Lesson plan - So Giao duc va Dao tao Phu Yen · Web viewT gives Ss some hand outs of names of job and pictures of place of work. ... using the present simple tense ... LESSON PLAN

NGUYEN CONG TRU HIGH SCHOOL ENGLISH GROUP

Date: 20/8/08LESSON PLAN

Unit 1 : A DAY IN THE LIFE OF......... LESSON : READING period : 2I. Objectives: By the end of the lesson, students will be able to read the passage and have an adequate understanding about the daily routine in the life of a farmer.II. Language focus:1. Grammar: Simple present (review)2. New words: Words related to farmers'daily activities.III. Teaching aids: pictures of farmer's daily activities, handout worksheets.IV. Procedure

Stages/ Time

Teacher's activities Students' activities

Warm-up3mn

T shows some pictures of careers and some places of workT gives Ss some hand outs of names of job and pictures of place of work. - Asks Ss to match the name of the job with the suitable place of work - Remarks Ss'answer and presents the lesson

Ss work in groups

Ss show the result

Pre-reading10mn

T asks Ss to ask and answer about their daily routine using the cues (in book)Example: A: What time do you often get up?B: I often get up at ............................- remarks Ss'conversation- uses the pictures of farmer's activities to teach new words * New words: + lead the buffalo to the field + plough (v/n) + harrow (v/n) + pump (v) + transplant (v) + fellow (n) = friend + peasant (n) = farmer

Ss look at the pictures and guess the meaning of the words

While- reading15mn

T asks Ss to read in silence to do the tasks in book Task 1: Choose the option A, B or C that best suits the meaning of the italicised word(s)

Ss work in groupsSs scan (reading)

Ss answer

Teacher Ngô Thị Trung School year 2008-2009

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* Key: 1.C 2. C 3. A 4. AT remarksTask 2: Answer the following questionsT asks Ss to read the passage again (skimmimg reading) to do the task.T remarksTask 3: T asks Ss to scan the passage and do the task (in 6 groups)T Asks Ss to exchange the result each otherT asks the representative of (Ss' groups to presentT remarks

Ss work in pairsSs practise in pairs

Ss work in groups( group of four)

Ss exchange and compare the resultSs present the result

Post-reading12mn

T asks Ss to summarize the main idea of the passage ( Mr Vy and Mrs Tuyet's daily routines)T asks Ss to talk about their father and mother's daily routine

T remarks and give marks

Ss work in groupsSs present the summarySs work in pairs to ask and answer about the father and mother's dailySs present

Homework3mn

T asks Ss to learn new words and read the passage again ,then do the tasksT asks Ss to rewrite that passage about the father/mother's daily routineT asks Ss to prepare the new lesson ( Unit 1 Section : Speaking)

SS write it out


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Unit 1 : A DAY IN THE LIFE OF......... LESSON : SPEAKING period : 3I. Objectives: By the end of the lesson, students will be able to use the simple present to:

_ Ask and answer some information about their daily routines- Talk about about their daily routines

II. Language focus:1. Grammar: Simple present (review)2. New words: Words related to farmers'daily activities.III. Teaching aids: pictures of daily routineIV. Procedure

Stages/ Time


Warm-up3mn

T gives Ss pictures of daily routines T divides class into 4 groupsT asks Ss to rearrange the pictures into the correct orderT remarksT presents the lesson

Ss work in groups

Ss show the result

Pre-speaking

10mn

T asks Ss to work in pairs to do the task (by looking at Quan's weekly time table)Tasks 1: Quan is a tenth-grade student. He goes to school every morning. Below is his weekly timetable. Ask and answer questions with a partner, using the information from the timetable.T remarks

Ss work in pairs

Ss practise in pairs

While- speaking

15mn

T asks Ss to look at the pictures about Quan's activities to make a conversationEg: A: What does Quan do at 14:00 ? B: He gets up ( after taking a short map) at 14: 00T remarks and gives marks

Ss work in pairs

Sspractise in pairs

Post-reading12mn

T Asks Ss to ask answer about their daily routineT asks Ss to write a short passage about their daily routine.T asks Ss to present their daily routine in front of classT remarks and gives marks

Ss work in pairsSspractise in pairs

Ss work in individualSs present the daily routine

Homework3mn

T asks Ss practise all the tasks againT asks Ss to rewrite a short passage

SS write it out


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about your daily routine.(80- 100 words)T asks Ss to prepare the new lesson ( Unit 1 Section : Listening)

LESSON PLANUnit 1 : A DAY IN THE LIFE OF......... LESSON : LISTENING period : 4I. Objectives: By the end of the lesson, students will be able to:

- Listen to some one's daily activities (especially a labourer's daily activities)

- Listen to choose the True/ False statements II. Language focus:1. Grammar:2. New words: Words related to farmers'daily activities.III. Teaching aids: A cassette player, handout worksheets, pictures of jobsIV. Procedure

Stages/ Time


Warm-up3mn

T shows some pictures of the jobsT gives Ss small hand outs with describing workT divides class into 2 groupsT asks Ss to match a picture with a job in the suitable hand outs, then speak upEg: A plot flies a plane T remarks Ss'answer and presents the lesson

Ss work in groupsSs matchSs speak up

Pre-listening

10mn

T asks Ss to ask and answer the questions 1. Have you ever travelled by cyclo ? 2. When was it? 3. Is it interesting to travel by cyclo? 4. Which do you prefer going by bicycle or by cyclo? Give reason(s)T asks Ss to practise in pairs T remarksT asks Ss to listen and repeat some words related to the tapescriptT uses the pictures and example to explain some words: + pedal (n/v) (picture) + district (n) (example) + purchase ( n/v) = buy + food stall (n) (picture)T presents the task

Ss work in pairs

Ss practse in pairs

Ss repeat the words


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While- listening

15mn

Task1: T divides class into 4 groupsT asks Ss to look at the pictures and guesses the order of pictures describing Mr Lam's morning activities. * Key : e.1 f. 2 a. 3 c. 4 b.5 d. 6T plays the tape and asks Ss to listen to it then numbers the pictures in their correct orders.T remarks and presents the next task

Task2: T asks Ss to listen to the tape again to do the taskT remarks

Ss work in groupsSs compare the result

Ss listen and check the result

Ss work in individualsSs answer

Post-listening

12mn

T asks Ss to take turns to asks and answer question about Mr Lam's activities using the cues (IN BOOK)T asks Ss to retell his story to the class

T remarks and give marks


Ss present the idea in front of the class

Homework3mn

T asks Ss to do the tasks againT asks Ss to rewrite a passage bout Mr Lam's activities( about 50 words)T asks Ss to prepare the new lesson ( Unit 1 Section : WRITING)

SS write it out


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Unit 1 : A DAY IN THE LIFE OF......... LESSON : WRITING period : 5I. Objectives: By the end of the lesson, students will be able to

+ understand the content , language used in the report and know what the report is

+ write a narrative to report a hotel fire with the provided cues.II. Language focus:1. Grammar: Simple past (review), time relaters2. New words: stare death in the face, fasten our seat belts, dip , scream, panicIII. Teaching aids: Extra boards.IV. Procedure

Stages/ Time


Warm-up3mn

-T asks Ss some questions + Have you ever heard a frightening story? + When did it happen? + Where did it happen? + How did you feel about that?- T remarks and presents the lesson

-Ss answer

Pre-writing10mn

Task 1:-T divides class into 6 groups -T asks Ss to scan the story in book to find all the verbs that are used in the past simple and the connectors -T asks Ss to underline the verbs, the connectors and present them in front of the class-T explains some new words * New words: + stare death in the face + fasten +dip + scream (v) + panic + shake (v)

-Ss work in groups

-Ss speak up

While- Writing15mn

Task 2:-T divides class into 6 groups-T asks Ss to work in groups to identify the events, the climax and the

-Ss work in groups of four


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conclusion of the story-T remarks Ss'answer-T presents the next partTask 3:-T asks Ss to use the prompts below to build up a narrative about a hotel fire ( in 4 groups, on the extra board )

-Ss report the results


Post-writing12mn

-T chooses 2 typical extra boards to show the class to correct-T remarks and give marks

-Ss remark and correct

Homework3mn

-T assigns the homework-T asks Ss to rewrite the narrative again correctly-T asks Ss to do More exercise ( writing part, in workbook )-Prepare Language Focus

-SS write it out


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Unit 1 : A DAY IN THE LIFE OF......... LESSON : LANGUAGE FOCUSperiod : 6

I. Objectives: By the end of the lesson, students will be able to - pronounce exactly and fluently the sounds / i / and / i: / in words

and in sentences- use the present simple , past simple and the adverbs of frequency

in speaking andwriting

II. Teaching aids: A cassette player, pictures III. Procedures

Stages/ Time


Warm-up3mn

-T sticks four pictures (of a bee, a ship, a sheep and money ) on the board-T gives four pieces of paper with the above words. ( each group: 4 pieces ) -T asks Ss to stick them into the correct pictures-T remarks, asks Ss to pronounce the words and leads in the new lesson.

-Ss work in 4 groups

-Ss stick the pieces of the paper with the words in the correct order.-Ss pronounce the words and come to the new lesson

Pronunciation

( 12' )Activity 1

( 5')

Listen and repeat

-T asks Ss to listen and repeat the words-T reads the sound / i / and / i: /-T reads the words in the text book.-T asks Ss to close the books and numbers 2 sounds from 1 to 2 :- / i / ( 1 ) - / i: / ( 2 )

-T reads the words in the text book.

-Ss open their books-Ss repeat in chorus and in individual

-Ss work in groups ( 4 groups )-Ss say loudly the number of the sounds they hear ( 4 Ss answer ), open the books and check-Ss read the words in pairs

Activity 2 ( 7' )

Practise these sentences-T reads the sentences ( in books )-T asks Ss to pay attention to the sentence intonation-T asks Ss to pick out the words containing the sounds-T checks the result / i / and / i: /* More exercises:-T plays the tape and asks Ss to pick up the sound / i / and / i: /-T remarksKey: / i / (1) /

-Ss listen and repeat-Ss read individually as directed

-Ss work in pairs

-Ss read the result

-Ss work in groups and express the result-Ss check the result together


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i: / (2) ship bean bin cheeks chips cheap chick

-Ss speak them up

Grammar and

Vocabulary( 25' )

Activity 1 ( 8')

Activity 2 ( 7')

Activity 3 ( 8')

-T asks Ss to answer the questions:+ What time do you go to school?+ How do you go to school?+ Which tense is used in the answer? -T presents the exerciseExercise 1:-T guides Ss to do the exercise, using the present simple tense-T checks the result and remarksExercise 2:-T asks Ss to put these words into the correct order ( to make complete sentences )1. He/ to/ by/usually/goes/bike/school2. He/late/is/school/for/sometimes-T remarks and then asks Ss to do Task 2-T remarks the Ss' resultExercise 3:-T asks Ss the question "What did you do last night? "-T presents Exercise 3-T corrects Ss' answer and remarks-T consolidates the lesson

-Ss answer the questions

-Ss work individually

-Ss exchange the result in pairs

-Ss work in groups

-Ss show the result

-Ss work in groups-Ss present the result

-Ss answer the question

-Ss work in groups ( 4 groups )-Ss exchange and check the result in groups and then present the ideas in front of the class.

Homework3mn

-T assigns the homework: -T asks Ss to do the exercises of the Language Focus again ( in text book and workbook p. 6 )-T asks Ss to prepare Unit 2, section Reading


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Unit 2 : SCHOOLTALKS LESSON : READING period : 7I. Objectives: By the end of the lesson, students will be able to

- read the passage about " School talks" of a pupil - his or her father and a teacher for specific information

-learn how to introduce themselves and express likes and dislikes.II. Language focus:1. Grammar:2. New words: Words related to schoolIII. Teaching aids: a picture of pupils at the schoolyardIV. Procedure

Stages/ Time


Warm-up3mn

T shows a picture of pupils at the schoolyard T asks Ss some questions: - Where are they? - Can you guess what they are talking about?- What topics do students often talk about?Key: sports, entertainments, hobbies, holidays...- T presents the new lesson

Ss look at the pictureSs work in pairs and answer the questions

Pre-reading10mn

T uses the pictures to teach new words * New words: + traffic ( n ) + crowded ( a ) + narrow ( a ) + ride ( v ) + worry ( v )T guides Ss to do the TaskTask 1: Fill in the blank with one of the words in the box belowT remarks the answer and present the next part

Ss look at the pictures and guess the meaning of the wordsSs repeat the new words

Ss work in groups ( 4 groups )Ss do the task

While- reading

Task 2: Read the small talks again and find out who ... Ss work in pairs


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15mn T asks Ss to look back the small talks(scanning reading ) to do the taskEg: S1 : Who enjoys teaching? S2 : Miss Phuong T remarks Ss' conversation and presents the next taskTask 3: Answer the following questionsT asks Ss to look back the small talks(scanning reading ) to do the task T asks Ss to work in pairsT asks 2 typical pairs to practise their conversationT remarks

T asks Ss some questions then presents the next part - What subjects do you like best? - What do you like doing at school?


Ss scan the small talks

Ss work in pairs

Ss answer the questions

Post-reading12mn

T divides class into 6 groups( groups of 8)T asks Ss to work in groups to talk about : - What subjects you like best and why - What you like or dislike at school - What you worry about at school T asks Ss to work in pairs (3 pairs in 3 typical groups)T asks Ss to express their idea ( 3 typical students in 3 groups)T remarks and give marks

Ss work in groups and write down the idea


Ss present idea

Homework3mn

T assigns the homeworkT asks Ss to do all the tasks again, learn the new words by heartT asks Ss to choose one of the topics (in after you read) to write a short passage(about 80 words)T asks Ss to prepare the new lesson ( Unit 2 Section : Speaking)

SS write it out


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Unit 2 : SCHOOL TALKS LESSON : SPEAKING period : 8I. Objectives: By the end of the lesson, students will be able to make questions and give responses in small talk (especially the way of starting and closing a conversation) II. Language focus:1. Grammar:2. New words: III. Teaching aids: some pictures of conversations with bubbles of sayingIV. Procedure

Stages/ Time


Warm-up3mn

T shows some pictures of conversations with bubbles of sayingT asks Ss to complete the bubbles of saying * Conversation: Ba: ..................(.1)............................Nam: Hi ! Ba. How are you?Ba : I'm fine, thank you.............(2)................?Nam: Very well...............(3).......................T remarks and presents the lesson

Ss look at the pictures and think of the saying in bubbles.


Pre-speaking

10mn

T asks Ss to think of some way of starting and closing a conversationT presents the tasksTask 1: These expressions are commonly used when people are chatting. Place them under the appropriate heading. Then practise with the partner.T divides class into 4 groups to complete the table( in the text book - page 24)* Starting a conversation * Closing .......

Ss close their books and think of these ways then answer

Ss works in groups of 8

Ss speak these expressions up


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- Good morning/ Hi -Great. I'll see you tomorrow- How's everything -Sorry. I've got to goat school - Hello. How are you? - Talk to you later T remarks the answers

While- speaking

15mn

Task 2: Rearrange the following sentences to make a conversation and then practise it with a partner.T divides class into 4 groups to do the task T asks 2 Ss in each group to make a conversation * Key: D - F- B - H - E - C - G T remarks Ss' conversationsT shows a picture of a conversation with bubbles of sayingT asks Ss to complete the bubbles of saying in pairs* Conversation: A: ..................(1)...............................?B: I'm very tired. I've got a ..............(2)............A: Sorry to hear that . You'd better go home and have .......( 3 )..........T presents the next taskTask 3: Complete the conversation with suitable words, phrases or sentences in the box and practise it with a partnerT asks Ss to work in pairs to do the task ( text book, p.25 )Note: ( more than one conversation possible)T remarks Ss' conversation

Ss work in groups of 8

Ss work in pairs

Ss look at the picture and practise in pairs

Ss practise in pairs ( 4 pairs )

Post-speaking

12mn

Task 4: Work in pairs. Make small talks on the following topics, using the starting and ending of a conversationT divides class into 4 groups ( of 8 ), asks Ss to choose one of the topics ( text book, p.25 )T asks 2 Ss ( each group ) to practise the conversationsT chooses the best pairs to give marks

Ss work in groups and practise with a partner in the group


Ss remark the conversation


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T remarks and give marksHomework

3mnT asks Ss to do the task 1,2,3 again, write the conversation you've done in task 4 again, then practise themT asks Ss to learn the ways of starting and closing a conversation by heartT asks Ss to prepare the new lesson ( Unit 1 Section : Speaking)

SS write it out


Unit 2 : SCHOOL TALKS LESSON : LISTENING period : 9I. Objectives: By the end of the lesson, students will be able to listen to short conversations about daily activities in a family, a school, or a restaurant.II. Language focus:1. Grammar:2. New words: III. Teaching aids: A cassette player, an extra boardIV. Procedure

Stages/ Time


Warm-up3mn

T shows an extra board with a short exercise T asks Ss to make questions for the answers * Eg: 1. A: ..................................................... B: I've learnt English for 6 years. 2. A........................................................ B: I'm taking EnglishT remarks Ss'answer and presents the lesson


Pre-listening

10mn

T asks Ss to read and match question in A with a response in B (text book p.26)T remarks and presents the task



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While- listening

15mn

Task 1: Listen to the conversations and match them with the picturesT asks Ss some questions about the pictures in book (text book p.26)* Pic. a - what can you see in the picture? - Where are they standing? - Can you guess what are they talking about?* Pic. b,c , d.T remarks Ss'answersT divides class into 4 groups to do the taskT plays the tape and asks Ss to listen to then do the taskT remarks Ss'answers * Key: Conversation 1: pic . b 2: pic. c 3: pic. d 4 : pic. aTask 2: Listen again and answer the questionsT plays the tape again and asks Ss to listen and get informationT asks Ss to ask and answer the questionsT plays the tape again to correct answers

Task 3: Listen to the last conversation again and write in the missing words:T divides class into 4 groups to guess the context of the conversation/ missing words in it T plays the tape, asks Ss to fill the missing words in the blanksT goes around and checks some pairsT remarks Ss' conversationsT plays the tape again and correct

Ss look at the pictures then answer the questions

Ss listen to the tape and do the task


Ss work in groupsSs give the answers

Ss work in pairs


Post-listening

12mn

T divides class into 4 groups to talk about the problem(s) you have experienced at schoolT gives Ss some suggestions* Suggestions : - difficulties in learning - having bad marks - being late for schools.

Ss work in groups (groups of 8)


15


* Guiding questions: - What problem(s) have you experienced at school? - What is/ are the reason(s)? - What have you done to solve it / them?T asks Ss to work in pairs(in groups)Eg: A: What problem(s) have you experienced at school?B: I always have difficulties in learning English.A: What is the reason?B: I don't have enough time to practise listening English..............T remarks Ss' conversation and gives marks

Ss work in pairs ( in the groups) to ask and answer the questions( using the suggestions and guiding questions)

Ss practise in pairs( 4 pairs)

Homework3mn

T asks Ss to the task 1,2,3 againT asks Ss to write down the conversations you've done in the part (after you listen : Text book , p. 27) then practise them with your partner.T asks Ss to prepare the new lesson ( Unit 2 Section : Writing)

SS write it out


Unit 2 : SCHOOL TALKS LESSON : WRITING period : 10I. Objectives: By the end of the lesson, students will be able to :

- fill in a form such as curriculum vitae or a certain form - write a form of personal informationII. Language focus:1. Grammar:2. New words: Words related to forms.III. Teaching aids: some kinds of form (in English ), an extra boardIV. Procedure

Stages/ Time


Warm-up3mn

T gives Ss a game T asks Ss the questions 1. What do you look for after graduating from the university? 2. Phu Yen is my place of ................... 3. What is the noun of the verb " permit"?

Ss choose the numbers and answer the questions

Ss guess the key word


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4. Key: FORM T remarks Ss 'answer and presents the lesson

Pre-writing10mn

Task 1: Work in pairs answer the following questions( text book p. 27)T gives some forms and hungs an extra board with some questions: 1. Do you know what they are ? 2. What do you use forms for? T asks Ss to look at the book ,ask and answer the questions T remarks Ss' answersTask 2: Match a line in A with a question in BT asks Ss to do the task after presenting some new words* New words: + marital status + occupation + block capital + applicable T asks Ss to work in pairsT remarks and corrects

Ss answer the quetions on extra board

Ss work in pairs

Ss work in pairs

While- writing15mn

Task 3: Forms ask you to do certain things. Do the following:T asks Ss to fill in the form T helps them and checks when they doT remarks and correctsTask 4: Fill in the following form:T asks Ss to fill in the real form

Ss work individually

Ss work individuallySs exchange the result and correct each other

Post-writing12mn

T asks Ss to hung some typical extra boards T asks Ss to remark them T corrects the common mistakes on these extra boardsT divides class into 10 groups and them to use what they have learnt to write a form about one of topics below + application form for a job + application form for a scholarship + sending money in a bank + attending to a club + making a library cardT chooses two of them, asks Ss to remark and correct

Ss present the result

Ss work in groups

Ss remark your friends'forms


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T remarks and give marksHomework

3mnT asks Ss to learn new words and do the tasks again.T asks Ss to write two of above topics once moreT asks Ss to prepare the new lesson ( Unit 2 Section : Language Focus)

SS write it out


Unit 2 : SCHOOL TALKS LESSON : LANGUAGE FOCUSperiod : 11

I. Objectives: By the end of the lesson, students will be able to :- pronounce exactly and fluently the sound / ^ /, / a: / in the words and in

sentences- use Wh- questions in writing and communicating effectively- review -ing form of verb, use -ing and to -infinitive form of verbs in

speaking and writingIII. Teaching aids: A cassette player, an extra board

Stages/ Time


Warm-up3mn

T writes sentences on the board, underlines the sounds 1. I like studying English but my cousin doesn't2. My father has got a carT read the sentences loudly, asks Ss to notice the sounds of the underlined part of words T remarks Ss 'answer and presents the lesson

Ss close the books

Ss listen to carefully and distinguish the difference between two sounds

Ss give the remark


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Pronunciation

10mnActivity 1

Activity 2

* Listen and repeat : / ^ /, / a: / (text book p. 29)T plays the tape , asks Ss to listen and repeatT remarks Ss' answerT asks Ss to close the books, listen to the above words again ( T repeats these words)T divides the class into 2 groups and do exerciseExercise: List the words having the same sound / ^ / / a:/ 1 2T remarks and presents the next part* Practise these sentencesT reads the sentences (in text book p.29) loudly (one time),asks Ss to pay much attention to the sounds / ^ /, / a:/ T asks Ss to repeat the sentencesT divides the class into 6 groups to pick out the words having the sounds / / (1), /a:/(2) in sentences. / ^ /(1) /a:/(2) love star much...... dark.......T remarksT gives Ss a more exercise, asks Ss to it (in 2 groups (on extra board)Exercise: Rearrange the words having the same sound in the correct column. / ̂ / or/ a:/ cup, car, stuck, dumb, fast, flood, cartoon, mud, shark, parkT remarks

Ss open the bookSs listen and repeat in chorusSs give the difference between / ^ /, /a:/Ss listen carefully

Ss work in groups

Ss answer

Ss open the book and check

Ss listen carefully

Ss repeat the sentences in chorusSs work in groups

Ss answer

Ss work in groups

Ss answer

Grammar and

vocabulary

Activity 1

T asks Ss some questions* Questions: 1. what would you like to do at weekends?2. How often do you go to the music club?T repeats Ss' answersT remarks and presents the next partExercise1: Make questions for the following responses:


Ss work in pairs



19


Activity 2

Activity 3

T asks Ss to do the exercise in pairsT remarks Ss' conversationsT writes 2 sentences on the board, underlines the verbs then asks Ss to remarkEg: She likes cooking very much She wants to become a good cookT asks Ss to list some verbs following the -ing form and to-infinitive of verbsT remarks and presents the next exercises* Exercise 2: Fill each blank with an- ing or to- infinitive form of the verbs in brackets ( text book p.30)T divides the class into 2 groups to do the exercisesT remarks Ss' answerExercise 3: Complete the following sentences using an-ING or To- infinitive form of the verbs in the box:(text book p.31)T asks Ss to do the exercise (in 2 groups)T remarks Ss 'answer

Ss give the remarks

Ss work in pairsSs answer

Ss work in groupsSs write down the answer

Ss work in groupsSs answer

Consolidation

12mn

T asks Ss to work in pairs to make open conversation using Wh - question and -ING or To -infinitive form of verbsEg: A: Do you like going swimming at weekends? B: Yes, I like it very much A: What else would you like to do at weekends? B: I'd like to play football......T remarks and give marksT consolidation the lesson

Ss work in pairs


Homework3mn

T asks Ss to do the exercises in language focus (in text book again and exercises in word book)T asks Ss to prepare the new lesson UNIT 3: People' s background - Section: Reading

SS write it out


20



Unit 3: PEOPLE'S BACKGROUND LESSON : READING period : 12I. Objectives: By the end of the lesson, students will be able to

II. Language focus:1. Grammar:2. New words: III. Teaching aids: IV. Procedure

Stages/ Time


Warm-up3mnPre-


21


reading10mnWhile-

reading15mnPost-

reading12mn

Homework3mn


Unit 3: PEOPLE'S BACKGROUND LESSON: SPEAKING period : 13I. Objectives: By the end of the lesson, students will be able to

- ask and answer about people's background and their background- talk about people's background and their back ground

II. Language focus: The past perfect and simple past (review)1. Grammar:2. New words: Words related to one's background or one's curriculum vitaeIII. Teaching aids: some pieces of paper having the informationIV. Procedure

Stages/ Time


Warm-up3mn

T divides class into 2 groupsT asks Ss to match the information with the photos of two famous people :

Ss work in groups


22


Marie Curie and Uncle HoT asks Ss to talk something about themT remarks Ss' answer and presents the lesson* Key:

Ss answer

Pre-speaking

10mn

Task 1: Decide which of the items below can tell you about somebody's background and then discuss what questions you can ask when you want to know somebody's backgroundT guides Ss to do the taskT asks Ss to work in pairsT gives Ss some guiding questions(if possible)T remarks Ss' answer* Key : - family , education , experienceEg: -family:+ How is his /her family?+ How many people are there in her /his family?-Education:+ Did he /she have much schooling?.....T asks Ss to look at the picture in the text book, then answer the questions+Questions: + what can you see in the picture? + what are they doing?T remarks , then presents the next part

Ss work in pairs

Ss answer

Ss work individual

Ss answer

While- speaking

15mn

Task 2: Imagine you are a journalist. Use the cues below to interview a classmate about his/ her background or that of a person he/she knows well. Change the roles:T divides Ss into 6 groups, guides them to do the task and helps them (if necessary)T chooses the best pairs of the groups to present the ideas* Sample: (questions of a journalist)+ Hello, I'm ............. . Nice to meet you+ Could you tell me something about

Ss work in pairs


Ss scan the small talks

Ss work in pairs


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yourself?+ When and where were you born?+ How long have you lived in.....?+ Could you tell me about your parents?+ How many brothers and sisters have you got?+ What's the name of your/ primary school/ secondary school?+ When did you study there? + Have you ever been a leader of..................?+ What subjects do you like best ?+ How do you work at school? ................T remarks Ss' conversations and gives marks


Post-speaking

12mn

Task 3:T asks Ss to do the task in divided groups, guides Ss to do the taskT asks the journalists of the groups to present the ideasT remarks and give marks

Ss work in groups

Ss present the ideas

Homework3mn

T assigns the homeworkT asks Ss to do all the tasks again and exercises in work bookT asks Ss to write a short passage about your backgroundT asks Ss to prepare the new lesson ( Unit 3 Section : LISTENING)

SS write it out


Unit 3: PEOPLE'S BACKGROUND LESSON: LISTENING period : 14I. Objectives: By the end of the lesson, students will be able to

- listen to short conversations of a champion and decide on True or False statements


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- listen to the conversation to do the exercise: Gap fillingII. Language focus:1. Grammar:2. New words: Words related to sport activities III. Teaching aids: The picture in the text book (photo), pictures of some champions , pieces of paper having information (the names of sport games) ,a cassette player IV. Procedure

Stages/ Time


Warm-up3mn

T divides SS into 2 groupsT asks them to match the champion with the suitable name of sport gameT remarks Ss' answer, presents the lesson ( using the picture in the text book)


Pre-listening

10mn

T asks Ss to ask and answer the questions (in the text book) in pairsT asks Ss to make conversationsT remarks Ss' conversationsT reads the words (in the text book) loudly, explains the meanings of them (if necessary)T asks Ss to repeat the words , corrects Ss' pronunciation *Listen and repeat: + Olympic champion + sports teacher + teacher's diplomaT presents the task

Ss work in pairs


Ss listen to the words

Ss repeat the words in chorus

While- listening

15mn

Task 1: Listen to the conversation between Bob and Sally. Decide whether the statements are True(T) or False(F)T asks Ss to have a look the statements(in the text book)T divides class into 6 groups, guides them to do the taskT plays the tape (the first time)T remarks Ss' answer, gives Ss some hints (if necessary)T plays the tape (the second time)T presents the next partTask 2: Listen to the conversation again, and fill in the blanksT guides Ss to do the task in divided groupsT plays the tape (the first time)

Ss work in groups

Ss do the task

Ss listen and check

Ss work in groupsSs do the task

Ss listen and check


25


T remarksT plays the tape again

Post-listening

12mn

T asks Ss to work in pairs to ask and answer questions about Sally ( according to the information Ss have listened)T asks the representative pairs to make conversationsT remarks Ss' conversations, gives marks

Ss work in pairs


Homework3mn

T assigns Ss the homework+ Listen to the tape and do the tasks in the text book again+ Do the more exercises in work book+ Prepare the next lesson (U. 3- Lesson: Writing)

SS write it out


Unit 3 : PEOPLE' S BACKGROUND LESSON : WRITING period : 15I. Objectives: By the end of the lesson, students will be able to write about people's backgroundII. Language focus:1. Grammar: The simple past2. New words: Words related to people's background


26


III. Teaching aids: small extra boards, curriculum of a VietnameseIV. Procedure

Stages/ Time


Warm-up3mn

T asks Ss to play a game in 2 groups* GAME: This is a word. Can you put these letters into the correct order to make the meaningful word?

C,U,L,U,M,R,I,C,U,R,- T,E,A,V,IKey: CURRICULUM VITAET remarks, shows Ss a curriculum vitae of a Vietnamese, then presents the lesson

Ss work in groups Ss guess the key word

Ss answer

Pre-writing10mn

Task 1: Read Mr. Brown's C.V. and write a paragraph about Mr. Brown using the cues below.T shows Ss Mr. Brown C.V.(photo)T divides class into 6 groups , gives them E.B. and guides SS to do the taskT gives Ss some hints(if necessary)T chooses some representatives of the groups to present the writingT remarks and corrects Ss' mistakesT present the next partTask 2: Ask your partner for information about his/ her parent and complete the formT asks Ss to do the task (in pairs)T calls representatives of the pairs to present the ideaT remarks and gives marks

Ss work in groups, then change the writing

Ss present the writing

Ss work in pairs to do the taskSs present the idea

While- Writing15mn

Task 3: Write a paragraph about your partner 's parent. Then ask him or her to read the paragraph and checkT asks Ss to look back the curriculum vitae in task 2 to do the task 3( in pairs)

Ss work in pairs Ss exchange the writing with the other pairs

Post-reading12mn

T asks Ss present the writing and asks other groups to remark itT remarks and corrects Ss' mistakesT gives marks

Ss present the writing

Homework T asks Ss to do the tasks again. SS write it outTeacher Ngô Thị Trung School year 2008-2009

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3mn T asks Ss to do more exercises in work bookT asks Ss to prepare the new lesson ( Unit 3 Lesson :Language Focus)


Unit 3 : PEOPLE' S BACKGROUND LESSON : LANGUAGE FOCUSperiod 16

I. Objectives: By the end of the lesson, students will be able to :- pronounce exactly and fluently the sound / e, / „ / in the words and in

sentences- use the past perfect tense correctly , make a distinction between the

simple past and past perfect tense


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III. Teaching aids: A cassette player, an extra board

Stages/ Time


Warm-up3mn

T shows some pictures of (cat, bed, pan, Superman, hat, pen, bag......)T asks Ss the questions " What can you see in the picture?"T writes Ss' answer on B.B., underlines the sounds of the words, leads in the lesson

Ss look the picture

Ss answer

Pronunciation

10mn

* Listen and repeat : T plays the tape , asks Ss to listen and repeatT remarks Ss' answerT asks Ss to practise reading the sentences in chorusT plays the tape to check Ss' pronunciationT asks Ss to repeat the sentences T asks Ss to pick up the words having the sounds /e/ and / „/ in sentences in individualsT reads the words having the sounds / e / and / „ / ,asks Ss to practise more (A) (B) / e/ / „ /T remarksT asks Ss some questions:+ What had you done before you went to school yesterday?+ What had you done before you went to bed last night?T present the next part

Ss open the booksSs repeat the words in chorusSs read the sentences in chorus

Ss repeat the sentences in chorusSs work in individuals

Ss work in individuals


Grammar and

vocabularyActivity 1

Activity 2

THE PAST PERFECTExercise 1: Use the verbs in brackets in the past perfectT divides class into 6 groupsT guides Ss to do the exerciseT remarks Ss' answersExercise 2: Put the verbs in brackets in the past perfect or simple pastT guides Ss to do the next exercise in

Ss work in groups

Ss answer



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Activity 3

the divided groupsT remarks Ss' answers, presents the third exerciseExercise 3: There are five mistakes in the use of tenses in the following story. Find and correct them.T divides class into 6 groupsT asks Ss to do the exerciseT asks the representatives of the groups to present the ideaT remarks

Ss work in groups

Ss answer

Consolidation

12mn

More Exercise: T asks Ss to make a conversation using the simple past and past perfect ( in pairs)T remarks and gives marksT consolidation the lesson


Homework3mn

T asks Ss to do the exercises in language focus (in text book again and exercises in word book)T asks Ss to prepare the new lesson UNIT 4: Special Education - Section: Reading

SS write it out


Unit 4: SPECIAL EDUCATION LESSON : READINGperiod : 20

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


30


- read and guess the meaning of the words in the context- practise scanning reading of for specific information- summarize the main idea of the passage ( in writing and speaking)

II. Language focus:1. Grammar:2. New words: Words related to special education 3. Structure: Most of the children come from large and poor families, which prevents them from having proper schoolingIII. Teaching aids: a picture of the handicapped and the handicapped' s class (on newspaper)IV. Procedure

Stages/ Time


Warm-up3mn

T shows a picture of a handicapped' s classT asks Ss to look at it carefully, then answer+ who are they?+ Where are they?+ Can they read a book, listen to the tape, like you? - T presents the new lesson

Ss look at the pictureSs work in pairs and answer the questions

Pre-reading10mn

T asks Ss to work in pairs to do the exercise in (before you read)T asks two pupils to present the ideaT divides class into groups to guess the message (according to Braille Alphabet)T remarks, congratulates, presents the next part

Ss work in pairs

Ss present the idea Ss work in groups ( 4 groups )Ss answer

While- reading15mn

Task1: The words in group A appear in the reading passage. Match them with their definitions in BT divides class into 6 groups to read the passage silently and then do the task 1T remarks Ss' answersT shows some pictures of the handicapped to explain the meanings of wordsT asks Ss to take notes* Notes: New words: + disabled (a) (pic.) + deaf (a) ,(n) (pic.) + dumb ( a) (pic.) + mentally retarded

Ss work in groups to do the task

Ss answerSs look at the picture and guess the meaning of wordsSs take notes


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(pic.) + prevent ....fromEg: Nobody can prevent them from getting married + opposition(n) protest (n) + time- consumingEg: Don't send much time chatting with friends. It is time- consuming + demonstration (n) showing and explaining how sth works + gradually (adv) Eg: Things gradually improve * Most of the children come from large and poor families, which prevents them from having proper schoolingT asks Ss to repeat the new words in chorusTask 2: Read the passage again and complete the following sentences by choosing A, B, C or DT guides Ss to do the next taskT asks the divided groups to do the task 2T remarks Ss' answersT presents the task

Ss repeat the new words in chorus

Ss work in groups Ss answer

Post-reading12mn

T asks Ss to do the exercise in 6 groupsExercise: Fill each of the blanks of the summary below with a suitable word from the reading passageT asks the representatives of the groups to summarize the reading passage (in the text book )T asks Ss to close the book and summarize the passage in pairsT gives Ss some hints on E.B.HINTS: - Who is teaching in a special class?- How many children are there in the class?- Who are they?- How the teacher teaches the children- How many children in the first week?T asks the representatives of the pairs to present the summaryT remarks and gives marks

Ss work in groups

Ss present the summary

SS work in pairs by looking at the hints on E.B. then ask and answer

Ss present the summary


32


Homework3mn

-T assigns the homework-T asks Ss to do all the tasks again, learn the new words by heart-T asks Ss to write the summary once more T asks Ss to do more exercises in the work book -T asks Ss to prepare the new lesson ( Unit 4 Section : Speaking)

-SS write it out

Date: 9/9/08


33


LESSON PLANUnit 4: SPECIAL EDUCATION LESSON: SPEAKING period : 21I. Objectives: By the end of the lesson, students will be able to:

+ Make an interview about the information of study at schools by matching the questions with

the suitable answers + Talk about their study at schools by themselve and report their partner's

study at schools tothe others

II. Language focus:1. Grammar: + The simple past especially2. New words: + Words related to subjects at school, school talksIII. Teaching aids + Hand out, an extra boardIV. Procedure

Stages/ Time


Warm-up3mn

T gives Ss some handout, guides Ss to do them(in pairs)HAND OUT: Match the subjects on the left column with the topics on the right one* Key: 1 maths - c. 2.5 x2- 3x + 10 = 0 2. physics-d. e=mc2........T remarks and presents the lesson

Ss work in pairs

Ss answer

Pre-speaking

10mn

T divides class into 6 groups T guides Ss to do the taskTask 1: The questions in the interview below have been left out. Work with a partner and fill in the blanks with the right questionsT asks some pairs of the groups to make conversationsT remarks, corrects Ss' mistakes(if necessary)* Key: A-4, B-1, C-2, D- 6, E-3, F-5, G-7T presents the next part

Ss work in groups


While- reading15mn

Task 2: Interview your partner, using the questions in Task 1T asks Ss to work in groups (the divided groups) to do the taskT goes round and help Ss to do it (if necessary)

Ss work in groups of 8

Ss work in pairsSs take notes the others' ideaSs practise in pairs


34


T asks the pairs of the groups to make the dialogues like Task 1T remarks, gives marksT present the next part

Post-speaking

12mn

Task 3: Tell the whole class what you know about your partner T asks Ss to do the task in the divided groups (like the example in the text book)T asks Ss to check the notesT asks the representatives of the groups to present the ideasT remarks and give marks

Ss work in groups

Ss check the notes they have just taken Ss exchange the notes to correct it-Ss present the ideas

Homework3mn

T assigns Ss the home workHomework:+ Practise the tasks in the text book+ Do more exercises in the work book+ Write the notes (in Task 3) once moreT asks Ss to prepare the new lesson ( Unit 4 Section : Listening)

-SS write it out

SS listen carefully


35



Unit4 : SPECIAL EDUCATION LESSON : LISTENING period : 22I. Objectives: By the end of the lesson, students will be able to :

- listen for specific information (to decide on True or False statements)- listen to do the exercise (Gap- filling) on the topic" A club of deaf and Mute, mentally retarded children"- summarize the main idea of the listening passage in speaking or writing

II. Language focus:1. Grammar:2. New words: Especially word form of" photography" III. Teaching aids: A cassette player, some photographsIV. Procedure

Stages/ Time


Warm-up3mn

T gives Ss a GAME (WORD FORM)T divides Ss into groups, asks 2 representatives to join the gameT asks Ss to write as many as possible the family word of the word" photography", and tell the part of speech, the meaning of the wordsT remarks Ss' answers, congratulates

Ss work in groupsSs write on B.B

Pre-listening

10mn

T shows some landscapes photos, portraits to explain the meanings of the words in the passage moreT asks Ss something about the photos.* Questions:+ What are they?+ How do you call a person who takes photographs? -> (photographer)+ And what word do you sure for a person who looks good / attractive in photographs? ->( photogenic)T explains some other new words in the passageT asks Ss to do the exercise in pairs* Work in pairs. Fill each of the blanks with one word form the box:* KEY: 1- photographic, 2- - photography3-- photographer, 4--photograph -

Ss look at the photos

Ss answer the questions (in individuals

Ss work in pairs

Ss answer


36


5photogenicT asks SS to give the answer (in individuals)T remarks Ss' answers, asks Ss to repeat the words( in chorus) and pay much attention the meanings, the part of speech, the stress of the wordsT corrects Ss' pronunciationT plays the tape, asks Ss to listen and repeat the words - surroundings, - sorrow, - deaf, - mute.........

Ss repeat the words in chorus

Ss listen and repeat in chorus

While- listening

15mn

T presents the next part, helps Ss to do the task in 6 groups (by asking Ss some questions)* Questions :+ Do you know hoe to take photos?+ If you want to know how to take photos, what do you have learn to learn? + Would you like to join a photographic club?T plays the tape (3 times)Task 1: Listen to some information about a photography club and decide whether the statements are True(T) or False(F)T asks Ss to answerT remarks Ss' answers, asks Ss about the reason True(T) or False (F), gives marks* KEY: 1.T 2.F 3. T 4. F 5. TT presents the next part, divides Ss into 6 groupsT asks Ss to look back the passage in the text book, and guess the missing wordsT plays the tape and asks Ss to do the task (2 times)Task 2: Listen again and fill each blank with a suitable wordKEY: 1. photography 5.beauty 3.exhibition 4. 50 6.simple 7.peaceful 8.chicken 9.stimulated 10 escapeT plays the tape the 3rd time to check the answers

Ss listen to the tape carefully and do the task in groups

Ss answer the questions (T) or (F)

Ss work in groups

Ss do the task in groups

Ss answer


37


T remarks Ss' answers

Post-listening

12mn

T divides class 6 groups to retell the story (each person: one sentence)* Work in groups: Retell the story about Vang Trang Khuyet photography ClubT goes round to help Ss, gives Ss some guiding questions (if necessary)T asks the representatives of the groups to present the story

T Remarks Ss' presentation, gives marks, congratulates the best group

Ss work in groups (groups of 8)

Ss do the exercise

Ss take notes

Ss remarks the partner' s presentation

Homework3mn

T assign Ss the home workHome work: + Do the tasks in text book again+ Write the story (once more)(in the part: After you listen)T asks Ss to prepare the new lesson ( Unit 4 Section : Writing)

SS write it out


38



Unit 4: SPECIAL EDUCATION LESSON: WRITING period: 23I. Objectives: By the end of the lesson, students will be able to:

- know how to form a letter of complaint- write a letter of complaint

II. Language focus:1. Grammar:2. New words: Words and phrases in used a letter of complaint.III. Teaching aids: - A letter of complaint (on Extra board)

- An advertisement (in the text book) on E.B.- Hand out (work sheets)

Stages/ Time


Warm-up3mn

T asks Ss to play a game in 2 groupsGAME: These are 2 meaningful words. Can you guess what they are (from the groups of letters)

M, O, L, I, N, C, T, A, P, - T, R, E, L, E, T

T Asks Ss to write the words on B.BT remarks and congratulates on Ss' answerT presents the lesson, asks SS some questionsa. Have you ever written a letter of complaint?b. When do you write a letter of complaint? When: what you got is different from what you had expected. / when you are not satisfied/ happy with some service you get/ things you buy.....)

Ss work in groups

Ss guess the key word

Pre-writing10mn

T shows two extra boards( advertisement (in text book) and table of information

1. Advertised (promising

things

2. Reality (Disappointing

things)TeachersNumber of students/ classBooks and

Ss look at the advertisement and the information carefully


39


cassette tapesClassroomClass time

T divides SS into 6 groups, distributes the handouts to SsT asks Ss to look the extra boards and complete the handouts (Can give Ss the guiding questions)* Questions: After two weeks learning in the centre, you find everything is worse than advertised/ you are very disappointing things?- How about the teachers? Number of students / class?...........T asks the representatives of the groups to complete the tableT asks Ss to work in pairs to do the taskTask 1: Work in pairs. Complete the dialogue belowT goes round to help the pairsT asks Ss to practise in pairsKey:(I. (Table)

1.Advertised

2. Reality

Teachers Native teacher

Vietnamese teacher

Number of students/class

No more than 20

More than 30 students

Books & cassette tape

Free Had to buy/ expensive

Classrooms All air conditioned

No air conditioned

Class time 3 hours (5:30-8:30)

Only two hours (6:00- 8:00)

II. The conversation:A: Are you happy with your study at English for today centre?B:1. No, I am not happy with it at allA: B:2- No, not all of them are native teachers - No, all of them are Vietnamese teachers.3. No, that is not true. My class has over 30 students.4. No, I had to pay for them

Ss work in groups

Ss complete the table

Ss work in pairsSs practse in pairs

Ss listen carefully


40


5. - No, only some of them. Mine is not. - No, there isn't any air conditioned rooms6. - In fact classes often start late and finish early. - In fact classes often start late and finish only two hours laterT corrects Ss' conversations, remarks and gives marks the best conversationsT presents the next task

While- writing15mn

Task 2: Using the information from the dialogue is Task 1, complete the letter of complaint belowT asks Ss to look at the letter of complaint in text book carefullyT divides Ss into 6 groups, guides Ss to do Task 2T asks Ss to use the conjunctions or connectors, phrases in the letter (on E.B)* Hints: - First of all, you say that................you also say that......- In the advertisement say you..........................................- That is quite different from..........................- Finally, what I do not like most about your center is......T goes round to help Ss to write the letter

Ss look at the letter (in the text book)Ss work in groups

Ss take notes

Post-writing12mn

T asks Ss to exchange the letter of the group with the other groups to compare the letters each other.T asks the representatives of the groups to present the letterT asks Ss to remark the lettersT gives the remark, gives marks to the best letters

SS exchange the letters with each other

Ss present the letterSs remark the letters

Homework3mn

T assigns the homeworkHome work:+ Do all the tasks (in text book) once more+ Write a letter of complaint about the hotel you stayed+ Do the exercises in work bookT asks Ss to prepare the new lesson ( Unit 4 Section : Language Focus) T guides Ss to prepare the next lesson

SS write it out


41



Unit 4 : SPECIAL EDUCATION LESSON : LANGUAGE FOCUS period : 24I. Objectives: By the end of the lesson, students will be able to :

- pronounce exactly and fluently the sound / o /, / o: / in the words and in sentences

- know the formation of nouns mentioning person , and use the article "the" in the structure

" the + adj" referring to person- use the structure " used to + inf. " to talk about past habits and use the

relative pronoun " which " as a connectors effectively

III. Teaching aids: pictures of collective nouns( the + adj ), sport games, past habits, E.B,a cassette player

Stages/ Time


Warm-up3mn

T speaks two sentences upT asks Ss to repeat and write the sentences on B.B1. This picture is about sport games.2. His office is at the top of the building.T repeat the sentences, remarks Ss' answers, shows the key (two pictures)T congratulates the best studentT underlines the sounds of the words in sentences: sport, office, top.T repeat the wordsT presents the lesson

Ss listen to carefully

Ss write the sentences down

Ss congratulate their classmate

Ss pay attention to the words, repeat them (in individual)Ss give the remark

Pronunciati * Listen and repeat :


42


on10mn

T reads the sounds / /, / : / and the words loudlyT asks Ss to listen and repeat the sounds and the words(in chorus, in individuals)T corrects Ss' pronunciationsT plays the tape, asks Ss to listen to it carefully and repeat sentence by sentence (twice)T corrects Ss' mistakes (if necessary)T asks Ss to pick out the words in sentences having the sounds / /, / : /T gives SS a short exercise, asks them to do it (in small group: each table - one group)EXERCISE: 9 (on Extra board)Put the words from the list in the correct column / / or / : / * List of words:Hot, drop, lot, door, soft, pot, sport, offer, force, floor, bored, job, all, store.T remarks Ss' answer

Ss listen carefully

Ss listen and repeat in chorus, individual

Ss listen carefully and repeat (in chorus)

Ss work in groups

Ss answer

Grammar and

vocabulary

Activity 1

T shows Ss the picture and asks them a. How are they? => They are blindb. What do you call the people who are blind? => They are the blindT underlines the words in the answers and asks Ss+ What is the part of speech of "blind " and " the blind"?+ How can we form a collective noun from an adjective "blind " ?+ Can you give some other nouns like this?T remarks Ss' answer, presents the next partExercise 1: Complete these sentences using the+ one of the adjectives: " injured, poor, rich, sick, unemployed, young" T divides Ss into 6 groups to do the exerciseT asks Ss the meaning of the words in the exercise: " injured , poor....."T shows Ss the pictures to illustrate the words " injured , poor.."

Ss pay attention the underlined words

Ss think and answer

SS give examples

Ss work in groups

Ss answer the meanings of words

Ss work in groups


43


Activity 2

Activity 3

T asks SS to do the exercise in groupsT goes round to help Ss to do the exerciseT asks the representatives of the groups to do the exercise* KEY: 1. the young 2. the injured 3. the unemployed......T remarks Ss' answersT shows Ss the picture of sport games, asks them some questions, presents the next part* " I often went fishing with my friends when I was young = I used to go fishing with fishing with my friends when I was young." * Questions: a. What does the phrase : "used to go fishing " mean?b. we use : " used to + V(bare inf.) to express what?NOTES: USED TO + V(bare inf.) express the past habits no longer exists nowExercise 2: Complete the sentences with used to......+ a suitable verbT asks SS to do the exercise in the divided groupsT remarks Ss' answersT writes a sentence on the board , underlines the clause with " which" , asks Ss to remarkEg: a. Nam won the race, which made us surprised" The fact that Nam won the race made us surprised"T asks SS to give examples like (a) T asks Ss to take notesT presents the next partNotes: "WHICH" - a relative pronoun - is also a connector - is used to join the previous clause with the following clauseExercise 3: Join a sentence from A with one from B to make a new sentence : Use" which"T asks Ss to do the exercise in divided groups (6 groups)

Ss answer

Ss pay much attention to the sentences with the underlined parts

Ss give the remarks

Ss take notes

Ss work in groups

Ss answerSs look at the sentence on B.B carefully and give the marks

Ss gives examplesSs takes notes

Ss work in groups

Ss answer

Ss remark


44


T asks the representatives to give the answersT asks SS to remark their classmates' answersT corrects Ss' answers, remarks

Consolidation

12mnACTIVIY 1

ACTIVITY 2

T asks SS to work in pairs to make conversations using " used to + V( bare inf.)"A: Did you used to.....................?B: No, I didn'tA: What did you used to do when you..........?B: I used to.................................T remarks and give marksT asks Ss to make sentences using " Which" as a connector (like the sample in the exercise 3)T remarks , gives marksT consolidation the lesson

Ss work in pairs


Ss work in individuals

Ss answer

Homework3mn

T asks Ss to do the exercises in language focus (in text book again and exercises in word book)T asks Ss to prepare the new lesson UNIT 5 : Technology and you- Section: Reading

SS write it out


Unit 5 : TECHNOLOGY AND YOU Lesson: Reading Period : 25I. Objective : By the end of the lesson, students will be able to :

- read a passage for specific information- learn about how present and future devices and equipments may change

our lifestyle.

II. Language Focus: - Grammar- New words: words related to modern devices and equipmentsIII. Teaching aids: pictures as in textbookIV. Procedure

Stage/ Time needed



45


Warm-up ( 4 mins )

-T shows a picture of a modern device and ask Ss ;1. What's this?2. Do you know how to use it?

-Ss look at the picture and answer the questions.

Pre-reading (8 mins )

Task 1: Answer the following questions:1. What do people use computers for?2. What can be other purposes of using computers n the future?-T checks and write the answers on the board.Task 2: Match the objects with their names-T asks Ss to work in pairs and match the object printed in the textbook with their names-T remarks and correctsKey: 1 d, 2 e, 3 g, 4 c, 5 a, 6 f, 7 b, 8 h

-Ss work in groups to answer the questions

-Ss work in pairs

While-reading

( 20 mins )

Task 1: Match the words and phrases in column A with meaning in column B-T asks Ss to guess the meaning of ones in column A to combine with ones in BKey: 1 c, 2 e, 3 a, 4 b, 5 d-T checks and corrects if necessary.Task 2: Decide which of three options below is the best title for the passage-T asks Ss to checks the information of the passage then choose the best option-T asks: Which is the best title A ,B or C?Task 3: Answer the questions, using the cues given in the textbook:-T explains some words and asks Ss to answer the questions+ miraculous+ capable of+ magical1. What can computers do to help us in our daily life?2. Why is a computer a miraculous

-Ss work in groups and show their results

-Ss work in groups, discuss to find the best title

-Ss' answer: C-Ss work in pairs to find the information

-Suggested answers:1. to help us send and receive mails in a very short time2. because it's not only capable of providing information but also used as a calculating machine


46


device?-T checks and corrects Ss' answer

Post-reading( 10 mins )

-T gives the topic and asks Ss to discuss it:' Talk about the advantages of using computers "-T gives suggestions and comment, then checks and corrects.

-Ss work in groups to discuss

Homework ( 3 mins )

-T assigns homework* Find out the problems that people encounter when using computers-T guides Ss to prepare the next lesson


Unit 5 : TECHNOLOGY AND YOU Lesson: Speaking Period : 26I. Objective : By the end of the lesson, students will be able to :

- ask and answer some information about the uses of modern inventions- talk about the uses modern technology

II. Language Focus: - Grammar


47


- New words: words related to modern devices and equipmentsIII. Teaching aids: pictures as in textbook, handoutsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives some handouts- T asks Ss to work in groups and match the objects with their namesobjects: fax-machine, television set, radio, electric cooker, washing machine, air-conditioner-T checks and corrects and ask Ss what each of the objects is used for- T leads into the new lesson

-Ss work in groups

-Ss answer the questions from T( maybe in various ways )

Pre-speaking (8 mins )

Task 1: -T asks Ss to do the task as directed in book ( ask and answer the uses of modern inventions )-T asks Ss to present the result in front of the class

-Ss work in pairs to answer the questions

-Ss present their results

-Ss work in pairsWhile-

readingActivity1 (10 mins)

Activity2 (10 mins)

Task 2:: ( as in book ) -T asks Ss to work in pairs to complete the sentences, using the words in the box-T walks around and gives help if necessary.-T asks Ss to present their results-T remarks and correctsKey: 1. store 2. transmit 3. process 4. send 5. hold 6. make 7. send 8. receive 9. designTask 3: ( in book )-T asks Ss some questions to lead in the task:In what way is information technology the most useful to our life? Why?-T ask Ss to do the task 3-T walks around the class to give help if necessary-T asks some groups to present their results

-Ss work in pair to choose the appropriate verbs to fill in the gaps

-Ss show their results


-Ss work in groups to answer the question



48


Post-

speaking( 10 mins )

Task 4: -T asks Ss to talk about the uses of information technology-T asks some groups to present their results-T checks and corrects.



Homework (2mins )

-T asks Ss to find out three modern inventions then work with the partner to talk about the uses-T guides Ss to prepare the next lesson

-Ss work at home


Unit 5 : TECHNOLOGY AND YOU Lesson: Listening Period : 27I. Objective : By the end of the lesson, students will be able to listen to a monologue of 120-150 words for general or specific information.II. Language Focus: - Grammar- New words: words related to modern devices and equipmentsIII. Teaching aids: a cassette player and tape, pictures of modern devices


49


IV. Procedures

Stage/ Time

needed


Warm-up ( 5 mins )

-T shows a picture of some modern devices and asks 1. Name some modern devices you know2. Can you tell me what a fridge/ a telephone used for?- T listen to the answers, corrects and leads into the new lesson

-Ss work in groups


Pre-listening (8 mins )

-T asks Ss to open their books and asks them 1. How many modern devices are there?2. What are they?3. How often do you use each of them?-T uses the pictures, objects to give the meaning of new words-T plays the tape twice

-Ss open their books and look at the table in book-Ss work in pairs, ask and answer question 3

-Ss listen and repeat

While-listeningActivity1 (10 mins)

Activity2 (10 mins)

Task 1:: ( as in book ) -T asks Ss to read the statements in the book carefully-T plays the tape-T walks around and gives help if necessary T plays te tape again to checks the resultTask 2: ( in book )-T asks Ss to read the story-T plays the tape-T plays the tape again to checks the results

-Ss read the statements in silence

-Ss listen and discuss in pairs to decide whether the statements are T or F-Ss present their results-Ss read the story with the gaps in silence, do the task in pairs-Ss checks their results

Post-listening

( 10 mins )

-T asks Ss to listen the man's talk again-T listens to checks Ss' result

-Ss work in pairs to retell the story- Ss retell the story in front of class

Homework (2mins )

-T assigns homework:* Write the main ideas of the story in their notebooks-T guides Ss to prepare the next lesson

-Ss work at home



50


Unit 5 : TECHNOLOGY AND YOU Lesson: Writing Period : 28I. Objective : By the end of the lesson, students will be able to listen to a set of instructions about 100-120 Words following a suggested model and word cuesII. Language Focus: - Grammar- New words: words related to modern devices and equipmentsIII. Teaching aids: pictures, phone cardsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T shows a picture of a public telephone and asks questions:1. What's this?2. Have you ever used a public telephone?3. Is it easy or difficult to use it? And show me how to use it.-T asks Ss to open their books and introduces the set of instructions on how to use a public telephone


Pre-writingActivity 1 (5 mins )

Activity 2 ( 2 mins)

Task 1: Read the following set of instructions on how to use a public telephone-T uses pictures, real objects to give the meaning of new words-T shows a phone card and asks questions:1. What's this?2. What is it used for?3. What are the steps in using a public telephone?4. What should you do if you want to get help?5. What should you do if you want to call fire services/ the police/ an ambulance?-T corrects mistakes if necessaryTask 2: Find out the connectors and imperative form of the verbs from the instructions-T asks Ss to read the instructions in silence and find out the connectors and imperative form of the verbs from the instructions

-Ss listen to T's explanations-Ss work in pairs, and answer the questions

-Ss work in pairs

-Ss present their results-Ss work in groups


51


Activity 3( 8 mins )

-T walks around and give help if necessary.-T asks some pairs to present their resultsTask 3 : ( in book )-T asks Ss to look at the T.V and remote control then answer the questions-T gives comments and corrects

-Ss present their results in front of the class

While-writing

(7 mins)

Task 4: ( in book )-T asks each student write a set of instructions on how to operate a T.V with a remote control, using the pictures and the questions in the book as suggestions


Post-writing

( 15 mins )

Task 5: -T asks Ss to read their writing-T checks and corrects

- -Ss present their results in front of class

Homework (3 mins )

-T assigns homework:-T guides Ss to prepare the next lesson

-Ss work at home


52



Unit 5 : TECHNOLOGY AND YOU Lesson: Language FocusPeriod : 29

I. Objective : By the end of the lesson, students will be able to listen to - pronounce exactly and perfectly the sounds / u / and / u:/ in words and

sentences-use the present perfect tense and passive form, use " who, which, that " in

speaking and writing.

II. Teaching aids: III. Procedures

Stage/ Time

needed


Warm-up ( 5 mins )

-T writes the sentence on the board:After Lan had put the fruit on the table, she cooked the meal .-T underlines the sounds and leads into the new lesson

-One student reads and says what sounds are repeated:the sounds are / u / and /u: /

Pronunciation

(12mins )

Task 1: Listen and repeat-T writes 2 sounds / u / and / u: / on the board-T reads the sounds-T read the words in the textbook and numbers 2 sounds from 1 to 2-T reads the words in the textbookTask 2: Practise the sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T asks Ss to pick out the words containing the sounds / u/ and / u: /-T checks the result* More exercise:T plays a tape and asks Ss to tick the words they recognize tin the sentences they hear-T gives the remark

-Ss open their books

-Ss repeat in chorus and in individual

-Ss say loudly the number of the sounds the hear-Ss open their book and read the words in pairs

-Ss listen and repeat- Ss read individually as directed

-Ss work in pairs

-Ss read the result

-Ss do as directedGrammar

& Vocabular

y (25 mins)

Task 1:: The present perfect-T asks Ss to answer the questions 1. How long have you learnt English?2.Which tense is used in these sentences?-T introduces the exercise



53


Exercise1-T directs Ss to do exercise 1 using the present perfect tense-T checks the resultTask 2: The present perfect passive-T asks Ss to use these words to complete sentences:"Titanic"/show/our city/since May.-T asks Ss to give the form of the present perfect passive and then do the exercise 2-T goes around to give help if necessary.-T checks the resultTask 3: -T review the relative pronouns-T asks Ss to do the exercise 3-T checks the result

-Ss work individually then exchange the result in pairs-Ss present their results

-Ss write the complete sentence:" Titanic" has been showed in our city since May.-Ss work in pairs

-Ss work individually and compare the result with the partner's

Homework (3mins )

-T assigns homework:* Do the exercise of the Language Focus in workbook, page 61.-T guides Ss to prepare the next lesson

-Ss work at home


54


Date: 9/10/08

LESSON PLANUnit 6 : AN EXCURSION Lesson: Reading Period : 30I. Objective : By the end of the lesson, students will be able to know about the arrangements for an

excursion through reading a letterII. Language Focus: - Grammar- New words: words related to an excursionIII. Teaching aids: pictures as in textbookIV. Procedure

Stage/ Time needed


Warm-up ( 43mins )

-T asks " Is Vietnam a beautiful country?"-T introduces a game among groups of 4 :List as many landscape as possible-T collects Ss' papers and announces the winner

-Ss answer the question.-Ss work in groups


-T asks " have you ever visited them or just seen their pictures, or heard about them only-T asks Ss to look at the 4 pictures in the book, and decide what they are.-T asks them to match them with correct information and tell each other which place they'd like to visit and give reasons-T explains some new words if necessary.-T asks some pairs to ask and answer about their opinion.-T asks Ss to look at the fifth picture and gives some guiding questions:What's this landscape?Who's going to visit it?How is that trip going to take place?-T leads into the text-T explains new words* New words:


-Ss work in pairs

-Ss present their choice

-Ss take notes


55


excursion ( n ) = a tour to visit landscapescave ( n )persuade ( v )campfire ( n )-T read and asks Ss to repeat

-Ss repeat

While-reading

( 20 mins )

-T asks Ss to read the text and answer the 3 guiding questions-T asks Ss to answer the first 2 questionsKey: 1. It's the way to Huong pagoda 2. Lan and her classmates are-T asks Ss to read the text again to do Task 1-T explains new words ( complain, relax, destination )-T checks and corrects-T asks Ss to read the questions in Task 2 and reread the text to answer.-T checks by asking some pairs to present

-Ss read the text in silence

-Ss answer


-Ss read the whole sentences-Ss work in pairs


-T asks Ss to complete the summary by filling the gaps-T checks Ss' choice-T asks Ss to summarize the letter , using their own words-T asks Ss to work in groups to make some arrangements for an excursion to somewhere in Tuy hoa-T asks the representatives of groups to present their result.

-Ss work in groups

-Ss do the task

-Ss work in groups

-Ss present

Homework ( 3 mins )

-T assigns homework* Learn new words by heart -T guides Ss to prepare the next lesson


56


Date: 9/10/08

LESSON PLANUnit 6 : AN EXCURSION Lesson: Speaking Period : 31I. Objective : By the end of the lesson, students will be able to :

- give their opinions about arranging the seats on the boats- talk about their most suitable seat give the seasons

II. Language Focus: - Grammar- New words: words related to making an excursionIII. Teaching aids: IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T guide to play a game of guessing the word about a transport that T. thinks about-T divide class into 4 groups, each group will find it correctly and quickly. The most correct and quickest is the winner." It has four letters" : BOAT-T leads into the lesson

-Ss work in groups

-Ss give the word

Pre-speaking (15mins )

-T asks Ss some questions:1. Have you ever travelled by boat?2. What are the advantages and disadvantages when traveling by boat?Task 1: Ask some Ss to read task 1 in book-T reads the requirement aloud, then asks Ss 1. What do you know about the lake of Michigan?2. Where it?3. Where is Chicago?Key: It's the third big city in the US,


-Ss look at Task 1 in the book and answer


57


belongs to Illinois state. Lake Michigan is one of the five most beautiful lakes in the US-T explains difficult words or phrases-Tasks Ss questions:1. What do you know about Mary?2. Where is the best suit for Mary?-T asks Ss to look at the seat plan in Task 2Task 2: ( in book )-T explains the seat plan:+ occupied+ refreshments-T ask the question again-T asks 2 Ss to read the conversation in book-T gives some ways in saying opinions

-Ss look at the book

-Ss read aloud

While-speaking(12 mins)

-T asks Ss to work in groups-T walks around and gives help if necessary.-T asks Ss to present their opinions-T remarks and corrects

-Ss work in groups-Ss show their results

Post-speaking

( 10 mins )

Task 3: -T asks Ss : If our class is going on a boat trip on Ba river, Which is the most suitable seat do you think? Why?-T asks Ss to answer.



Homework (2mins )

-T asks Ss to write down their opinion about the seat on the boat trip.-T guides Ss to prepare the next lesson

-Ss work at home


58


Date: 9/10/08

LESSON PLANUnit 6 : AN EXCURSION Lesson: Listening Period : 32I. Objective : By the end of the lesson, students will be able to listen and understand the information

about a picnic II. Language Focus: - Grammar- New words: words related to actions of a picnicIII. Teaching aids: a cassette player and tape, pictures IV. Procedures

Stage/ Time

needed


Warm-up ( 5 mins )

-T guide the class to play a game of matching a verb in column A with words or phrases in column Bcolumn A column B1. take a. soundly2. get up b. yourself3. prepare c. photos4. set up d. excited5. play e. a tent6. enjoy f. early7. feel g. food and drinks8. sleep h. at the stadium

-Ss work in groups of 4

-Ss answer in individual


59


9. return i. games10. meet j. home-T collects the worksheets give the key, tells the winner-T asks : When do you often do these actions? Do you often go for a picnic? Where and When?-T leads into the lesson


-T asks Ss to do the exercise in the book-T checks 2 pairs-T explains new words and phrases:glorious/ spacious/ left-over/ botanical garden.

-Ss work in pairs


While-listening(20 mins)

Task 1-T explains the requirements in Task 1-T asks Ss to look at the pictures in the book and order them in groups-T checks-T plays the tape and asks Ss to listen to it and do the exercise in the book ( 2 times )-T checks and asks Ss to compare the key with their resultTask 2-T asks Ss to do Task 2 ( the same procedures as Task1)Task 3-T asks Ss to read the questions in Task 3 in silence and then listen and answer them-T checks and corrects

-Ss work in groups

-Ss listen and do the exercise

-Ss listen and answer individually

Post-listening

( 10 mins )

-T asks Ss to do the exercise in the book ( After you read )-T checks and corrects

-Ss work in groups

Homework (2mins )

-T assigns homework:* Rewrite the answers for the questions in task 3- T guides Ss to prepare the next lesson

-Ss do homework at home


60


Date: 9/10/08

LESSON PLANUnit 6 : AN EXCURSION Lesson: Writing Period : 33I. Objective : By the end of the lesson, students will be able to write a confirmation letter.II. Language Focus: - Grammar: Some expressions often used in a confirmation letter- New words: words related to III. Teaching aids: extra boardsIV. Procedures

Stage/ Time

needed


Warm-up ( 5 mins )

-T asks Ss how many types of letters there are-T asks some questions:1. What letter have you ever received?2. If you receive a request letter, how do you reply?-T leads into the lesson

-Ss work in groups

-Ss work in pairs and answer the questions

Pre-writing (7 mins )

-T asks Ss to do Task 1-T explains the use of structure " I will ….." and some new words-T asks Ss to present their results on the board and then compare

-Ss work in pairs to do the task


61


While-writing

(15 mins)

-T asks Ss to read the situation carefully and explains some difficult words or phrases-T divides the class into 6 groups. 3 groups write letter 1 and 4 others write letter 2 on the extra boards-T walks around to give help if necessary

-Ss read the situation

-Ss work in groups

Post-writing

( 15 mins )

-T asks 2 Ss to hang their results in front of the class-T asks the other groups to find out mistakes and give comments-T corrects and give the feedback

-Ss choose their representative

-Ss do as directed

Homework (3 mins )

-T assigns homework::* Write a confirmation letter-T guides Ss to prepare the next lesson

-Ss work at home


Unit 6 : AN EXCURSION Lesson: Language Focus Period : 34I. Objective : By the end of the lesson, students will be able to

- pronounce exactly and perfectly the sounds / u / and / u:/ in words and sentences

-use the present progressive tense and " be going to …" to express a future plan and predictionII. Teaching aids: III. Procedures

Stage/ Time needed


Warm-up ( 3 mins )

-T has the class sing the song of " Happy Birthday" with only vowel /u /-T asks Ss to finds the sounds repeated.-T comments and leads into the lesson

-Ss sing

-Ss answer

Pronunciation (12mins )

Listen and repeat:-T writes 2 vowels / u / in column 1 and / u: / in column 2 on the board

-Ss close the book

-Ss listen and choose 1 or 2Teacher Ngô Thị Trung School year 2008-2009

62


-T reads the words in book one by one and asks Ss to listen and decide if they are 1 or 2-T writes the words on the board according to Ss' opinions-T asks Ss to look at the book and check-T reads the words in the text bookPractise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / u / and / u: /-T checks the result

-Ss open the book and check-Ss repeat in chorus then in individual-S listen and repeat-Ss read individually as directed

-Ss work in pairs

-Ss read the result

Grammar & Vocabulary Activity 1

( 10')

Activity 2 ( 5' )

Activity 2 ( 5' )

The present progressive with the future meaning and " be going to …"-T asks " What are you going to do this weekend? "-T writes the answer on the board in reported speech:" She/He is visiting ……… this weekend"-T says and writes a sentence about himself:I'm going to visit …. But I haven't decided the time-T asks Ss to remark the different use between the present progressive and " be going to…"-T confirms:* Present progressive: an intension with a specific plan ( specific time )* " be going to …" without specific time-T analyses 2 examples in the book for more understandingNote: " be going to…" presents a predictionEg: She looks bored. She is going to take a rest.Exercise 1: -T asks Ss to choose the correct option in brackets

-Ss answer

-Ss discuss

-Ss work in individual then exchange the result in pairs

-Ss work in groups

-Ss work in pairs


63


Activity 3 ( 8' )( consolidatio

n )

-T checks the resultExercise 2:-T asks Ss to do exercise 2-T checks the resultExercise3: -T asks Ss to complete the exchanges, using the present progressive or " be going to …"-T checks and corrects the result

Homework ( 2 mins )

-T assigns homework:* Make 2 sentences , using the present progressive tense and 2 using " be going to.."-T guides Ss to prepare the next lesson

-Ss work at home

Date: 29/11/08

LESSON PLANUnit 7 : THE MASS MEDIA Lesson: Reading

Period: 38I. Objective : By the end of the lesson, students will be able to know and understand about the differentTypes of the mass media and some popular programs.II. Language Focus: - Grammar- New words: words related to media.III. Teaching aids: pictures as in textbook and of mass mediaIV. Procedure

Stage/ Time needed


Warm-up ( 3mins )

-T asks : Do you like listening to the radio or watching T.V? How often?What do you think about that ?-T listens to Ss' answers and leads

-Ss answer T's questions


64


into the lesson.Pre-reading

(7 mins )-T asks Ss to ask and answer the questions:1. When do you often watch T.V? How many hours ?2. What programs or channels do you like most? Why ?-T remarks and corrects -T pick out new words from the text and explains:* New words:cartoon ( n ), drama ( n ), comedy ( n ), portrait ( n ), folk song ( n )

-Ss work in pairs


-Ss take notes-Ss repeat

While-reading

( 20 mins )

Task 1-T asks Ss to read the text and do Task 1-T checks and corrects-T asks Ss to read the questions in Task 2 and reread the text to answer.Task2-T asks Ss to scan the text for details and do Task 2 to choose T or F-T controls the class and gives help if necessary.-T checks and correctsTask 3

-T asks Ss to work in pairs to ask and answer the questions-T remarks and corrects

-Ss read the text in silence and do the task-Ss work in pairs

-Ss work in groups

- Ss present their choice

-Ss work in pairs to ask and answer questions

Post-reading

( 12 mins )

-T asks Ss work in groups to talk about programs on our national television.-T asks the representatives of groups to present their result.-T gives his suggestions and comments

-Ss work in groups

-Ss present

Homework(3 mins )



65


Date: 29/11/08

LESSON PLANUnit 7 : THE MASS MEDIA Lesson: Speaking

Period : 39I. Objective : By the end of the lesson, students will be able to :

- ask and answer questions about the uses of media- talk about different types of media

II. Language Focus: - Grammar- New words: words related to mediaIII. Teaching aids: IV. ProceduresStage/ Time

neededTeacher's activities Students' activities

Warm-up ( 5 mins )

-T gives out some real objects and pictures of mass media and asks Ss what belong to mass media-T leads into the lesson

-Ss work in groups to discuss and answer


66


Pre-speaking (10 mins )

Task 1: Read the words below and put a tick next to the words of the mass media.-T asks Ss to work in groups- T goes around and give help if necessary.- T asks Ss to present their work and give the explanation or the reasons why they choose-T remarks and corrects

-Ss work in groups



Task 2 : -T asks Ss to read the information book -T asks Ss to work in groups to discuss the features of each type of the common mass media-T walks around and gives help if necessary.-T asks Ss to present their opinions-T remarks and corrects

-Ss work in groups


Post-speaking

( 15 mins )

Task 3: -T asks Ss to work in groups to talk about different types or the mass media and answer the questions in book1. What are different types of the mass media?2. What features do they have in common?3. What are their distinctive features?-T asks Ss to present their results and other groups have comments to each others-T remarks and corrects



Homework (3 mins )

-T asks Ss to write down their opinion about the mass media.-T guides Ss to prepare the next lesson

-Ss work at home


67



Unit 7 : THE MASS MEDIA Lesson: ListeningPeriod : 40

I. Objective : By the end of the lesson, students will be able to listen and understand the news itemsII. Language Focus: - Grammar- New words: words related to actions of a picnicIII. Teaching aids: a cassette player and tape, pictures IV. Procedures

Stage/ Time needed


Warm-up ( 4 mins )

-T gives the discussing question " Do you often listen to the radio? Why/Why not ?

-Ss work in groups to discuss and then give their opinions


68


-T leads into the lessonPre-listening

(8 mins )- T asks Ss what programs are there on the radio?- T asks if they often listen to the news .- T gives some common words or phrases used in this program.-T announces what Ss are going to listen to.

-Ss answer the question

-Ss give their ideas

-Ss take notes

- Ss prepare


Task1: Tick the adjectives from the tape you hear.-T plays the tape and asks Ss to do as requested.Key: News strory1 News story 2Healthy vStrong vYoung vCloudy vHighest vWonderful vTask 2: Fill in the blanks the information you hear.-T plays each part of the tape and asks Ss to do the taskKey:Part 1: 1. has caused floods, 2.have left their homes, 3. have risen, 4. two metres, 5.. has stopped, 6.cloudy , 7. strong wind.Part 2: 1. twenty-third, 2. 4,418, 3. California, 4. wonderful, 5. young and healthyTask 3: Listen again and answer the questions:-T plays the tape again, asks Ss to listen and do the task.-T correctsKey: 1. Heavy rain has caused floods all over the country during the night.2. because rivers have risen3. The old woman has climbed the

-Ss work in individual


- Ss do the same as above task

-Ss listen and do the task in pairs ( ask and answer the questions )


69


Mount Whitney twenty-times4. Because it has kept her young and healthy-T corrects

Post-listening

( 10 mins )

-T asks Ss to retell the news one of the two paragraphs they have heard.-T checks and corrects

-Ss work in groups-Ss present their results

Homework (3 mins )

-T assigns homework:* Rewrite the news- T guides Ss to prepare the next lesson



Unit 7 : THE MASS MEDIA Lesson: WritingPeriod : 41

I. Objective : By the end of the lesson, students will be able to write a passage of 100-120 words about the advantages and disadvantages of the mass media.II. Language Focus: - Grammar: - New words: words related to mass mediaIII. Teaching aids: extra boardsIV. Procedures

Stage/ Time needed



70


Warm-up ( 4 mins )

-T gives pictures of some kinds of media and asks Ss :1. What's this?2. What are the advantages or disadvantages of them?

-Ss work in groups and answer these questions


Task 1: -T asks Ss to skim the model text-Tasks Ss to pick out new words and asks if they know and then T explains-T asks Ss to underline the basic structures:help/encourage someone to do somethingmake someone/ something + adj.-T asks Ss to talk about the advantages or disadvantages of television again-T gives remarks and comments


-Ss work in groups

-Ss choose the representative to present.

While-writing

(15 mins)

Task 2: Write the sentences to indicate advantages or disadvantages of T.V.-T asks Ss to works in individual to write .-T asks Ss to exchange the result.-Tasks the representative of each group to write their complete result on the board.-T asks Ss to write down the ideas of the groups in notebook for further use.Task 3: Write a short passage from the information in Task 2 as directed-T asks Ss to do as directed and then asks Ss to exchange the result-T asks Ss to correct mistakes each other.-T gives remarks and corrects

-Ss work in groups

-Ss work in pairs

Post-writing( 15 mins )

-T chooses one of Ss' passages to write on the board so that the whole class can have ideas, comments or corrections together.-T checks and corrects

-Ss choose their representative

-Ss do as directed

Homework (3 mins )

-T assigns homework::* Write a complete passage about the advantages or disadvantages of

-Ss work at home


71


television-T guides Ss to prepare the next lesson


Unit 7 : THE MASS MEDIA Lesson: Language FocusPeriod : 42

I. Objective : By the end of the lesson, students will be able to


72


- pronounce exactly and perfectly the sounds / ei / , / ai / and / oi / in words and sentences

-use the present perfect tense and " because of/ in spite of "II. Teaching aids: extra boards, III. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T writes three words on the board;make / dry / boil -T asks Ss to read and ask what sounds of these words that they hear.-T underlines the sounds of the words and leads into the lesson.

-Ss read and find the sounds

Pronunciation

(12 mins )Activity 1

( 5' )

Activity 2 ( 7' )

* Listen and repeat-T writes the sounds / ei / , / ai / and /oi / - T pronounces the sounds-T T reads the words in the textbook and asks Ss to repeat.-T reads and asks Ss to pick out the sounds

* Practise these sentences:-T reads all the sentences-T asks Ss to pay attention to the sentence intonation.-T asks Ss to pick out the words containing the sounds / ei / , / ai / and / oi /-T checks the results and corrects

-Ss listen and repeat ( in chorus and individual )-Ss close the book, listen to T and pick out the words that have these sounds.-Ss open the book and check-S listen -Ss take notes

-Ss work in pairs-Ss read the result


( 8')

Activity 2 ( 7')

Activity 3

Exercise 1: Supply the present perfect tense-T asks Ss to read the letter and choose suitable verbs to fill in the blanks, using the present perfect tense.-T checks the resultExercise 2: Do the exercise ( in book )-T asks Ss to do this exercise as directed -T remarks on the use of since, for,

-Ss work in pairs

-Ss work in groups

-Ss take notes-Ss present their results

-Ss work in groups and present


73


( 10' ) ( consolidati

on )

ago-T correctsExercise 3: Write the sentences-T asks Ss to indicate the differences between " because of" and " in spite of "-T remarks on the uses of these phrases-T asks Ss to do exercise 3 ( in book )-T asks Ss to exchange the results and correct.-T asks Ss to show their results on the board and corrects for the whole class-T gives remarks and comments

-Ss work in groups then exchange the result

- Ss show their results

Homework ( 3 mins )

-T assigns homework:* Make sentences , using the present perfect tense and using " because of" and " in spite of "-T guides Ss to prepare the next lesson

-Ss work at home


74



Unit 8 : THE STORY OF MY VILLAGE Lesson: ReadingPeriod : 43

I. Objective : By the end of the lesson, students will be able to know and understand how the farmer's

Life change due to their children's knowledge from college and technical high school

II. Language Focus: - Grammar- New words: words related to village and farmers' lifeIII. Teaching aids: pictures as in textbookIV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss if their parents are farmers. If yes, asks them to tell how was a farmer's life in the past and how is now.-T leads into the lesson basing on Ss answers



-T asks Ss to look at the pictures in books and asks " What do you see in the picture?-T listens to Ss' answers and can give help for Ss to have good answers-T gives new words* New words:straw ( n )mud ( n )shortage ( n )bumper ( adj. )thanks to ( phr.)-T reads new words and S repeat-T explains the meaning


-Ss work in groups and then answer

-Ss repeat-Ss take notes

While-reading

( 15 mins )

Task 1-T asks Ss to read the text in silence and do Task 1-T asks Ss to compare their answers each other after finishing doing task 1-T asks Ss to read aloud their result-T checks and corrects

-Ss read the text in silence and do the task individually-Ss work in pairs

-Ss answer


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Key: 1.b, 2.d, 3.a, 4.e, 5.cTask 2-T asks Ss to reread the text and try to find the changes of life in the writer's village before and now.-T asks Ss to read the results.-T checks and correctsTask 3 : Ask and answer questions - T asks Ss to work in pairs to ask and answer the questions in book-T asks some pairs to do in front of class

-Ss work individually-Ss read the whole text again in silence and then work in pairs

-Ss work in pairs


-T asks Ss to discuss the question:How can people with an education help make the life of their community better ?-T asks the representatives of groups to present their result.-T rÿÿarks aÿÿÿÿÿÿrects miÿÿf es

-Ss work in groups

-Ss present

Homework (3 mins )



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Unit 8 : THE STORY OF MY VILLAGE Lesson: SpeakingPeriod : 44

I. Objective : By the end of the lesson, students will be able to give their directions to some placesII. Language Focus: - Grammar- New words: words related to village's life and directionsIII. Teaching aids: IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss to play the game of collecting words ( relates to countryside and town )-T chooses the winner-T leads into the lesson.

-Ss work in groups and play the game-Ss give the words


Task 1: -T explains the situation of the conversation and the meanings of words.- T asks Ss to match each of the plans with its possible results ( as in book )-T walks around and gives help if necessaryKey: 1.b, 2.g, 3.d, 4.e, 5.f, 6.c 7.a

-Ss look at Task 1 in the book

-Ss work in pairs


Task 2 :-T asks Ss to work in groups to practice the conversation.-T walks around and gives help if necessary.-T asks Ss to present their results-T remarks and corrects

-Ss work in groups


Post-speaking

( 10 mins )

-T asks Ss to continue the conversation in a freer way-T guides Ss to use the ideas in the table in task1 and add some more possible results if they like.-T asks Ss to present

-Ss work in groups



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Homework (2mins )

- T guides Ss to prepare the next lesson

-Ss work at home


Unit 8 : THE STORY OF MY VILLAGE Lesson: ListeningPeriod : 45

I. Objective : By the end of the lesson, students will be able to listen to the talk on changes in the writer's

town and understand itII. Language Focus: - Grammar- New words: words related to village's lifeIII. Teaching aids: a cassette player and tape, pictures IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss to look at 2 pictures of the same town ( one in the past and one now )-T asks Ss to indicate the differences between them.-T leads into the lesson

-Ss work in pairs


-T asks Ss some questions;1. What did there use to have in the first picture?2. What are there in the second picture?

-Ss work in pairs-Ss listen and answer


Task 1-T delivers Ss worksheets-T plays the tape-T plays the tape and asks Ss to decide true or false sentence.-T checks and asks Ss to compare the key with their resultTask 2-T asks Ss to look at their books-T play the tape again and asks Ss to fill in the missing words- T checks and corrects

-Ss work in groups



Post-listening( 15 mins )

-T asks Ss to do discuss the changes in the village.

-Ss work in groups


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-T asks Ss to present their result-T checks and corrects

- Ss choose the student to present

Homework (2 mins )

-T assigns homework:* Rewrite the passage about the changes in the writer's village- T guides Ss to prepare the next lesson



Unit 8 : THE STORY OF MY VILLAGE Lesson: WritingPeriod : 46

I. Objective : By the end of the lesson, students will be able to write a letter to give directions II. Language Focus: - Grammar: - New words: words related to village's lifeIII. Teaching aids: extra boardsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives the game of guessing the place form T's directions-T chooses the winner if he or she finds the right place first.-T leads into the lesson

-Ss work in groups

- Ss guess and tell the place they find.


- T explains the structures often used in giving directions and new words in the letter- T asks Ss to task 1as directed.-T gives comments and corrects.


While-writing (15 mins)

- Tasks Ss to reread the letter and pick out the phrases that they can use to give directions- T walks around and give help if necessary-T checks the Ss' results and corrects

-Ss read the letter

-Ss work in groups


-T asks Ss to imagine that their house is A on the map and asks them to write a letter to Jim telling him the way to their house from Roston Railway Station-T asks Ss to corrects mistakes and check the results together.-T asks Ss to show the writing on the board and gives comments

- Ss work in individual

-Ss work in pairs to correct mistakes and check results


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and corrects.Homework (3 mins )

-T assigns homework::* Write a letter to give directions how to come their house-T guides Ss to prepare the next lesson

-Ss work at home


Unit 8 : THE STORY OF MY VILLAGE Lesson: Language FocusPeriod :47

I. Objective : By the end of the lesson, students will be able to - pronounce exactly and perfectly the sounds / / and / / in words and

sentences-use the reported speech ( statements ) and conditional sentences ( type 1

)II. Teaching aids: III. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T writes the sentences on the board:I will put my coat and go out-T asks Ss to finds the sounds repeated.-T comments and leads into the lesson

-Ss close the book-Ss answer

Pronunciation (12 mins )

Listen and repeat:-T writes 2 vowels / / and / / in column 2 on the board-T reads the words in book one by one and asks Ss to listen and repeat-T reads the words in the text book*Practise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / / and / /-T checks the result

-Ss close the book


-Ss open the book and check -Ss read individually as directed-Ss work in pairs-Ss read the result

Grammar & Vocabulary


80


Activity 1 ( 12')

Activity 2 ( 15' )

* Reported speech-T asks a student " How old are you, ……?"Answer: I'm 16 years old.-T asks the other to report what the student has just said.Answer: Lan said " I'm 16 years old."-> She/He said that she/he was 16 years old-T asks Ss to compare these 2 sentences Notes: + personal pronouns+ tense-T checks and corrects Exercise 1: -T asks Ss to report these statements using the verbs suggested-T asks Ss to present and checks ,corrects the resultExercise 2: -T asks Ss to indicate the different use between " say" and " tell " or ' talk "-T asks Ss to do the exercise in textbook (p.90 )* Conditional sentence ( type 1) -T gives out a picture of a car-T asks " What's this?" and " Do you like it?"- T says " If I have money, I will buy a car"Exercise 3:-T asks Ss to look at what H. Anh hopes in for the future-T asks Ss to write a paragraph about H. Anh by using conditional sentence of type 1.-T checks the resultExercise 4: -T asks Ss to do the exercise as directed-T checks and corrects

-Ss answer

-Ss discuss and speak their ideas

- Ss answer


- Ss answer

-Ss work in groups

-Ss read the result

-Ss work in pairs and compare the result the partner

Homework ( 3 mins )

-T assigns homework:* Do exercise on page 49-50 in

-Ss work at home


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workbook-T guides Ss to prepare the next lesson


Unit 9 : UNDERSEA WORLD Lesson: Reading Period : 55I. Objective : By the end of the lesson, students will be able to -read a passage for information of sea animals and plants and modern technology used to study it.

- guess the meanings of words in contexts.- scan for details through the passage.- summarize the reading passage (in reading and writing)

II. Language Focus: - Grammar: Conditional sentences (Type II)- New words: words related to oceans, marine animals III. Teaching aids: pictures of oceans, sea plants and animalsIV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T shows some pictures of the ocean with sea animals, and asks Ss: a. Is it an ocean? b. How many oceans are there in the world? c. Are there many sea animals beneath the ocean? d. Can you name some sea animals?T presents the lesson.

-Ss answer the question.


-T asks Ss to look at the map and the pictures in the book to find out the oceans, guess sea animals.T remark Ss' answer

Ss work with a partnerSs give Vietnamese names for the oceansSs name the sea animal in


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T read the passage (once), pick some new words outT uses the pictures and examples to explain the meaning of the words.* New words: - gulf (n) (picture) - mystery (n) -> mysterious(a) Ex: There are still many strange sea animals and things under the ocean. We haven't known all of them. It's a mystery. - overcome (v) : get over (v) - challenges (n) - investigate (v)Ex: Police haven't investigated the cause of the terrible accident. - starfish (n) picture - biodiversity (n) (explain ) - water current (n) Ex : electric currentT reads new words and Ss repeat

each picture

Ss answer and guess the meanings of words

Ss repeat the new words

While-reading

( 15 mins )

Task 1:Fill each blank with one of the words in box.-T asks Ss to read the passage in silence and do Task 1- T asks Ss to do the task in groups.- T remarks Ss' answersT present the next taskTask 2 : Read the passage again and then answer the following questions - T asks Ss to look back the reading then doing the task in pairs - T remarks and corrects Ss' mistakes - T presents the next part

-Ss read the passage in silence and do the task -Ss work in groups of 4

-Ss answer

-Ss read the whole text again in silence and then work in pairs-Ss work in pairs- Ss practise in pairs


-T asks Ss to work in pairs to complete the summary of the reading passage - T remarks and corrects Ss' mistakes-T Asks Ss to use their own idea to summarize the passage- T remarks and gives marks

-Ss work in pairs- Ss answer

-Ss summarize

Homework (3 mins)

-T assigns homework* Learn new words by heart * Write the summary with the own ideas-T guides Ss to prepare the next lesson

Ss take note


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Unit 9 : UNDERSEA WORLD Lesson: Speaking Period : 56I. Objectives : By the end of the lesson, students will be able to express their own ideas to protect oceans or sea environment (in general ) freely or comfortablyII. Language Focus: - Grammar: " should" /" shouldn't" expressing advices- New words: pollute, dispose, herbicides, pesticides, fertilizersIII. Teaching aids: Pictures of two beaches ,advertisements of herbicides, pesticides, fertilizers ( a beautiful and a dirty one)IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

T shows 2 pictures :+ one: a beautiful beach + the other : a dirty oneT asks SS some questions :a. Is this beautiful beach?b. How about the other?c. What can you see in this picture(a dirty beach)?d. What should you do to protect the sea?T remarks and presents the lesson

Ss look at the pictures and answer the questions

Ss answer


T explains some new words* New words:- pollute (v)- dispose (v) : get rid of sthEg: Don't dispose of these nylon bags. Put them in the dustbins.

Ss guess the meanings of the words


84


- herbicides : (advertisement) - pesticides : (advertisement)- fertilizers : (advertisement)- endanger (v) Eg: " Bird flue" has endangered the human life nowadaysT reads the new words and asks Ss to repeat them

Ss answer

Ss repeat the new words in chorus


Task 1: Work in pairs, Put the actions in the order of importance (to protect oceans) and say what we should or should not do.-T asks Ss to work in pairs-T walks around and gives help if necessary.Ex:" I think we should learn all we can about the oceans "First."- T asks Ss to present the ideas-T remarks and gives marks-T presents the next taskTask 2: Work in groups. Discuss the consequences that might occur (with the oceans ) and offer some possible solutions- T divides class into 10 groups (each group: discuss one of four topics)-T gives Ss some pictures of sea pollution- T give 3 parts for each topic: threats, consequences and solutions (hanging the table with the three column)-T goes round and helps Ss to do the task-T gives SS some suggestions (some verbs, new words.... if necessary while discussing)- T asks the leader of each group to present his or her ideas-T remarks and corrects

-Ss work in pairs-Ss exchange the ideas with other pairs


Ss work in groups of four to discuss one of four topics


Post-speaking

( 10 mins )

Task 3: Report to the class what your group has discussed-T asks Ss to look back the task 2 carefully again- T asks Ss to work in groups to report the ideas of the groups

-Ss look back the task 2 carefully again

Ss work in groups to report the


85


T remarks and gives marks ideas of the groups-Ss present the ideas

Homework (2mins )

-T guides Ss to learn at home + Do the tasks again + write your ideas / We should/ shouldn't do....../again-T guides Ss to prepare the next lessonSection: LISTENING

-Ss work at home


Unit 9 : UNDERSEA WORLD Lesson: ListeningPeriod : 57

I. Objectives : By the end of the lesson, students will be able to listen and understand some information about whalesII. Language Focus: - Grammar- New words: krill, migrate, mammal, The International Whaling CommissionIII. Teaching aids: a cassette player and tape, pictures IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss to look at a picture asks Ss some questionsa. Do you think whales are fish? Why (not) ?b. What do you know more about whales?c. Why do people keep hunting whales?- T remarks and corrects-T leads into the lesson

-Ss answer


T gives new words+ krill (n)+ migrate (v)+ mamma (n)+ The International Whaling Ss give the meaning of the


86


CommissionT asks Ss to give the meaning of the wordsT reads the words and asks Ss to repeat them

words

-Ss listen and repeat new words


Task 1 -T plays the tape 3 times-T plays the tape and asks Ss to decide true or false sentence.-T checks and asks Ss to compare the key with their resultTask 2-T asks Ss to look through the questions before listening-T play the tape again and asks Ss to answer the questions- T checks and corrects

-Ss work in groups




-T divides class into groups of four- T asks Ss to work in groups to talk about whales-T asks Ss to present their result-T checks and corrects

-Ss work in groups


Homework (2 mins )

-T assigns homework:* Rewrite the passage about whales - T guides Ss to prepare the next lessonSECTION : WRITING



87



Unit 9 : UNDERSEA WORLD Lesson: WritingPeriod : 58

I. Objective : By the end of the lesson, students will be able to write a short passage about one kind of sea animal (dolphins)from the information of the table of main ideasII. Language Focus: - Grammar: - New words: words related to sperm whales and dolphinsIII. Teaching aids: extra boards, work-sheets, pictures of a whale, a dolphin, a sperm whale (a photo of the picture in book)IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

T gives Ss a game : Guess what the sea animalT tells Ss about some special feathers of a whale and asks Ss to guess.T shows a picture of a whale (as a key)T remarks and congratulatesT presents the new lesson

-Ss listen to T's descriptions of sea animal

-Ss guess and answer


Task 1: Work in pairs. Read the description of the sperm whale and then complete the table- T explain some new words (using pictures, examples, meanings)* New words:+ carnivore (n): animal that eats

-Ss guess and tell about the meaning


88


the flesh of other animals, especial a mammal of the group that includes: cats, dogs bears...+ gestation (n)Eg: A woman has a gestation period of about 9 months and 10 days+ entrapment (n) -> entrap (v)- T explains the table in the book - T gives Ss work sheets- T asks Ss to do the task in pairs- T remarks and corrects Ss' mistakes- T presents the next task

-Ss work in pairs to complete the table (on the sheet)- Ss compare the results with other pairs


Task 2: Write a paragraph that describes the facts and figures about the dolphin in the table (in book)-T asks Ss to read the table (giving some information about the dolphin carefully, then write a passage (like the one in task 1)- T divides class into group of four- T asks Ss to do the task in groups- T does round to help Ss to do it

-Ss read the in formation in the table, the task 1 again silently

-Ss work in groups


- T chooses two of the work sheets to correct the mistakes.- T asks Ss to talk about dolphin again- T remarks and gives marks

-Ss remark and correct

Ss present

Homework (3 mins )

-T assigns homework- T asks Ss to do the task 1, 2 again-T guides Ss to prepare the next lessonSECTION: LANGUAGE FOCUS

-Ss work at home


89



Unit 9 : UNDERSEA WORLD Lesson: Language FocusPeriod : 59

I. Objective : By the end of the lesson, students will be able to - pronounce exactly and perfectly the sounds / /, / / and / / in words

and sentences correctly-use " should" and shouldn't" in conditional sentences (type), advices or

opinions properly- master the use of conditional sentences type II

II. Language focus: Grammar: - "shouldn't ", "should"

- conditional sentences types II

II. Teaching aids: pictures, an extra boardIII. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T shows three pictures and asks Ss: + What are they? (a dear, a chair)+ Is he a poor man?- T repeat the words " dear, chair, poor" - T writes the words on BB , underlines the letters-T comments and leads into the

Ss look at the picturesSs answer


90


lessonPronunciation

(12 mins )Listen and repeat:-T writes 3 vowels / / , / / and / / in column 3 on the board-T reads the words in book one by one and asks Ss to listen and repeat-T reads the words in the text book*Practise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / / , / / and / /-T checks the result

-Ss say the words loudly-Ss listen and repeat



Activity 1 ( 12')

T shows a pictures of a tired boy from his hard work, asks Ss some questions+ Should he continue working?+ What should he do now?- T Writes Ss' answers on BB - T asks Ss to remark the use of " should"T presents the next part* SHOULD:Eg: He should go to bed early.Eg: He looks very tied. He shouldn't continue workingNotes: 1. " should" is used to express an advice or an opinion.+ you should do sth = it is a good thing to do or the right thing to do+ You shouldn't do sth + it isn't a good to do.T says some statements using " should", asks Ss to remarks thema. I think he should go to bed earlyb. I don't think he should continue working.Eg: I'm tired. Do you think I should go out to relax?2. We can use" should" with I think/ I don't think/ Do you think..?T presents the exercise

Ss look at the picture carefully

-Ss answer

Ss remark

-Ss look at the sentences on BB and remark them

Ss take notes

- Ss answer

-Ss work in pairs


91


Activity 2 ( 15' )

Activity 3

Exercise 1: (IN BOOK)-T Asks Ss to do the exercise in pairs- T goes round to help Ss to do it if necessary - T writes some sentences on BB- T remarks them Exercise 2:(IN BOOK)- T asks Ss to do the exercise in pairs- T goes round to help Ss to do the exercise - T writes some sentences on BB, asks Ss to remarkEg: 2. I think smoking should be banned, especially in restaurants.3. I don't think........- T asks Ss to say the sentence corresponding the situations, asks Ss to work in groups of four.* Situation: Your friend is very lazy this term. You're afraid that he /she"ll fail the exam. Give her /him advices using I think/ I don't think.....should........- T asks the leader of the groups to present the idea.- T remarks and gives marks- T presents the next exercise by asking Ss the questionsa. Will you feel happy if you get good marks?b. What should you do if you were a rich man ?- T writes Ss' answers on BB- T presents the conditional sentence type II* Conditional sentence ( type II) Eg: a. If I were a rich man, I would help the poorb. If I had a lot of money, I would travel around the world.- T takes notes* Notes: If clause: past subjunctive TOBE - > were

- Ss answer

-Ss work in pairs

-Ss answer and remark the sentences

-Ss work in pairs and compare the result the partner

Ss work in groups of four

- Ss present the idea

-Ss listen carefully then answer

- Ss look at the sentences on BB, remark them

- Ss write down

- Ss work in groups of four


92


VERB -> simple pastMain clause: Should/ would/ could/ might + Bare inf.Exercise 3:(IN BOOK) - T asks Ss to do the exercise in groups of four- T writes Ss' answers on BB- T remarks them - T consolidates the lesson by asking Ss to remind the grammar points in the lesson

- Ss answer- Ss remind the grammar points

Homework ( 3 mins )

-T assigns homework- T asks Ss to do all exercise in book again-T guides Ss to prepare the next lessonUNIT 10 : SECTION- READING

-Ss work at home


Unit 10 : CONSERVATION Lesson: Reading Period : 60I. Objectives: By the end of the lesson, students will be able to - understand the importance of forest, water, animals, vegetation etc... or environment around them so that they can do something to the conservation.

- read(skim) for the main idea of the text and guess the meanings of words through contexts II. Language Focus: - Grammar: Passive voice- New words: words related to conservationIII. Teaching aids: two pictures of a destroyed and beautiful forest ,cassette player and other pictures IV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T shows two pictures a beautiful and a destroyed forest and asks Ss:+ Is this forest beautiful?+ How about that forest?

-Ss look at them carefully


93


+ What would happen if all of the trees in the forest were cut down?+ Must we do something to protect that forest?-T remarks-T presents the lesson.

-Ss answer the questions.


-T asks Ss to look at the pictures in the book, then ask and answer questions in pairs -T remarks Ss' conversations-T plays the tape (once)-T read the passage (once), pick some new words out-T uses the pictures and examples to explain the meaning of the words.* New words:+ conserve(v) - > conservation(n)+ destroy (v)-> destroying(V-ing)+ destruction(n)+ variety (n) : quality of not being the same, or not being the same at all times+ eliminate(v)+ hydroelectric damp + power(n)+ Eg: There isn't enough power to start this machine.+ circulation (n) (a picture of a circulation of blood)+ run off (v) flow out of container+ damage (n) Eg: There is a lot of damage if we cut down the forest.+ worsen (v) to make sth worse+ search for (v) study+ defence (n) protection-T asks Ss to repeat the new words

-Ss look at the pictures and work in pairs- Ss work in pairs-Ss listen to the tape

Ss listen T's explanation and guess the meanings of words

-Ss repeat the new words

While-reading

( 15 mins )

Task 1:Match the words in A with a suitable definition in B -T explains the suggestions of the task-T asks Ss to read the passage silently-T asks SS to do the task in groups of four -T remarks Ss' answers* KEY: 1. eliminate- C. remove or get rid of completely........-T present the next task


-Ss present the result

-Ss answer


94


Task 2 : Decide whether the following statements are True (T) or False (F) - T asks Ss to read the paragraph again to do the task in groups of four-T asks the leaders of the groups to answer and gives the evidences in the paragraphs* Key: 1.T 2.T 3.T 4.T 5.F 6 .F - T remarks Ss' answers and asks them to correct the False statements - T presents the next partTask 3: Choose the most suitable main idea for each paragraph- T asks Ss to look back the paragraphs and do the task in groups of four-T goes round to helps Ss (if necessary)-T remarks Ss' answers* Key : A- 3 , B- 4 , C-2

-Ss read the paragraph again and do the task- Ss work in groups of four

-Ss answers

Ss look back the paragraphs and work in groups of four to do the task

-Ss answer


-T divides class into 4 groups-T asks Ss to read the paragraphs once more carefully to answer the questions (Ss can give more their ideas)* group 1: question 1* group 2: question 2* group 3,4: question 3-T goes round to help Ss -T asks the two leaders of each group to present the answer-T asks Ss to listen to their friends' answer carefully and remarks the answers* Suggestions:1. The loss of forest is destroying the earth's plant and animal variety, floods soil running off will happen regularly........... - T remarks and gives marks

-Ss work in groups

-Ss practise in groups

-Ss listen carefully and remark

Homework (3 mins)

-T assigns homework* Learn new words by heart * Read the paragraphs and do all the tasks again

Ss take note


95


-T guides Ss to prepare the next lesson* Prepare : Unit 10 (cont.) Speaking


Unit 10 : CONSERVATION Lesson: Speaking Period : 61I. Objectives : By the end of the lesson, students will be able to

- make dialogues about conservation - express their ideas of the way to protect endangered species of building-

zoos II. Language Focus: - Grammar: Passive voice- New words: pollute, dispose, herbicides, pesticides, fertilizersIII. Teaching aids: Pictures of zoos (especially the zoo of the new kind)

Picture of gorilla (in the zoo in book)IV. Procedures

Stage/ Time needed



96


Warm-up ( 5 mins )

T shows a picture of a zoo; and a gorilla:-T asks Ss some questions:a. This is a gorilla. Is it very nice?b. Do you like it? How can you protect it? Where can we protect it?c. This is a zoo? Is a zoo only used to keep animalsT remarks and presents the lesson

Ss look at the pictures and answer the questions

Ss answer


Task 1: Work in pairs. Read the paragraphs and answer the questions-T asks Ss to read the paragraphs carefully then work in pairs to answer the questions-T goes round to help the pairs, explains the meanings new words-T gives them some hints-T asks Ss to work in pairs-T remarks Ss' answersKey: 1. They are opened to help endangered species develop.2.. The animals are not kept in cages. They can live in their natural environment-T presents the new task

-Ss read the paragraphs, then work in pairs to ask and answer the questions

-Ss practise in pairs


Task 2: Put a tick () in the right box to show your agreement and disagreement. Then share your ideas with a partner.-T asks Ss the suggestion questions about the zoos of the new kind.a. Do you think animals may have better food in the zoo of the new kind? b. May animals have better food in the zoo of the new kind? Why? Or why not?- T guides Ss to give out their agreement or disagreement by showing some suggestions.* AGREE: - Yes, that's right. I think it would be better for animals if they live in these zoos because they may have better food./ O.K. I

Ss listen T's questions carefully then answer

-Ss learn the ways of expressing agreement or disagreement

-Ss work in pairs- Ss practise in pairs


97


agree with you./ I think so.* DISAGREE: - I'm afraid. I can't agree with you./ I don't think you/ what/ How about you?- T asks Ss to work in pairs- T asks them to express their idea, then complete the right box. Yes/ No-T remarks Ss' idea, gives marks- T presents the next taskTask 3: Work in pairs. Discuss the advantages and disadvantages of the zoos. Use the cues below.-T explains the cues-T divides Ss into 4 groups to discuss the four cues, asks Ss to work in groups-T draws advantages and disadvantages on B.B, asks Ss to pick out from the cues (in the book Task 3) to complete the table-T remarks Ss' answers, asks them to discuss the problem more in groups-T goes round to help the groups if necessary.-T asks Ss to work in pairs using the ideas they have discussed.* Suggestions:+ I think zoos of the new kind are very food for animals.+ I agree with you. Can you tell me more?+ They can live with better feed food and good care if they live in these zoos. What about you? Do you agree with me? Can you tell me more the advantages?-T asks some pairs to present the ideas , remarks and gives marks

-Ss listen T' explanation-Ss work in groups(write on the sheet)

-Ss complete the table by speaking in front of the class

- Ss discuss the problem in groups, write in the sheet

-Ss work in pairs


Post-speaking

( 10 mins )

Task 4: Make group reports, sharing your views with the rest of the class- T guides Ss to make a report (in front of class) in the provided

- Ss listen to T's guidance


98


group(according to the discussed)- T asks the leaders of the groups to present the ideas-T remarks and gives marks

-Ss present the ideas

Homework (2mins )

-T guides Ss to learn at home + Do the tasks again -T guides Ss to prepare the next lessonSection: LISTENING

-Ss work at home


Unit 10 : CONSERVATION Lesson: ListeningPeriod : 62

I. Objectives : By the end of the lesson, students will be able to:- listen for comprehension of specific information of a forest fire, then

aware of protecting forests- accomplish the listening practices


99


- Number the events in the order- Decide whether the following statements are True or False.........

II. Language Focus: - Grammar- New words: III. Teaching aids: a cassette player and tape, 3 pictures (drawings): a. smoking b. heap of leaves in the hot weather, a picture of a forest, c. a campfireIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T shows the picture of forest asks Ss something about it, and the causes of forest fires, then shows 3 drawings-T leads into the lesson

-Ss listen carefully then answer T's quetions


Work in pairs: Talk about what may cause a forest fire- T reads the words in book, asks Ss to repeat them in chorus, then tell the meaningsTask 1: Listen and number the events in the order you hear.-T asks Ss to look back the events in Task 1 then do the task in groups of four /three-T plays the tape(twice)-T plays the tape again to check Ss' answers.-T remarks Ss' answers-T presents the next part

-Ss work in pairs to talk some more about the causes of forest fires-Ss repeat the new words and give the meanings of the words

-Ss work in groups of three or four

-Ss listen carefully

-Ss answers the orderWhile-

listening(13 mins)

Task 2; Listen again, and decide whether the following statements are True(T) or False(F)-T asks Ss to take a look the statements in the task, then guess the answers (work in groups of three /four)-T plays the tape (twice) to check Ss' answers-T asks Ss to correct the False (F) statements then asks to remark their partners' answers.-T remarks Ss' answers-T presents the next Task

-Ss take a look and guess the answers in groups

-Ss work in groups

-Ss remark


100


Task 3: Listen again, and tick () the sentences you hear: -T plays the tape once, asks Ss to do the task in pairs-T remarks Ss' answers

-Ss work in pairs-Ss answer


Work in pairs. Say how a forest fire may start and what every camper ought to remember-T asks Ss to do exercise in pairs- T shows the three drawings again, asks Ss to retell the story (in the tape) (according to the drawings)-T goes round to help Ss if necessary-T asks the presentatives of the pairs to present the story (using the drawings)-T remarks and gives marks

-Ss work in pairs


-Ss remark

Homework (2 mins )

-T assigns homework:- T guides Ss to prepare the next lessonSECTION : WRITING



Unit 10 : CONSERVATION Lesson: WritingPeriod : 63

I. Objectives : By the end of the lesson, students will be able to :- understand what a letter of invitation


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- write a letter of invitation (according to the suggestions)II. Language Focus: - Grammar: - New words: words related to conversationIII. Teaching aids: A real letter of invitation in EnglishIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

- T builds up 2 situations, asks Ss to think of the suggestions* Situation 1: You invite your friend to go to the cinema with you tonight.* Situation 2: You suggest eating out because of the boredom at home -T divides Ss into 4 groups-T asks the pairs of the groups to present the ideas-T remarks, give marks, congratulate the best pairs.-T shows the letter and presents the new lesson

- Ss listen carefully and the responses

-Ss work in groups

- Ss practise in pairs


A LETTER OF INVITATIONTask 1: Write out the sentences by matching the first half in A with the most suitable half in B- T asks Ss to do the task in group of three or four-T reminds Ss of the structures:+ How /what about..../ Let's........-T asks them to present the result-T remarks, corrects Ss' mistakes* Key: 1.c 2. f/h 3. a........- T presents the next task

-Ss work in groups



Task 2: Fill each blank in these invitation letters with a suitable expression provided in Task 1-T asks Ss to read the letters in the task and underline the new words or phrases in groups of three or four-T explains the new words (if necessary)-T asks Ss to do the exercises in the task in the provided groups

- SS read the letters and pick out the new words

-Ss work in groups to do exercises

-Ss answer


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-T goes round to help Ss-T remarks, corrects Ss' mistakes* KEY: 1. Would you like/ Are you free2. Would you like/ Are you free/ How about3. Can you; Why don't we/ Shall we- T presents the next task


Task 3: - T explains the suggestion of the task.-T guides Ss to use the linking verbs words or suitable tense of verb to write the letter-T divides Ss into 6 groups to do the exercise in the task-T goes round to help the groups-T asks 2/ 3 representatives of the group to present the result-T asks Ss to remark the letters- T remarks and gives marks with the best letters

-Ss listen to T's explanation carefully

-Ss work in groups


-Ss remark the letters of the groups

Homework (3 mins )

-T assigns homework- T asks Ss to write a letter to invite your friend to go to the music show next Sunday evening(30-40 words)-T guides Ss to prepare the next lesson- Unit 10 SECTION: LANGUAGE FOCUS

-Ss work at home



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Unit 10 : CONSERVATION Lesson: Language FocusPeriod : 64

I. Objectives : By the end of the lesson, students will be able to - pronounce exactly and perfectly two consonant sounds / b /, / p / in

words and sentences correctly- use the passive voice and active voice (especially)

II. Language focus: Grammar: -The passive voice (especially)III. Teaching aids:5 pictures: a ball, a pencil, cab, cap, a forest with the cut down trees.IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives Ss a game, asks Ss to play in 2 groups* GAME: Guess what the words are 4 meaning wordsL, A, L , B- N,I,P,C,E,L- B,A,C-P,A,C-T ask Ss to say the words loudly (especially the sound / b /, /p/-T congratulates the correct answers, repeats the words again.-T presents the lesson

-SS play the game in groups Ss guess the words

-Ss answer by saying the words loudly


* Listen and repeat: / b / , /p /- T says the words in the book (once) loudly-T asks Ps to repeat the words (in chorus)-T corrects Ss' mistakes-T reads the sentences loudly (once)-T asks Ss to repeat the sentences in chorus, individuals-T corrects Ss' pronunciation-T asks Ss to work in pairs to pick out the words having the sounds / b / and / p / from the sentences - T remarks Ss' answer

-Ss listen


-Ss repeat the sentence in chorus then individuals-Ss work in pairs-Ss answer


THE PASSIVE VOIVE-T writes 2 sentences on BB , asks Ss to remark the sentences " what form of verbs are used in these sentences?"Eg: About 5000 species of plants

Ss look at the sentences and remark

-Ss answer


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Activity 1 ( 12')

Activity 2 ( 15' )

Activity 3

and animals are eliminated each year.Eg: The earth is being threatened and the future looks bad Pass. Voice-T asks Ss to remind of the structure of passive form* Exercise 1: Choose the right form of the verbs in the brackets-T divides Ss into 6 groups (2 groups for an exercise to do the exercises)-T remarks Ss' answer* KEY: 1. were reported 2. are grown..* Exercise 2: Put the verbs in brackets in the correct form-T asks Ss to do the exercise in the provided groups-T goes round to help the groups-T remarks Ss' answer* KEY: 1. came- was being started- were 2. is standing..........-T presents the next exercise* Exercise 3: Fill each blank with the correct form of a verb in a box-T asks Ss to work in the provided groups-T goes round to help the groups-T remarks Ss' answer * Key: was organized, arrived, were met..........

-Ss remind of the structure

-Ss work in groups

- Ss answer

-Ss work in groups

- Ss answer

-Ss work in groups

-Ss answer

Homework ( 3 mins )

-T assigns homework - T asks Ss to do all exercise in book again-T guides Ss to prepare the next lessonUNIT 11 : SECTION- READING

-Ss work at home


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Date: 9/2/09

LESSON PLANUnit 11 NATIONAL PARKS Lesson: Reading Period : 65I. Objectives: By the end of the lesson, students will be able to

- understand and know more about some National parks in the world as well as in Viet Nam

- guess the words throughout their definitions(the words in the passage)- understand the details in the reading selection by answering the

questions II. Language Focus: - Grammar: + should and shouldn't , Conditional sentences 3

+ prepositions of direction: thorough, across........- New words: words related to the topic about National parksIII. Teaching aids: two pictures of some national parks in VN IV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T divides Ss into 4 groups to play a game* Game: Match the name of the animal with the suitable pictures- T remarks Ss' answers-T presents the lesson.

-Ss look at them carefully and work in groups-Ss answer


- T asks Ss to work in pairs to answer the questions in the text book-T checks Ss' answers- T introduces some new words New words:+ butterfly (n) picture+ orphanage (n) definition+ sub-tropical (a)+ toxic (a)+ contamination (n/v)-T reads the new word- T asks Ss to repeat the new words in chorus, individuals-T corrects Ss' pronunciation- T presents the new part

-Ss answer

-Ss give the meaning of the words

-Ss listen and repeat the new words in chorus, individuals

While- Task 1:Find the word in the


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reading( 15 mins )

passage that best suits each of the following definitions -T explains the suggestions of the task-T asks Ss to read the passage silently-T asks Ss to do the task in groups of four -T remarks Ss' answers* KEY: 2. contain 3.species 4. survival5. sub- tropical 6. contaminationT present the next taskTask 2 : Answer the following questions- T asks Ss to read the paragraph again to do the task in pairs - T remarks Ss' answers * Key: 1. The area of the rain forest in Cuc Phuong National park is 200 square Km.2. Because the rainy season is over.3. They can learn about how to recognize the different species of animals and plants, the habitats......for survivals. Ect....... - T presents the next part



-Ss answer

-Ss read the paragraph again and do the task- Ss work in pairs

-Ss answers


-T asks Ss a question+ Which of the three national parks would you like to visit most? Why?-T asks Ss to work in groups to answer the question- T goes round to help the groups-T asks the leaders of the groups to present the ideas- T remarks and gives marks

-Ss work in groups

-Ss practise in groups

-Ss present the ideas

Homework (3 mins)

-T asks Ss to learn the new words and make sentences using these words- T asks Ss to write the ideas in the part " after you read-T guides Ss to prepare the next lesson* Prepare : Unit 11 (cont.) Speaking

Ss take notes


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Unit 11 NATIONAL PARKS Lesson: Speaking Period: 66 I. Objectives: By the end of the lesson, students will be able to

- talk about their excursion - express their regrets about what they did and did not do during the

excursion II. Language Focus: - Grammar: Conditional sentence (Type 3)- New words: Words related to the excursionIII. Teaching aids: Pictures of some landscapes in Viet NamIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

- T shows the pictures of landscapes in Vietnam ( Dalat, Nha Trang, Da Dia....)-T asks Ss to think of what they should bring when they make an excursion there-T asks sS some questions about their last excursiona. Did you have a good excursion?b. Did your excursion turn out to be a disaster?-T remarks and presents the lesson

-Ss work n groups to discuss to find things they should bring when making an excursion to these places

-Ss look at the pictures and answer the questions

-Ss answer


Task 1: Combine the things in column A with the corresponding consequences in column B-T explains the suggestions of the task-T presents some new words* New words: + fire (n) : I forgot giving the book back the librarian so I got a fire. + food poisoning (n)

-Ss give the meanings of the words

-Ss work in groups to do the


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+ car sick:-T divides Ss into 6 groups-T asks Ss to do the task in groups (according to the example)-T remarks, corrects Ss' mistakes* Key: 1-f 2.e 3- h 4-g 5- b 6-c 7-a...-T asks Ss some more questions about Nga's class's excursion+ Are Nga's class happy with their excursion?+ Do you think they will have some wishes?-T presents the new task

task

-Ss answer by reading out the sentences

-Ss listen carefully then answer


Task 2:. (in book)-T explains the suggestions of the task-T explain the examples and conditional sentence type 3 to Ss-T asks Ss to work in the provided groups-T goes round to help the groups, then asks the leader to answer-T remarks Ss' answers, gives marks*Key: 1. If we hadn't gone by coach, we wouldn't have got car sick. Or If we had gone by bike, we wouldn't have got carsick.2. If we had brought enough food and drinks, we wouldn't spend a lot of money eating in expensive restaurants- T presents the next task

-Ss listen carefully then take notes

-Ss work in groups -Ss answer

Post-speaking

( 10 mins )

Task 3: (in book)-T explains some suggestion of the task-T asks Ss to work in pairs to do the task-T asks each pair to present the ideas (in front of the class)* Example: A: We went to Huong Pagoda by coach and most of us got car sick.B: If we hadn't gone by coach, we wouldn't have got car sick....... -T remarks, gives marks

- Ss work in pairs



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Homework (2mins )

-T guides Ss to learn at home + Do the tasks again -T guides Ss to prepare the next lesson Unit 11: Section: LISTENING

-Ss work at home


Unit 11 NATIONAL PARKS Lesson: Listening Period : 67 I. Objectives : By the end of the lesson, students will be able to listen (to) and gasp some special features of Cuc Phoung National parkII. Language Focus: - Grammar- New words: ethic, minority, flora, fauna, attack, enemy III. Teaching aids: pictures, tapeIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss to work in groups-T asks Ss to match the pictures with the correct provinces*Key: + Cat Ba -Hai Phong + Cuc Phoung- Ninh Binh + Bach Ma - Hue + U Minh -Ca Mau-T remarks Ss' answers, congratulates the best answer-T leads into the lesson

-Ss work in groups

-Ss answer


-T asks Ss to work in groups to answer the questions in the textbook-T goes round to help and check the answers-T presents new words* New words:

-Ss work in groups to answer the questions

-Ss repeat the new words and give the meanings of the words


110


+ ethnic (a) + flora (n)+ fauna (n) + attack (v)+ minority (n) + enemy (n)- T read the new words and asks Ss to repeat them-T present the new part

Ss repeat the new words in chorus, individual


Task 1: (in book)- T divides Ss into groups of 4 -T plays the tape (once) -T plays the tape(twice)- T goes round and helps Ss-T makes suggestions if necessary-T plays the tape again to check Ss' answers.-T remarks Ss' answers-T presents the next partTask 2; (in book)-T gets Ss pay close attention to the questions provided-T plays the tape (twice) to check Ss' answers.-T asks work in groups to do the task-T remarks Ss' answers-T presents the next part

-Ss work in groups

-Ss remark

-Ss should pay careful attention to question words -Ss listen carefully in group work of 4

-Ss try to write down key words for each question


-T asks Ss to work in groups to talk about the special features of Cuc Phoung National Park -T remarks and gives marks

-Ss work in work

- Ss choose the student to present before class

Homework (2 mins )

-T asks Ss to listen to the tape to do all the tasks and the part " After you read"-T asks Ss to do the exercise* Home work: After listening the tape, complete the form about Cuc Phoung National parkCUC PHUONG NATIONAL PARKOfficial opened in............located........km south west of Hanoi spanning............square kilometres.In 2002.................2000...............450. ....... - T guides Ss to prepare the next lessonSECTION : WRITING


-Ss take notes


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Unit 11 NATIONAL PARKS Lesson: Writing Period : 68I. Objectives : By the end of the lesson, students will be able to write a letter of acceptance or refusalII. Language Focus: - Grammar: - New words: Some expressions are often used in letters of acceptance or refusal

+ Yes, I'd like/ love to + I'm afraid I can't+ Yes, that's a great idea + I'd love to but.........

III. Teaching aids: extra board (4)IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

- T shows an envelop and a stamp, asks Ss some questions+ What's this? / + What 's that?+ How often do you write it?+ Do you write to invite your friend to go somewhere?-T shows the letter and presents the new lesson

- Ss look at and answer the questions

-Ss answer


Task 1: (in book)-T asks Ss to look at the text book (page 117)-T explains the meaning of these expressions then fill in each blank of the note with a suitable expression-T asks Ss to work in group of 4 to choose the suitable one for each blank

-Ss work in groups



112


-T goes round-T checks the result- T presents the next taskTask 2: (in book)-T asks Ss to rearrange the following sentences to make a letter accepting an invitation to spend a weekend in the country-T asks Ss to work in groups to do the task*Key: (1/ d-e-c-a- f-b)-T checks Ss' answers- T presents the next part

-Ss work in group of 6-8



- T asks Ss to read the letter of acceptance in task 2 then write a letter of acceptance/ refusal-T divides the class into 4 groups+ 2 groups (a letter of acceptance)+ 2 groups (a letter of refusal)-T goes around ,checks and helps if necessary.

-Ss work in groups


- T hangs the extra boards of 2 typical group ,asks the whole class to correct and remark-T asks Ss to remark the letters- T remarks and gives marks with the best letters

-Ss exchange their boards and correct

Homework (3 mins )

-T assigns homework- T asks Ss to write a letter to invite your friend to go somewhere with him /her. Write a letter of acceptance/ refusal.-T guides Ss to prepare the next lesson- Unit 11 SECTION: LANGUAGE FOCUS

-Ss work at home


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Unit 11 NATIONAL PARKS Lesson: Language Focus Period : 69I. Objectives : By the end of the lesson, students will be able to

- pronounce exactly and perfectly two consonant sounds / t /, / d / in words and sentences correctlyII. Language focus: Grammar: - Conditional sentence type 3 III. Teaching aids: cassette, worksheets IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

- T asks Ss to sing a song ABC SONG - T pronounce the words: restaurant, dad-T congratulates the correct answers, repeats the words again.-T presents the lesson

-Ss sing a song


* Listen and repeat: / t / , /d /- T writes the 2 sounds / t /, / d / on the board- T reads the sounds-T reads the words in textbook-T asks Ps to repeat the words (in chorus)-T corrects Ss' mistakes-T asks Ss to choose the words pronounced / t /, / d/

-Ss open the books


-Ss repeat the words in chorus then individuals

-Ss work in pairs


114


(using an extra board) time plant danger hard booked documentary cleaned closed* Practise these sentences: -T reads the sentences loudly (once)-T asks Ss to repeat the sentences in chorus, individuals-T corrects Ss' pronunciation-T asks Ss to work in pairs to pick out the words having the sounds / t / and / d / from the sentences - T remarks Ss' answer

-Ss answer


-Ss read individually as directed

-Ss work in pairs


Activity 1 ( 12')

Activity 2 ( 15' )

Activity 3

Exercise 1: Complete the following sentences, using the correct form of the verbs in brackets-T sets the situation-> the structure-T gets Ss to pay careful attention to the verb forms-T asks Ss to work in groups to do Ex.1-T gets Ss to practise Ex. 1- T checksExercise 2: Write a sentence with if for each situation- T gets Ss to look at the example in the textbook-T gets Ss to make remarks when rewrite the sentences- T makes remarks and corrects the mistaken if possible- T asks Ss to work in groups to do Ex 2-T gets Ss to do the Ex.2-T asks Ss to write the sentences on B. B-T remarks and correct if haveExercise 3: Use the given information to make conditional sentences with if-T gets Ss to look carefully at the example-T asks Ss to work in pairs to do Ex.3-T gets Ss to do the Ex.3

-Ss look at the board and remark

-Ss work in groups

-Ss answer

-Ss remark

-Ss work in groups

- Ss write the sentences on B.B

-Ss work in pairs

- Ss answer in individual


115


- T asks Ss to write the sentences on B.B-T remarks and corrects if have

Homework ( 3 mins )

-T assigns homework - T asks Ss to do all exercise in book again-T asks Ss to do the exercise in Work book( page 65, 66)-T guides Ss to prepare the next lessonUNIT 12 : SECTION- READING

-Ss work at home


Unit 12 : MUSIC LESSON : READING period : 73I. Objectives: By the end of the lesson, students will be able to understand the passage and have an adequate understanding about music.II. Language focus:1. Grammar:2. New words: Words related to musicIII. Teaching aids: cassette player and tape, pictures in the textbook and some other ones of singers.IV. Procedures

Stages/ Time


Warm-up5mn

T. lets the Ss listen to the tape and asks them questions:1. What have you just listened to ?2. What kind of music are you listening to ?3. Name some kinds of music as you know.

-Ss listen to the tape and may answer in various ways:-> music-> pop/folk/classical... music-> traditional music/pop music/ rock music/jazz ...

Pre-reading10mn

Activity 1:T. ask Ss to discuss and match each of the descriptions to a tape of music.PopRock'n roll

-Ss discuss in groups and match descriptions in the correct order.

Baby one more timeTeacher Ngô Thị Trung School year 2008-2009

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Classical musicFolkActivity 2:-T asks Ss to put the name of the music they hear in the blank. 1. --------- is traditional songs of a country.2. -------- is a style of music with a strong and loud beat.3. -------- is a modern music that is popular with the youth.4. -------- is serious and traditional Western European musicActivity 3: -T asks Ss to open the book, look at the pictures and answer the questions about them.1. What kind of music does she play in the first picture?2. What band in the second picture? What kind of music do they play?3. What kind of music do you think they play in the third picture?

YesterdayTurkish March ( Mozart )Ly Ngua O- Ss read the sentences and put in each blank the name of music.

1. Folk music2. Rock'n roll3. Pop4. Classical

- Ss look at the pictures and name the kind of music from the pictures. ( pair work )-> It's folk music

-> It's The Beatles. Rock'n roll music

-> It's classical musicWhile-

reading15mn

-T explains new words - funeral ( n )- integral part- lyrical ( a )-T asks Ss to open the books, listen to the tape and read the text silently then do the tasks that followActivity 1: ( Task 1, page 125, textbook )-T asks SS to work in pairs to do the task 1-T checks and correctsActivity2: ( Task 2 ) -T asks SS to read the text, then answer the questions-T checks and corrects

-Ss open the books, listen to the tape and read the text silently then do the tasks that follow-Ss work in pairs

-Ss work in pairs

Post-reading12mn

-T asks SS to reread the text then answer the questions-T checks and corrects-T divides class into groups of four-T asks groups to talk their opinions about the roles of music-T goes around and helps and asks each group to display in front of class-T checks and corrects

-Ss work in pairs



117


Homework3mn

-T asks Ss to do the exercise in the workbook ( Ex12 )-T explain how to do the exercise -T guides Ss to prepare the next lessonUNIT 12 : SECTION- SPEAKING

-Ss write it out

Date: 29/2/09 LESSON PLAN

Unit 12 MUSIC Lesson: Speaking Period: 74I. Objectives: By the end of the lesson, students will be able to

- talk about their favourite kind of music, their favourite band/ musician; their reasons for listening to this music

- share their ideas of music their partnersI. Language Focus: - Grammar: - New words: Words related to musicIII. Teaching aids: A cassette player, some pictures of famous singers and music bands, an extra boardIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

- T plays the tape "Sleeping child" Song- T asks Ss to listen to it-T asks Ss some questions about the tittle of the song; the band that showed this song music-T shows some pictures of singers, music, bands and asks Ss about them-T remarks and presents the lesson

-Ss listen and enjoy it

-Ss look at the pictures and answer


Task 1: Read what Ha Anh says about music. Work in pairs. Answer the questions



118


-T asks Ss to work in pairs to do the task 1-T asks them to practise in pairs in front of the class-T remarks and corrects Ss' answers if necessary-T presents the new task by asking Ss' ideas about music


- Ss listen carefully then answer


Task 2: Work in groups. Asks your partners questions to get information to complete the table (in the book)T shows an extra board, asks Ss to match the song with the suitable kind of music corresponding-T supplies Ss with some words related to music EXTRA BOARD * Song * Kind of music 1. Trong com a. folk2. Ly Keo Chai b. lyrical3. Sleeping child c. Rock4. When the smoke is going down d. lullaby5. Swan lake e. classical6. "Here is Vy Da" f. Rock'roll* Reason for listening+ Help someone forget troubles+ Make S.O excited+ Make S.O feel relaxed+ Make S.O serene and peaceful-T divides Ss into groups of 4 to do the exercise on E.B-T remarks, corrects Ss' answers-T explains the meanings of the words on E.B-T asks Ss to repeat the words in chorus-T asks Ss to do the task (like the sample in the book ) in the provided groups to complete the table-T asks the leaders of each group to take notes(in the table)

-Ss listen carefully then take notes

-Ss work in groups

-Ss work in groups

-Ss answer

-Ss give the meanings of the words-Ss repeat the words in chorus-Ss works in groups

-SS practise in groups, take notes


119


-T goes round to help the groups (can give SS some guiding questions)+ What kind of music do you like best?+ Why do you listen to music?+ What is your favourite band/ musician/ song?+ When do you listen to music?- T presents the next task

Post-speaking

( 10 mins )

Task 3: (in book)-T asks the leaders of each group to collect their partners 'ideas about music to write the report-T asks the leaders of 4 groups to present the ideas -T remarks, gives marks for the best groups

-Ss rewrite the report before speaking in front of the class- Ss present the report

Homework (2mins )

-T asks Ss to practise all the tasks again at home-T asks Ss to report of your ideas about music for the next report -T guides Ss to prepare the next lesson Unit 12: Section: LISTENING

-Ss work at home


Unit 12 MUSIC Lesson: Listening Period : 75

I. Objectives : By the end of the lesson, students will be able to - listen to an interview of taking about a famous typical Vietnamese

composer and musician (example : Van Cao)- listen to get specific information by choosing the True /False statements

and answering the questionsII. Language Focus: - Grammar- New words: words related to musicIII. Teaching aids: A cassette player with a tape (with a song" Suoi Mo"," Tien Quan Ca"

A photo of Van Cao (in the book)IV. Procedures


120


Stage/ Time needed


Warm-up ( 5 mins )

-T plays the tape , asks Ss about :+ the tittle of the song" Suoi Mo"," Tien Quan Ca"+ the composer " Van Cao"-T remarks Ss' answers and shows the photo of Van Cao-T leads into the lesson

-Ss listen carefully and guess

-Ss answer


-T asks Ss to work in pairs to ask and answer about Van Cao-T asks Ss to practise in pairs-T goes round to help and check the answers-T remarks Ss' conversations-T present the new part-T asks Ss some questions+ Which of these songs were written by Van Cao?* KEY: 1. Suoi Mo 3. Tien Quan Ca 4. Truong Ca Song Lo 5. Lang Toi-T asks Ss to listen to T' s reading and repeat the words (in book)-T corrects Ss' pronunciation-T explains the meanings of the words-T asks Ss the question+ Which of the words above can you use to describe Van Cao' s music?-T remarks Ss' answers* KEY: all the words above (except" boring")-T presents the next part

-Ss work in pairs to ask and answer the questions-Ss practise in pairs

-Ss answer

-Ss repeat the new words and give the meanings of the words

-Ss answer


Task 1: (in book)- T divides Ss into groups of 4 -T plays the tape (once) -T plays the tape(twice)- T goes round and helps Ss-T makes suggestions if necessary-T plays the tape again to check Ss' answers.-T remarks Ss' answersKey: 1-F 2-T 3-T 4-F (1944)

-Ss listen to the tape carefully

-Ss work in groups

-Ss answer


121


5- F (always)-T presents the next partTask 2; (in book)-T asks Ss to look back the questions in the task first-T plays the tape again (twice), asks Ss to answer the questions-T remarks Ss' answers and gives the key* KEY: 1. It's " My favourite Musician"2. Tien Quan Ca3. It's hard and solemn; it makes him feel great and proud of his country-T presents the next part

-Ss should pay careful attention to question words -Ss listen carefully the answer the questions-Ss answer


Work in groups. Discuss Quang Hung' s ideas about Van Cao' s music. Do you agree or disagree with him -T asks Ss to work in groups of 8-T asks Ss to share their ideas with their partner-T goes round to help the groups by giving questions-T asks 3 Ss to present the ideas in front of the class-T remarks and gives marks with the best ideas

-Ss work in groups of 8-Ss share the ideas with other groups

- Ss choose the student to present before class

Homework (2 mins )

-T asks Ss to do all the tasks again-T asks Ss to rewrite their ideas about Van Cao' s music in the note book- T guides Ss to prepare the next lessonSECTION : WRITING


-Ss take notes


Unit 12 MUSIC Lesson: Writing Period : 76I. Objectives : By the end of the lesson, students will be able to :

- know how to write a profile of a famous man - write a profile of a famous American musician- Scott Joplin and a profile of

Van Cao- a famous Vietnamese musician by using the provided promptsII. Language Focus: - Grammar: Simple past- New words: words used to write a profile (especially in music)


122


III. Teaching aids: A photo of Trinh Cong Son- a very famous Vietnamese musician, a cassette playerIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks SS to play a game: in 2 big groupsGAME: Guess who he was1. He was a very famous Vietnamese musician.2. His song is often sung whenever we have an outdoor activity.3. The tittle of this song is the name of the poor' s programme every Spring-T remarks Ss' answers, congratulates with the best answer-T shows the photo of Trinh Cong Son and plays the tape with the song" Noi Vong Tay Lon" as a key-T presents the new lesson

- Ss work in groups and guess

-Ss answer


Task 1: (in book)-T asks Ss to look at the example in the book-T asks Ss to remark how to write these sentences-T explains the meaning of the new words if necessary* New words:+ compose (v)+ composer (n) Eg: Bach, Beethoven, Mozart were famous music composers.+ tune (n)+ mixture (n) combination+ beat (n)+ Rag = Ragtime (n) a kind of Jazz music for the piano.-T asks Ss to do the task in pairs-T goes round to help the pairs

-T asks Ss to hand the board, other students to remark-T remarks and corrects Ss' mistake

-Ss look at the example carefully

-Ss give some remarks

-Ss give the meanings of the words

-Ss work in pairs (do the task on the plastic board

- Ss hang the board on B.B to other Ss remark


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- T presents the next task


Task 2: Write about the life story of Van Cao, Using the prompts below-T asks Ss to look at a profile of Van Cao in the book and look back the sentences about Scott Joplin (in task 1)- T asks Ss to do the task in groups of 4-T goes round to help the groups if necessary

-Ss work in groups


- T asks 3 groups to hangs the extra boards as results on B.B-T asks other groups to remark the results- T remarks and gives marks with the best groups

-Ss exchange their boards and correct

Homework (3 mins )

-T assigns homework- T asks Ss to do all the tasks again-T asks Ss to write a profile of Uncle Ho-T guides Ss to prepare the next lesson- Unit 12 SECTION: LANGUAGE FOCUS

-Ss work at home


Unit 12 MUSIC Lesson: Language FocusPeriod : 77

I. Objectives : By the end of the lesson, students will be able to Teacher Ngô Thị Trung School year 2008-2009

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- pronounce exactly and perfectly two consonant sounds / t /, / d / in words and sentences correctlyII. Language focus: Grammar: - Conditional sentence type 3 III. Teaching aids: cassette, worksheets IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

- T asks Ss to sing a song ABC SONG - T pronounce the words: restaurant, dad-T congratulates the correct answers, repeats the words again.-T presents the lesson

-Ss sing a song


* Listen and repeat: / t / , /d /- T writes the 2 sounds / t /, / d / on the board- T reads the sounds-T reads the words in textbook-T asks Ps to repeat the words (in chorus)-T corrects Ss' mistakes-T asks Ss to choose the words pronounced / t /, / d/(using an extra board) time plant danger hard booked documentary cleaned closed* Practise these sentences: -T reads the sentences loudly (once)-T asks Ss to repeat the sentences in chorus, individuals-T corrects Ss' pronunciation-T asks Ss to work in pairs to pick out the words having the sounds / t / and / d / from the sentences - T remarks Ss' answer

-Ss open the books


-Ss repeat the words in chorus then individuals

-Ss work in pairs

-Ss answer


-Ss read individually as directed

-Ss work in pairs


Activity 1 ( 12')

Exercise 1: Complete the following sentences, using the correct form of the verbs in brackets-T sets the situation-> the structure

-Ss look at the board and remark


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Activity 2 ( 15' )

Activity 3

-T gets Ss to pay careful attention to the verb forms-T asks Ss to work in groups to do Ex.1-T gets Ss to practise Ex. 1- T checksExercise 2: Write a sentence with if for each situation- T gets Ss to look at the example in the textbook-T gets Ss to make remarks when rewrite the sentences- T makes remarks and corrects the mistaken if possible- T asks Ss to work in groups to do Ex 2-T gets Ss to do the Ex.2-T asks Ss to write the sentences on B. B-T remarks and correct if haveExercise 3: Use the given information to make conditional sentences with if-T gets Ss to look carefully at the example-T asks Ss to work in pairs to do Ex.3-T gets Ss to do the Ex.3- T asks Ss to write the sentences on B.B-T remarks and corrects if have

-Ss work in groups

-Ss answer

-Ss remark

-Ss work in groups

- Ss write the sentences on B.B

-Ss work in pairs

- Ss answer in individual

Homework ( 3 mins )

-T assigns homework - T asks Ss to do all exercise in book again-T asks Ss to do the exercise in Work book( page 65, 66)-T guides Ss to prepare the next lessonUNIT 13 : SECTION- READING

-Ss work at home


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Unit 13 : FILM AND CINEMA Lesson: Reading Period : 78I. Objective : By the end of the lesson, students will be able to know about the history of the cinemaII. Language Focus: - Grammar- New words: words related to films and cinemaIII. Teaching aids: pictures of film starsIV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T gives the pictures of film stars and asks Ss if they know who they are.-T leads into the lesson basing on Ss answers



-T asks Ss to work in pairs to answer these questions:1/ Do you want to see films on T.V or at the cinema?2/ What kinds of film do you want to see?-T gives new words* New words:- audience ( n )- disaster ( n )- horror film - liner ( n ) = ship- motion ( n )-T reads new words and S repeat-T explains the meaning

-Ss work in pairs


While-reading

( 15 mins )

Task 1-T asks Ss to read the text in silence and do Tasks-T asks Ss to compare their answers each other after finishing doing task 1-T asks Ss to read aloud their result-T checks and correctsTask 2-T asks Ss to reread the text and answer the questions.-T asks Ss to read the results.


-Ss answer


-Ss read the whole text again in silence and then work in


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-T checks and correctsTask 3 : - T asks Ss to scan the text and choose the best title.

individuals


-T divide the class into groups and asking them to talk about the passage using the cues:+ Group 1: 19th century+ Group 2: 1910s+ Group 3: 1920s:+ Group 4: 1905+ Group 5: 1915-T asks the representatives of groups to present their result.-T remarks and corrects mistakes

-Ss work in groups

-Ss present

Homework (3 mins )


Date: 9/3/09


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LESSON PLANUnit 13 : FILMS AND CINEMA Lesson: Speaking Period : 79 Objective : By the end of the lesson, students will be able to talk about and give their thoughts about films and cinemaII. Language Focus: - Grammar- New words: words related to films and cinemaIII. Teaching aids: pictures, booksIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives some titles of the films and asks Ss if they know what kinds of films they are.-T leads into the lesson.

-Ss work in groups -Ss give the words


Task 1: -T explains some kind of films- T introduces the way of doing the task-T walks around and gives help if necessary


-Ss work in pairs


Task 2 :-T introduces and explains the way- T gives the model and ask Ss to talk about their feeling to each kind of films-T walks around and gives help if necessary.-T asks Ss to present their results-T remarks and correctsTask 3;- T asks Ss some questions;What kinds of films do you like best? Why ?-T asks Ss to present their results-T remarks and corrects

-Ss work in groups


- Ss work in pairs

Post-speaking

( 10 mins )

Task 4:-T asks Ss to work in groups and talk about films they have seen ( kind, title, their feeling )-T asks Ss to present

-Ss work in groups


Homework (2mins )

- T asks Ss to write a paragraph about the film they have seen.- T asks Ss to prepare the next lesson

-Ss work at home


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Unit 13 : FILMS AND CINEMA Lesson: Listening Period : 80I. Objective : By the end of the lesson, students will be able to listen and get information about Lan and Huong's plan II. Language Focus: - Grammar- New words: words related to films and cinema III. Teaching aids: a cassette player and tape, pictures IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss what they usually do in their free time. And how they make the plan for it.-T leads into the lesson



-T gives some words or phrases that relate to the lesson- T asks Ss to read the cues in books and put the tick in the right column



Task 1-T tells Ss what they are going to do.-T asks Ss to answer the question while listening : What are they planning to do?-T checks and asks Ss to compare the key with their resultTask 2-T gives some flashcards and the calendar about Lan and Huongg's plans for next week-T asks Ss to listen and put flashcards on the calendar- T checks and correctsTask 3:- T explains the way and asks Ss to liten to the tape again to check the result

-Ss listen and answer



- Ss work in pairs


-T asks Ss to tell the plan that Lan and Huong do from the information they have heard.-T asks Ss to present their result-T asks a S to talk about his or her

-Ss work in groups



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plan.-T checks and corrects

Homework (2 mins )

* Write the passage about the their plans for next week



Unit 13 : FILMS AND CINEMA Lesson: WritingPeriod : 81

I. Objective : By the end of the lesson, students will be able to write a paragraph to describe filmsII. Language Focus: - Grammar: - New words: words related to films III. Teaching aids: extra boardsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives the images of some films and asks Ss if they know these films.-T asks Ss what they need to do when talking about a film.-T leads into the lesson

- Ss answer the question


- T explains new words and ask Ss to read the passage about Titanic film - T asks Ss to answer the questions.-T gives comments and corrects.



- Tasks Ss to work in groups to describe about they have seen - T walks around and give help if necessary-T chooses some descriptions and checks the Ss' results and corrects on the board.

-Ss work in groups


-T asks Ss to write their own descriptions about the film they have ever seen. -T asks Ss to corrects mistakes and check the results together.-T asks Ss to show the writing on the board and gives comments and corrects.

- Ss work in individual

-Ss work in pairs to correct mistakes and check results

Homework (3 mins )

-T assigns homework::-T guides Ss to prepare the next lesson

-Ss work at home


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Unit 13 : FILMS AND CINEMA Lesson: Language FocusPeriod :82

I. Objective : By the end of the lesson, students will be able to - pronounce exactly and perfectly the sounds / f / and / v / in words and

sentences-use the adjectives of attitude; articles; and the sentence structure " It

is/was not until …that"II. Teaching aids: III. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T writes the sentences on the board:I leave food in the food store.-T asks Ss to finds the sounds repeated.-T comments and leads into the lesson



Listen and repeat:-T writes 2 consonants / f / and / v / in column 2 on the board-T reads the words in book one by one and asks Ss to listen and repeat-T reads the words in the text book*Practise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / f / and / v /-T checks the result

-Ss close the book





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Activity 1 ( 12')

Activity 2 ( 15' )

* Adjectives and adj. forming-T asks a student " What do you think about the film of Titanic , is this interesting?"Answer: It's ( very ) interesting.-T : it mean that you are interested in the film because it is interesting.-T asks Ss to compare these adjectives " interesting" and " interested "-T checks and corrects Exercise : -T asks Ss to write present participle used as adjs from these verbs: fascinate, excite, terrify, … -T asks Ss to present and checks ,corrects the result* Articles; a/an, the -T gives some examples and explains the use of these articles-T asks Ss to do the exercise in textbook

-Ss answer

-Ss discuss and speak their ideas



Homework ( 3 mins )

-T assigns homework:* find 5 words with the sound / f / and other 5 ones with / v /* Make sentences with bored and boring; attracted and attracting.-T guides Ss to prepare the next lesson

-Ss work at home


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Unit 14: THE WORLD CUP Lesson: ReadingPeriod : 83

I. Objective : By the end of the lesson, students will be able to read and know about specific information about the world cupII. Language Focus: - Grammar- New words: words related to the world cupIII. Teaching aids: pictures of film starsIV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T divides class into small groups and asks them to match the pictures of famous soccer players with their nations -T leads into the lesson

-Ss work in groups of five


-T asks Ss to work in pairs to answer these questions:-T gives new words* New words:- audience ( n )- disaster ( n )- horror film - liner ( n ) = ship- motion ( n )-T reads new words and S repeat-T explains the meaning

-Ss work in pairs


While-reading

( 15 mins )

Task 1- T reads the text-T asks Ss to read the text in silence and do Tasks

-Ss read the text in silence and do the task individually


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-T asks Ss to compare their answers each other after finishing doing task 1-T asks Ss to read aloud their result-T checks and correctsTask 2-T asks Ss to reread the text and ans fill in the gaps.-T asks Ss to read the results.-T checks and correctsTask 3 : - T asks Ss to scan the text and choose true or false sentence .

-Ss work in pairs

-Ss answer


-Ss read the whole text again in silence and then work in groups


-T divide the class into groups and talk about the world cups they have known.-T asks the representatives of groups to present their result.-T remarks and corrects mistakes

-Ss work in groups

-Ss present

Homework (3 mins )



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Unit 14 : THE WORLD CUP Lesson: SpeakingPeriod : 84 Objective : By the end of the lesson, students will be able to talk

about the world cupII. Language Focus: - Grammar The past simple tense ( review )- New words: words related to the world cup and nationsIII. Teaching aids: pictures, books, posters of the world cupsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

* Play a game-T gives pictures of world cup and asks Ss to write the name of nation of each team-T leads into the lesson.

-Ss work in groups -Ss give the words


Task 1: -T asks Ss to look at the pictures and talk about what they know from these teamsCues: How many times they joined ; they became the championship and the famous players in the team.- T introduces the way of doing the task


-Ss work in pairs


Task 2 :-T asks Ss to read the table in book and do the task ( explains the way )- T gives the model and ask Ss to ask and answer these models-T asks Ss to do the task-T walks around and gives help if

- Ss work in pairs


136


necessary.-T asks Ss to present their results-T remarks and corrects

- Ss present

Post-speaking

( 10 mins )

Task 3:-T asks Ss to have a look at the table again and discuss-T asks Ss to present

-Ss work in groups


Homework (2mins )

- T asks Ss to write a paragraph about the world cup like most- T asks Ss to prepare the next lesson

-Ss work at home


Unit 14 : THE WORLD CUP Lesson: ListeningPeriod : 85

I. Objective : By the end of the lesson, students will be able to listen and get information about about a famous footballer.II. Language Focus: - Grammar- New words: words related to football and playersIII. Teaching aids: a cassette player and tape, pictures IV. ProceduresStage/ Time Teacher's activities Students' activities

Warm-up ( 5 mins )

-T lets Ss listen to a song and asks some questions about this song1/ What is this song about?2/ Do you know the title of this song?3/ Have you ever heard it before? When ?-T leads into the lesson



-T asks Ss to look at the pictures in the book and tell the names of the players - T helps Ss to prepare what before listening.



Task 1-T tells Ss what they are going to do.-T asks Ss to fill information into the gaps ( 2 times )-T checks and asks Ss to compare the key with their result by listen to sentence by sentence.

-Ss listen and fill information



137


Task 2-T gives some flashcards and the calendar about Lan and Huongg's plans for next week-T asks Ss to look and rwad the questions carefully.- T plays the tape and asks Ss to listen and answer these questions.- T asks Ss to write the questions on the board and checks and corrects


- Ss work in pairs

Post-listening

( 15 mins )

-T asks Ss to talk about Pele's life.-T asks Ss to present their result-T checks and corrects

-Ss work in groups


Homework (2 mins )

* Write the passage about a footballer they are interested most* Prepare the next lesson



Unit 14 : THE WORLD CUP Lesson: WritingPeriod : 86

I. Objective : By the end of the lesson, students will be able to write an announcement about organizing a football match.II. Language Focus: - Grammar: - New words: words related to announcement writing III. Teaching aids: extra boardsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives an announcement about a football match and asks Ss :1/ What is this announcement about?2/ What do you have to know from this?-T leads into the lesson



Task 1:- T asks Ss to read the announcement, and answer the questions in book.- T explains new words and remarks points for writing announcements ( especially verb tense : simple future )



138



Task 2 : - T asks Ss to work in groups to do this task- T walks around and give help if necessary-T chooses some descriptions and checks the Ss' results and corrects on the board.

-Ss work in groups


-T asks Ss to write an announcement about a football match of their school.-T asks Ss to corrects mistakes and check the results together.-T asks Ss to show the writing on the board and gives comments and corrects.

- Ss work in groups

-Ss work in groups to correct mistakes and check results

Homework (3 mins )


-Ss work at home


Unit 14 : THE WORLD CUP Lesson: Language FocusPeriod :87

I. Objective : By the end of the lesson, students will be able to - pronounce exactly and perfectly the sounds / g / and / k / in words and

sentences-use the adjectives of attitude; articles; and the sentence structure " It

is/was not until …that"II. Teaching aids: III. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T writes the sentences on the board:I leave food in the food store.-T asks Ss to finds the sounds repeated.-T comments and leads into the lesson



Listen and repeat:-T writes 2 consonants / g / and / k / in column 2 on the board

-Ss close the book


139


-T reads the words in book one by one and asks Ss to listen and repeat-T reads the words in the text book*Practise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / g / and / k /-T checks the result




( 7')

Activity 2 (13 )

Activity 2 ( 7' )

* The simple future tense : Will-T asks a student " Where will the next world cup take place ?"Answer: It will take place in The South of Africa.-T : Asks Ss what tense is used in this sentence.- T: asks Ss to talk about the use and form of this tense.-T checks and corrects Exercise 1 : -T asks Ss to do the task as in the book-T asks Ss to present and checks ,corrects the resultExercise 2: -T asks Ss to do as in the book-T explains and corrects after checking the result.Exercise 3: T reads the example and asks Ss to read it aloud.T asks Ss to give the use of this tense.T explain , corrects and asks SS to do the exercise.

-Ss answer

-Ss answer

-Ss work pairs



Homework ( 3 mins )

-T assigns homework:* find 5 words with the sound / g / and other 5 ones with / k /* Make sentences with Will.-T guides Ss to prepare the next

-Ss work at home


140


lesson


Unit 15: CITIES Lesson: Reading Period : 92I. Objective : By the end of the lesson, students will be able to read and have an adequate understanding about the new York city.II. Language Focus: - Grammar Non- definite and Definite Relative Clauses- New words: words related to citiesIII. Teaching aids: pictures of citiesIV. Procedure

Stage/ Time needed


Warm-up ( 5 mins )

-T gives some pictures of cities and asks Ss if they know what cities they are.- T asks " What do you know about New York city?



141


-T leads into the lesson Pre-reading

(7 mins )-T asks Ss to work in groups to match the pictures ( in book ) with their names.-T asks Ss to ask and answer these questions about the cities:1/ Where is ….?2/ Have you ever been to …3/ What do you know about it ?-T gives new words* New words:- locate ( v )- mingle ( v )- ice-free ( a) - attract ( v ) attraction ( n )- characterize ( v ) -> characteristic ( a )-T reads new words and S repeat-T explains the meaning

- Ss work in groups

-Ss work in pairs


While-reading

( 15 mins )

- T reads the text-T asksÿÿs ÿÿ rhad the text in silence and do TasksTÿÿk 1: Match the words in A with their definitions in B-T asks Ss to read aloud their result-T checks and correctsTask 2: True / False statements-T asks Ss to reread the text and say T or F-T asks Ss to read the results.-T checks and correctsTask 3 : Answer the questions - T asks Ss to scan the text and answer the questionsT asks Ss to reread the text and fill in the chart with the information about New York.- Name , total pop. , rivers, area, founded, name then and now…


-Ss answer


-Ss read the whole text again in silence and then work in pairs

- Ss work in groups


-T divide the class into groups and talk about New York city-T asks the representatives of groups to present their result.-T remarks and corrects mistakes

-Ss work in groups

-Ss present Homework (3

mins )-T assigns homework* Learn new words by heart


142


-T guides Ss to prepare the next lesson


Unit 15 : CITIES Lesson: Speaking Period : 93 Objective : By the end of the lesson, students will be able to talk about citiesII. Language Focus: - Grammar - New words: words related to citiesIII. Teaching aids: pictures, books, posters of citiesIV. ProceduresStage/ Time

neededTeacher's activities Students' activities

Warm-up ( 5 mins )

* Play a game-T gives the information and asks Ss to match them in a correct relation

Column A Column B1. people2. population3. area4. transport

a. convenientb. 946 square kmc. friendlyd. 7 billion

-Ss work in groups


143


-T leads into the lesson.Pre-speaking

(15mins )Task 1: ( in book )- T introduces the way of doing the task-T asks Ss to complete each questionKey: 1.d, 2.f, 3.a e, 4.a e, 5.b c, 6.b c

-Ss work in pairs


Task 2 : ( in book )-T asks Ss to read the information about 2 cities: New York and London, then ask and answer about them.- T gives the model and ask Ss to ask and answer these models-T asks Ss to do the task-T walks around and gives help if necessary.-T asks Ss to present their results-T remarks and correctsTask 3: ( in book )-T reads the dialog-T asks Ss to practice in pairs

-Ss work in pairs

- Ss work in pairs

-Ss work in pairs


Post-speaking

( 10 mins )

Task 4: ( in book )T asks Ss to talk about the city they like and give the reason.-T asks Ss to present

-SS work in groups

- Ss presentHomework (2mins )

- T asks Ss to write a paragraph about the world cup like most- T asks Ss to prepare the next lesson

-Ss work at home


Unit 15 : CITIES Lesson: Listening Period : 94I. Objective : By the end of the lesson, students will be able to listen and get information about The statue of Liberty. II. Language Focus: - Grammar- New words: words related to cities and the statue.III. Teaching aids: a cassette player and tape, pictures IV. ProceduresStage/ Time Teacher's activities Students' activities

Warm-up ( 5 mins )

-T shows the picture of the Statue of the Liberty and asks:1/ What is this?2/ Do you know anything about it?3/ Have you ever seen it before? When ?-T leads into the lesson


Pre-listening -T gives pieces of paper with -Ss work in groupsTeacher Ngô Thị Trung School year 2008-2009

144


(10 mins ) words: STATUE, CROWN, TORCH, TABLET, ROBE- T asks Ss to put each of them for a part of the statue and helps Ss to prepare what before listening.


Task 1-T asks Ss to read Task 1 and guess the answer,- T plays the tape ( 2 times )-T checks and asks Ss to compare the key with their result by listen to sentence by sentence.-T plays the tape for the last time.Task 2: Fill in missing words-T asks Ss to study the table carefully.- T plays the tape and asks Ss to listen and answer these questions.- T asks Ss to write the questions on the board and checks and corrects



-Ss listen and check- Ss work in pairs-Ss listen and do the exercise

Post-listening

( 15 mins )

-T asks Ss to give information about the statue.-T asks Ss to present their result-T checks and corrects

-Ss work in groups


Homework (2 mins )

* Write the passage about the Statue of the Liberty * Prepare the next lesson



Unit 15 : CITIES Lesson: Writing Period : 95I. Objective : By the end of the lesson, students will be able to write a description of a city.II. Language Focus: - Grammar: - New words: words related to citiesIII. Teaching aids: extra boardsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T gives some countries and asks Ss to tell the capitals of them- T asks " What will you write about if somebody want to visit one of these cities?-T leads into the lesson



145



Task 1: - T asks Ss to read and do as in the Task ( in book )- T explains new words and remarks points for writing ( especially verb tense )



Task 2 : Write a description of a city in Vietnam you know well.- T asks Ss to work in groups to do this task- T walks around and give help if necessary

-Ss work in groups


-T asks Ss to correct mistakes and check the results together.-T asks Ss to show the writing on the board and gives comments and corrects.( -T chooses some descriptions and checks )

- Ss work in groups

-Ss work in groups to correct mistakes and check results

Homework (3 mins )


-Ss work at home


Unit 15 : CITIES Lesson: Language FocusPeriod : 96


sentences-use Non-definite and definite Relative Clause- " Although " clause.


Stage/ Time needed


Warm-up ( 5 mins )

-T writes the sentences on the board: -Ss close the book


146


Look at the clothes on that thin man.-T asks Ss to finds the sounds repeated.-T comments and leads into the lesson

-Ss answer


Listen and repeat:-T writes 2 consonants / / and / / in column 2 on the board-T reads the words in book one by one and asks Ss to listen and repeat-T reads the words in the text book*Practise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / / and / /-T checks the result

-Ss close the book




( 7')

Activity 2 (13 )

Activity 2 ( 7' )

I. Relative Clauses

1 Non definite R. C-T writes the example on the board ( as in book )-T asks Ss what the relative clause is.- T asks Ss to tell something about the noun that the clause modifies.-T explains2. Definite R.C- T takes this part in the same way as above.Exercise 1 : -T asks Ss to do the task as in the book-T asks Ss to present and checks ,corrects the resultII.Although Clause (concessive clause )T gives an example eand explains the meaning of " Although " clauseExercise 2: -T asks Ss to do as in the book

-Ss answer

-Ss answer

-Ss work pairs



147


-T explains and corrects after checking the result.

Homework ( 3 mins )

-T assigns homework:* find 5 words with the sound / / and other 5 ones with / /* Make sentences with using relative clauses and concessive clause.-T guides Ss to prepare the next lesson

-Ss work at home


Unit 16: HISTORICAL PLACES Lesson: ReadingPeriod : 97

I. Objective : By the end of the lesson, students will be able to read and have an adequate understanding about the new York city.II. Language Focus: - Grammar : The simple present tense and past simple ( active / passive )


148


- New words: words related to historical sites.III. Teaching aids: pictures of historical placesIV. ProcedureStage/ Time Teacher's activities Students' activities

Warm-up ( 5 mins )

-T gives some pictures of historical sites and asks Ss if they know where they are.- T asks " What do you know about them?-T leads into the lesson



-T asks Ss to work in groups to give information about Van Mieu Quoc Tu Giam.-T gives new words-T reads new words and S repeat-T explains the meaning

- Ss work in groups


While-reading

( 15 mins )

- T reads the text-T asks Ss to read the text in silence and do TasksTask 1: True / False statementsT asks Ss to reread the text and say T or F-T asks Ss to read the results.-T checks and correctsTask 2 : Answer the questions - T asks Ss to scan the text and answer the questions using the suggestions:1/ how old…2/ In what dynasty..?3/ What ….


-Ss answer

-Ss work in pairs


-T divide the class into groups and talk about Van Mieu Quoc Tu Giam.-T asks the representatives of groups to present their result.-T remarks and corrects mistakes

-Ss work in groups

-Ss present

Homework (3 mins )



Unit 16 : HISTORICAL PLACES Lesson: SpeakingPeriod : 98 Objective : By the end of the lesson, students will be able to talk

about some historical placesII. Language Focus: Teacher Ngô Thị Trung School year 2008-2009

149


- Grammar - New words: words related to citiesIII. Teaching aids: pictures, books, posters of historical places.IV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

* Play a game-T gives the information and asks Ss to match them with suitable places-T leads into the lesson.

-Ss work in groups


Task 1: ( in book )- T introduces the way of doing the task-T asks Ss to ask and answer about Ho Chi Minh's mosoleum.

-Ss work in pairs


Task 2 : ( in book )-T asks Ss to take their role as a tour guide and a tourist to ask and answer about Hue Imperial or Thong Nhat Conference Hall-T asks Ss to do the task-T walks around and gives help if necessary.-T asks Ss to present their results-T remarks and corrects

-Ss work in pairs

- Ss work in pairs-Ss present their results

Post-speaking

( 10 mins )

T asks Ss to talk about the historical places they have been to.-T asks Ss to present

-SS work in groups

- Ss presentHomework (2mins )

- T asks Ss to write a paragraph about a historical place- T asks Ss to prepare the next lesson

-Ss work at home


Unit 16 : HISTORICAL PLACES Lesson: ListeningPeriod : 99


150


I. Objective : By the end of the lesson, students will be able to listen to and get information about the ancient town of Hoi anII. Language Focus: - Grammar- New words: words related to description of a historical place.III. Teaching aids: a cassette player and tape, pictures IV. ProceduresStage/ Time Teacher's activities Students' activities

Warm-up ( 5 mins )

-T shows the picture of the ancient of Hoi an and asks Ss 1/ Where is this?2/ Do you know anything about it?3/ Have you ever seen it before? When ?-T leads into the lesson



Task 1: ( in book )- T asks Ss to look at the pictures and then answer the questions.Task 2: T reads difficult words or new words that relate to the listening and helps them to prepare what they are going to listen.

-Ss work in pairs


Task 1-T asks Ss to read Task 1 and choose the best answer while listening.- T plays the tape ( 2 times )-T checks and asks Ss to compare the key with their result by listen to sentence by sentence.-T plays the tape for the last time.Task 2: Listen and answer.-T asks Ss to study the table carefully.- T plays the tape and asks Ss to listen and answer these questions.- T asks Ss to write the questions on the board and checks and corrects



-Ss listen and check- Ss work in pairs-Ss listen and do the exercise

Post-listening

( 15 mins )

-T asks Ss to write a summary of the listening. -T asks Ss to present their result-T checks and corrects

-Ss work in groups


Homework (2 mins )

* Write the passage about a hioi an. * Prepare the next lesson


Date: 29/4/09


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LESSON PLANUnit 16 : HISTORICAL PLACES Lesson: Writing Period : 100I. Objective : By the end of the lesson, students will be able to write a description of from a chart.II. Language Focus: - Grammar: - New words: words related to historical placesIII. Teaching aids: extra boardsIV. Procedures

Stage/ Time needed


Warm-up ( 5 mins )

-T asks Ss to match the pictures with their names, then asks the questions about these pictures.-T leads into the lesson



Task 1: - T asks Ss to study the chart and answer the questions ( in book )- T explains new words and remarks points for writing - T asks Ss to present their results- T checks and corrects.


- Ss present


Task 2 : Write a description - T asks Ss to work in groups to do this task- T walks around and give help if necessary

-Ss work in groups


-T asks Ss to correct mistakes and check the results together.-T asks Ss to show the writing on the board and gives comments and corrects.( -T chooses some descriptions and checks )

- Ss work in groups

- Ss present-Ss work in groups to correct mistakes and check results

Homework (3 mins )


-Ss work at home


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Unit 16 : HISTORICAL PLACES Lesson: Language FocusPeriod :101


sentences-use comparative and superlative sentences


Stage/ Time needed


Warm-up ( 5 mins )

-T writes the sentences on the board:Eg: There's a live show on television tonight-T asks Ss to finds the sounds repeated.-T comments and leads into the lesson



Listen and repeat:-T writes 2 consonants / / and / / in column 2 on the board-T reads the words in book one by one and asks Ss to listen and repeat-T reads the words in the text book*Practise these sentences-T reads the sentences-T asks Ss to pay attention to the sentence intonation-T Ss to pick out the words containing the sounds / / and / /-T checks the result

-Ss close the book




( 7')

Activity 2 (13

* Comparisons-T asks some questions of comparative and superlative structures( uses pictures or class situations )- T asks Ss to tell something about the forms of these comparisons

-Ss answer



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)

Activity 3 ( 7' )

-T explainsExercise 1: ( in book )- T asks Ss to do the exercise in the book and checks their result.Exercise 2 : -T asks Ss to do the exercise as in the book-T asks Ss to present and checks ,corrects the resultExercise 3: -T asks Ss to do as in the book-T explains and corrects after checking the result.- T asks Ss to make questions and answers using the comparatives and superlatives.

-Ss work pairs

-Ss work in groups

Homework ( 3 mins )

-T assigns homework:* find 5 words with the sound / / and other 5 ones with / /* Make sentences with using the comparatives and superlatives.-T guides Ss to prepare the next lesson

-Ss work at home


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Documents

Lesson plan - So Giao duc va Dao tao Phu Yen · Web viewT gives Ss some hand outs of names of job and pictures of place of work. ... using the present simple tense ... LESSON PLAN