unit 9: part B. Speaking (Write on the board the title)

- Listen to the teacher and write the title in their notebooks.

Task 1- Ask students to look at Task 1- Ask students to do Task 1- While students discuss, walk around the class to guide or supervise them and give them help if necessary.- Ask Ss to check the trees and animals which can live in deserts- Give comments, correct the common mistakes after they finish.words explanationeucalyptusdate palm

- Look at Task 1

- Do Task 1- Work in pairs and discuss in about 2 minutes.

While- speaking

Task 2Ask Ss to find out as many natural features of adesert as possible .Then compare your note with the other pairs using the given cueseg : It is very hot in summer and it is cold in winter

Work in pairs

- Let the whole class read the new words twice or three times.

- Read the new words .

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- Do Task 2 in groups- Call one student to repeat the instruction to check whether they are clear about what they have to do- Go around to supervise them. Note down serious and common mistakes.

Present perfect tense- One student repeats the teacher’s instruction.- The others listen to their friends to make clear about what they have to do.- Do Task 2

Post- speakingTask 3- After about 3 minutes of discussion, call some groups to report what they have done.- Ask the others to listen to their friends- Listen to students attentively and pay attention to the mistakes they have made

- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat.- Call one pair to role play in front of the whole class.- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions.- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.Home work- Prepare a presentation about the information about other deserts

- Some groups report what they have discussed.S1 : I choose : food , water , camel , knife, blanket, S2 : Ichoose : wter ,car food, camel , blanket.

- Repeat after the teacher.

- One pair to role play in front of the whole class.- Listen attentively to their friends’ dialogue and give comments or ask questions.

- Listen to the teacher and correct the mistakes.

- Listen to the teacher and note down homework


C. LISTENINGI. Aims

- Students can improve their listening skill: they can catch detail information from the passage.- Students can summarize the passage.II. Aids- English textbook for students- English textbook for teachers

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- Tapes and cassette- Handouts

III. ProceduresTeacher’ activities Students’ activities

Pre- listeningWarm up:- Ask Ss to answer the questions 1. What is a desert ?2. How is a desert formed ?3. Can human beings make a desert ?

Work in pairs

While - listeningTask 1- Ask students to listen to the passage the first time- Read the passage twice- Ask some students to give their answers. If their answers are right, repeat them; if not give the correct answers.

- Listen to the passage and answer the questions.

* Answers:9. T10. T11. F12. F13. T

Task 2- Ask them to listen again the second and the third time to finish task 2:- Ask students to discuss the answers to the questions in pairs.- Go around to supervise students if necessary.- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students do not catch the information for the questions, let them listen again to the passage once more.

Task 3 Ask Ss to listen again and fill in the missing words

- Listen again the third time to finish the task.- Discuss the answers to the questions in pairs.- Answer the questions, and correct the wrong answers.Key:1. It examines deserts , what they are and how they are formed . 2. It is a hot , dry , sandy place . The sun shines , the wind blows , and time and space seem endless .3. Nature and humans .4. By eating every plant they can find . This makes the land become desert . 5. People cut trees down . When the trees are gone , the smaller phants die , and the land becomes desert .

Key:1. 90 percent 2. smaller plants3. prevent4. speading 5. capital6. canals

Post - listening- Ask students to do After you read in groups - Discuss the questions in the book- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.

- Work in groups

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D. WritingI. Aims

- Students can write a report basing on the information given in the Table of Tango’ economic development in two decades

- Students can improve their writing skill.II. Aids


III. ProceduresTeacher’ activities Students’ activities

Warmer.

- Ask Ss to look at the picture and ask some questions:

1. What is the name of this desert ? Is it large?

2. Can you say some things about the Sahara desert?

Lead in: We'll learn to write about the main features of

the Sahara desert

Pre- writing- Write on the board the title of the lesson: Unit 9 Part D. Writing- Ask students to look at the table page 96This table presents the information about the Sahara resert- Introduce some new words. (eliciting, give the definitions in English then ask students to translate them into Vietnamese to check their understanding)aridmoistureelevationacaciaGazellejackal

- Look at the picture

- Answer these questions

- Write down in the notebooks the title.

- Look at the table page 96


- Guess the meaning of the new words.

- Read the words

While- writing

Questions 1. Where is the Sahara derest ?

2. How large is it?

3. What is the climate like?

4. Name some of the natural features of the Sahara.

Suggested passage The Sahara is the lagest desert. It is in (northern) Africa.This desert is very big and very dry. It is very hot in summer and extremely cold in winter. The Sahara is on a tableland with an elevation of 400 to 500 meters. It is a sandy land with few oases but many large sand dunes.

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http://www.eoearth.org/image/Pa1327b_lg.jpg


5. What kind of animals and plants can live in the desert?

- Land- Climate- Sand- Table landWhat kinds of trees can live in the Sahara desert ?

- Go around to supervise them if necessary.- Call some pairs to give the answers. If their answers are right, repeat them; if not give the correct answers.

The main trees which can be found there are cacti, the date palms, and a form of acacia. Only animals like gazelles, antelopes, foxes, jackals and camels are found in the desert.

- Go around to supervise them. Note down serious and common mistakes- Show and correct some common mistakes.

- Write the description

- Listen to the teacher and correct the mistakes.Post- writing- Ask students to revise their description.- Ask students to hand in their work to mark

- Revise their description.

- Hand in their work


E. LANGUAGE FOCUSI. Aims: 1. Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced2. Grammar:- Students know how to use “ so , but, however and therefore.- Students revise information questions.- Students practice using past tense to talk about people’ autobiography

II. Aids:- English textbook for students- English textbook for teachers- Pictures

III. Procedures:

Teacher’s activities Students’ activities- Introduce the lesson:Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.- Read the auxiliaries both full and contracted forms for students to recognize the difference- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.

- Listen to the teacher - Listen to the teacher

- Read the sound

Practice these sentences- Read 2 times the sentences, and then let the whole class read the sentences twice or three times.

- Read the sentences twice or three times.

- Read the sentences again

- Read the sentences in pairs.Exercise 1

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Explain how to use so or butCan you tell me what the difference so and but ? Give me some examplesIt began to rain, so I open my umbrellaIt began to rain, but he didn’t open his umbrella Note : Before " so , but " there is a comma- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersExercise 2Underline the correct altrmative in the sencesNote : explain how to use however- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers- Go around to supervise them

Exercise 3Add so , therefore , or howeverNote The use of therefore- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answersGo around to supervise them- Ask students to do exercise 3- Go around to supervise them- Ask students to discuss the answers in pairs.- Call some students to give their answers. If students’ answers are right, repeat them, if not, give the right answers

- Give the answers1. so2. but3. so4. but5. so6. but7. but8. so

- Give the answer 1. but2. however3. yet4. so5. but6. however7. however8. but

- Answer 1. therefore2. so3. so4. therefore5. however6. therfore7. so8. howerver

Period: Unit 10 : ENDANGERED SPECIES

A. READINGI. Aims:

- To help students gain some knowledge about endangered species To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context.

- Students learn words and phrases in terms of endangered speciesII. Aids:

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- English textbook for students- English textbook for teachers- Pictures


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Pre- reading- Greet Ss- Ask students to look at the picture page 99 and ask Ss to answer some questions:1/ Which of the folloing animals and insects are found in Vietnam ?2/ Which of them is / are in danger ?While- reading- Call a pair to report their discussion- Introduce the topic:Endangered species - Teach some new words: ask students whether they know the words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- rhinoceros- leopard- parrot- impact- enact- vulnarable- poriority- derive from- habitat

Task 1- Let the whole class read the new words twice or three times.- Call 2-3 students to read new words again.- Ask students to read the passage in silence- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage- Ask students to discuss the answers in pairs.- Check Ss’ answerTask 2- Write down the answers on the board- Let the whole class read the new words twice or three times.- Call 2 - 3 students to read new words again.- Ask students to do task 2 in pairs- Go around to supervise students if necessary.- Ask representatives of pairs to give the answers. If students’ answers are right, repeat them, if not, give the right answers.Task 3- Ask students to do task 3 in groups- Go around to supervise students if necessary- Ask representatives of groups to answer the questions. If students’ answers are right, repeat them, if not, give the right answersPost- reading- Ask students to do After you read in pairs, scanning the text to find information to complete the note.- Go around to supervise them. Note down the

- Greet teacher- Listen to the teacher and think about the topic.- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence

- Do task 1Answer :1- 1. d2- 2. e3- 3. a4- 4. b5- 5. c

- Write down the answers and read the words

- Do task 2 in pairs

- Give the answers:1. d2. b3. a4a5. d

- Do the Task in pairs* Suggested answers:

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serious and common mistakes- Call some pairs to read their note- Give feedback and correct some serious or common mistakes.

- Listen to the feedback and correct their mistakes.


B. SpeakingI. Aims:

- Students can ask and answer about endangered animals- Talking about the information of some endangered animals.

II. Aids:- English textbook for students- English textbook for teachers

III . Procedures:Teacher’s activities Students’ activities

Pre- speaking- Introduce the lesson: Today, we learn Unit 10: part B. Speaking (Write on the board the title)

- Listen to the teacher and write the title in their notebooks.

Task 1- Ask students to look at Task 1- Ask students to do Task 1; Ask and answer the questions 1/ How do you call; Gau truc, Te Giac, Ho, Voi in English2/ Where does each of them live ?3/ Which of animals can use as pets or for food or medicine ?4/ Which of them is/ are in dangered ?5/ Can you guees the population of each species ?

- Give comments, correct the common mistakes after they finish.

- Look at Task 1

- Do Task 1- Work in pairs and discuss in about 2 minutes.

While- speaking

- Ask Ss to study the information in the boxWord explanationdeclineswampbark

Work in pairs

- Let the whole class read the new words twice or three times.-Ask Ss to work in pairs to ask and answer questions about them

- Read the new words .

- Do Task 2 in groupsS1: Where do giant pandas live ?S2: In bamboo forestsS1: What is the population of pandas in the world?S2: Only about 600

- Call one student to repeat the instruction to check whether they are clear about what they have to do

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- Go around to supervise them. Note down serious and common mistakes.Post- speaking- After about 3 minutes of discussion, call some groups to report what they have done.- Ask the others to listen to their friends- Listen to students attentively and pay attention to the mistakes they have made

- After students finish, give them comments: correct some pronunciation mistakes they have made- Read aloud the words and ask the whole class to repeat.- Call 1 pair to role play in front of the whole class.- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions.- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.Homework- Prepare a presentation about the information about animals

Work in groups : Take turn to give an oral report on the animals mentioned in task 2.

- Repeat after the teacher.

- One pair to role play in front of the whole class.- Listen attentively to their friends’ dialogue and give comments or ask questions.

- Listen to the teacher and correct the mistakes.- Listen to the teacher and note down homework


C. Listening

I. Aims:- Students can improve their listening skill: they can catch detail information from the passage.- Students can summarize the passage.

II. Aids:- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures

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Teacher’ activities Learners’ activitiesWarm up:- Ask Ss to dicuss and choose the best answer Pre - listening- Ask Ss to listen to the teacher and repeat some new words in the book

Work in pairs1. A2. B3. D4. B5. C

While - listeningTask 1- Ask students to listen to the passage the first time- Read the passage twice- Ask some students to give their answers. If their answers are right, repeat them; if not give the correct answers.

- Listen to the passage and answer the questions.* Answers:1. A2. B3. D4. B5. C

Task 2- Ask them to listen again the second and the third time to finish task 2:Ask Ss to complete the chart in the book.- Go around to supervise students if necessary.- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students do not catch the information for the questions, let them listen again to the passage once more.

- Listen again the third time to finish the task.1. peaceful2. plant-eating3. a few females and their young4. plants and afew insects5. in trees6. in grasses7. forests being cut down

Post- listening- Ask students to work in pairs to summarise the main ideas of the passage using the information intask 1 and 2

- Go around to supervise them. Note down serious and common mistakes.- Ask one group to report what they have discussed- Give comments after they finish- Call another group if there is enough time.- Give feedback and correct serious or common mistakes.

- Work in groups


D.WritingI. Aims

- Students can write a report basing on the information given to write about measures to protect endangered species and possible results

- Students can improve their writing skill.II. Aids


III. Procedures


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Warm-up: Fill in the chart with some informatio n about endangered species’ problems.Endangered species

causes Measures to save them

+ tiger Habitat destruction

Provide enough wildlife hanitat reserves

Pre-writing: - Explain as clearly as possible the way to write a passage+ Topic sentence+ Supporting idea+ Supporting idea+ Concluding sentence+ Conectors:first,second,third....While-writing: Task 1- Ask students to look at Task 1.- In pairs, ask students to ask and answer the

questions.- Move around to give help.- Check and give remarks.

Task 2- Explain the requirements: Writing a paragraph- Ask students to work in groups to write paragraph.- Walk round to give help if necessary.Post-writing: - Ask some groups to represent their work, ask other to give remark.- Choose some good writing to read in class and give remark.Homework:- Ask students to rewrite the task at home and preapare part Language Focus at home.

- Do as required. - Exchange the ideas with others.

- Listen to the teacher.- Get the task.

- Work in pairs to do the task.- Listen to the teacher to correct oneself.- Work in groups to do the task.

- Listen to the teacher.- Get the task.- Work in pairs to do the task.- Listen to the teacher to correct oneself.Work in groups to do the task1.We should have different activities to raise people ‘s awareness of the need to protect these animals.2.Goverments should raise sufficient funds for projects to save endangered animals.3.Humans must keep water ,air,and land clean to preserve natural habitats for wild animals.4.Goverments should have a good policy to improve the life of people who live in or near endangered animals’ habitats

- Compare the result to the other groups.- Listen to the teacher’s explanations.- Exchange the writing to other groups to check and

give remarks.- Represent the task on board if being asked.- Read the writing to get others’ remarks.- Do as the teacher asked.- Listen to the teacher and write down homework.

Period:Unit 10 : ENDANGERED SPECIES

E.Language focusI. Aims 1. Pronunciation:

- Rhythm 2. Grammar:- Students know how to modals verbs: may , might , must , mustn't , needn't

II. Aids- English textbook for students- English textbook for teachers- Pictures

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III. ProceduresTeacher’s activities Students’ activities

- Introduce the lesson:Ask sts to practise reading the sentences in the book (paying attention to the stressed syllables )- Read the second time for the students to repeat.- Ask 2-3 students to repeat, correct their mispronounce.1. Pronunciation:- Explain the way to stress syllables- Help students to know the pronunciation- Play the tape- Ask Ss to repeat- Listen to Ss and check

2. Grammar and vocabulary:- Explain once again Modal verbs(may ,might,must,musn’t ,needn’tRemarks:- May ,might ®îc dïng ®Ó chØ mét kh¶ n¨ng .- Must ®îc dïng ®Ó chØ mét tr¸ch nhiÖm hoÆc mét bæn phËn .must cã nghÜa ph¶i lµm ,kh«ng cã sù lùa chän- Need dîc dïng dÓ diÔn t¶ sù cÇn thiÕtPracticeExercise 1:- Guide the students how to do the exercises.- Divide the class into groups, ask them to do the

exercises.- Walk round to give help if necessary.- Correct the students’ work if necessary.

3. Homework: - Ask students to review the lesson and do the language task students’ workbook and prepare unit 11 at home.

- Get the teacher’s explanation.1.Tell me the time.2. Show me the way .3. Some carrots and cabbages4.Come for a swim5.The clock on the mantelpiece6. I think he wants to go tomorrow7.It’s not the one I want.8.Most of them have arrived on the bus9.Walk down the path to the end of the canal10.I’m going home today for Christmas11.A bird in the hand is worth two in the bush.12. If you don’t have the best ,make the best of what you have.- Practice reading in chorus or individually.- Listen to the teacher and copy

-Work in group to do exercisesExercise1:1. might rain2. may/might wake3. may/might bite4. may/might need5. may/might slip6. may/might break.Exercise 2:1.needn’t come2.needn’t walk3.needn’t ask4.needn’t tell5.needn’t explain.Exercise 3:1.must 2.mustn’t3.Needn’t4.must5.musn’t6.needn’t7.needn’t8.must,mustn’t- Listen to the teacher and write down correct

answers - Do homework at home

Period: TEST YOURSELF D

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I. OBJECTIVES: By the end of the lesson, students should be able to:

- Listen the passage and passage and complete the note with NO MORE THAN THREE words.- Know how to deal with words: must, might, need- Understand the two passages about the elephant in the reading text and listening text.- Write a passage about the rhino* Language: Vocabulary related to the topic in units 9 and 10

* Skills: To improve reading, listening, writing and practicing skillsII. TEACHING METHOD : Integrated, mainly communicative III. TEACHING AIDS: Textbook, cassette playerIV. PROCEDURE 1. Greeting and checking the attendance: - Teacher greets the class and checks if anyone is absent. 2. Previous lesson:

- Tell about the way of the usage: MUST, NEED, MIGHT 3. New lesson:


* Warm-up: Brainstorming

- Before Ss test themselves, T asks a question in order to make Ss think of their predictions about the life in the next 30 years.

T: How will our lives be like in the next 30 years?

I. LISTENING

- Introduce the passage and guide Ss to go through the statements below.

. - Ask Ss to listen to the tape and decide if the following

statements are true or false.

- Play the tape twice, each time has a thirty – second pause for Ss to write their answers.

- Play the tape again and then give one minute for Ss to check their answers.

- Play the tape one more time and give the correct answers.

- II. READING

- Introduce the passage and guide Ss to go through the

-Work in pairs to give their predictions about the life in the future.

(Exp): World’s population will increase dramatically.

(Exp):

- The climate will be warmer.

- More rare animals will be in danger of extinction.

Listen to the passage and complete the note with NO MORE THAN THREE words.

- Individual work

- Listen to the tape and write down the answers.

*Suggested answers

1. bamboo shoots, leaves

2. 12

3. 600

4. half

5. cloning ( the panda)

- Read the passage and decide if the following statements are true (T) or false (F) or not mentioned (NM)

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Changes in our lives


questions below.

- Get Ss to read the passage carefully, and then give the answers for the questions.

- Give the correct answers.

III. GRAMMAR.

- Call on some Ss read out their answers, then check them.

- Give feedback

- Give the correct answers

VI. WRITING.

- Get Ss to write a passage ( 150 words) about the rhino.

- Suggest Ss should use the ideas listed in the brainstorming.

- Go around the class and provide help if necessary.

Translate the sentences into Vietnamese

- Work individually to find out the answers for the questions.

*Suggested answers

1. F

2. N

3. T

4. T

5. T

Work in pairs

* Class 12 D: Retell about must; need

*Suggested answers

1. needn’t: must; mustn’t

2. mustn’t

3. needn’t; must

4. mustn’t

5. mustn’t

6. mustn’t

7. needn’t

- - Work individually first and then in pairs to share the answers.

Period: UNIT 11 : BOOKS

A. READING

I. Aims- To help students gain some knowledge about reading habits To help students improve their

reading skills: scanning and skimming, guessing the meaning of words in context.- Students learn words and phrases in terms of reading habits


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- PicturesIII. Procedures

Teacher’s activities Students’ activitiesWarm-up: (5 minutes)Aims: to introduce the topic of the lesson and to raise students' interest.- Ask Ss to look at the pictures in the text book and answer some questions:1. What are they doing?2. Can you name some advantages of reading books?- Ask Ss to work in pair to answer the questions- T goes around to help if neccesaryBefore you read : - Ask students (to work in pairs) to open their books, look at the pictures, and do the tasks that follow.1. Do you often read books?2. What kind of books do you enjoin reading most/least?3. How do you read books?- Ask them to work in 3 minutes, meanwhile the teacher moves round to help if necessary. - Ask some pairs to report . - Give some remark if necessaryWhile you read : - Ask students to look through the passage and read in silence- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passageTask 1 : - Ask students to read through the text once to find out some new words, guess the main idea.- Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text.- Ask students to work individually in 5 minutes to do this task.- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.- Give students some more words that may be new/ unfamiliar to them.- Guide the students to read the word in chorus and individually. Task 2:Decide whether the statements given in task 2 page 120 are true ,false or not mentioned- Ask students to read through the text once to find out some new words, guess the main idea.- Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text.

-Work in pair to answer the questions.1. they are reading books2. enrich knowlege And Relax ...

- Work in pairs to answer the question.1. usually2. Ennglish books 3. every time

- Work individually to read the text then do task 11. swallow: nuèt(®äc ngèn ngÊu)2. dip into: chÊm qua loa (®äc qua loa)3. taste: nÕm (®äc thö ,qua loa)4. hard to pick up again: khã cã thÓ cÇm lªn l¹i ®îc)5. digest: tiªu ho¸6. chew: nhai (nghiÒn ngÉm)7. hard to put down: kh«ng thÓ ®Æt xuèng

Work in pair to give answers.- Share the key with other Ss.1. NM2. F3. NM4. T5. F- Find in the text the evidence to prove the keys.

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- Ask students to work individually in 5 minutes to do this task.- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to do the task effectively.- Call on some Ss to do task 2 on the board- Check Task 3: - Ask students to read the passage again and answer th equestions - Ask them to work individually to do the task and give the evidence to prove the keys.- Move round to make sure that all students are working and to help them if necessary.- Ask some students to report and give feedback.

After you read : - Ask students to work in group to scan the text again.- Ask them to work in small groups of three or four to do the task.- Ask one or two pairs to report.- Move round to make sure that all students are working and to help them if necessary.- Ask some students to report and give feedback.

Home work: - Do exercise 1 and two at page 71,72,73 in the students’ workbook

- Do the task in pairs:- Answer the questions.1. Three2. When you find a good story and have time to enjoin it.3. Read a few pages to see it it’s the one you can easily read and understand.4. Television can bring you all the information and stories with colour picture and action.5. Books are still a cheap way to get information and entertainment ;you can keep a book forever and read it many times.

- Listen to the teacher- Work in group to do the task.a.thrillerb. romancec. noveld. sciencee. craftf. fictiong. comich. biograph

- Write down the homework to do at home


B. SpeakingI. Aims

- Students can ask and answer about endangered animals- Talking about the information of some endangered animals.


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III . ProceduresTeacher’s activities Students’ activities

Warm-up: - Ask Ss to give name of some stories

Pre-speaking : Task 1- Complete the following conservation and practise reading it.- Explain how to do the task- Ask students to work in pairs to discus the three questions and find the answers.- Correct the students’ work and give remark.

While-speaking : Task 2- Explain the requirements - Divide the class into groups, asks each group to discus a section- Guide the students how to speak by giving them useful suggestions:- Walk round from group to group to give help if necessary.- Encourage students to speak out what they think even a phrase or a singular word.

Task 3:- Complete the following conservation and practise reading it.- Explain how to do the task- Ask students to work in pairs to discus the three questions and find the answers.- Correct the students’ work and give remark.

Task 4:- Explain how to do the task- Ask students to work in pairs to discus the three questions and find the answers.- Practise the model consevation with one student- Ask Ss to do task 4Post-speaking :

Listen and give one’s own ideas .1. fairy story2. historical story3. detective story4. war story5. adventure story

- Work in pairs to discus the three questions and find the answers.A: what sort(kind) of books do you like to read?A: How do you often read books?A: When do you often readbooks?- Correct the answers oneself.


A: What do you often do in your free time?B: Reading booksA: What sort of books do you often read?B: Novels.A: How do you read them?B: When I find a good storyA: When do you often read books?B: Whenever I have free time

- Work in pairs to discus the three questions and find the answers.A: What are you reading at the moment?A: Who is the main character?A: What is he/she like/

-Listen and work in pairs to do task 4A: What are you reading at the moment?B: I’m reading “happy life”A: Who is the main character?B: Jonh.A: What is he like?B: ........

- Listen and take note

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Task 5- Ask students to work individually to summarize what they’ve discussed in their own words.- Move round to check the activities and to make sure that students are working effectively.- Ask one or two students to report in front of the whole class.- Check and give remarks.Homework: Do Exercises at page 75 & 76 in the students’workbook

- Write down the homework


C.Listening I. Aims

- Students can improve their listening skill: they can catch detail information from the passage.- Students can summarize the passage.II. Aids- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts


Warm-up: - Ask Ss to decide on 3 statements True or False

Pre-listening:

- Explain the words that will appear in the listening text.- Ask students to read in chorus then individually.

While-listening: Task 1- Ask students to read the statement at least once

first.- Ask them to guess the answers- Play the tape once then check how many

answers can students find.- Play the tape again.- Check and give remarks.- Call some sts to say out their answers and the

evidences they get to prove their answers.

Task 2


- Listen and repeat:IncredibleWildernessFascinatingUnnoticedJourneyPeronalitySurviveRenioned

- Read the statement once to get the main contents.- Listen to the tape and do the task.- Find evidences to each of the answersKeys: 1. B, 2. C, 3. B, 4. A, 5. A, - Listen to the teacher’s explanation then correct the answers onself.

- Read the questions once to get the main contents.- Listen to the tape and do the task.1. family

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- Ask them to guess the answers.- Play the tape once then check how many

answers can sts find.- Play the tape again.- Check and give remarks.- Call some students to say out their answers and the evidences they get to prove their answers

After-listening: - In group, ask students to discus the guided question, find the answer.- Move around to help if necessary.- Give remarks or even suggestions.

Homework: - In not more than 50 words write about the kind of books you like to read and say why

2. strength3. humans4. journey5. pet.- Listen to the teacher’s explanation then correct the answers oneself.

- In groups, ask and answer the question.S1: Would you like to read the book ?S2: Yes,S1: Why?S2: Because I want to know about animal’s life......- Listen to the teacher’s guide to correct oneself.

-Listen to the teacher and write down homework


WritingI. Aims

- Students can write a report basing on the information given to write about books- Students can improve their writing skill.



Warm-up: - Free talk about the name what yo should mention in book report

Pre-writing: Give some ideas Book report+ the book’s author+ the title of the book+ the main character+ your opinion

While-writing: Task 1- Ask students to look at Task 1.- In group, ask students to put the questions to

under the correct headings- Move around to give help.- Check and give remarks.

Do as required.Exchange the ideas with others.

- Listen to the teacher.- Get the task.

- Work in group to do the task.S1: general introduction7. What is the title of the book?4. Who is the author?9. What type of book is it? S2: Summary of the book’s content2. Where is the book set?5. What is the main theme of the book?6. Who are the main characters?

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Task 2- Explain the requirements: Ask and answer the

above questions about the book you have just read

- Ask students to work in groups to write report.- Walk round to give help if necessary.

Post-writing: - Ask Ss to write a report on the book you have read recently based on the results of task 1 and 2

- Ask some groups to represent their work, ask other to give remark.- Choose some good writing to read in class and give remark.

Homework: - Ask students to rewrite the task at home and preapare part Language Focus at home.

8. What is the plot of the story?S3: Conclusion:1. What was your opinion of the book?3. Would you recommend the book?- Listen to the teacher to correct oneself.- Work in groups to do the task.S1: 7.What is the title of the book?S2: Frankenstein

S1: 4.who is the author?S2:Marry Shelley

S1:9.What type of book is it? S2:A horror storyt

S1: 2.where is the book set?S2: Geneva

S1:5.What is the main theme of the book?S2:life of frankenstein,a monster

S1:6.who are the main characters?S2: Frankenstein

S1:8.what is the plot of the story?S2:a student from geneva ,discovers the secret of life,constructers a creature more like a monster ,monster feels lonely ,attacks and kills Frankenstein’s friend,and his brother:Frankenstein detrmined to kill the monster:he is killes first by the monster ,then it kills itself

S1:1.What was your opinion of the book?S2:interesting

S1:3.would you recommend the book?S2: yes- Compare the result to the other groups.- Listen to the teacher’s explanations.- Exchange the writing to other groups to check and

give remarks.- Listen to the teacher and write down homework.

Period: UNIT 11 : BOOKSE.Language focus

I. Aims 1. Pronunciation:

- Rhythm 2. Grammar:- Students know how to modals verbsin passsive voice

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II. Aids- English textbook for students- English textbook for teachers- Pictures


1. Pronunciation- Explain the rhythm- Help students to know the pronunciation.- Practice:1.Why did you behave like that ?2.Come for a swim3.I think it will be find4.She’s gone for a walk in the park5.I wonder if he’ll ever come back-Let Ss to listen to the tape2. Grammar and vocabulary- Explain once again the “Modals with passive voiceModals +be+past participleModals+be+pastparticipleExercise1:rewrite the sentences in the passive- Guide the students how to do the exercises.- Divide the class into groups, ask them to do the

exercises.- Walk round to give help if necessary.- Correct the students’ work if necessary.

Exercise2;Complete the conservation with the suitable passive form of the verbs in brackets

- Guide the students how to do the exercises.- Divide the class into groups, ask them to do the

exercises.- Walk round to give help if necessary.- Correct the students’ work if necessary.3. Homework: Exercise 3,4 and 5 page 74and 75 in the student’s work book

- Get the teacher’s explanation.- Practice reading in chorus or individually.

Exercise1:7. This machine mustn’t be used after 5.30 p.m8. This machine must cleaned evry tine you use it9. The flowers should be kept in a warm sunny place10. Your bill should be paid before you leave the hotel11. we should be given the information now12. Toothpaste can be bought at the drugstore13. The children should be warned not to speak to

strangers 14. The mystery can’t be solved15. Travelers’cheques can be exchanged at most

banks16. She shouldn’t be told the news.It might kill her

Exercise 2:1.will be prepared2. Is food going to be cooked?3. will be pre-packaged4. can be warmed5. should food be chosen6. has to be offered7. could be selected8. ought to be made

- Listen to the teacher and write down homework to do at home

Period 71:TEST 45 MINUTES

I. Choose the word of which the underlined part is pronounced differently from that of the others .Câu 1. A. days B. dates C. photographs D. speaksCâu 2. A. endangered B. destroyed C. damaged D. providedCâu 3. A. right B. private C. communist D. minorityII. Choose the word whose stressed syllable is different from that of the others.Câu 4. A. ability B. agriculture C. development D. contaminate

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Câu 5. A. powerful B. medical C. dangerous D. computerIII. Choose the letter A,B,C, or D to show the underlined part of each sentence that needs correction.Câu 6. The pupils failed the exam because of they were very lazy. A B C DCâu 7. Since I have moved my house, they haven’t written to me. A B C DCâu 8. There are also many single fathers which are raising children by themselves. A B C DCâu 9. In spite of my father is old, he gets up early and morning exercise. A B C DCâu 10. You have to finished writing the report yourself.

A B C DIV. Choose the best option A,B,C or D to complete each of the sentences.Câu 11. If our department ________ another typist, we'd get this report done quickly.

A. have B. will have C. had D. had hadCâu 12. Do you know the man about ____ they’re talking?

A. whom B. whose C. that D. whichCâu 13. This is Henry, ____ sister works for my father.

A. who B. whose C. that D. whomCâu 14. A new hospital for the poor________ in our town recently.

A. have just been built B. has just been built C. was just built D. were just builtCâu 15. If Mary doesn’t study harder, she ________ her final examination.

A. won’t pass B. wouldn’t have passed C. won’t passed D. wouldn’t pass Câu 16. I want to work as an interpreter in the future, ________, I am studying Russian at university.

A. but B. so C. however D. thereforeCâu 17. I went to buy a Rolling Stones CD ________ the shop didn't have it.

A. and B. but C. therefore D. soCâu 18. Only a few of the many species at risk of extinction actually make it to the lists and obtain legal _____.

A. protect B. protection C. protective D. protectorCâu 19. _______ is a branch of Natural Science, and is the study of living organisms and how they interact with their environment.

A. Biology B. Biological C. Biologist D. BiologicallyCâu 20. Chemical wastes from factories are _______ that cause serious damage to species habitats.

A. pollutes B. pollutants C. pollutions D. pollutersCâu 21. Many people are not interested ________ reading books as much as seeing films.

A. in B. with C. for D. aboutCâu 22. The machine ________ on by pressing this switch.

A. can be turn B. can be turned C. must turn D. can be turningCâu 23. The room is too dirty. It ________ now.

A. should clean B. should be being cleaned C. should be cleaning D. should have cleanedCâu 24. When a reader reads an interesting book slowly and carefully, he ____ it.

A. teases B. chews and digests C. swallows D. dips intoCâu 25. We haven’t ot much time. We ________ hurry.

A. must B. need C. mustn’t D. mayCâu 26. Be careful of that do. It may ________ you.

A. rain B. bite C. wake D. slipCâu 27. It began to rain. ________ I opened my umbrella.

A. therefore B. but C. so D. howeverCâu 28. The water was cold ________ I didn’t go swimmin.

A. therefore B. but C. so D. howeverCâu 29. It is important ________ students to read as many books as possible.

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A. up B. about C. to D. forCâu 30. Francis Bacon lived ________ about the same time as Shakespeare.

A. at B. for C. in D. overV. Read the passage carefully and choose the correct answer.

It is often said that books are always a good friends and reading is an active mental process. Unlike TV, books make you use your brain. By reading, you think more and become smarter. Reading improves concentration and focus. Reading books takes brain power. It requires you to focus on what you are reading for long periods. Unlike magazines, Internet posts or e - mails that might contain small pieces of information. Books tell the whole story". Since you must concentrate in order to read, you will get better at concentration. Many studies show if you do not use your memory; you lose it. Reading helps you stretch your memory muscles. Reading requires remembering details, facts and figures and in literature, plot lines, themes and characters.

Reading is a good way to improve your vocabulary. Do you remember that when you were at elementary school you learned how to infer the meaning of one word by reading the context of the other words in the sentence? While reading books, especially challenging ones, you will find yourself exposed to many new words.

Reading is a fundamental skill builder. Every good course has a matching book to go with it. Why? Because books help clarify difficult subjects. Books provide information that goes deeper than just classroom discussions. By reading more books you become better informed and more of an expert on the topics you read about. This expertise translates into higher self - esteem. Since you are so well - read, people look to you for answers. Your feelings about yourself can only get better.

Books give you knowledge of other cultures and places. The more information you have got, the richer your knowledge is. Books can expand your horizons by letting you see what other cities and countries have to offer before you visit them.Câu 31. Books have great influence on ________.

A. TV B. friendship C. brain D. musclesCâu 32. When you are reading a book, ________.

A. you have to read small pieces of informationB. you use your brain in concentration and focusC. you have to read during a very long timeD. you lose your memory

Câu 33. A challenging book ________.A. helps you to improve your vocabulary B. is only for primary pupilsC. can translate all new words D. contains a lot of difficult vocabulary

Câu 34. Books ________.A. are compulsory in every course B. are not needed in most of courseC. contain less information than class discussions D. make a sick patient feel better

Câu 35. Books cannot give you ________.A. knowledge B. information C. self-esteem D. muscles

VI. Fill in each numbered blank with one suitable word or phrase.Some people think that as more and more people have television in their homes, fewer and fewer

people will buy books to (36)________when television can bring you all the (37)________ and stories with colour, picture and (38)________? But, in fact, television has not killed reading. Today, more books of every kind are sold than ever before. Books are still a cheap way to get information and entertainment, and you can keep (39)________ book forever and read it many times. Books in the home are a wonderful source (40)________ knowledge and pleasure.Câu 36. A. read B. listen C. write D. makeCâu 37. A. act B. acting C. action D. activeCâu 38. A. knowledge B. relax C. entertainment D. informationCâu 39. A. a B. an C. the D. no articleCâu 40. A. for B. in C. of D. at

_____The end_____

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A.OBJECTIVE:I-Knowledge: Helping students to correct ONE PERIOD TEST 3II-Skill: Reading, speaking, listening and writing skill




1/ When was Ernest Hemingway born? 2/ What did he do in 1918?3/ When was he awarded the Nobel Prize?

* Choose true or false.4/ …… When a student, he liked sports very much5/ ……The hospital where he had operations was in England.

- Corrects them.II/ Write a passage about the Sahara Desert, using the information below: (2.5 ms)

- Location: - Largest desert in the world. In northern Africa. Extends from the Atlantic Ocean eastward past the Red Sea to Iraq. Lies largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger and Sudan.

- Area - Total area more than 9.065.000 sq km. 1.610 km wide and about 5.150 long from east to west.

- Natural features - Very hot in summer and very cold in winter. Few oases exist. Sandy land and large dunes of sand. Tableland with an average elevation from 400 to 500 m

- Trees and animals - Few forms af animal and vegetable life. Main trees: cactus, the date palm, and a form of acacia. Main animals: gazelle, antelope, fox, camel.


IV. Consolidation: V. Homework: - Ask Ss to review all grammtical points and vocabularies. - Prepare Unit 12 lesson 1: READING

- Read the passage- Answers:1. If I am invited to someone’s house in America for dinner, I should bring a gift, such as a bunch of flowers or a box of chocolates.2. if the host doesn’t like it, he/she will tell a “white lie” and say how much they like the gift to prevent the guest from feeling bad.3. Because this is considered to be potentially inconvenient and therefore rude, as the host may not be ready.* Choose true or false4. F5. T

- Answers:1. 2. 3. 4. 5. 6.7. 8. 9. 10. 11. 12. - Review all grammtical points and vocabularies. - Prepare Unit 12 lesson 1: READING

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Period: UNIT 12: WATER SPORTS

A. READING

I. Aims:- To help students improve their reading skills: scanning and skimming, guessing the meaning of

words in context.II. Aids:


III. Procedures:

Teacher’s activities Students’ activitiesWarm-up: - Hang up 2 pictures of water sport and football - Ask some questions:1. What kinds of sports are in the pictures?2. Where can people play these sports?3. How do people play them?4. Which sport do you think is more popular?- Lead in new lesson: Water sports Before you read : - Ask students to close the books - Show 2 pictures and say: the sport in picture A is “water polo” and in picture B, the read team plays against the white team, so the red one is the “opponent” of the white one.- Explain some new words if necessary- Water polo (n) : Moân boùng nöôùc- Tie (n) : Traän hoaø- Vertical (a) : Phöông thaúng ñöùng- Foul (n) : Phaïm luaät , sai soùt- Oppenent (n) : Ñoái thuû , ñoái phöông- Penalty (n) : Hình phaït- Eject (v) : Ñaåy ra , toáng ra,ñuoåi ra- Goalie (n) : Ngöôøi giöõ khung thµnh

While you read : - Ask students to open the books and read the passage silently- Let students do task 1 Task 1 : - Ask students to do the task invidually then compare answers with partner- Check answers with the whole class and give feedback

Task 2: - Ask students to do the task in pairs and read scan the passage to find information in the text to fill words in the blanks

- Look at pictures and answer all the questions

- Answer freely

- Look at pictures and guess meaning of 2 new words

- Listen to the teacher and write down

- Read individually

- Do the task independentlyKey:1. e 2. c 3.a 4.b 5.d

- Work in pairs and do the taskKey:1. 18 ; 30 metres; 20 metres2. white caps; blue caps; red caps with the number 1 in white.3. Their own goal lines.

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- Go around to give help- Check answers and give feedback

Task 3 - Ask students to find answers for all questions in the passage individually first, then compare in pairs- Calls some students to present their answers in front of the class - Listen to the students and correct mistakes- Call on some students to write answers on the board- Correct mistakes again

After you read : - Divide the class into 2 groups: one talks about football and another talks about water polo- Ask students to do as the table in textbook- Ask students some questions:1. Would you like to try water polo? Why or why not?2. Do you think it’s more or less dangerous than football or other sports? Why?- Go around to help- Call each group to present- Give comments

Home work: - Ask students to write a paragraph about ideas of water polo (about 100 words)- Ask students to prepare part B. Speaking at home

4. Holding or punching the ball.5. Five to eighty minutes.

- Do independently first then work in pairs

- Present answers in front of the class and correct in notebook

Key:1. People can play it in a pool.2. It is in the centre of the pool.3.The ball can be advanced by passing with one hand or swimming with the head above the water and the balol between the arm so it rides on the wave create by the swimming’s head4. Only the goalie can hold/ is allowed to hold the ball with both hands.5. The player is ejected after committing fivepersonal fouls.

- Work in 2 groups- Do the task- Representative of each group expresses the own ideas in front of the class- Listen to their friend’s talking and give comment



B. SPEAKINGI. Aims:

- Students can ask and answer about changes of people and the world in the future.II. Aids:- English textbook for students- English textbook for teachers

III. Procedures:

Teacher’s activities Students’ activitiesPre- speaking: - Ask students to keep book close- Say: “In just one minute, look at the pictures and write down on a piece of paper a list of equipments which are used to play with these types of water sports”- Ask students to work in groups- Call some groups to speak their answers- Declare the winner

While-speaking :

- Keep books close- Listen to the teacher- Look at the pictures and try to tell some equipments of water sports (ex: ball, air tank, mask, fins, oars, boat, board, regulator, wet suit, sail ect. )

- Look at pictures and try to remember

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Task 1- Ask students to look at pictures and match names of equipments with names of water sports and retell names of each sport- Call some students to speak- Correct pronunciation

Task 2- Ask students to look at the table and talk about each type of water sports- Let students do individually- Go around to check their activities- Call some students to practise speaking model converstations- Ask students practise in pairs- Call some pairs to present in front of the class and corrects mistakes

Post-speaking : Task 3- Ask students to work in small groups to talk about their favourite water sports following examples- Go around to provide help- Call some students to speak loudly in front of the class- Correct pronunciation and give comments- Give marksHomework: - Ask students to prepare Part C- Listening and do homework

- Correct pronunciation themselves1. Swimming 4. Windsurfing2. Water polo 5. Scuba- diving3. Synchronized swimming 6. Rowing- Look at the book

- Work independently

- Practise speaking with the teacher- Work in pairs- Listen to their friends

- Work in small groups

- Listen to their friends and gives comments


- Listen to the teacher- Write down the homework


C. LISTENING

I. Aims:

- Students can improve their listening skill : they can understand the passage about life expectancy.

II. Aids:

- English textbook for students- English textbook for teachers- Tapes and cassette- Handouts

III. Procedures:

Teacher’s activities Students’ activitiesPre-listening:- Ask students to close the books- Ask some questions:1. Where are they playing?2. What are the special features of this sport?3. Is it a popular sport?- Let students read some new words first in chorus

- Close the books- Listen to the teacher- Answer freely- It is like ballet. It is the combination of diving and gymnastics.- Read in chorus then individually

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then read individually- Call some students to read new words- Correct pronunciation

While-listening: Task 1- Ask students to read 5 multiple-choice questions in the books first and underline key words- Play the tape 2 times and let students to do the task- Check the answers and ask students to give evidences- Give feedback

Task 2- Ask students to read questions to understand the content- Ask students to listen to the tape once again to answer the questions- Call some students to answers questions- Call 5 students to write the answers on the board- Correct mistakes

After-listening: - Ask students to talk about history of synchronized swimming using the cues in the books- Ask students to work in groups to practise- Go around to provide help- Call some groups to present- Give comments

Homework: - Remember them to prepare Part- Writing at home

- Read questions

- Listen to the tape carefully and then do the task- Give answers:1-B- 2-C- 3-A- 4-B- 5-A

- Read the questions first

- Listen to the tapeKey:1. The great Australian swimmer, Annette Kellerman did.2. She found a water ballet club in 1923.3. Curtis did.4. They were conducted in 1946.5. It became an Olympic event in 1984.

- Work in groups to practise

- Listen to their friends and correct mistakes

- Listen to the teacher- Listen to the teacher and write down homework


D. WRITING

I. Aims:

- Students can write about the ideal world in which they would like to live in the year 2020.

II. Aids:


III. Procedures:

Teacher’s activities Students’ activitiesPre-writing: - Ask students to keep book close- Ask students a question: What do you often do before practising sports?- Lead in new lesson: “Today we will have to write the instructions for warming up exercises before swimming.

While-writing:

- Keep book close- Listen to the teacher and answer the question: We have to do warming up exercises.

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Task 1- Ask students to read task 1 - Ask students to work in pairs to match each sentence with one appropriate action- Go around to provide help- Call 2 students for each checking: one reads instructions and one practise - Supply more word phrases:bend forward/ left/ rightfeet apart/ feet touchingput your hands to the sidesraise your hands aboveor some conjuntions: first, then, after that, finally ect.Post-writing: Task 2- Ask students to look at the picture in taks 2 and use some useful expression above to write the instructions for one warm-up exercise before playing water polo- Ask students to write individually- Go around to help- Let students deliver to check mistakes in groups - Call one student to write on the board- Give comments and give mark

Homework: - Ask students to do part writing of Unit 1 in the student’s work book and preapare part Language Focus

- Read the task- Work in pairs

- Practise the task

- Listen to the teacher and copy down

- Look at the picture and do the task

- Do independently

- Work in groupsKey:1. Set yourself in vertical position.2. Stand with your feet apart, raise your hands above your head.3. Bend forward, fingertips touch the ground.4. Then bend again, fingertips touch the ground between the feet.5. Finally put each arm back to the first position.

- Listen to the teacher and write down homework Period:

UNIT 12: WATER SPORTSE. LANGUAGE FOCUS

I. Aims:1. Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries (have and has) 2. Grammar

- Students know how to use articles and.- Students know how to use some preposition phrases.

II. Aids:


III. Procedures:

Teacher’s activities Students’ activitiesPronunciation:- Ask students to read words following the tape*Listen and repeat : - Read loudly then ask students to repeat

- Read the following the tape

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- Introduce : elision- Correct pronunciation for the students* Practise these sentences- Read the sentences loudly- Ask students to repeat- Correct pronunciation for students

Grammar and vocabulary:- Introduce exercises to the students- Let students see all sentences in part Pronunciation and give comments of verbs

- Give explaination:1. verbs + obj = transitive verbs2. verbs + not obj = intransitive verbs- Ask students to make questions with “who/ whom/ what” in pairs- Call some students to give their answers- Correct mistakes

Exercise 1: - Ask students to do Exercise 1- Introduce how to do it- Let them work individually then compare with partner - Walk around, check and give feedback

Exercise 2 - Introduce Exercise 2 to students and explain how to do it- Ask students to put the verbs into the right column “transitive or intransitive verbs”- Ask students to do it in pairs- Check the answers and ask students to make sentences with those verbs- Correct mistakes* Remarks:- Most transitive verbs can be used in the passive- Intransitive verbs can never be used in passive

Exercise 3: - Introduce Exercise 3 to students and explain how to do it- Ask students to do it- Let them work in groups to find sentences that have transitive verbs, then turn them into passive- Walk around and help them- Check, correct mistakes

Homework : - Ask students to do Part Language Focus and

- Read in chorus then individually

- Listen to the tape and practise speaking

- Listen to the teacher- Read the sentences and underline verbs- Give comments:1. the verbs “do, like, climb, deliver” + Obj2. the verbs “sleep” + no Obj- Listen to the teacher and write down- Make questions in pairs

- Do individually then in pairsKey:Intransitive verbs: sleep, lie, occur, arrive, rain, exist

- Do the task in pairs

- Make sentences:1. I help my friend to do homework.2. My father has grown many kinds of flowers. .....................

- Listen to the teacher and copy down


- Do the task in groupsKey:1. The bill will be paid by An.3. Towels are supplied by the hotel.5. My mistakes were noticed by everyone.7. I wasn’t surprised by the news.9. The story was told by an old man.

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prepare part Reading of Unit 13 at home - Listen to the teacher and write down

Period: UNIT 13 : THE 22nd SEA GAMES

A: READINGI. Aim: By the end of the lesson, Ss will be able to

- Scan for specific information- Give vietnamese equivalents to words and phrases- Answer the questions

II. Aids : textbooks, some pictures of Sea GamesIII. Procedures:

Teacher’s activities Students’ activitiesWarm-up: - Let students to listen to a song “V× mét thÕ giíi ngµy mai” and tell what song it is- Ask some questions:1. In what event was it first sung?2. When and where was this event held?- Leads in new lesson: The 22nd Sea Games Pre-reading: - Ask students to work in pairs to look at picture and answer the questions1. Where event was it?2. Where do you think the event took place?- Go around to listen to students- Call some pairs to answer- Lead in new lesson

While-reading : - Ask students to open the books and read the passage silently - Let students do task 1 Task 1 : - Ask students to do the task invidually then compare answers with partner- Ask students to guess meanings through the passage or look up dictionary- Check answers with the whole class and gives feedback

Task 2: - Ask students to scan the passage and find information to complete the sentences- Ask students to do individually first then compare with partner- Go around to give help- Check answers and give feedback- Call some students to read loudly completed sentences

- Listen to the song and answer questions

1. The 22nd Sea Games2. In Vietnam – in 2003

- Look at picture and answer the questions1. In 20032. In Ha Noi


- Read individually

- Do the task independentlyKey:1. ngêi say mª thÓ thao2. ®oµn kÕt3. danh hiÖu4. thÓ dôc thÓ h×nh5. tinh thÇn cao6. ®ång bµo

- Read individually then compare their answers with partnersKey:1. the 5th to 13th December, 20032. 90 golds3. the Swimming and Shooting Events4. some point in the future

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Task 3: - Ask students to find answers for all questions in the passage in pairs- Go around to provide help- Call some students to present their answers in front of the class - Listen to the students and correct mistakes- Call on some students to write answers on the board- Correct mistakes again

After you read : - Ask students to work in groups and talk about names of some of the Vietnamese athletes they love and say what they are famous for, and what aspects of sportsmanship they admire - Go around to help students- Call some students to present in front of the class- Listen to students and correct mistakes, give marks

Home work:- Ask students to write a paragraph about their beloved athletes (about 100 words)- Ask students to prepare part B. Speaking at home

- Work in pairs to answer the questions- Listen to their friends and the teacher- Correct answersKey:1. It was solidarity, co-operation for peace and development.2. 444 gold medals were won at the Sea Games.3. The Vietnamese Women’s Football team successfully defended the Sea Games title.4. The Thai Men’s Football team won the gold medal.5. It was because firstly, to prepare for the 22nd Sea Games, Vietnam carried out an intensive programme for its athletes, which included training in facilities, both home and abroad; secondly, with the strong support of their countrymen, the Vietnamese athletes competed in high spirits.

- Work in groups

- Do the task- Some students to practise talking- Listen to their friends’ talking and give comment


Period:

UNIT 13:THE 22nd SEA GAMESLesson 2: Speaking

I. Aims and objectives:1. Educational aim: By the end of this lesson, students will be able to be expected to report some

of the records at the 22nd SEA Games the sports results of the match.After that, they can use it in the real life.

2. Knowledge: General knowledge:Students can understand some of the records at the 22nd Sea Games

- Language: asking and answering about records at the 22nd SEA Games- New words: words related to some sports at the 22nd SEA Games

3. Skills: - Talking about sports events of the 22nd SEA Games- Talking about (reporting) sports results

II. Teaching method: integrated, mainly communicativeIII. Teaching aids: pictures, textbooksIV. Procedure:


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1. Before you speak- Divides the class into 2 groups: each group names of the sport under each symbol. The group gives more names will be the winner- Goes round to provide help and listen to students- Calls 2 groups to present their results on the board- Corrects pronunciation and mistakes- Declares the winner2. While you speak Task 1- Asks students to look at symbols and names of sports- Calls some students to speak- Corrects pronunciation and gives answers

Task 2- Asks students to look at the books and talk about some of the records at the 22nd SEA Games, using the information in the table- Asks students to pronouce some words (names of athletes and sports)- Lets students work in pairs- Goes round to check their activities- Calls some students to practise speaking

3. After you speak Task 3- Asks students to work in small groups to make a report on the sports results, using information in the scoreboard- Goes round to provide help- Calls some students to speak loudly in front of the class- Corrects pronunciation and gives comments- Gives marks

4. Homework: - Ask students to prepare Part C- Listening and do homework

- Listen to the teacher- Work in groups

- Observe the board

- Listen to the teacher and copy down names of sports

- Look at pictures and try to remember- Correct pronunciation themselves1. football (soccer)2. tennis3. swimming4. cycling5. basketball6. (running) athletics- Look at the book- Work independently- Practise speaking with the teacher- Work in pairs- Listen to their friends A: Hi Lam. What are you doing?B: Well, I’m searching for sport records at the 22nd SEA Games.A: It’s great. Could you tell me about the record of the Men’s 200 meters?B: A man coming from Thailand won the game.A: What’s his name?B: He’s Boonthung.A: What was his record?B: He ran 200 meters in 20,14 seconds.A: Wow! How exellent he was! He ran very fast.- Work in groupsSuggestions:- Thailand and Malysia played in the Women’s Football Third-Place Playoff. The Thai team won the bronze medal. The results (score) was 6-1.- Thailand and Vietnam played in the Men’s Football Final. The Thai team won the gold medal. The score was 2-1.- Thailand and Vietnam played in the Women’s Volleyball Final. The Thai team won the gold medal. The score was 3-0.- Listen to the teacher- Write down the homework

Period:

UNIT 13: THE 22nd SEA GAMES

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Lesson 3 : ListeningI. Aims and objectives:

1.Educational aim: By the end of this lesson, students will know more about the athletes’ records in the 22nd Southeast Asian Games as well as their jobs when the Games are over

2. Knowledge: - General knowledge: Students learn more about records in the 22nd SEA Games and pole

vaulting- New words: Words related to pole vaulting

3. Skills: - Listening and answering comprehension questions - Listening and deciding on True or False statementsII. Teaching method: Intergrated, mainly communicativeIII. Teaching aids: Student’s bookIV. Procedure:

Teacher’s activities Students’ activities1. Before you listen: - Asks to work in pairs to look at the picture and answer the question- Goes round to listen to students- Calls some pairs to speak out- Corrects pronunciation- Asks some questions to pre-teach new words:1. When some body has won the medal, where does he stand to get the prize? 2. tempting (adj) = attractive - Lets students read loudly some new words- Calls some students to repeat- Corrects pronunciation2.While you listen: Task 1- Says: “You will hear a newspaper article about Amnat, the winner in the 22nd SEA Games Pole Vaulting competition. Listen to the tape and answer the questions”- Asks students read questions first to understand the contents- Plays the tape the 1st time, reminds students to new words:+ clear (v): nh¶y qua+ break (v): ph¸ kØ lôc- Plays the tape 2nd time and asks students only give short answers- Calls some students to answer- Calls 4 students to write answers on the board- Corrects mistakes and gives correct answersTask 2- Asks students to listen to the 2nd newspaper article about the players of Vietnam’s Women’s Football team and decide whether the statements are T or F- Plays the tapes 2 times - Checks answers and asks students to give their evidences- Corrects the answers

3.After you listen:

- Work in pairs to answer the questions

- Listen to their friends

1. The podium- Listen to the teacher and write down

- Read in chorus

- Correct their pronunciation themselves

- Read questions first

- Listen to the tape carefully and then do the task- Give answers:1. one2. Thailand3. 4,8m4. No, he didn’t.

- Read the statements first

- Listen to the tapeKey:

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- Asks students to work in groups to discuss the question: Which Vietnamese footballer(s) do you like best? Why?- Goes round to provide help- Calls some groups to present- Gives comments4.Homework: - Remember them to prepare Part- Writing at home

1. T2. F3. T4. T5. F- Work in groups to practise- Listen to their friends and correct mistakesSuggestion:Goal keeper: Dang Kieu Trinh- Football players: Do Hong Tien, Le Thi Oanh ect.- Listen to the teacher and write down

Period:

UNIT 13: THE 22nd SEA GAMESLesson 4 : Writing

I. Aims and objectives:1. Educational aim: By the end of this lesson, students will be able to describe a Sporting event (a

football match)2. General knowledge: Students learn how to write describing a football match

- New words: Words related to football3. Skills: Describing a sporting event (a football match)

II. Teaching method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, notebookIV. Procedure:

Teacher’s activities Students’ activities1. Before you write Task 1:- Says: “You are going to write a description of a

- Listen to the teacher and work in pairsSuggestions:+ Introduction:

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football match between your school’s team and one of your neighbouring schools’ teams. The following are the questions you have to answer when describing the match, but they are jumbled. You should work with a partner and put the questions in the suitable sections”- Suggests students order the sentences with 3 parts: Introduction- Details of the match- Conclusion- Walks round to help- Calls some students to give answer2. While you writeTask 2- Asks students to read all questions again and answer them- Has students read Useful Languge to improve their answers- Gives some suggestions to students:Nouns: players/ captain/ defender/ stricker/ goal keeper/ refereeVerbs: infringe/ dribble/ pass the ball ect.- Calls some students to answer- Corrects mistakes- Asks students write answers in notebooks3. After you write Task 3- Asks students to write a description of the football match mentioned above by using suggested above words- Asks students to work individually- Goes round to provide help- Calls some students to read loudly their writing- Corrects mistakes and gives marks4. Homework- Ask students to do part writing of Unit 1 in the student’s work book and preapare part Language Focus

1. Why was the football match held?2. What teams took part in the match?3. When and where did the match take place?+ Details of the match:1. What was the weather like on that day?2. How did each team play in the first half?/ second half?3. What was the spectators’ attitude?4. Which team played better?5. Who scored a goal?+ Conclusion:1. What was the result?2. What did you think about the game?- Read the questions- Work in pairs- Listen to the teacher and copy down

- Look at the picture and do the task

- Do independently- Listen to their friends and correct mistakes

- Listen to the teacher and write down homework

Period:

UNIT 13: THE 22nd SEA GAMESLesson 5 : Language focus

I. Aims and objectives:1. Educational aim: By the end of this lesson, students will be able to:

- practise linking- review and practise: Double comparison

2. Knowledge: - General knowledge: Students learn how to use linking and review comparison- Language: - Linking

- Comparison- New words: Words related to linking and comparison

3. Skills: Pronoucing linking II. Teaching method: Intergrated, mainly communicativeIII. Teaching aids: Student’s bookIV. Procedure:


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1.Pronunciation - Ask students to look at these sentences and give comments on those sentences- Has students to pay attention on linking: the last consonant of 1st word with a vowel of following wordEx: look-at, quite-old...*Listen and repeat : - Read loudly then ask students to repeat- Calls some students to read again- Correct pronunciation for the students2.Grammar - Introduce exercises to the studentsExercise 1: - Asks students to do Exercise 1- Introduce how to do it- Lets them work in pairs to do matching with the instruction: comparative + and + comparative- Walks round, checks and gives feedback

Exercise 2 - Introduces Exercise 2 to students and explain how to do it- Asks students to work individually and complete the sentences using comparative structure: comparative + and + comparative- Reminds students to remember short- adjectives and long adjectives comparison- Calls some students to give their answers- Corrects the answersExercise 3: - Introduces Exercise 3 to students and explain how to do it- Asks students to do complete the sentences, using the structure “the + comparative, the + comparative”- Asks students to do the task individually first then compare with partners- Goes round to observe - Calls some students to present their answers- Corrects mistakes and gives feedbacks

4. Homework - Asks students to do Part Language Focus and prepare part Reading of Unit 14 at home- Asks students to make some sentences with the comparative structures they’ve reviewed

- Look at the books


- Listen to the tape and practise speaking

- Listen to the teacher- Work in pairs and do the taskKey:2.e- 3.a- 4.b- 5. d- 6.g- 7.f

- Listen to the teacher and copy down Key:1. shorter and shorter2. more and more expensive3. worse and worse4. more and more complicated5. better and better6. more and more active7. more and more difficult8. closer and closer- Listen to the teacher

- Do the task individually first then in pairsKey:1. The warmer the weather, the better I feel.2. The more you practise your English, the faster you will learn.3. The longer he waited, the more impatient he became.4. The more electricity you use, the higher your bill will be.5. The more expensive the hotel, the better the service.6. The more I got to know him, the more I liked him.7. The more you have, the more you want.- Listen to the teacher and write down

Period:

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Unit 14: INTERNATIONAL ORGANIZATIONSLesson 1: Reading

I. Objectives:1. Educational aim: Students should know about International Red Cross 2. Knowledge:

- General knowledge: Students know about activities of International Red Cross- Language: Students could understand and use new words after reading- New words: Words related to International Red Cross

3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension

II. Method: Integrated, mainly communicativeIII. Teaching aids: Student’s book and pictures, etc.IV. Procedure:

Teacher’s activities- Open the book- Listen to the teacher - Look at the blackboard and put two words together- Listen to the teacher and open the book – Unit 14, part A: reading

- Look at the book, listen to the teacher and work in pairs:-Answer the questions1,giving medical aids-taking care of victims of poverty2,Yes

- Listen to the teacher then read the passages - Ask some new words if necessary

- Keep the book open- Listen to the teacher then do task 1- Ask the teacher if necessary- work individual or in group- Write down in the notebook

- Listen to the teacher-work individually and then work in pair and compare

Students’ activities

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- Try to answer the questions- Practice with a partner then write them down in the note books- Ask the teacher if necessary

- Listen to the teacher -Work in pairs- The students who are called to stand up to talk loudly are intelligent ones


Warm-up:

Period: Unit 14: INTERNATIONAL ORGANIZATIONS

Lesson 2: SpeakingI. Objectives:

1. Educational aim: Students could ask and answer about international organizations in the world

2. Knowledge: - General knowledge: By the end of the lesson students can practise a dialogue about

some international organizations - Language: asking for and giving information from a passage- New words: words related to the topic

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3. Skills: talking about international organizations and their activities in charity and volunteer workII. Method: integrated, mainly communicativeIII. Teaching aids: pictures ,textbook,....IV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: - Ask students to keep book close- Ask students to look at the logos and match them with the organizations they stand for- Check in front of the class- Tell students to understand more about international organizations(We learn Unit 14, part- speaking)

Pre-speaking : Task 1- Ask students to read the passage and answer the questions about WHO

- Let them work in pairs- Listen to students and correct mistakes

While-speaking : Task 2- Ask students to talk about the information about UNICEF and WWF - Let them work in groups- Walk round and help them- Ask some students to stand up to talk again loudly- Listen and correct mistakesPost-speaking : Task 3- Ask students to tell the classmates what you know about one international organization mentioned above- Walk round and help them- Let them work in groups- Ask some students to stand up and tell loudly- Listen and correct mistakesHomework: - Ask students to write a passage about UNICEF or WWF (80 words)- Ask students to prepare Part C- Listening and do homework

- Keep books close- Listen to the teacher- Look at the board and try to remember name and logo of each organization

- Look at student’s book- Listen to the teacher andanswer -Keys:1, WHO stands for World Health Organization2, It was established on 7 April 19483, Its major objective is the attainment by all peoples of the highest possible level of health4, Its major activities are carrying out research on medical development and improving international health care

-Work in pairs and ask and answer A : I’m searching some information about UNICEF Could you tell me some?B : Well, UNICEF stands for the United Nations International Children’s Emergency FundA : When was it founded:B : In 1948 in New York................

- Listen to the teacher- Do task 3- Work in groups- The students are called stand up and tell loudlyThe United Nations International Children’s Emergency Fund, which was founded in1948 ,is eh United Nations funds for children .Its headquarters are in New York ,USA,.........- Listen to the teacher- Write down the homework

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Lesson 3: ListeningI. Objectives:

1. Educational aim: Students should listen and give information about United Nations Organization

2. Knowledge: - General knowledge: Students learn more about United Nations- New words: Words related to United Nations

3. Skills: - Listening and comprehension questions - Listening and deciding on True or False statements or no informationII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, pictures IV. Procedure:

Teacher’s activities Students’ activitiesWarm-up: - Ask students to close the books- Give some pictures and answer some questions1,Who are they?2 ,What are their job ?- Check some students and mark- If you want to know more details about UN organization we will go to Unit 14- part Listening

Pre-listening: - Ask students to look at the part: Before listening-Ask students to answer the questionWhat do you know about the organization in the picture?- Let them work in pairs and make questions- Walk round, listen and help students- Read loudly the words:Destruction ,organization ,

independence,international...

- Ask students to repeat loudly the words- Listen and check pronunciationWhile-listening: Task 1- Ask students to listen to the first part of the passage and circle the best answer to the following questions- Let them read through these sentences- Read loudly or turn on the typescript three times- Help them if necessaryTask 2- Ask students to look through the sentences in task 2- Ask students to listen to the tapescript again and fill in the missing words-let students compare their answers with the partners’ answers- Ask students to give reasons for their answers

- Close the books- Listen to the teacher- Work in groups and look at the picture and answer

- Listen to the teacher and open textbooks

- Look at the books- Listen to the teacher - Work in pairs

- Repeat loudly the words and try to remember them

- Keep book open- Listen carefully and choose the best answerKey: 1C.2D.3C

- Keep book open and listen to the teacher- Read the sentences in task 2 and try to understand them- Listen to the typescript again and fill in the missing words

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Key: 1.solve international problems2,the UN 3,in its goals 4,at war 5.independece

After-listening: - Ask students to open the books- Ask them to list as many as possible the names of the international organizations you have known so far- Let them work in pairs- Walk round and help students

- Ask some students to stand up and go to board and write the names of the international organizations - Listen and correct mistakesHomework: - Ask students to write a passage about UN- Remember them to prepare Part- Writing at home

-Discuss and find out the names of international organizations they have known- The students who are called go to board and write down your answer

-Listen to the teacher and write down homework


Lesson 4: WritingI. Objectives:

1. Educational aim: Students should write a short description of an international organization2. General knowledge: Students learn how to write a description , stages of a description

- Language: - New words: Words related to the topic

3. Skills: Writing a narrativeII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, notebook, some picturesIV. Procedure:

Teacher’s activities Students’ activitiesWarm-up- Ask students to keep book close- Ask students put the words into correct columns then say what organization the y belong to ?- Check and explain them to the class:Pre-writing- Ask student to work in groups and go through the list of suggestions above.Tell your friend the reason why you would like to work for WHO or WWF.- Explain some new words- Let them work in groups- Walk around, check and help students- Explain to student to some questions using their opinion

While-writingTask 2- Ask students to do task 2-Ask students to use the ideas you have discusses

- Keep book close- Listen to the teacher and work in pairs

- Listen to the teacherand open the books

- Read the task1- Ask the teacher if necessary

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above to write a paraghaph about the reasons you choose to work for one of the above international organizationsBegin as followed “I’d like to work for....”- Let them work in groups- Go round, check and help studentsPost-writing- Give suggestions and corrections- Ask students to read another’s description- Ask some students to read loudly their description

- Correct mistakes and mark

Homework- Ask students to do part writing of Unit 14 in the student’s work book and prepare part Language Focus

- Listen to the teacher- Do task 2 in groups

- Some students read loudly their products in front of the classEveryone has his or her own choice .To me, supposed I was offered to work for one of the international organizations, I’d like to work for WHO for a number of reasons .First, if I work for WHO ,I will have an opportunity to live...



Lesson 5: Language focusI. Objectives:

1. Educational aim: Students should practice the falling tune and use phrasal verbs2. Knowledge:

- General knowledge: Students learn how to use phrasal verbs- Language: Using the phrasal verbs- New words: Words related to topic

3. Skills: Intonation and phrasal verbsII. Method: Intergrated, mainly communicativeIII. Teaching aids: Student’s book, pictures

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IV. Procedure:Teacher’s activities Students’ activities

Pronunciation- Ask students to look at their books then introduce to them* Practise these sentences- Read the sentences loudly- Ask students to repeat-Explain some cases to fall tune :narrative sentences; imperative ;Wh - questions- Correct pronunciation for studentsGrammar and vocabulary - Introduce exercises to the students- Let students get their attention to focus on phrasal verbsPhrasal verbs :verbs + prepositionPhrasal verbs are used as transitive verbs-Ask students give some examples related to phrasal verbsExercise 1: - Ask students to do Exercise 1- Introduce how to do it- Let them work in pairs - Walk round, check and give mark

Exercise 2 :- Introduce Exercise 2 to students and explain how to do it- Ask students to do it- Let them work individually- Check, correct mistakesExercise 3: - Introduce Exercise 3 to students and explain how to do it- Ask students to do it- Let them work individually- Walk round and help them- Check, correct mistakes , give reasons and markHomework : Ask students to do Part Language Focus and prepare part Reading of Unit 15 at home

- Listen to the teacher- Open the books- Look at Practise the sentences- Listen to the teacher then repeat in chorus then individual- Listen to the teacher

- Listen to the teacher and give some examples

- Examples: call for, come cross, get over, take after...

-Do the excercise1-work individually and work in pair-Keys:1, give up 2, fill in 3, turn on 4, take of 5,wash up 6,look up 7,turn off 8,fill in/put on 9,go on

- Listen to the teacher and do exercise 2-Keys: 1, in 2, up 3, out 4, round 5, on 6, up 7, down 8, away 9, down 10, on

- Listen to the teacher and do exercise 3Key: 1, turns up 2, look after3, takes after 4, got over5, held up 6, try out7, went off


Period:TEST 45 MINUTES

I/ Read the text and do the tasks below : (2.5 ms)Environmental pollution is one of the most serious problems facing mankind today. Air, water and

soil are necessary to the survival of all living things. Man operates machines and motor vehicles that fill the air with disturbing noise. They also dirty the air with gases and smoke. Badly polluted air can cause illness and even death. Man ruins natural beauty by scattering junk and litter on the land and in the water. They poison the water with chemicals and other substances. Polluted water can kill fish and other marine life. The damage the soil with too many fertilizers and pesticides. Pollution of soil reduces the amount of land that is available for growing food. Environmental pollution also brings ugliness to man’s naturally beautiful world.

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It’s time people and governments all over the world did something about the pollution problem. People should stop using many things that harmful to the environment. Governments would have to pass and enforce laws that require individuals and businesses to stop or cut down on certain polluting activities.

A/ Answer the questions. (1.5)1. What is environmental pollution nowadays?2. What can polluted water cause?3. What would governments have to do about the pollution problem?

B/ Are the following sentences true (T) or false (F). (1.0)………………… 4. Pollution of soil reduces the amount of land that isn’t available for growing food. ………………… 5. They should stop using many things that harmful to the environment.

II/ Use the cues below to write a description of the football match: (2.5 ms)To celebrate / HCM Communist Youth Union’s Foundation Day / School’s sports club recently /

play / friendly football match / Duc Linh school’s football team./ match / hold / 19th of March / 3:00 p.m / our school’s playground.

Match / take / place / beatiful weather / our preliminary practice / be / very good /. In the first half / almost from the beginning / we / keep / ball / away / goal / as near as / opponents’ / possible. In the second half / we / play / great determination / defender Nam / take / ball / pass / it / skillfully / our striker An / give / a fine kick into the goal / entire spectators / stand up / cheer / it / be / one against one. / game / become / tense / because / both teams / try to win. / towards the end of the game / captain Hoang / take / ball / near the opponents’ goal / he suddenly / give / a shot straight into the goal. / the shot / be / so tense that the opponent side’s goalkeeper couldn’t save the shot struck at close range. / the goal / be / scored 3 minutes before / game ended.

Finally, our school’s sport club / win 2 – 1. when the game / be over, all of us / be / happy. I / feel / proud of my schoolboys.

TRAÉC NGHIEÄM KHAÙCH QUAN : 5.0 ÑIEÅM.Choïn phöông aùn traû lôøi ñuùng vaø ñaùnh cheùo (x) vaøo 1 trong 4 chöõ ñaàu

doøng ( A,B,C, or D).1/ This machine must be ____________ every time you use it.

A. clean B. cleaned C. cleaning D. to clean2/ Rowing is played in a _____________. It is played with a boat, oars and people play it in a team.

A. pool B. lake C. glass tank D. all are not correct3/ ____________ books tell stories from the author’s imagination.

A. fiction B. science C. comic D. novel4/ __________ can bring you all the information and stories with colour picture and action.

A. Television B. Radio C. Book D. Newspaper5/ We should be __________ the information now.

A. give B. giving C. given D. to give6/ It is becoming harder and ______________ to find a job.

A. hard B. harder C. hardest D. to hard7/ Her parents ____________ very proud of her if she got a scholarship to England.

A. will be B. would be C. will have been D. would have been8/ Eating and travelling in this city is getting __________________.

A. expensive B. more expensive C. expensiver D. more and more expensive9/ He needn’t read the whole book but he ___________ read the four chapters.

A. mustn’t B. need C. needn’t D. might10/ I feel happy as my birthday is coming _______________________.

A. more close B. closer C. closer and closer D. more and more close11/ This school is quite old. It _____________ over 60 years ago.

A. built B. was built C. had been built D. has been built 12/ The warmer the weather ____________ I feel.

A. the good B. better C. the better D. the best

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13/ In Vietnam, at Tet holidays we often cook some ____ dishes, such as spring rolls, sticky rice cakes, etc…

A. speciality B. specially C. special D. specialistic14/ Are there any _____________ between Vietnamese and American culture?

A. different B. difference C. differently D. differences15/ We haven’t meet each other from five years .

A B C D16/ My father were watching television when the telephone rang . A B C D17/ The 22nd ___________ Asian Games were held in Vietnam from the 5th to 13th December, 2003.

A. Southwest B. Southeast C. Northwest D. Northeast18/ The spirit of the 22nd Sea Games was _________, co operation for peace and development.

A. enthusiasts B. indepedence C. solidarity D. freedom19/ They sometimes _____________ not only through words but also through body language.

A. tell B. exchange C. talk D. communicate20/ The Vietnamese Women’s Football team _____________ defended the Sea Games title.

A. success B. successful C. successfully D. succeed

HEÁT

Period:

CORRECT MISTAKES IN THE TESTA.OBJECTIVE:

I-Knowledge: Helping students to correct ONE PERIOD TEST 4II-Skill: Reading, speaking, listening and writing skill




A/ Answer the questions. (1.5)1. What is environmental pollution nowadays?2. What can polluted water cause?3. What would governments have to do about the pollution problem?

B/ Are the following sentences true (T) or false (F). (1.0)4. Pollution of soil reduces the amount of land that isn’t available for growing food. 5. They should stop using many things that harmful to the environment.

- Corrects them.II/ Use the cues below to write a description of the football match: (2.5 ms)

To celebrate / HCM Communist Youth Union’s Foundation Day / School’s sports club recently / play / friendly football match / Duc Linh school’s football team./ match / hold / 19th of March / 3:00 p.m / our school’s

- Read the passage- Answers:1/ Environmental pollution is one of the most serious problems facing mankind today.2/ Polluted water can kill fish and other marine life. 3/ Governments would have to pass and enforce laws that require individuals and businesses to stop or cut down on certain polluting activities.

* Choose true or false4. F5. T

To celebrate the HCM Communist Youth Union’s Foundation Day, our School’s sports club recently played a friendly football match with Duc Linh school’s football team. The match was held 19th of March at 3:00 p.m on our school’s

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playground.Match / take / place / beatiful weather / our preliminary

practice / be / very good /. In the first half / almost from the beginning / we / keep / ball / away / goal / as near as / opponents’ / possible. In the second half / we / play / great determination / defender Nam / take / ball / pass / it / skillfully / our striker An / give / a fine kick into the goal / entire spectators / stand up / cheer / it / be / one against one. / game / become / tense / because / both teams / try to win. / towards the end of the game / captain Hoang / take / ball / near the opponents’ goal / he suddenly / give / a shot straight into the goal. / the shot / be / so tense that the opponent side’s goalkeeper couldn’t save the shot struck at close range. / the goal / be / scored 3 minutes before / game ended.Finally, our school’s sport club / win 2 – 1. when the game / be over, all of us / be / happy. I / feel / proud of my schoolboys.


IV. Consolidation: V. Homework: - Ask Ss to review all grammtical points and vocabularies. - Prepare Unit 15 lesson 1: READING

playground.The match took place in a beatiful weather / our

preliminary practice / be / very good /. In the first half / almost from the beginning / we / keep / ball / away / goal / as near as / opponents’ / possible. In the second half / we / play / great determination / defender Nam / take / ball / pass / it / skillfully / our striker An / give / a fine kick into the goal / entire spectators / stand up / cheer / it / be / one against one. / game / become / tense / because / both teams / try to win. / towards the end of the game / captain Hoang / take / ball / near the opponents’ goal / he suddenly / give / a shot straight into the goal. / the shot / be / so tense that the opponent side’s goalkeeper couldn’t save the shot struck at close range. / the goal / be / scored 3 minutes before / game ended.Finally, our school’s sport club / win 2 – 1. when the game / be over, all of us / be / happy. I / feel / proud of my schoolboys.

- Answers:1. 2. 3. 4. 5. 6.7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.19. 20. - Review all grammtical points and vocabularies. - Prepare Unit 15 lesson 1: READING

Period: Unit 15: WOMEN IN SOCIETY

READING

I. Objectives:1. Educational aim:

- Students read passage comprehension about role of women in society- Students know how to use the new words through asking and answering

2. Knowledge:- General knowledge: - Through this unit, students know the role of women in society

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- New words: Words related to the topic( society, women....)3. Skills: - Guessing meaning from context

- Summarizing main idea - Passage comprehension

II. Method: Intergrated, mainly communicativeIII. Teaching aids: Real objects, pictures, English textbook 12, hand-outsIV. Procedures:

Teacher’s activities Students’ activitiesWarm-up: - Ask students to list out the jobs that men and women often do in one minute- Let students work in pairs- Ask students questionsDid women do these jobs in the old days? why?

- Lead in: Today, we’ll study a new lesson Unit 15 - part A :ReadingPre-reading: - Ask students kook at the pictures and say what kind of work is mentioned in each picture and answer the questions that follow- Let students sit in pairs or in groups and put the four most suitable places from the box under each heading- Give suggestions- Walk round the class and offers ideas and comments when students need help- Conduct the correction and give the meaning of some wordsWhile-reading: - Make the class read the small talks, to scan the details and do the tasksTask 1: Read through the context and give the Vietnamese equivalents to the following words and phrases.- Firsly, ask students to study individually then in pairs- Walks around the class, offer ideas and comments when students need help- Give suggestions

Task 2:- Work in pairs, read the small talks again and choose the best option to answer the following questions- Introduce the aim of Task 2- Ask students to read the small talks again to find the suitable choice- Ask students to work individually then work in pairs- Walk round the class and comments when students needTask 3 : Read through the context and decide which of the headings below suit for paragraphA .Women’s Intellectual AbilityB .The Age of EnlightenmentC . women’s RightsD . Women’s Role in education

- Listen to the teacher and list the jobs that men and women do

- Answer the question

- Do the tasks- Give answers- The answer is various

- Do the tasks- Give answers1, nÒn v¨n minh nh©n lo¹i2, sinh con 3, sù tham gia4, thêi kú khai s¸ng5, nh÷ng niÒm tin ¨n s©u vµo tiÒm thøc6, viÖc ch¨m sãc gia ®×nh7, n¨ng lùc trÝ tuÖ8, c¬ héi viÖc lµm

- Read all questions- Read the small talks again to scan information- Work in pairs- Give answers1/C 2/D 3/C 4/B 5/A

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- Ask students to read the small talks again to choose the best title for the passage- Ask students to work with a partner- Walks arround the class to help students whenever they needPost-reading: - Let students work in groups to summarise the reading passage by writing One sentence for each paragraph- Has students work in groups and answer the questions- Walk around the class, listen to student’s discussions and offer suggestions when necessary- Give comments- Ask students to tell the content of the small talks- Ask to tell themselvesHomework : - Do reading text in workbook- Prepare the next lesson

- Work in groupsKey: C

- Have discussion then present ideas in front of the class- Present the content of the small talks again- Keys:Paragraph 1 : Women in the old societiesParagraph 2 : The struggle for women’s rightsParagraph 3: The statue of women in society todays

- Listen to the teacher and take note


SpeakingI. Objectives:

1. Educational aim: Students know how to express opinions and express degrees of agreement2. Knowledge:

- General knowledge: - Through this unit, students can make opinions with a partner easily

- Know how to arrange opinions sensibly- Language: Students use sentences, words, phrases and expressions for making degrees of

agreement3. Skills: Fluency in expressing opinion and expressions for making a opinion

II. Method: Intergrated, mainly communicativeIII. Teaching aids: Pictures, English textbook 12, hand-outsIV. Procedures:

Teacher’s activities Students’ activitiesWarm-up:

- Give a picture with a situation and ask students to guess what happens next?

- Ask students work in pairsToday, we will practice giving the opinion-for or againstPre-reading: Task 1: These expressions are commonly used when people are expressed the agreement or disagreement . Place them under the appropriate heading then practise with a partner- Give instruction- Introduce some expressions that we can use to agree and disagree about something

- Ask student to work individually then work in groupsTask 2: -Read and respond to these statements ,using useful


- Do the task

-Work in pairs and practise saying aloud

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expression in task 1 and then practise it with a partner

- Ask students to work individually then in pairs- Walk around the class to help student when necessary- Check and give suggestions- Ask student to practise it with a partner- Corrects students’ pronunciation if necessary

Post-reading: - Work in groups to discuss whether you agree or

disagree with the statement “ Married women should not to go to work”

Make small talks on the following topics, using the starting and ending of a conversation- Divide the class into 4 groups- Ask each group to discuss one topic and make a small conversation- Walk around the class and help all students when necessary- Ask students to present the conversations- Give comments

Homework- In not more than 80 words write about your

opinion about the statement “Married women should not go to work”

- Prepare the next lesson

- Do the task

- Practise with partnersA :Men are usually stronger than womenI think so .(That’s the reason why men often do hard work ,such as building ,carrying things...)B : Women are usually more sympathetic than menI don’t think so because there are fathers who are gentle and understand their children better than theirs wives....

- Work in groups- Practise the conversationAnswer:

- A: Hi, what do you think about the statement “Married women should not to go to work”?

B: Hi, .I don’t agree with it .A: Why?B: In my opinion ,it’s unfair for women. If they don’t go to work ,they have to stay at home all the time .It’s too boring to be housewives all their lives.

- Listen and copy


ListeningI. Objectives:

1. Educational aim: Students should know how to listen to give some information about women and the role of them in society

2. Knowledge:- General knowledge: Students learn about role of women in modern life- Language:

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- New words: Words related to society, women3. Skills: - Extensive Listening : Multiple-choice questions

- Passage comprehensionII. Method: Intergrated, mainly communicativeIII. Teaching aid: Pictures ,textbook.... IV. Procedures:

Teacher’s activities Students’ activitiesWarm-up : - Ask students look at the pictures and have a comparison ?- Let students look at the picture and describe and answer some questions:1, Where do the women come from?2, What are they doing?3, Do they have happy life? Why do you know?- Listen and give mark

Pre-listening : - Let students answer the following question- Is the life of a city women easier than that of a

village woman nowadays? What is your point of view? Why?

While-listening: Task 1: You will hear a passage abut women and their roles in society.Listen to the passage and choose the best answer to complete each sentences- Listen to each pair- Let students read some sentences given and explain some new words if necessary- Read or let students listen first- Give more information if students wonder or not clear- Let students listen the second time- Check their listening- Let students listen the third time and let them choose the best answer- Observe the class and listen to each group’s feedbacksTask 2: - Ask students to listen again and answer the questions- Let students read the questions first and quickly- work in pairs- Let students listen again 3 times and ask them to discuss in groups to answer the questions- Listen to each group and remark

After-listening: - Have students sit in groups and compare a typical working day of your mother or your sister with that of an African village woman - Listen and remark

- Listen and answer- Work in pairs and each and answer1, from a village in Africa2, they are working and taking care of their children3,......

- Work in pairs

-Answer the question

- After three times of listening, each group gives their answers

- Read quickly and discuss in pairs or groups to find the answers which can be listened before- Can guess what will be heard again- Work in groups and give answer1B, 2C, 3C, 4A, 5B

- Listen again (1-2 times)- Discuss give correct answer1, 40%2, they earn nothing for doing their domestic work3, they produce more than half of the food4, 80%5, at 4.45 am6, at 9.30 pm

- Work in groups

- Other groups listen and write down some information and then repeat

- Listen and copy in their notebooks

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Homework:- Ask students to write about 100- 150 words what your sister or your mother’s daily activities


WritingI. Objectives:

1. Educational aim: Students know how to describe a chart2. Knowledge:

- General knowledge: Students could write a report to describe information from a statistics of the activities and the time that women do every week

- Language: Words used in a chart3. Skills: Describing a chart

II. Method: Interagrated, mainly communicativeIII. Teaching aids: Some models of chart, real information in lifeIV. Procedures:

Teacher’s activities Students’ activitiesWarm-up :

- Ask students to name the activities and the time that women often do every day

- Let students work in group

Pre-writing: Task 1- Let students go through the questions give in the book - Look at the chart and answer the questions - Go around and help if necessary

- Listen and explain some new words and useful expressions if they do not know+ the chart shows/presents/illustrates....+ As can be seen from the chart+ According to the chart+ In general/generally speaking

While-writing: Task 2- Ask students to do certain things- It means we use short information but it’s real- Ask students to read the model of chart first- Ask students to describe some information in a chart- Ask 2 or 3 students who may be good at English to write on the board

- Let students change their report and practise speaking about the person they’ve written- Listen and remark

- Observe and work in pairs to answer- The answers can be various

- Continue working in pairs

- Each pair ask and answer

- Listen and write down


- Read quickly themselves

- Read the form quickly and find some new words if it has- Listen and repeat, then write down in notebooks- Check among groups- Change among groups

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Post-writing: - Let students work in groups to write a report about someone and other groups- Read and write a short paragraph- Listen and remark

Homework: - Do the writing part, Unit 15, workbook

- Work in groups and write a report- One student of one group reads aloud a report- Discuss and correct mistakes themselves

- Listen and copy


Language FocusI. Objectives:

1. Educational aim: Students know how to spell the rising tune in a sentence2. Knowledge:

- General knowledge: Students learn the use of phrasal verbs- Language:- New words: Words related to topic

3. Skills: - Pronunciation: The rising tune- Grammar: - Phrasal verbs

II. Method: Intergrated, mainly communicativeIII. Teaching aids: textbook, picture .....IV. Procedures:

Teacher’s activities Students’ activitiesI. Pronunciation:- Help students how to read correctly with the rising tune + Practice:- Read the sentences first: clearly, correctly- Listen and correct their pronunciation if it’s needed- Explain to read the rising tune in Yes-No questions and sentence stress- Let students read the sentences and work in groups

- Listen and remark each group

II. Grammar: Phrasal verbs- Show students to list out as many phrasal verbs you have learnt as possible just in one munites- Let students work in pairs

* Exercise 1: - Let students read all the answers and work in groups to choose tone of the following verbs(in the correct form)+ the correct preposition to complete the sentences- Go around and help if necessary

- Read aloud- Listen and repeat from 2-3 times- Some of them stand and read words aloud


- Read the sentences in chorus aloud

- Listen and copy- List some phrasal verbs : fill in ; turn on; go over ; look at; make up. Look after ....

- Read and do the exercise

- Work in their own and compare each other- One or two students give the correct form of phrasal verbs on the board- Keys:

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- Listen and remark

Exercise 2: - Introduce Exercise 3 to students and explain how to do it- Ask students to do it

- Ask students to fill each of the blanks with an appropriate preposition if necessary- Let them work individually- Walk round and help them- Check, correct mistakes , give reasons and mark

Homework: - Remind of phrasal verbs- Let them do exercises in Workbook

1, glanced at 2, invited to3, listen to 4, throw...at5, staring at 6, speaking to7, wrote to 8, point...at

- Work themselves and each student reads sentences- Other students listen and remark each other- Keys: 1, for 2, for 3, to 4, for5, about 6, x 7, about 8, x 9, for 10, for

- Listen and copy

Period: UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 1: READING I. Aims: - By the end of the lesson, students will be able to know the Association of Southeast Asian

Nations - Know how to guess the meanings of the words from the contexts - Know how to skim for main ideas - Know how to scan for specific information

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II. Lexical items: Words and phrases about the Association of Southeast Asian NationsIII. Teaching aids: textbook, teacher’s book, posters, and picturesIV. Procedure:

Teacher’s activities Students’ activitiesI. Warm-UpBrain storming: Southeast Asian countries- Explain→Vietnam→Thailand→ Laos- Lead Ss to the point- Ask questions before Ss readII. Pre-reading1. Pre-questions: Pairwork 1. What does ASEAN stand for?2. When did Vietnam join this association?2. Pre-teach vocabulary- to accelerate: to cause to move faster→ acceleration (n)- to stabilize: → stability (n)→ stable (adj)- justice (n) - diverse (adj) - to forge→ forgeability (n)→ forgeable (adj)- to integrate: → integration (n)→ integrative (adj)- enterprise (n)* Checking: R.O.RIII. While-reading1. Task 1: Fill in each blank with a suitable word - Ask Ss to fill in the blanks by guessing from the contextsKeys:1. justice 2. GDP 3. diverse 4. integration 5. accelerate 6. enterprises2. Task 2: Decide whether the following statements are true (T) or false (F)- Ask Ss to say T or F and explainKeys:1. T 2. F 3. F 4. T 5. F 6. F - Ask Ss to play game by choosing stars and answering given questions3. Task 3: Comprehension questions →lucky stars games- Correct sts’ answers if necessary- Give comments to encourage sts’ participation

Keys:1. The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand.2. The two main goals of the Association are to accelerate

- Play game

- Answer questions by guessing

- Guess the meanings of new words

- Contribute what they know to T’s presentation

- Work individually Keys:1. justice 2. GDP 3. diverse 4. integration 5. accelerate 6. enterprises- Say T or F and explain for their choices

Keys:1. T 2. F 3. F 4. T 5. F 6. F

- Work in 2 groups

- Try to be the winnersKeys:1. The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand.2. The two main goals of the Association are to accelerate the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in

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the economic growth, social progress and cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region.3. It was about US$ 1405 billion.4. It was adopted in 1998.5. It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism.IV. Post-readingGroup work: summarise the passage, based on the years: 1967, 1995, 1997, 1998, 1999, 2007, 2020- Ask Ss to summarise the reading passage- Ask Ss to speak up- Ask Ss to work at homeV. Homework- Write a paragraph about what you like or dislike about the Association of Southeast Asian Nations- Be ready for Section B: Speaking

the region.3. It was about US$ 1405 billion.4. It was adopted in 1998.5. It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism.- Clap hands

- Work in groups- Choose 1 representative to present

- Individual work


Lesson 2: SPEAKING I. OBJECTIVE:

-By the end of the lesson, Ps will be able to tell the name, the capital and the basic information about the facts of the ASEAN countries. II. TEACHING AIDS:

- Book, pictures, flags, posters…III. PROCEDURE:

Teacher’s activities Students’ activitiesA.WARMER:- Show a group photo of the ASEAN leaders- Ask students to guess what the photo means.- A group photo of the ASEAN leaders- Set the scene of the lesson* VOCABULARY:- Follow the steps for presenting vocabulary.- Check ROR

- Buddhism ( n ): đạo Phật- Catholicism ( n ): Thiên chúa giáo La Mã- Christianity ( n ): đạo Cơ Đốc

- Islam ( n ): đạo hồi - currency ( n ) : tiền tệ

- Baht ( n): đồng bạt (đơn vị tiền ThaiLan ) - Peso ( n ) : đồng Pê-sô (đơn vị tiền Phi-lip-pin)

- Ringgit ( n ) : đồng ring-git (đơn vị tiền Ma-lay-xia)B. PRE-SPEAKING:Matching each national flag with the name of the country and its capital.

- the photo of the ASEAN leaders

- Listen & answer- Repeat- Copy

- Match individually and then compare

-Work in group

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- Ask Ss to match each national flag with the name of the country and its capital

- Correct- Ask Ss to work in group and make questions and

answer about some of the ASEAN countries.- Correct- QUESTIONS: 1. What’s a total area of Malaysia? 2. What’s its capital?3. What’ its population?4. What’s the official language used in Malaysia?5. What’s the main religion in Malaysia? 6. What’s the currency unit used in Malaysia? - Ask Ss to talk about one of the ASEAN countries on bb

FLAG -- COUNTRY /CAPITAL

1.VIETNAM A. Thailand - Bangkok 2. MALAYSIA B. VIETNAM

- HANOI3. THE PHILIPPINES C. Malaysia - Kuala Lumpur4.THAILAND D. The Philippines - Manila5.SINGAPORE E. Laos - Vientiane6.INDONESIA F. Indonesia - Jakarta7.BRUNEI G.Singapore - Singapore8.LAOS H. Cambodia - Phnom Penh9.CAMBODIA I. Myanmar - Naypyidaw10.MYANMAR J- Brunei - Bandar Seri BegawanC. WHILE-SPEAKING:-Work in groups: Discuss and use the information in task 1 and facts below to ask and answer about some of the ASEAN countries.

MALAYSIAArea: 330,252 sq. km

Population: 27,174,000Official language(s): Malay, English, Tamil

Religion(s): Islam, BuddhismCurrency: Ringgit(Malaysian dollar)

PHILIPPINESArea: 300,000 sq. km

Population: 88,875,000Official language(s): Filipino, English

Religion(s): Christianity( mostly Roman Catholic)

-Make questions and answer in pairs

ANSWERS

- Malaysia has a total area of 330,252 sq.km

- Its capital is Kuala Lumpur

- It has a population of 27.174,000

- The official languages used in Malaysia are Malay, English and Tamil.

- The main religions in Malaysia are Islam, Buddhism.

- Ringgit is local currency in Malaysia.

- Talk about one of the ASEAN countries - Work in groups: Discuss and use the information in task 1 and facts below to ask and answer about some of the ASEAN countries. 1. What’s a total area of ………………….?

2. What’s its capital?

3. What’ its population?

4. What’s the official language used in …….......?

5. What’s the main religion in ………………….?

6. What’s the currency unit used in ……………?

MALAYSIAArea: 330,252 sq. km

Population: 27,174,000Official language(s): Malay, English, Tamil

Religion(s): Islam, BuddhismCurrency: Ringgit(Malaysian dollar)

PHILIPPINESArea: 300,000 sq. km

Population: 88,875,000Official language(s): Filipino, English

Religion(s): Christianity( mostly Roman Catholic)

Currency: Peso

THAILANDArea: 513,120 sq. km

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Currency: Peso

THAILANDArea: 513,120 sq. km

Population: 65,694,000Official language(s): Thai

Religion(s): BuddhismCurrency: BahtSINGAPORE

Area: 704 sq. kmPopulation: 4,589,000

Official language(s): Malay, English, Tamil, ChineseReligion(s): Islam, Buddhism, Hinduism, Christianity

Currency: Singapore dollarD. POST-SPEAKING:Talk about one of the ASEAN countries.Malaysia has a total area of 330,252 sq. km. Its capital is Kuala Lumpur. It has a population of 27,174,000. The official languages used in Malaysia are Malay, English and Tamil………………………E. HOMEWORK:

Population: 65,694,000Official language(s): Thai

Religion(s): BuddhismCurrency: BahtSINGAPORE

Area: 704 sq. kmPopulation: 4,589,000

Official language(s): Malay, English, Tamil, Chinese

Religion(s): Islam, Buddhism, Hinduism, Christianity

Currency: Singapore dollar


Lesson 3: Listening

I. Objectives: By the end of the lesson, students are able to know more about the using of English and religions in ASEAN nations.II. Language content: vocabulary on religionsIII. Teaching aids:IV. Stages:

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ASEAN

nations


Teacher’s activities Students’ activities1. Warmer: Brainstorming- Asking sts to play the game- Checking

Vietnam

laos

- Making handouts and asking sts to complete the task* Key: Vietnam, Laos, Cambodia, Thailand, Philipines, Malaysia, Indonesia, Singapore, Brunei, Myanmar.- Playing the tape, asking sts to call out the religions they hear.- Giving the correct answers- Playing the tape 3 times2. Activities:* Activity 1: Pick out the countries in which English is used as the second language:Vietnam, Laos, Cambodia, England, The USA, Thailand, Philipines, Malaysia, Indonesia, Singapore, Brunei, Myanmar.- Asking Ss to look at their book and listen to the tape.- Asking Ss to share the answers to a partner.- Checking - Giving the answers.

Key:

- Playing the tape sentence by sentence.- Asking Ss to work in groups.- Checking the answer * Activity 2: Listen to the tape and write out religions mentioned in the dialouge- Asking Ss to work in groups

Key:Buddhism, Islam, Catholicism

* Activity 3: Listen to the tape and choose the best answer A, B or C to complete each sentence

1. Nga asked her father about_______ A. the English language spoken in the US. B. people who speak English in the UK.

- Playing the game in groups- Going to the board to write

- Looking at handouts and discuss with a partner.- Giving the answers* Key: Vietnam, Laos, Cambodia, Thailand, Philipines, Malaysia, Indonesia, Singapore, Brunei, Myanmar.

- Listenning to the tape - Write out the religions- Giving the answers- Looking at the book and listenning to the tape - Choosing the best answer - Sharing with a partner.- Giving the correct answer

Key:

- Listenning to the tape - Discussing with friend groups.- Answering the questions

Key:Buddhism, Islam, Catholicism

- Listenning to the tape

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Philipines, Malaysia, Singapore, Brunei

Philipines, Malaysia Singapore, Brunei


C.The number of people who speak English in the ASEAN countries.2.The ASEAN countries include______ A. about a quarter of a billion Muslims. B. 25 million Muslims. C. half a billion Muslims.3. Muslims mostly live in ________ A. the Philipines. B. Indonesia and Myanmar. C. Indonesia and Malaysia.4. The main religion in Vietnam is __________ A. Buddhism. B. Islam. C. Catholicism.5. Mr Hung thought that __________ A. he himself would wake up late the next morning. B. Nga would get up late the next morning. C. both of them would wake up late the next morning.Key:

1 2 3 4 5C A C A B

*Activity 4: Listen to the tape again and answer the questions:

1. When will Nga sudmit the essay to her teacher?2. What country has the large number of English speakers?3. How many people speak English in the ASEAN region?4. Is English mostly spoken in Philipines?Key: 1. Tomorrow (the next day)2. The US.3. Around 50 million.4. Yes, it is.* Activity 5: Listing religions in Vietnam:Key: Buddhism, cao dai, Phat giao Hoa hao, Catholicism, Islam….

3. Homework: summarize the content of the dialogue between Nga and Mr Hung

- Discussing with friend groups.- Answering the questions

Key:1 2 3 4 5C A C A B

- Telling the whole class

- Listenning to the tape - Discussing with friend groups.- Answering the questions

Key: 1. Tomorrow (the next day)2. The US.3. Around 50 million.4. Yes, it is.

Period: Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 4: WritingI. Aims: By the end of the lesson, sts can know how to write a letter of recommendation. II. Teaching aids: charts, pictures, …III. Procedures:


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I. WARM UP : Matching- Pick the pictures up on the board- Set the scene1. a. Ha Long bay

2. b. Da Lat

3. c. Thien Mu pagoda

4. d. Nha Trang city

5. e. Trang Tien bridge

6. f. The beach of Vung Tau

7. g. Van Mieu

Keys: 1b 2c 3d 4g 5f 6e 7aII. PRE WRITING- Ask Ss to read the letter and complete- Ask Ss to think of a significant place they are familiar with and write an outline- Correct

1. Complete the letter of recommendation with the missing sentences in the box. ( Task 1 – p.180)

2. Outline Date Salutation Body:

- location- natural features- entertainment

- 2 groups- Matching* Keys: 1b 2c 3d 4g 5f 6e 7a

- Read and do the task- Correct

- Think of a significant place- Write an outline Outline

Date Salutation Body:

- location- natural features- entertainment- places to visit- food- people- …………….

Closing Signature

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- places to visit- food- people- …………….

Closing Signature

- Ask Ss to write their writing individually- Go around to help sts if necessary- Ask Ss to change their paper

- Correct

III. WHILE WRITINGDavid, your pen pal, is going to spend hisSummer vacation in one of the ASEAN countries. You want him to visit Vietnam. Write a letter to him recommending a significant place you are familiar with. Use the outline above.IV. POST WRITING- CorrectionV. HOMEWORK- Rewrite the letter.- Prepare LANGUAGE FOCUS.

- Write a letter

- Change the paper

- Correct

- Do at home


Lesson 5: Language Focus

I. Aim: By the end of the lesson, students will be able to know about the rising – falling tone and the usage of tenses in the adverbial clause of time.II. Lexical items:III. Teaching aids: textbooks, handouts, drill cuesIV. Procedures:

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I. Pronunciation: 1.Picture: Guessing the words through picture

IS IT FALL OR SPRING? How can I speak this? Notice my voice, my intonation.- Present two sounds- Guide Ss to play the game- Control the class- Lead to the new lesson- Write the title- Play the tape recorder- Ask Ss to work in pairs2. Practice : (tape recorder) Listen and repeat:1. Do you live in a house or in a flat?2. Is Jane a teacher or a student?3. Would you like some tea or coffee?4. Is the baby a boy or a girl?5. Shall we go by bus or by train?6. Is today Tuesday or Wednesday?7. Are you coming or not?8. Is your sister older or younger than you?9. Do you want to have lunch now or wait till later?10. Did Italy or Brazil win the World Cup?II. Grammar:

1. Presentation: - Ask Ss to match the table- Present the structure- Ask Ss for concept check, give the form then- Ask Ss to do tasks- Go around for helping- Correct- Ask Ss to do the exercises on textbook- Ask Ss to compare with friends- correct

Matching:

MAIN CLAUSEADVERBIAL CLAUSE OF TIME

1. He was sitting on the beach2. The train had gone 3. Remember to ask for permission4. I have answered all of the questions

a. until she went to Tokyo last month. b. as soon as we have finished this course in Boston University.c. when he heard a noise d. as soon as his parents went

- Listen and answer

- Listen- Take part in the game- Listen & write the title

- Listen and repeat- Pair works

- Read and match- Listen and answer.

- Answer- Copy down- Work individually.- Compare with friend.- Listen and take notes- Pair works- Listen and take notes

- Do as directed- Listen and take part in the game- Do as directed- Work individually

- Work individually- AnswerKey: 1c 2h 3e 4f 5a 6b 7g 8d

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correctly 5. She had never had a chance to use her Japanese6. We can speak French well7. Don’t go anywhere8. Tom was playing game online.

home.e. before you light up a cigarettef. since I began this grammar exercise on verb tensesg. till your parents come hereh. by the time we arrived

Key: 1c 2h 3e 4f 5a 6b 7g 8d Form:

MỆNH ĐỀ CHÍNH MĐ TRẠNG TỪ CHỈ THỜI GIAN

1.Simple present

Present perfect (since)

- Simple present (thói quen)- Present progressive ( nhấn mạnh hđ dang xảy ra)- Persent perfect ( nhấn mạnh hđ hoàn tất)- Simple past

2. Future - am/ is/ are going to + Vo - will/ shall + Vo - will have V3/ ed

- Simple present- Persent perfect ( hđ hoàn tất)

3. Simple Past

Past continuous

Past perfect

- Simple Past ( thói quen)- Past continuous (hđ đang xảy ra ở qk)- Past perfect- Simple Past- Past continuous- Simple Past

a. Không sử dụng thì tương lai trong mệnh đề trạng từ chỉ thời gian.b. MĐ TT chỉ thời gian được bắt đầu bằng các liên từ:when whenever before after since as as soon as while till/ until just as no sooner ...than hardly … when as long as

2. Practice: - Ask Ss to complete the sentences- Check: “by the sentence”

- Ask Ss to make sentences from the pictures- Read , take notes & give feedback- Give the tasksExercise 1: Complete each of the following sentences, using a suitable adverbial clause of time in the box.(p.182)Keys:

1. She’ll phone you as soon as she arrives in Ho Chi Minh city.

2. After the war was over, we started rebuilding the

- Work individually- AnswerKeys:

9. She’ll phone you as soon as she arrives in Ho Chi Minh city.

10. After the war was over, we started rebuilding the country.

11. They met a lot of people while they were on holiday.

12. Before you leave, don’t forget to turn off the flights.

13. I’ll stay till you get back.14. We’ll come to see you whenever we are

in Hanoi. 15. There is a danger of war as long as

imperialism exists.16. Tom sang a merry song as he walked

away.

- Work individually- AnswerKeys:1. arrives 2. arrives 3. are playing 4. got5. have finished 6. (had) graduated 7. am 8. have read

- Work individually- Answer

Keys:8. Let’s go out before it starts raining.9. I’ll give you my address when I have

found somewhere to live.10. After he had done his homework, he

went to bed.11. We’ll let you know as soon as we have

made our decision.12. I haven’t met them since I left school.13. Robert suddenly began to feel ill while

he was doing the examination.14. Kate will come back home after she has

finish the last semester

- Compare with friends

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country.3. They met a lot of people while they were on

holiday.4. Before you leave, don’t forget to turn off the

flights.5. I’ll stay till you get back.6. We’ll come to see you whenever we are in Hanoi. 7. There is a danger of war as long as imperialism

exists.8. Tom sang a merry song as he walked away.

Exercise 2: Supply the correct tense form of the verbs in brackets.(p.183)Keys:1. arrives 2. arrives 3. are playing 4. got5. have finished 6. (had) graduated 7. am 8. have readExercise 3 :Combine two sentences, using one as an adverbial clause of time with the given conjunction .(p.184)Keys:

1. Let’s go out before it starts raining.2. I’ll give you my address when I have found

somewhere to live.3. After he had done his homework, he went to bed.4. We’ll let you know as soon as we have made our

decision.5. I haven’t met them since I left school.6. Robert suddenly began to feel ill while he was

doing the examination.7. Kate will come back home after she has finish the

last semester.V. Homework: - Learn by heart new language

- Listen and take notes- Take notes & do at home

Period: TEST YOURSELF F

A. AIMS: To help students - To practise students’ listening, speaking, reading, and writing skills.- To help students to be able prepare for the final test then do the exercise given.

B. AIDS:- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player...

C. Methods : Communicative approach and leaner- centered approach.

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Teacher’s activities Students’ activitiesI. Listening- Ask students to read the questions carefully then try to guess the answers and discuss the answers with their friends.- Play the tape and ask students to listen to the the tape.- Ask students to listen to the tape then answer the questions given.- Ask some of them to give the answers orally.- Ask the others to give comments.- Give suggested answers if necessary.- Ask students to copy the answers themselves.

II. Reading- Ask students to read the reading then find the words which mean:- Ask them to read the questions provided carefully.- Ask them to read the passage again then answer the questions.- Ask them to compare their answers with those of their friends’.- Ask some of them to give the answers orally.- Ask the others to give comments.- Give suggested answers if possible.

III. Grammar- Ask students to read the open sentences carefully.- Ask students to do the exercise in pairs.- Ask students to compare the answers with their friends’.- Ask students to give their answers.- Ask other students to give comments on the answers given.- Correct the answers the give the suggested answers.

IV. Writing:- Ask Ss discuss the wring exercise then ask their teacher for help if possible in order to write the writing successfully at home.- Teacher can give some suggestion to help students to organize their ideas,V. Homework:- Ask Ss to learn the structures by heart .- Review the three units 4-5-6 for the 45 minute-test.

Listening- Read the questions carefully then try to guess the answers and discuss the answers with their friends.- Listen to the tape then answer the questions given. - Discuss the answers with their friends then correct the mistakes themselves.Answers: 1. earthquakes.2. 19643. 12.4. 160.5. 4.Reading- Read the reading then find the words in the reading to do the exercise given.

- Read the questions provided carefully.- Read the passage again then answer the questions.- Compare their answers with those of their friends’.- Give the answers orally.- Others to give comments.- Take notes of the suggested answers if possible.1. Arab countries2. In textile, toy, shoe and electronic sectors3. 70%4. They depended on their husbands or fathers5. The access to education and change in economic

Grammar- Read the open sentences carefully.- Do the exercise in pairs.- Compare the answers with their friends’.- Give their answers, others give comments on the answers given.1. grow up2. stay on3. wait up4. give in5. catch up6. speak up7. watch out8. cool off9. keep up10. fall behind- Discuss groups- Write about the changes in women’s role in the family in comparison with that 50 years ago.- Learn the structures by heart .- Review the whole test.

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Period: REVIEW 1

A. OBJECTIVE: I-Knowledge: Helping Ss revise the grammatical points.

II-Skill : Four skillsB. PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss to answer about grammar

III- New lesson: REVIEW: TENSES & PASSIVE VOICETeacher’s activities Students’ activities

Warmer: BINGO-T asks Ss to work in group of eight-Ss listen to write on a small paper and give the Past and Past participle form of thses verbsMake finish

go Leaverun See

Playlearn

PRESENTATION-T asks Ss to give the form of tenses that students have learnt.-Complete in the table

Tenses Active PassiveSimple present

S+V(e,es) S+is/am/are+Vpp

Present continuous

S+is /am/are+V-ing

S+is/am/are+being+Vpp

Past Simple S+Ved/V2 S+was/were+VppExample:1.They have provided the victims with food and clothing-> The victims have been provided with food and clothing2.People speak English in almost everycorner of the world.->English are spoken in almost everycorner of the world.PRACTICE:I .VERB FORM1.We ( finish) our dinner half an hour ago.2.How many times you (see)him since he went to Edinburgh.3.The farmers (work) in the field now.4.Rivers usually (flow) to the sea.5.Mrs Green always (go) to work by bus.6.She (sit) under a tress when it began to rain.7.She said she (forget) something at home yesterday.8.When we (see) Mr Taylor tomorrow, I (remind) him of that.II-MULTIPLE CHOICE

- Listen to T and write them , then give the past and PP form of them

-Work individually - Listen to T’s instruction and complete the table the form of active and passive verbs-Give the other wexamles to illutrateSome Ss read their answers to the class and give their explanation

-Ss work individually -Give the correct form of tenses of verbs in parentheses

Expected answer:1.finished 2.have you seen3.are working 4.flow5.goes 6.was sitting7.had forgot 8.see/ willremind

Expected answer: 1.told

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1.Jack ..............me that he was enjoying his new class.a. told b.said c.talked d.asked2.We..............friends since we........ at college together.a.have been-were b.were- have beenc.were-were d.had- been3.If you..............me with this exercise ,I will do the same for you one day.a.helped b.would help c.help d.will help4.The English ..............good traditionsa.have much b.have many c.has much d.has many5.If he .............., the results will be bettera. worked b.works c.has worked d.will workIII-MISTAKE CORRECTION1.Mary is living in LonDon. She have been there for 12 years.2.If Sarah knew you were here, she willnot go out3.I have lived in a small house near the coast for 1990.4.I see this film three times up to now.

2.have been –were3.help4.havemany5.works

Expected answer:1.has been2.would not3.since4.have seen

IV-Consolidation:- Retell all grammatical points. V-Homework: - Do all exercises again and do more in workbook. Prepare REVIEW: STRUCTURES

Period: REVIEW 2

A.OBJECTIVE: I-Knowledge: Helping Ss revise the grammatical points.

II-Skill : Four skillsB.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss to answer about grammar

III- New lesson: REVIEW: STRUCTURESTeacher’s activities Students’ activities

WARMER:Find someone who......Did you use to........? Namehave a favourite toy when you were a child?have a nickname?cry at night when you were a child?hate school?play hide andseek?have a pet?

PRESENTATIONI SENTENCE TRANSFORMATION-T asks Ss to rewrite each sentence, beginning as shown , so that the mening stays the same.1.She began to play the piano 3 years ago.->She ......................................................................2.He doesn’t play tennis any longer ->He used.............................................................3.John has invited us to his party tonight.->We.............................................................4.Sharah got lost and this made her parents very worried.

-The whole class make questions for friends fine someone who used to..If the answer is”yes” , you write his/her name in the column

-Work individually -Expected answer: 1.She has been playing the piano 3 years ago2.He no longer plays tennisHe used to play tennis3.We have been invited to John party tonight4.Sharah got lost which made her parents very worried.5.In spite of being poor, the children was poor.6.Look at these clouds! It’s going to rain on the

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->Sharah got lost ..............................................5.Although the children was poor, they were happy.->In spite of.............................................................6.Look at these louds !There ‘s no rains on the way.-> Look at these clouds! It’s ...................................7.Because he works harder, he will pass the exam.-> Because of..........................................................II-FORM : 1.S+ began /started + V-ing /to-inf................ago->S+has/have/+(been)+ Ving/Ved..............since/for2.Not.....any more/any longer-> No longer/ used to + V-inf3.Relative pronoun: replace the clause preceding4.Although In spite of Though +S+V-> Despite + N/Ving Even though 5.Because + S+V -> because of + N/Ving6.Used to + bare inf Be used to + Ving Be used to + Infinitive Be used for + V-ing III-MISTAKE CORRECTION1.I’m tired because I’m not used to stay up late2.Even though the extremely bad weather in the mountains, my friend decided not to cancel their trip across the mountain pass.3.My car, that I have owned for five years , is a Ford.4.If a drop of oil is placed in a glass of water, it would float to the top.5.Unless we work harder, we will finish on time 6.Is this the person whose you asked me about?7.Lan was absent from class yesterday because of she was ill.8.Although his illness , he managed to come to school1.Examples:a.“I saw her on my wayto school yesterday” he says to me->He says to me he saw her on his way to school yesterday.b.“I saw her on my wayto school yesterday” he said-> He said he had seen her on herway to school the day before 2.Eliciting:*When verb: say tell in the present , present perfect or simple future, no change tense of verb in the reported clause* When verb : say , tell in the past , we change the tense of verb in the reported clause( to move one tense back)- change adv of time - change pronouns , adj possessive for suitablyPRACTICE : I.Change these following sentences into reported Speech1.” I’ll see you tomorrow”-> She said.................................

way.7.Because of working harder, he will pass the exam-Ss give their comment s about the structures of sentences-Ss speak loudly and explanation

-Ss work individually and compare their answer with a friend -Ss give the correct answers-Expected answer: 1.to staying2.In spite of3.which4.was replaced5.If6.whom7.because8.In spite ofSs work individually and then compare their answer with a friends-Ss go to the board and write down-The others check and correct mistakesNote: * Change adv of time , place

Directed speech indirected speechHereBeforeLast weekNext weekNowThisTheseTodayTomorrowyesterday

ThereAgo/earlierThe week beforeThe next weekThenThatThoseThat dayThe next dayThe day beforeThe previous day

IYouWeMyYours truly, ourme

He/sheMeTheyHis/herMyTheirHim/her

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2.” I met her about three months ago”-> He told me.................................3.” I must go out to post thisbetternow, Mum,” he said-> He said .................................4.” If you want to lose weight , you should eat less meat”-> The doctor advised her.................................5.” We cannot finish th etest in forty five minutes”->They said.................................6.”My husband has gone on business”-> Mary said .................................7.” I am doing a business couse now”-> She told me.................................8.Mary said “ I canot go to the movie with you , John”-> Mary said.................................

IV-Consolidation:- Retell all grammatical points. V-Homework: - Do all exercises again and do more in workbook - Prepare REVIEW: REPORTED SPEECH

Period: REVIEW 3

A.OBJECTIVE: I-Knowledge: Helping Ss revise the grammatical points.

II-Skill : Four skillsB.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance.II-Checking: Asking Ss to answer about grammarII- New lesson: REVIEW: CONDITIONAL SENTENCES

Teacher’s activities Students’ activitiesCONDITIONAL SENTENCES1. Real conditional sentencesa.Future possible If + S+V(simple present), S+ will +V-bare inf

b.habitual If + S+V(simple present), S+ V(simple present)

2. Present unreal conditional sentences

If + S+V(simple past), S+ would/could+V-bare inf Be-> were

3. Past unreal conditional sentencesIf + S+V(past perfect), S+ would/could+have +Vpp

4. If clause -> unless* negative -> affirmative(main clause doesn’t change)Ex: If you don’t study hard, you’ll fail in the exam

-Ss listen and give out examples

Ex: If I have money, I will buy new car.

Ex: Ann usually walks to school if she has enough time

Ex: If you went to the post office, I would meet you

Ex: If we hadn’t attended the course , we would have failed the exam

-Ss pay attention to structures

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-> Unless you study hard, you’ll fail in the exam*Affirmative -> Affirmative ( Main clause -> reverse)Ex: If I have time . I’ll help you -> Unless I have time , I won’t help you5. As if and as though* Real in presentS+V(present) + as if /as though +S+V( present)* Unreal in presentS+V(past) + as if /as though +S+V( past)* Unreal in the past S+V(past) + as if /as though +S+V( past perfect)PRACTICEWORD FORM1.If I (know )........his telephone number . I’d give it to you2.Hecould get a job easily if he (have ) ........ a degree.3.Henry talks to hisdog as if it (understand ) ........ him4.If she (not hurry) ........, she may be late5.Water ( not run ) ........down hill if there were not gravity6.He looked tired as if he ( work ) ........very hard7.If you ( turn ) ........out the light , we shall be in the dark.8.He might get fat if he (stop) ........smoking9.I ( accept) ........ if they invite me to the partyREWRITING SENTENCES:1.Alan always ate breakfast , he wouldnot overeat at lunch-> If.............................................................................2.The wind is blowing hard , so I won’t take the boat out for a ride.-> If.............................................................................3.We don’t visit our parents very often because they live so far away-> If.............................................................................4.I can’t look the word up because I havenot got a dictionary.-> If.............................................................................5.Nick can’t find the way because he hasnot got a map-> If.............................................................................PRONUNCIATIONI -Choose the word whose underlined part is pronounced differently from that of the others1a.around b.mouse c.count d.country2a.mechanic b.achievement c.chemistry d.school3a.cut b.fun c.pull d.button4a.camera b.famous c.glad d.family5a.seat b.leave c.increase d.readyII-Stress:6a.computer b.important c.village d.condition7a.television b.community c.atmosphere d.damage8a.persuade b.relax c.research d.exportMULTIPLE CHOICE1.Yesterday , when I ........at the station , the train........for 15 minutes

-Give more examples

Ss work individually and then compare their answer with a friends-Ss go to the board and write down-The others check and correct mistaksSs work individually and then compare their answer with a friends-Ss go to the board and write down-The others check and correct mistaks* Expected answer

pronunciation1.d 2.b 3.c 4.b 5d6.c 7.b 8.dmultiple choice1.a 2.c3.c 4.b5.b 6.b7.c

mistake correction1.Even though-> Despite, In spite of2.Have -> Had3.that-> which

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a. arrived/ had left b.arrived /leftc.had arrived /left d.arrived/ has left2.Would you mind........me hand with these bags?a. give b.to give c .giving d.to giving3.When I was a child I........fishing with my father on Sunday morning.a. went b.had gone c.used to go d. was used to going4.Marie Curie harboured the dream of a ........career which was impossible for a woman at that time.a. scientist b. scientific c. science d. scientifically5.This computer isnot capable ........running this software.a.on b.of c.in d.for6.Students for ........English is a secon language should consider taking the course.a. who b. whom c.that d.whose7.If I ........John tonight , I ........him my plansa.saw/told b.will see/will tellc.see/will tell d.will see/tellMISTAKE CORRECTION1.Even though the extremely bad weather in the mountains , my friends decided not to cancel their trip across the mountain pass2.Have the play already started when you got to the theater?3.My car, that I have owned for five years, is a Ford.4.The installation of the new computer systerm will completed by next month5.She wanted to know if I saw Paul resently

4.will completed->will complete5.saw-> had seen

IV-Consolidation: - Ask Ss to retalk the grammatical points in this lessonV-Homework: - Do more exercises in work book

Period: KIỂM TRA HỌC KÌ II

Chọn từ/cụm từ thích hợp (ứng với A hoặc B, C, D) để hoàn thành câu sau.1) The windows was broken and some pictures …………….. away by the boys.

A/ has been taken B/ were taken C/ have been taken D/ was taken2) Mr Smith, ………. I had come to see, said he was too busy to speak to me.

A/ whom B/ who C/ whose D/ which3) All of the classrooms ……………. when we arrived.

A/ being cleaned B/ was being cleaned C/ is being cleaned D/ were being cleaned4) If it …………… so cold, she will tidy up the garden.

A/ doesn’t be B/ didn’t be C/ don’t be D/ hasn’t been5 The conical leaf hat is one of the typical features of the Vietnamese.......................... . A/ education B/ culture C/ society D/ language6) Her work suffered because of her total ……………….. in sport.

A/ absorptive B/ absord C/ absorption D/ absorbent7) Up to now, she …………….. a lot of information about him.

A/ will learn B/ learnt C/ would learn D/ have learnt8) He has worked as a secretary ……………….. he graduated from college.

A/ since B/ until C/ before D/ after164


9) If I had time, I ……………….. to the beach with you this weekend.A/ will go B/ will have gone C/ would have gone D/ would go

10) ………………… the end of the book, they get married and live happily ever after.A/ In B/ At C/ On D/ About

11) The industrial ……………. has made many changes in our country.A/ develop B/ developing C/ development D/ developed

12) When he came to visit her last night, she ……………….. a bath.A/ is having B/ was having C/ has D/ had

13) Davis learned to play ………………. violent when he was at university.A/ a B/ an C/ the D/ no article

14) ……………. can bring you all the information and stories with colour picture and action.A/ Television B/ Radio C/ Book D/ Newspaper

15) It is becoming harder and ………………… to find a job.A/ hard B/ harder C/ hardest D/ more hard

16) The warmer the weather ……………………. I feel.A/ the good B/ better C/ the better D/ the best

17) Are there any ……………………. between Vietnamese and American culture?A/ different B/ difference C/ differently D/ differences

18) Earning money has always been the thing that pleases him most. _______ he becomes, _____he is.

A/ The more rich / the more happy B/ The richest / the happiest

C/ The richer / the happier D/ Richer and richer / happier and happier

19) Hunting for meat and burning forests for soil cause destruction to wildlife.

A/ damage B/ protection C/ organization D/ contamination

20) My sister is very fond …………… chocolate candy.A/ of B/ about C/ with D/ at

21) Jack studies in my class. He is my …………………………………A/ leader B/ captain C/ monitor D/ classmate

22) I learned that the college …………………… in 1900A/ found B/ was founded C/ founded D/ had been founded

23) Are you sure that boys are more ………………. than girls?A/ act B/ active C/ action D/ activity

24) All of us are waiting the man …………… son was lost.A/ who B/ which C/ whom D/ whose

25) ………… you study for these exams, ……………… you will do.A/ The harder / the better B/ The more / the muchC/ The hardest / the best D/ The more hard / the more goodChọn từ mà phần gạch chân có cách phát âm khác với những từ còn lại.

26) A/ phones B/ streets C/ books D/ makes27) A/ police B/ miss C/ first D/ list28) A/ friendly B/ pretty C/ study D/ type29) A/ missed B/ washed C/ hoped D/ removed30) A/ young B/ about C/ account D/ sound

Chọn từ có trọng âm chính nhấn vào âm tiết có vị trí khác với những từ còn lại.31) A/ money B/ machine C/ many D/ mother32) A/ contestant B/ satellite C/ similar D/ interview33) A/ literature B/ preventive C/ measurement D/ temperature34) A/ character B/ ordinary C/ worldwide D/ adventure35) A/ vacancy B/ category C/ psychology D/ vertical

Xác định từ/cụm từ có gạch dưới cần phải sửa, để câu sau trở thành chính xác.36) John lived in New York since 1960 to 1975 , but he lives in Boston now.

A B C D37) My father was reading newspaper when the telephone ring . A B C D38) When I came in, everyone were watching a film.

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A B C D39) The average adult get two to five colds each year.

A B C D40) Although his bad cough, he kept on smoking. A B C D

Đọc kĩ đoạn văn sau và chọn phương án đúng (A,B,C or D )cho mỗi ô trống từ câu 41 đến câu 45.Water polo originated in England during the 1870s and soon became popular in the United States. It

was first played in the Olympic Games as a men’s exhibition sport in 1900. In 1904 it became a men’s medal sport, but only the United States fielded a team. In 1908 it was contested internationally at the Olympics. Over the succeeding decades water polo became especially popular in Europe.

From approximately 1920 to 1946 the United States departed from the international rules for water polo by adopting for play a loosely inflated ball that could be gripped in one hand and carried toward the goal. Opposing players usually attempted to seize the ball carriers, wrestle them under water and render them helpless from loss of breath. This rough style of play virtually disappeared by 1946. Since that time traditional water polo has grown rapidly in North America, especially as a college sport. It is particularly popular in southern California and other parts of the West.

Women have played water polo since the Game’s early days, but participation was not widespread until the 1960s. In 1961 United States Water Polo established a national club championship for women. It has hosted one for men since 1890. Women’s water polo became an Olympic medal sport at the 2000 Games in Sydney, Australia.41) Where did water polo originate?

A/ In Europe B/ In England C/ In the United States D/ In North America42) When did the water polo become a men’s medal sport in the Olympic Games?

A/ In 1875 B/ In 1900 C/ In 1904 D/ In 190843) When did the players in the United States follow the same rules as in Europe?

A/ In 1920 B/ In 1945 C/ 1960 D/ In 194644) In what parts of the United States is water polo very popular at colleges?

A/ In the East B/ In the South C/ In the west D/ In the Midwest45) When did water polo become a women’s medal sport in the Olympic Games?

A/ In 2000 B/ In 1960 C/ In 1980 D/ In 1900Chọn từ thích hợp (A or B, C, D) để điền vào chỗ trống trong bài khoá sau, từ câu 46 đến câu 50.

The 22nd (46) ……Asian Games were held in Vietnam from the 5 th to 13th December, 2003. (47) …………… it was the first time Vietnam hosted such a big sports event, the Games were a great (48) ……… The Games really became a festival that impressed sports enthusiasts (49)……….. its spirit: solidarity, co-operation for peace and development.

Athletes (50) ………….. 11 participating countries competed in 32 sports, and 444 gold medals were won.46) A/ Southeast B/ Northeast C/ Southwest D/ Northwest47) A/ Despite B/ Because C/ Although D/ Until48) A/ success B/ succeed C/ successive D/ successful 49) A/ at B/ with C/ about D/ on50) A/ in B/ on C/ of D/ from

- Lead out the hand out and ask students matching the names of organizations with the pictures - Let students understand more about these organizations, today we learn Unit 14 - part A: Reading

Before you read : - Ask students to use the suggestion in their books to work in pairs- Ask and answer questions :1,what kind of activities is this organization involved in?2,Is there a national Red Cross Society in Vietnam ? - Listen to students and correct pronunciation and grammar if necessary While you read : - Ask students to look through the passage and read in silence

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- Help students read the passage- Explain pronunciation and meaning of new words which appear in the passage Task 1 : - Ask students to choose the best words in the box to complete the following sentences- Let students work individual or in groups- Help students if necessaryKeys: 1,dedicated 2,appealed 3,initiated4,appalled 5,resulted

Task 2: -Ask students go through the reading text and decide whether the statements are true or false-Walk round the classroom and correct mistakes-Keys: 1T,2T,3T,4F,5TTask 3: - Ask students to answer the following questions- Ask students look through the passages then try to answer the questions in right way- Let them work in pairs- Help students if necessary(the answers in the passage)

- Walk round the classroom and correct mistakesAfter you read : - Ask students to read the passage again and fill a suitable word for the following paragraph- Listen to students and correct mistakes -Keys:1,appalled,2,lack .3,of,4.in

Home work: - Ask students to write a short passage about the role of the Red Cross society in your country (80 words)- Prepare Part B : Speaking at home

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