Giao an 11 nc

Date: 20/8/2014Period: 1

Introduction

Chương trình, phương pháp và yêu cầu đối với sách tiếng Anh 11 nâng cao

I. AIMS: Thông qua tiết học này học sinh hiểu khái quát về cấu trúc chương trình tiếng Anh 11 nâng cao, nắm được phương pháp học và những yêu cầu phải đạt được sau khi học xong chương trình này. II. PROCEDURES:

Content:A. Giíi thiÖu ch¬ng tr×nh TiÕng anh 11:- Gåm 16 ®¬n vÞ bµi häc (Unit) vµ 4 bµi «n tËp (Consolidation).- Mçi bµi häc ®îc biªn so¹n theo 1 chñ ®Ò nhÊt ®Þnh ®îc chia lµm 5 phÇn , mçi phÇn lµ 1 kü n¨ng ( ®äc, nghe, nãi, viÕt vµ language focus).- Mçi bµi «n tËp gåm: pronunciation; Listening comprehension; Vocabulary; Grammar and structure; Reading and writing.B. Yªu cÇu m«n häc:Mçi h/s ph¶i cã ®ñ SGK (English 11) s¸ch míi do NXB Gi¸o dôc ph¸t hµnh. Mçi h/s ph¶i cã 02 quyÓn vë ( ghi chÐp vµ chuÈn bÞ bµi ë nhµ )Tríc khi ®Õn líp h/s ph¶i chuÈn bÞ bµi ë nhµ theo yªu cÇu tõng phÇn (Tasks) vµ lµm bµi tËp theo y/c cña gi¸o viªnTrong líp h/s ph¶i tÝch cùc tham gia çc ho¹t ®éng theo cÆp, theo nhãm díi sù híng dÉn cña gi¸o viªn.Nªu c©u hái th¾c m¾c yªu cÇu gi¸o viªn gi¶i ®¸p (nÕu cã). Tãm l¹i : §Ó häc tËp cã kÕt qu¶ mçi h/s sinh cÇn ph¸t huy tÝnh tÝch cùc , tÝnh chñ ®éng, tù gi¸c trong ho¹t ®éng häc tËp , kh«ng tr«ng chê û n¹i. Gi¸o viªn chØ ®ãng vai trß lµ ngêi tæ chøc ho¹t ®éng , híng dÉn , gi¶i ®¸p th¾c m¾c , gióp ®ì khi h/s gÆp khã kh¨n. 3. Remind: + Prepare for Unit 1: Reading part..

The end

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UNIT 1: friendship

READING (1)A, AIMS:

- Students can express their opinions about friendship.- Reading for gist and for specific information.

B, OBJECTIVES:* By the end of this lesson, Students will able to:

- Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context.

- Use the information they have read to express their ideas about friendship. C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and boardD, METHOD:

- Integrated, mainly communicative.E, PROCEDURES:

Stages Teacher’s Activities Students’ Activities

-Warm up and lead-in(8mins)

Pre-reading(20mins)

*T asks students some questions:

-Do you have friends?-What is a good friend like, according to you?

Transition: In to day reading, we’ll get to know more about friends and friendship.

*Teaching Vocabulary

-To provide Ss’s with some language to help them understand the text.-To help enrich Ss knowledge of vocabulary.

*Elicit meanings from Ss or give explanations your self .

-break out in to tears (v)=begin to cry-through thick and thin (idm)=in spite of all the difficulties (trong bÊt cø hoµn c¶nh nµo) -cheat (v)=copy sb’s work in a test-detention (n)=punishment of being

- Listen to teacher and work in groups and answer.

-Write on note book carefully

-Listen and read after to T

-Read the text carefully then discuss in pairs

-Work in groups and know how to use them in a new context.

2

(10mins)

kept at school after it has closed (h×nh ph¹t giam ë trêng sau giê häc)-confide in sb (v)=trust sb enough to tell a secret to him/her (t©m sù, thæ lé)-guarantee (n)=sù ®¶m b¶o-elvolve (v)=develop naturally and gradually -stick together(v)=remain friendly and loyal to one another(g¾n bã)

*Give some practice on pronunciation (Read-Ss repeat)

*Checking Vocabulary: GAP-FILLING

-Give Ss handouts and ask them to work in pairs, completing the sentences, using the words just learned

1, A good friend remains loyal to you............2, Blue skies are not a..........of continuing fine weather.3, Being scolded by his mother, the child............4, Those students were sent to the........room for their cheating on the exam.5, Like friendship, trust........with time.6, Ann thinks there’s no one in the class she can.......... .


-Work in pairs.

-Work in pairs.

-Expected answer:

1, through thick and thin2, guarantee3, broke out into tears4, detention5, evolves6, confide in

3, Consolidation: (2mins) -The content

4, Home work: (3mins) -Writing: Sentence building

-Give Ss handouts, and ask them to make sentences using the cues.

1, your ideas/ good friend/ different/ different grades//2, best friend/ someone/ you can confide//3, best friends/ usually stick together/ thick/ thin//4, best friend/ help you/ avoid/ depression/ anxiety//

-Expected answers:

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1, Your ideas of a good friend are different in different grades.2, A best friend is someone you can confide in.3, Best friends usually stick together through thick and thin.4, A best friend can help you avoid depression and anxiety.


UNIT 1: friendshipREADING (2)

A, AIMS:- Students can express their opinions about friendship and do all

exercises.- Reading for gist and for specific information.


- Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context.

- Use the information they have read to express their ideas about friendship. C, TEACHING AIDS:




While-reading(8mins)

Activity 1: -Reading and matching (Task a p:16)

(*To develop Ss’ skimming skills)

-Ask Ss to read Text A and then match the grades with John’s opinions on what a good friend is.-Call on Ss to say what John thought of a good friend in each grade.

-Work individuals

-Complete and present before the class.

4

(10mins)

(10mins)

Post-reading(12mins)

-Go over the answers with the class

Activity 2: -True-False Statement (Task b p:16)

(To give some personalized task to engage Ss)

-Ask Ss to read the statements about close friends in Task b (p.16) and say if they are true or false, i. e, Ss agree or disagree with them.-Check with be class and note down on the board Ss’ opinions.-Tell Ss to read Text B and decide if the statements are true or false.-Ask ss to work with a partner and compare answers-Call on Ss to read the statements and say their choice.-Go over the answer with the class.-Tell Ss to compare the ideas in the text and Ss opinions.

Activity 3: -Main ideas

(To provide practice on skimming for general ideas)-Write down on the board three phrases about main ideas of the paragraphs in Text B and one extra phrase.

a, possible reasons for not having a best friendb, what to do to have a best friendc, how best friendship developsd, the benefits of a best friend/what a best friend can do to us

-Ask Ss to skim the text again and match the paragraphs with a partner-Go over the answers with the class.

-Discussion:(To provide Ss with some free practice and to have them express themselves and share ideas)

-Ask Ss to work in groups of 4 or 5,

-Work individuals

-Work in pairs then whole class.Answer:1, T2, F (According to the text, we become friend with those who share common interests)3, F (We can’t go out and pick a good friend)4, T5, T

-Work individuals then compare with your partner

-Work in pairs discuss then present.

-Expected answers:

-Par.1 - d-Par.2 - c-Par.3 – a

-Work in groups :

-Do as required

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expressing their opinions on the following questions:a, Close friends don’t need to share common interests. Agree or disagree? Give reasons.b, What is your own idea of a good friend?c, How do you understand the proverb “A friend in need is a friend indeed”?-Go around to control and give help if necessary.-Call Ss to report about their groups’ ideas.-Give feedback and comments on what Ss have

-Discuss and then present before the class

-Give comments.

3, Consolidation: (1min) -The content

4, Home work: (2mins) -Do ex 1-2 (p.11-12) in English Ex Advanced (Pa. Reading)


UNIT 1: friendshiplistening

A. Aims: - Students should understand more about the friendship and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen and pick up specific details and understand general ideas.C, TEACHING AIDS:

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- Text book, CD player, cards, sheets of paper, chalk and boardD, METHOD:


stages Teacher’s Activities Students’ Activities

Warm-up(5mins)

Pre-listening(5mins)

*To create interest, review adjectives and nouns and introduce the topic.

Game: -“Five little things”

-Ask Ss to work in groups of 4.-Tell Ss to listen to instructions and write down 5 things as required on a piece of paper.-The group that finishes first and gets all correct will get 1 point.-The group that has more points will win the game.-Check Ss’ understanding of instructions and have them start the game.

*These are the suggested instructions:1, Write down 5 places where you often meet with your close friend.2, Write down 5 things you often share with your close friend.3, Write down 5 qualities you need in a good friend.4, Write down 5 adjectives describing appearance.5, Write down 5 adjectives describing character of personality. -Read Ss’ items and check with the class after each question-Declare the winner -Transition: - Today we use a lot of nouns and adjectives to talk about friend. Today we will listen to a letter from Jack, writing about his new friend.

Teaching Vocabulary

*Use pictures and explanations to present some new words and then read the words one by one and ask Ss to repeat:

-sociable (a)=friendly, outgoing

-Listen to teacher and work in groups

-Discuss and present before the class.

-Expected answers:

1, home, school, park, cinema, evening class...2, notes, cake, homework, school things, joy, sadness....3, honesty, loyalty, unselfishness, helpfulness, good-heartedness...4, tall, short, good-looking, beautiful, well-dressed, stout....5, reserved, going out, sociable, studious, sympathetic....

-Listen, understand and write on note book carefully

-Listen to teacher then read in chorus

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(3mins)

(3mins)

While-listening(5mins)

(5mins)

- conservative (a)=opposed to great change (b¶o thñ)-sensitive (a)=easily offended, easily hurt (nh¹y c¶m)-skinny (a)= very very thin (gÇy tr¬ x-¬ng)-stout (a)=rather fat-indifferent (a)=having no interest (thê ¬)

Checking Vocabulary

-Tell Ss to listen to the explanations in English and say the word.1, very thin2, having no interest3, friendly, outgoing4, easily offended5, rather fat6, opposed to great change

*Describing Yourself (Task a, p.17)

-Ask Ss to read the list of adjectives and tick(v) the words that describe them and add more adjectives that are true for them-Call on one student or two to read their list that describes themselves.

Activity 1: -Listen and tick (v) (Task b, p.17)

-Tell Ss they are going to listen to a letter from Jack, writing about his new Vietnamese friend, Mai.-Ask Ss to listen and tick (v) what is true about her.-Let Ss listen for the second time id necessary-Go over the answers with the class.

Activity 2: -Listen and take notes.

-Ask Ss to listen again and note down the noun phrases used to describe Mai’s appearance.-Call on Ss to read their notes and check with the class.

-Understand all meaning of new words and how to use.

-Listen carefully and give Expected answers:

1, skinny2, indifferent3, sociable4, sensitive5, stout6, conservative

-Do as required

-Do as required

-Work individuals

*Give the expected answers:-her rosy plump face-two dimples (on her cheeks)-short hair, and-casual clothes

*T-class-Expected answers:1, Jack met Mai Tran at his cousin’s party

2, They are 17-the same

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(7mins)

Post- listening(8mins)

-Check with the class

Activity 3: -Questions and answers:

-Tell Ss to listen again and answer the questions.

1, On what occasion did Jack meet Mai Tran?2, How old are Jack and Sinh?3, What do Mai, Jack and Sinh have in common?4, Where is Mai going this summer?5, Will Jack go with Mai there?

Speaking: -Role play (Handout)

-Pair of Ss as A and B and tell A to play the role of Jack and B the role of Sinh. Ss imagine they are having a conversation on the phone.-Give each student a role card (Appendix) and ask them to make a conversation based on the ideals suggested.-Move around to control and give help if necessary.

(-If time allows, have 1 or 2 pairs to act out their conversations in front of the class)

age as Mai3, They all have the same taste in information technology and music4, She’s going to visit/ travel back to Vietnam5, Maybe, He hasn’t decided yet.

-Listen to teacher, work in pairs then present before the class

-Comments and then give feedback

3, Consolidation: (1min) -The content.

4, Home work: (1min) -Tell Ss to learn the new words and make some sentences with them, describing a certain person.

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UNIT 1: friendshipSPEAKING

A, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Introduce themselves and know how to make friends with someone

new.-Describe the physical characteristics and personalities of their

friends using appropriate adjectivesC, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, porters....D, METHOD:



Warm-up (5mins)

Pre-speaking(8mins

*Give some question for Ss:

-What is your own idea of a good friend?-How do you understand the proverb “A good friend is a friend indeed?”

-Ask Ss: -What do you do/ say to make friends with someone new?-Note Ss’ ideas on the board-Tell Ss to read the expressions in Task a(p.18) and tick (v) the ones that they can use to start a conservation.

-Work in groups-discuss and present before the class.

-T-class-Expected answers:2, 3, 4, 5, 6, 7 and 8

-Work in pairs:

10

)

While- speaking(10mins)

(10mins)

Post-speaking(8mins)

Activity 1: Completing &Practising the Dialogues (Task b. pp18-19)-Tell Ss to complete the dialogues in Task b (p.18-19) and then compare with a partner.-Check with the class by calling 2 pairs to act out the conversations.-Tell Ss to work in pairs and act out the conservations-Call on some close and open pairs to act out

Activity 2: -Role-play

-Prepare sets of 4 personal information cards.

-Ask SS to work in groups of 4-Give each group a set of 4 cards and tells SS they are now the person described on the card and they are at a multi-school party. Ss practice making friends with the other people in their groups.

-Go around to control and give help if necessary-Call on some Ss to the front of the class to act about the conversations-Give comments

Questions and Answers:

-Ask Ss work in pairs and practice making some conversations then answers the questions-Go around to control and give help if necessary-Call on Ss to stand up and practice

-a, Who are they?-b, What are they doing?...................................................

-Give feedback and comments on what Ss have

-Expected answers:

1, I’m2, Try/ Have3, It’s good/ It tastes good4, isn’t it/ doesn’t it5, Would you like../ Could I get you..6, It’s..7, isn’t it8, Have I met..9, at..

-Work in groups.

-Do as required

-Listen to teacher and work in pairs

-Practice once more and then present their conversations before the class

-a, They are.....................-b, They are introducing themselves/ making friend.....................

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-Go over the answers with the class


4, Homework : (1min) -Ask Ss to review the expressions used to start a conversation


UNIT 1: friendshipWRITING

A, AIMS:- Students should know how to practice writing skill, how to write a narrative and can write a narrative about one of their friends. - Writing for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Describe a friend.-Write a narrative

C, TEACHING AIDS:- Text book, handouts, pictures, chalk and board, sheets of paper....

D, METHOD:- Integrated, mainly communicative.

E, PROCEDURES:

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Warm-up(5mins)

Pre- writing(5mins)

(5mins)

Game: -Memory check-Hang a poster with descriptive adjectives on the board.-Tell Ss to look at the words for a few seconds, try to remember them.-Put the poster away and ask Ss to write down as many words they can remember as possible. The student will the most words listed wins the game*These are the adjectives:

-Ask the student how she/ he can remember so many words-Tell Ss if they put things under some classifications, it’s easier to remember them.-Ask Ss to put the adjectives under three headings of Hair/ Face, Build and Opinion.

Teaching Vocabulary-Elicit the meanings of new words from Ss or give explanations yourself.-vicious (a)=acting with evil intentions; spiteful (xÊu xa, nham hiÓm)-imbecile (n)=stupid or silly person; fool (kÎ ngèc, ngêi khê kh¹o)

-smart (a)=clever; intelligent-criticize (v)=point out the faults of sb/ st (chØ chÝch, phª b×nh ai)-confress (v)=admit (thó nhËn)-giggle (v)=laugh lightly in a nervous or silly way (cêi róc rÝch)

-Read the words one by one and ask Ss to repeat.

Activity 1: -Gap-filling (Task a, p.20)-Ask Ss to read the passage and fill in each gap with a suitable word from the box.-When they have finished, tell Ss to

-Listen to teacher and understand how to practice.

-Work individuals

-Do as required

-Expected answers:

*Hair/ Face : -long, black, curly, straight

*Build: -tall, slim, short, thin

*Opinion: -beautiful, pretty, kind, handsome, timid, shy, smart.

-Listen to teacher


-Read in silent then read in chorus

-Repeat once more

-Work individual then compare with the partner and present before the class

-Work individuals

-Do as required

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tall beautiful kind smarttimid

handsome short pretty thin

(5mins)

(5mins)

While- writing(12mins)

Post- writing(4mins)

work with a partner and compare answers.-Call on some Ss to read their completed sentences and check with the class.

Activity 2: -Re-ordering (Task b p.p.20-21)-Ask Ss to work in pairs, reading the sentences and putting them in the logical order of a narrative.-Call on Ss to read the sentences in the order they arrange and check with the class

Activity 3: Questions and Answers:-Make questions about the narrative in Task b and ask Ss to find answers to the questions.a, When and where did the writer meet Trang?b, What was she like?c, What did they have in common?d, How do they keep in touch?

Writing a narrative-Ask Ss to write a short narrative about a friend of their based on the ideas suggested and the samples in Task a and b-Go round to control and give help if necessary-When they have finished, collect Ss’ writings

-Peer correction*Ask Ss work in groups and tell them read and correct their friends narratives-Go around to control and give help if necessary-Ask Ss read their group’s best writing and ask Ss to give comment.Give feedback and comments.

-Listen to teacher and do as required

-Work individuals

Expected answers:

a, At his cousin’s birthday party, two years agob, She had a cheerful face and 2 dimples; she looked athletic in jean and a T-shirtc, They were both interested in chessd, though e-mails

-Look at the book and practice writing a short narrative about one of your friend-Do as required

-Work in groups and do as require

-Give comments.

3, Consolidation : (1min) -The content.

4, Homework: (1min) -Ask Ss to underline all the adjectives used to describe Trang in Task b

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-Rewrite their writing on notebook carefully.

Date: 28/8/2014 Period: 7

UNIT 1: friendshipLANGUAGE FOCUS (1)

A, AIMS:- Students should know how to practice Descriptive adjectives. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Use descriptive adjectives- Different verb forms in a narrative

C, TEACHING AIDS:- Text book, handouts, pictures, chalk and board, ....


E, PROCEDURES:


Warm-up (8mins)

Word study(5mins)

(10mins)

-Divide the class into 4 groups and ask Ss write down 10 adjectives describing character of personality. The winner will be the group completing the task in the shortest period of time.

**Help Ss understand how to use Des..Adjs.

Descriptive adjectives:

-Descriptive adjs or adjs of quality include those of size, shape, age, type, colour, material, origin, purpose and opinion (or general description).

-The positions of descriptive adjs are: attribute (before the noun) and predicative ( after a verb such as be, become, get, seem, feel, look.....)

Activity 1: Underlining the Adjectives.(T.a

-Listen to teacher and work in group

-Discuss and complete

-Listen to teacher, understand and write on note book carefully.

-Work individuals -Discuss and compare with your partner than one or two Ss present before the class.-Give comments.

15

(8ms)

(10mins)

P.21)- Tell Ss to read the sentences and underline the adjectives.-Go over the answers with the class.

Activity 2: Gap-filling (Task b p.22)-Help Ss with the meanings of some new words.

-persistent (a)=continuing without interruption ( dai d¼ng)-bushy (n)=covered with bushes (rËm r¹p) -piercing (a)=( of sounds) penetrating (the thÐ, ®inh tai)-phobia (v)=extreme dislike or fear of (sth) (sù ¸m ¶nh, sî h·i mét çch v« lý)

-Tell Ss to read and complete the passage using the words given.-Go over the answers with the class.

Activity 3: Jumble sentences ( Task c p.22)

-Read the example and ask Ss to pay attention to the position of the adjectives.-Ask Ss to rearrange the words to make meaningful sentences and then compare with a partner.

-Work individuals

-Listen and understanding all new words and meaning.

-Discuss and compare with your partner.

-Give comments.

-Work individuals.-Discuss and compare with your partner then present before the class.

-Give comments-Write on note book carefully


4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of language- P.13-14)

-Redo all exercises.

16


UNIT 1: friendshipLANGUAGE FOCUS (2)

A, AIMS:- Students should know how to practice grammar-based (verbs form, linking words) - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Use descriptive adjectives- Different verb forms in a narrative



E, PROCEDURES:


Grammar(18mins)

Verb from review (pp.22-23)

-Elicit from Ss the tense used in a narrative. (Ex Past Simple, past continuous and past perfect)

-Ask Ss to compare these sentences (Ex: The past simple is used for the actions in the story, to tell us what happened next. The past continuous is used for sth around a past time or together with the past simple when a shorter action comes in he middle of a

-Listen to teacher, understanding how to use past simple, past continuous and past perfect)-Give examples

*Work individuals

-Discuss and compare with your partner then present before the class.

17

(10mins)

(12mins)

longer one.)

-Tell Ss to read and complete the passage using the words given.-Go over the answers with the class.

Linking word: (p.23)

-Match one line in column A with one in column B.......-Ask Ss look at their book and practice by doing Ex.-Call Ss work individuals then read their sentences and check with the class-Go over the answers with the class

FURTHER PRACTICE

-Give Ss a handout with the linking words in column A and the meanings in column B. Then

ask them to match the linking words with their suitable meanings.

A B1, and2, but3, either...or...4,neither..nor..

a, on the contrary; in spite ofthisb, not the one or the otherc, also, then, following thisd, the one or the other

-Ask Ss to read the sentence halves, match one in A with one in B and then use a suitable word in the box to connect them

-Go over the answers with the class.

-Give comments-Write on note book carefully

*Work individuals-Do as requiredExpected word:1, and + e2, or + c3, but + d4, either + b5, Neither + a

*Work individuals

-and=also; then, following this ( used to connect words of the same part of speech, phrases and clauses)-but=on the contrary; in spite of this ( used to connect contrasting ideas)-either....or...=the one or the other ( used to connect words or phrases of the same part of speech; pronoun, noun phrase; verb phrase, adj. or adv. Phrase)-neither...nor....=not the one or the other ( can be used to connect words or phrases of the same part of speech; pronoun; noun phrase, verb phrase, adj. or adv. phrase)


4, Homework: (2mins) -Ask Ss to do Ex in Advanced English Exercise (Part..Use of language- P.13-14)


18


UNIT 2 : personal experienceREADING (1)

A, AIMS:- Students can express their opinions about personal experience.- Reading for gist and for specific information.


- Scan reading for specific information.- Recognize the activities related to the senses.

C, TEACHING AIDS:- Text book, handouts, pictures, chalk and board


E, PROCEDURES:Stages Teacher’s Activities Students’ Activities

*Listen to teacher and do

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Warm- up and lead-in(8mins)

Pre- reading(12mins)

While- reading(8mins)

(10mins)

*Ask Ss:-What is ‘experience’?-Have you ever been in embarrassing situations?-What was it? What did you do then?....

Teaching vocabulary:*Elicit meanings from Ss or give explanations yourself;-in vain (idm.)=with no result; uselessly (v« Ých, kh«ng cã kÕt qu¶)-retreat into one’s shell (idm.)=become more shy, rerved ( trë nªn rôt rÌ h¬n )-inept (a.)=completely unskillful, not tactful ( vông vÒ )-slip away (v.)=leave quietly without being noticed ( chuån, lÎn ®i )-inadequate (a.)=not sufficiently able or confident; not good enough ( thiÕu tù tin, kh«ng ®ñ kh¶ n¨ng)-grow out of sth (v.)=(become t« old for sth and) stop doing it; overcome (kh¾c phôc ®îc) -dispirited (a.)=discouraged; depressed ( ch¸n n¶n)

*Give some practice on pronunciation (Read- Ss repeat)

*Activity 1: Guiding question

-Ask Ss to read the text quickly and find the answer to the question:What was embarrassing about the man?-Call on some Ss to give answers and check with the class. *Activity 2: True-False statements (Task a, p.26)

-Ask Ss to read the text and the statements about the man and say if they are true or false.

as required

-‘Event or activity that affects us in some way; knowledge gained from seeing or doing things’,/ or sth similar)......

-Listen to teacher, understand and discuss.

Read the text carefully then discuss in pairs



-Work in pairs, discuss and answer-One or two pairs present before the class.

-Give comments.

-Work individuals then discuss in pairs and then present before the class.

Expected answers:1, F (He was a shy, quiet, and inept person)2, T3, F (To him, making

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-Ask Ss to work with a partner and compare answers.

-Call on Ss to read the statements and say their choice.

-Ask Ss give comments


friends was not easy. He felt inept to join in the conversation and hard to make friends.)4, F (He was unable to overcome his shyness.) 5, T

3, Consolidation: (2mins) -The content

4, Home work: (3mins) -Read the text once more then translate into Vietnamese.

-Prepare next period (to be continued)


UNIT 2: personal experienceREADING (2)

A, AIMS:- Students can express their opinions about personal experience.- Reading for gist and for specific information.


21

- Scan reading for specific information.- Recognize the activities related to the senses.



E, PROCEDURES:

Stages Teacher’s activities Students’ activities

While- reading

(8mins)

(10mins)

Post- reading(20mins)

Activity 3:

* Reading and listing (Task b. p.26)

-Ask Ss to read the first paragraph and list three pieces of information related to the senses of sight and hearing.-Go over the answer with the class.

Activity 4:

*Reading and pick out the information.... (Task c p.26).

-Ask Ss to read the second paragraph then pick out the information which express the writer’s feelings during and after the party.-Go over the answer with the class.

*Discussion:

-Put Ss into group 4 or 5.-Ask them to express their opinions on the following questions:1, Have you ever been in such a situations as the man’s.

2, What have you done to grow of/ overcome it?3, What do you think the man should do to overcome his shyness?

-Go around to control and give help

-Listen to teacher and work individuals.

-Read carefully and compare answers with a partner-Read the statements and say their choices.-Comments and write on note book.

-Listen to teacher and work individuals.

-Read carefully and compare answers with a partner-Read the statements and say their choices.

-Comments and write on note book.

-Listen to teacher and work in groups.

-Do as required..-Discuss your answers with a partner then present before the class

-Give comments and write on note book carefully.

22

if necessary.-Call on Ss to report about their groups’ discussion.-Give feedback and comments on what Ss have

3, Consolidation: (2mins) -The content.

4, Home work: (3mins) -Tell Ss to write a short paragraph about the man should in order to

overcome his shyness..-Do ex in part Reading P.19-20 (Advanced English

Exercises)-Prepare next period.

Date: 9/9/201423

Period: 11UNIT 2 : personal experience

listeningA. Aims: - Students should understand more about the personal experiences and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen for specific details.

- Listen and understand the message.C, TEACHING AIDS:

- Text book, CD player, cards, sheets of paper, chalk and board.D, METHOD:


Stages teacher’s activities Students’ activities

Warm-up(6mins)

Pre- listening(8mins)

(5mins)

*Ask Ss some questions.1, Who is your best friend?2, How did you happen to meet her or him?3, How long have you known each other?4, What qualities do you admire in your best friend?-Give comments.

*Teaching vocabulary:*Use pictures and explanations to present some new words.-ashamed (a)=felling embarrassment because of one’s own action ( xÊu hæ, hæ thÑn)-absent-mindedness (n)=forgetfulness ( sù ®·ng trÝ)-witness (v)=be present at sth and see it (chøng kiÕn)-laugh at sb (phr.v)=ridicule sb ( cêi nh¹o, chÕ giÔu).

-Read the words one by one and ask Ss to repeat

Checking vocabulary ( Task a. p.27)

-Tell Ss to read the gapped sentences in Task a, and complete them with a

-Listen to teacher and work individuals.Prepare carefully then discuss with the partner.

-Answer T’s questions.

-Listen to teacher, understand how to use and read after teacher then read in chorus.

-Write on note book carefully.

-Work individuals.-Prepare carefully then discuss with the partner then present before the class

24

While- listening(7mins)

(6mins)

Post- listening(9mins)

suitable word in the box-Go over the answers with the class.

Activity 1:

-True-False Statements (Task b. p.27)

-Tell Ss they are going to listen to a man’s story, read the statements and decide if they are true or false.-Let Ss listen again if necessary.

-Tell Ss to compare answers with a partner.

-Go over the answers with the class, then let Ss listen again and check.

Activity 2:

-Listen and tick (v) (Task c. p.27)

-Ask Ss to listen again and tick the adjectives that describe the student and his experience in the story.-Call on Ss to give their answers.-Have Ss listen again and check with the class.

*Speaking: -Retelling the story.

-Ask Ss to work in their groups again.-Tell them to retell the story based on the pictures or can give some questions for Ss:

1, What kind of experience did the speaker have?2, When did it happen?3, Who was cycling beside him on the way to the club?4, What was his duty at that day meeting? 5, What did his realize on the way to the club?6, What did he decide to do?7, Where did he put his bicycle?8, What was his embarrassing experience?

-Comments and write on note book

*Work individuals.-Prepare carefully then discuss and compare with the partner.-Present before the class.

Expected answers:1, F. (It happened on Sunday)2, T.3, T. (He went into a bookstore to buy the book which he was assigned to report on but he had left it home)4, T.5, T.

*Work individuals.-Prepare carefully then discuss and compare with the partner.-Present before the class.

Expected answer:4, embarrassing 6, careless

-Listen to teacher, understand how to practice.

-Work in groups to retell the story based on the pictures or can answer some T’s questions.

-Do as required.

-One or two groups present their opinions before the class and other groups give

25

-Go around to control and check.-Call on some Ss to retell the story to the class.-Ask for Ss’ comments.Give feedback and comments on what Ss have.

their comments.


4, Home work : (1min) *Writing: -Rewrite the story.-Prepare next period.


UNIT 2 : personal experienceSPEAKING

A, AIMS:- Students should know how to practice speaking skill . - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Name the senses in English.-Talk about the activities with the senses.

C, TEACHING AIDS:- Text book, handouts, pictures, chalk and board, porters....


E, PROCEDURES:

stages Teacher’s activities Students’ activities

Warm-up(5mins)

Pre- speaking(10min

*Ask Ss some questions:1, Have you ever spoken English to a native speaker?2, How did you meet her?2, What did you talk about?3, How did the experience affect you?

*Matching pictures with activities. (Task a, p.28-29-Ask Ss to read the phrases in Task a and match them with the pictures.-Tell Ss to compare answers in pairs and then go over the answers with the whole class.

-Listen to teacher to understand then work individuals.

-Prepare carefully then answer T’s questions.

-Look at the book then do as required.

-Prepare carefully the present before the class.

26

s)

While- Speaking(15mins)

Post- speaking(11mins)

-Check if Ss know what a smoke sensor is. Give explanations.-Ask Ss what ‘differentiate’ mean

Activity 1: talking about the activities with the senses. (Task b, p.29).

-Tell Ss to work in pairs, ask and answer about the things and people mentioned in Task a and their ability.-Go around to monitor and note down errors if any for correction later.-Encourage Ss to talk about their other animals or things that have a good senses of any. Or you may want to list a few for Ss to talk about. (For example: cats, owls........

-Call on some close friend and open pairs to act our their conversations.

Listening and Recognizing

-Ask Ss to work in two groups, A and B, listen to your sentences and name the senses implied in each sentence.-If the group can’t get it right, the other group take the turn and score points if they get it right.-Keep a running total of points for each group on the board.-Declare the winner and then give feedback and comments:

* The sentences used in the activity are:1, I don’t like the fragrance of this flower.2, This juice is a bit too sour for me.3, This table feels tough.4, The house is mall but very nice.5, We love classic music.6, Do you like a sweet soup.7, It’s so quiet in here.8, The water is too cold to swim.

-Give comments

-Expected answer: -‘Distinguish’

-Listen to teacher to understand the work in pairs.-Discuss and present before the class.E.g. 1, What do you thing dogs are good at? -Well, I guess they are good at smelling in order to search for something..............

-Do as required.

-Give comments.

* Work in groups.

-Listen to teacher to understand how to practice.

-Do as required then each group presents before the class.

-Give comments.

Expected answer:

1, smell 2, taste 3, sight 4, sight 5, hearing 6, taste 7, touch 8, touch


27

4, Home work : (1min) -Ask Ss to make a few sentences about the activities with the senses.

-Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.17-18).

-Prepare next period.


UNIT 2: personal experienceWRITING

A, AIMS:- Students should know how to practice writing skill, how to write a personal letter describing a part experience. - Writing for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write a personal letter.-Describe a past experience using the structures and vocabulary

that they have learnt in previous lessons.C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, sheets of paper....D, METHOD:



*Ask Ss work in groups and answer Listen and work in groups:

28

Warm-up(5mins)

Pre- writing(10mins)

(6mins)

some questions:

1, How many part does a personal letter normally have?2, What are these part?3, What do we normally write in the Salutation?4, What do we normally write in the Closing?5, Where do we normally sign the letter?

*Activity 1: Teaching vocabulary:

A B1, mutual A, unable to think

clearly2, commencement

B, meeting

3, hostC, having the same specified relationship to each other

4, confusedD, person who receives and entertains people as guests

5, gathering E, beginning

-Arrange Ss to work in pairs and give each pair a handout.

-Tell Ss to read the words in column A and match them with their explanations in column B.-Go over the answers with the class. *Activity 2: -Re-arranging.

-Write down on the board the steps of a personal letter about a past experience in a random order as follows:A, Opening/ Greeting.B, The story/ experience to be share ( what, why, when, where, who)C, DateD, Closing and ending.E, General information (about self

*Expected answers:1, 5 parts.2, The heading, the Salutation (Greeting), the Body, the Closing, and the Signature.3, “Dear” or “Hello/Hi......4, “Sincerely”, “your”, “Love”.......5, Under the Closing

*Work in groups:

-Do as required.

*Expected answers:

1, c 4, a 2, e 5, b 3, d

-Give comments.


*Work in groups:

-Do as required.

*Expected answers: 1, C 2, A 3, E 4, B 5, D

29

(10mins)

(10mins)

or/ and friends)

-Ask Ss to put the steps in logical order of such a letter.-Tell Ss to compare answers in pairs and then go over the answers.

*Gap-filling. (Task a, p.30)

-Ask Ss to complete the letter using the words given.-Move around to control and give help if necessary.-Get Ss to compare answers in pairs and then go over the answers.

*Questions and Answers:

-Ask Ss to read the passage again and find the answers to the questions.

1, What made him feel embarrassed?2, Why did it happen to him?3, Where did it happen?4, When did it happen to him?5, Who helped him solve the problem at last?

*Writing it yourself:

-Ask Ss to write a letter to a friend, telling him/ her about their most embarrassing experience based on the format given and the sample in Task a (p.30).

-Go around to control and give help with vocabulary.-When they have finished, collect Ss’ writing to mark at home.

*Peer correction:

-Read a piece of Ss writing, and ask Ss to give comments relating the format (steps), the language use, and the story.-Give feedback and comments.

*Work in groups:

*Expected answers:1, funny. 2, social. 3, host. 4, mutual. 5, together. 6, dish. 7, abroad. 8, thanks. 9, happened. 10, carefully. 11, embarrassed. 12, Luckily -Write on note book carefully.

-Work individuals:*Expected answers:1, He couldn’t find his money when he went to pay the bill.2, Because he had put the money in the pocket of another pairs of pants.3, In a restaurant (where he held a reunion dinner)4, Last weekend5, His sister* Work individuals. -Discuss and compare with your partner than one or two Ss present before the class.

-Give comments.


*Work individuals.- Prepare carefully then discuss with a partner then prepare before the class.-Write on note book carefully.

30


4, Homework: (1min) -Ask Ss to review all the new words learned.



UNIT 2 : personal experienceLANGUAGE FOCUS (1)

A, AIMS:- Students should know how to practice Senses verbs.

31

- Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Use verbs of the senses.- Use modal perfect to talk about the past and can use different

verb forms.C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, ....D, METHOD:



Warm-up(5mins)

Word-study(15mins)

(7mins)

-Divide the class into 4 groups and ask Ss write down 10 adjectives describing character of personality. The winner will be the group completing the task in the shortest period of time.

*Sense verbs.

Elicit from Ss sentences with the senses verbs.-Write down on the board three sentences and ask SS to distinguish the verbs used.

A, I can smell something burning.B, This flower smells good.C, It smells like orange.

Notes: The linking verbs and most of these transitive verbs are not used in the present continuous.

Activity 1: Talking about the senses: (Task a p.31)

-Tell Ss to work in pairs and make questions and

answers about the senses, based on the words

-Listen to teacher and work in groups.-Discuss and complete.

-Listen to teacher, understand how to use the sense verb in the sentence.Expected answers:-In sentence A, ‘smell’ is a transitive verb, with something as an object. -In sentence B and C ‘smell’ is an intransitive verb followed by an adj or a prepositional phrase with ‘like’


-Do as required

32

Senses Transitive verbs Intransitive / linking verbsSignTasteSmellHearingTouch

See (thÊy)Taste (nÕm)Smell (ngöi) +Obj.Hear (nghe)Touch (sê)

Look (tr«ng cã vÎ)Taste (cã vÞ)Smell (cã mïi) +Adj / like+NSound (nghe cã vÎ)Feel (sê thÊy)

(7mins)

(7mins)

given.-Go around to monitor and note down error for correction later.-Call on some pairs (close and open pairs) to act out their conversations.-Give feedback and comments.

Activity 2: Answering the quiz: (Task b p.31)

-Ask Ss to answer the questions in Task b and then with a partner ask and answer the questions:-Call on some pairs to act our their exchanges and go over the answers with the class.

*Further practice: Transformation.

-Give each student a handout of the transformation exercise.-Ask Ss to read the sentences and rewrite them as directed.-Go over the answers with the class.The handout:

*Rewrite the sentences as shown, using sense verbs. The first one has been done as an example.

0, I like the smell of this perfume. It’s good.=> This........perfume smells good to me.......

1, I don’t like the bitter taste of this coffee.-This............................................................................2, Don’t touch that water. It’s still hot.-That water..................................................................3, He thinks the music is terrible.-The.............................................................................4, Joe had a happy expression.-Joe..............................................................................5, This dish has a good smell but it tastes horrible.-This.....................................................................

-Practice using the sense verbs.

-Discuss and then present before the class.

-Give comments.

-Do as required.

-Practice using the sense verbs.-Discuss and then present before the class.-Give comments.

-Do as required.

-Practice carefully then discuss, compare and then present before the class.

-Give comments.

Expected answers:

1, This coffee tastes bitter to me.

2, That water still feels hot, so don’t touch it.

3, The music sounds terrible to him.4, Joe looked happy.

5, This dish smells good but it tastes horrible

33

.......





UNIT 2 : personal experienceLANGUAGE FOCUS (2)

A, AIMS:- Students should know how to practice Senses verbs. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Use verbs of the senses.- Use modal perfect to talk about the past and can use different

verb forms.C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, ....D, METHOD:



Warm-up(5mins)

Grammar:(10mins)

*Ask Ss some questions:

1, What can you do with your....(eyes).....?2, Who can’t do this?/ Who can’t....(see what you see)......?3, What animals are good at.......(seeing)......?

*Modal Perfect:

-Elicit the tense, form, use and time these sentences indicate.-Tense : Modal Perfect -Form : Modal + have + Past Perfect-Use : To indicate uncertainty/ a past possibility (could/ may/ might + perfective ..cã thÓ...®·...

* Work individuals. -Discuss and compare with your partner than one or two Ss present before the class.-Give comments.-Write on note book carefully.

-Do as required.


-Give comments.

34

(10mins)

(8mins)

(8mins)

Must + perfective: ¾t h¼n, ch¾c lµ... should + perfective : lÏ ra....nªn)

Activity 1: Transformation (Task p.32)

-Ask Ss to rewrite the sentences as shown to talk about past possibilities.-Tell Ss to compare answers with a partner and then go over the answers with the class.

Verb from Review: Task a (p.32)

-Elicit from Ss the tense used to express a habitual action.

-Ask Ss to complete the texts with the correct tense and form of the verb.

-Tell Ss to compare answers with a partner than go over the answers.

Task b (p.32)

-Elicit from Ss the tense used to express a habitual action.

-Ask Ss to complete the texts with the correct tense and form of the verb.

-Tell Ss to compare answers with a partner than go over the answers.

-Do as required.


-Give comments.

-Do as required.

-Practice carefully then discuss,

compare and then present before the class.

-Give comments.

-Do as required.


-Give comments.


4, Homework: (2mins) -Ask Ss to do Ex in Advanced English Exercise (Part..Use of language- P.23-24)


35


The written test 45’

A/ Objectives:

- Sts revise unit 1 and 2 by doing the test.B/ procedure:

I. Choose one word whose underlined part is pronounced differently from the others: 01). A). prevention B). psychiatrist C). psychology D). pneumonia 02). A). pollution B). ordinary C). alcohol D). doctor 03). A). accompany B). occur C). occasionally D). accident 04). A). float B). road C). coat D). abroad 05). A). death B). health C). spread D). disease

II. Choose the best answer by choosing A, B, C or D: 06). Who do you think I saw yesterday? You can only make three.......... .

A). ideas B). guesses C). answers D). attempts 07). Japan is often taken as an..........of a modern industrial country.

A). idea B). aspect C). example D). era 08). At the moment he is studying business at a university. But when his father retires, he will take.......the company.

A). over B). on C). off D). out 09). I enjoy being a teacher. On the other.........., I want to try other careers as well. What if I can be a successful business person.

A). side B). hand C). part D). face 10). I'm not going to put..........their smoking any longer.

36

A). up to B). down to C). up with D). down with 11). Monica and Chandler are getting..........on Sunday.

A). married B). marry C). merried D). merry 12). These new ideas will certainly..........about changes to our working environment.

A). cause B). take C). bring D). make 13). His passion is reading books. He loves all kinds of books, science fiction in.......... .

A). particular B). depth C). short D). fact 14). He left school at the..........of 18.

A). period B). ageC). endD). year 15). A person needs eight hours of sleep a day.........average.

A). in B). on C). by D). at 16). The young couple went..........arguing for hours about who should do the house work.

A). with B). along C). into D). on 17). It is possible that in the..........of time and effective way to treat AIDS will be found.

A). period B). length C). course D). amount 18). Putting the table next to this window doesn't.........a very useful purpose. You still have to turn on the lamp to get enough light.

A). make B). do C). help D). serve 19). He is..........next year after 30 years with the company.

A). reducing B). receiving C). retiring D). returning 20). She changed a number of jobs before...........deciding to work as a tailor.

A). lastly B). eventually C). occasionally D). endingly 21). You should make better..........of the English books you have.

A). advantage B). study C). result D). use 22). At Trang Tien Plaza not many people take the staircases, but the lifts are in constant.......... .

A). purpose B). use C). usage D). need 23). Rachel is very..........to other people's feeling.

A). senseless B). sensitive C). sensible D). sensual 24). He made one big mistake and, as a.........., he lost the game.

A). result B). cause C). part D). reason 25). Since the beginning of this school year you haven't seemed to..........much progress in English.

A). make B). own C). have D). create

III, Read the passage and choose the best answer:

Janet got (26)......to Pedro last Saturday, and we went to the (27)......, which (28)......place in a lovely little church in the country. Janet, the (29)......, wore a beautiful while dress; it had a long train made of silk, and it was carried by a young (30)....., who was the daughter of her elder sister. At the start, her husband-to-be, the (31)......, was waiting for her at the front of the church. She walked down the aisle to the front with her father, and after the (32)......, she came back down again with her husband. Afterwards, people (33)......photos outside the church, and all the (34)......were invited to a (35)......in a hotel nearby, where we all had a meal. 26). A). engaged B). proposed C). wedded D). married 27). A). marriage B). proposed C). engagement D). wedding 28). A). took B). held C). found D). stood 29). A). brideB). groom C). lady D). maid 30). A). bridesmaid B). bridegroom C). bride D). groom 31). A). man B). groom C). male D). bride 32). A). custom B). party C). celebrationD). ceremony 33). A). did B). shot C). made D). took

37

34). A). guests B). spectators C). members D). viewers 35). A). greeting B). date C). reception D). meeting

III. Choose the underlined word or phrase in each sentence that needs correcting: 36). Billy decided to buy in the morning a new car, but in the afternoon he changed his mind.

A B C D 37). We said them their houses were very nice.

A B C D 38). Tom said that he had seen John the day before but John didn't see him.

A B C D 39). The president went fishing after he has finished with the conference. A B C D 40). The next important question we have to decide is when do we have to finish our work.

A B C D

The end


Test correction

A/ Objectives:

Help Ss correct all the mistakes in their test.Find out good and weak points to fill up on time.

B/ The test’s content:I. Choose one word whose underlined part is pronounced differently from the others:

01). A). prevention B). psychiatrist C). psychology D). pneumonia 02). A). pollution B). ordinary C). alcohol D). doctor 03). A). accompany B). occur C). occasionally D). accident 04). A). float B). road C). coat D). abroad 05). A). death B). health C). spread D). disease

II. Choose the best answer by choosing A, B, C or D: 06). Who do you think I saw yesterday? You can only make three.......... .

A). ideas B). guesses C). answers D). attempts 07). Japan is often taken as an..........of a modern industrial country.

A). idea B). aspect C). example D). era 08). At the moment he is studying business at a university. But when his father retires, he will take.......the company.

A). over B). on C). off D). out 09). I enjoy being a teacher. On the other.........., I want to try other careers as well. What if I can be a successful business person.

A). side B). hand C). part D). face

38

10). I'm not going to put..........their smoking any longer.A). up to B). down to C). up with D). down with

11). Monica and Chandler are getting..........on Sunday.A). married B). marry C). merried D). merry

12). These new ideas will certainly..........about changes to our working environment.A). cause B). take C). bring D). make

13). His passion is reading books. He loves all kinds of books, science fiction in.......... .A). particular B). depth C). short D). fact

14). He left school at the..........of 18.A). period B). ageC). endD). year

15). A person needs eight hours of sleep a day.........average.A). in B). on C). by D). at

16). The young couple went..........arguing for hours about who should do the house work.A). with B). along C). into D). on

17). It is possible that in the..........of time and effective way to treat AIDS will be found.A). period B). length C). course D). amount

18). Putting the table next to this window doesn't.........a very useful purpose. You still have to turn on the lamp to get enough light.

A). make B). do C). help D). serve 19). He is..........next year after 30 years with the company.

A). reducing B). receiving C). retiring D). returning 20). She changed a number of jobs before...........deciding to work as a tailor.

A). lastly B). eventually C). occasionally D). endingly 21). You should make better..........of the English books you have.

A). advantage B). study C). result D). use 22). At Trang Tien Plaza not many people take the staircases, but the lifts are in constant.......... .

A). purpose B). use C). usage D). need 23). Rachel is very..........to other people's feeling.

A). senseless B). sensitive C). sensible D). sensual 24). He made one big mistake and, as a.........., he lost the game.

A). result B). cause C). part D). reason 25). Since the beginning of this school year you haven't seemed to..........much progress in English.

A). make B). own C). have D). create


Janet got (26)......to Pedro last Saturday, and we went to the (27)......, which (28)......place in a lovely little church in the country. Janet, the (29)......, wore a beautiful while dress; it had a long train made of silk, and it was carried by a young (30)....., who was the daughter of her elder sister. At the start, her husband-to-be, the (31)......, was waiting for her at the front of the church. She walked down the aisle to the front with her father, and after the (32)......, she came back down again with her husband. Afterwards, people (33)......photos outside the church, and all the (34)......were invited to a (35)......in a hotel nearby, where we all had a meal. 26). A). engaged B). proposed C). wedded D). married 27). A). marriage B). proposed C). engagement D). wedding 28). A). took B). held C). found D). stood 29). A). brideB). groom C). lady D). maid 30). A). bridesmaid B). bridegroom C). bride D). groom 31). A). man B). groom C). male D). bride 32). A). custom B). party C). celebrationD). ceremony

39

33). A). did B). shot C). made D). took 34). A). guests B). spectators C). members D). viewers 35). A). greeting B). date C). reception D). meeting

III. Choose the underlined word or phrase in each sentence that needs correcting: 36). Billy decided to buy in the morning a new car, but in the afternoon he changed his mind.

A B C D 37). We said them their houses were very nice.

A B C D 38). Tom said that he had seen John the day before but John didn't see him.

A B C D 39). The president went fishing after he has finished with the conference. A B C D 40). The next important question we have to decide is when do we have to finish our work.

A B C D

The end


UNIT 3 : partiesREADING (1)

A, AIMS:- Students can express their opinions about celebrations in their

culture.- Reading for gist and for specific information.


- scan reading for specific information.-talk about table manners.



E, PROCEDURES:


Warm-up(5mins)


1,When do you like to organize your birthday party? During the day or in the evening?2, What food s and drinks are often served at your birthday party?3, What activities do you often have at your birthday party?

-Listen to teacher and work individually.

-Two Ss present before the class.

-Give comments.

40

Pre-reading(15mins)


(10mins)

*Teaching vocabulary:

-Teach the following words through elicitation and explanations:

-etiquette (n)=the formal rules of correct or polite behavior in society or among members of a particular profession.(nghi thøc, phÐp x· giao)*Table manners:=behavior that is consider correct while you are having a meal at a table with others (phÐp t¾c ¨n uèng)-acceptable (adj)=agreed or approved by most people in a society (cã thÓ chÊp nhËn ®îc)#unacceptable: Acceptable><unacceptable behavior.-observe (v)=obay rules, laws, etc.(tu©n theo)-cutlery (n)=knives, forks and spoons, used for eating and serving food (dông cô ¨n)-congenial (adj)=pleasant because it suits your character (dÔ chÞu)Eg : - congenial working environment- refrain (v)=(from sth or doing sth)=stop yourself from doing sth (kiÒm chÕ l¹i, cè nhÞn)

-Have Ss repeat the word presented, and then call some Ss to pronounce the words.

Activity 1: Table completion:

-Ask Ss to read the text and complete the table (task a, text book p.32)-Ask Ss to read the text and complete the table (task a, text book p.36)-Call on some Ss to give the answers.-Ask Ss to write up the answers on the board.-Go over the answers with the class.

*Activity 2: Practicing the ‘Do’s’ &’Don’ts’

-Ask Ss to take out the realia they

-Listen and read after to T.

-Read the text carefully then discuss in pairs.



-Using new words and phrases to make sentences.

-Do as required.


-Give comments

-Do as required.


-Give comments

41

prepare beforehand.(a plate, a fork, a spoon......).-Put Ss into pairs.-Ask Ss take turns demonstrating the table manners listed in the text.-Choose some table manners and call on some students to demonstrate them.-Invite class opinions and give feedback.

3, Consolidation: (1min) -The content.4, Home work: (2mins) -Read the text once more then translate into Vietnamese.

-Prepare next period (to be continued).


UNIT 3 : partiesREADING (2)

A, AIMS:- Students can express their opinions about celebrations in their

culture.- Reading for gist and for specific information.


- scan reading for specific information.

42

-talk about table manners. C, TEACHING AIDS:




Warm-up(5mins)

While- reading(10mins)

(10mins)



1,When do you like to organize your birthday party? During the day or in the evening?2, What food s and drinks are often served at your birthday party?3, What activities do you often have at your birthday party?

Activity 3: (Part b p.36)-Finding References & word meanings

-Ask Ss to individually do the task p.b p.36.-Read out the questions and call on Ss to give the answers.

-Invite class opinions and make corrections where necessary.

Activity 3: (Part b p.36)-Finding References & word meanings

-Ask Ss to individually do the task p.b p.36.-Read out the questions and call on Ss to give the answers.


Discussion:Role-play-Student A : -A British guest.-Student B : -A Vietnamese host.

*Ask pairs to make comparisons between British and Vietnamese table manners:



-Give comments.

-Do as required:

-Expected answers:

1, They refers to parties.2, A type of etiquette is a way of explaining table manners.3, The following refers to the information coming after the phrase-the do’s and don’ts which follow.

-Do as required:

-Expected answers: 1, lifted 2, etiquette 3, cutlery 4, congenial

-Listen to teacher to understand then work in pairs.

-Prepare carefully.

43

*Put an example of the taskA: We are supposed to chew with the mouth closed. Are you, too?B, Yes, It is good manners to do so. But it is not good to talk while chewing.A: Yes, it is the same as our table manners.B:...............

-Monitor the class unobtrusively.-Invite some demonstrations and give feedback.

-Do as required.

-Prepare carefully then present before the class.

-Give comments.


4, Home work: (2mins) -Do Ex (English Exercise Advanced Part Reading p.27-28).

-Prepare next period (to be continued).

44


UNIT 3 : partieslistening

A. Aims: - Students should understand more about birthday celebrations in the world and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Know more about birthday celebrations in the world.

- Listen and pick up specific details.C, TEACHING AIDS:




Warm-up(5mins)


*Ask Ss some questions:1, Where do you prefer to celebrate your birthday, at home or in the restaurant? Why?2, Do your parents celebrate their wedding anniversaries?3, Are you going to celebrate your wedding anniversaries in the future? Why (not)?

*Pre-teaching vocabulary:-Teach the words below through explanations:

-honor (v)=show respect for sth (ca ngîi)-buffet (n)=a meal at which people serve themselves from a table and then stand or sit somewhere else to eat.(tiÖc ®øng)-savory (adj)=having a taste that is salty, not sweet (cã vÞ mÆn)-savories (n.pl)=food with a salty taste, not a sweet one, often served at a party etc.(mãn ¨n mÆn, kh«ng ngät)-consist (v) of sth=be formed from the things or people mentioned (bao gåm,



-Give comments.

-Work individuals.





45


(8mins)

Post-listening(10mins)

gåm cã)-accompany (v) sth=happen or appear with sth else (cã mÆt hoÆc x¶y ra cïng víi çi g×)+Ex:-There were strong winds accompanied by heavy rain.-random (adj)=done, chosen, etc without sb thinking or deciding in advance what is going to happen (ngÉu nhiªn)Ex:-The information is processed in a random order.-plant sth (v)=make detailed arrangements for sth you want to do (lËp kÕ ho¹ch cho çi g×)

Activity 1: True-False statement (Task b p.38)

-Ask Ss to read through the statements and keep in mind which information they need to look for-Have Ss listen to the first recording and decide whether each statement is true(T) or false (F).-Call on Ss to give the answers and elicit explanations for their choice.-Invite class opinions and give feedback.-Ask Ss to listen to the recording again and check answers.

Activity 2: Wh-questions (Task c p.38)

-Have Ss read through the questions and decide which information they need to look for.-Have Ss listen to the second recording and answer the two questions.-Assign two Ss to write the answers on the board.-Invite class opinions.-Have Ss listen again and check the answers

Discussion:

-Ask Ss work in groups and discuss



-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.Expected answers: 1, F 2, T 3, T 4, F

-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give commentsExpected answers:1, Birthday parties in the USA are often accompanied by colorful decorations.2, He/She makes a ‘birthday wish’.

-Do as required.


-Give comments.

46

and answer the questions:1, When/where do we hold a party?2, How many guests do we invite? 3, Who prepares invitation cards?4, Who is in charge of preparing foods and drinks/ the decoration?/welcoming guests? 5, Who conducts games and fun activities?


4, Home work : (1min) *Writing: -Write about one of the birthday parties they attended or held .



UNIT 3 : partiesSPEAKING

A, AIMS:- Students should know how to practice speaking skill . - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Discuss a plan for a party.-Assign responsibilities.



E, PROCEDURES:


Warm-up(5mins)

*Ask Ss some questions:1, On what occasions are parties held?2, What kind of clothes do people often wear at a party?3, What kind of presents do people

-Listen to teacher and work in pairs.


47

Pre-speaking(5mins)

While-speaking(10mins)

(15mins)

Post-speaking

often bring to a party? *Teaching some vocabulary:-farewell (n)=the act of saying goodbye to sb (lêi t¹m biÖt)-a sit-down meal (tiÖc ngåi) ><buffet (n) (tiÖc ®øng) -serve (v) give sb food or drink, for example at a restaurant or during a meal (phôc vô).-Help Ss to pronounce the words on page 36 correctly.-Present or elicit the meaning of these words from the class

Activity 1: Drilling-Put Ss into pairs. (Student A=Linh; Student B=Quy, and vice versa)-Within pairs, Ss practice the dialogue.-Assign some pairs to role-play the dialogue in front of the whole class.-Make corrections in terms of information, pronunciation and grammar.

Activity 2: Situation-based role-playing-Set the situation: Tell Ss that they are to plan their coming birthday party.-Elicit kinds of information to be included in their discussion.-Refer Ss to the information categories in the previous task.-Elicit some language used to ask for such information.*Making suggestions: What about/ How about....? Why don’t we.....? Let’s..........*Assigning duty: Will + verb (bare-infinitive)Take care of, be in charge of, be responsible for....-After Ss have finished their discussion, invite some presentations in front of the class.-Elicit class opinions and give feedback.

Writing and Speaking-Give each student an invitation card (realia).-Ask Ss to imagine they were to

-Give comments.

-Listen to teacher

-Do as required.-Listen to teacher, understand how to pronounce and practice.


-Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.

-Give comments.

-Work in pairs.

-Do as required.


-Give comments.

Work in pairs.

-Do as required.

-Practice carefully then discuss, compare and then

48

(6mins) celebrate their next birthdays.-Get Ss to complete their invitation cards.-Get Ss to stand up and give the card to the invited person in the class.-Ask Ss how many invitation cards they have got.-Declare the most invited the least invited.

present before the class.

-Give comments.


4, Home work : (1min) -Ask Ss to think of some language used to refuse or accept an invitation and write it down onto their notebook.

-Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.26).



UNIT 3: a partyWRITING

A, AIMS:- Students should know how to practice writing skill, how to write an invitation letter, a letter of acceptance or refusal. - Writing for gist and for specific information.

49

B, OBJECTIVES:* By the end of this lesson, Students will able to:-Write a letter of invitation, a letter of acceptance or refusal.

C, TEACHING AIDS:- Text book, handouts, pictures, chalk and board, sheets of paper....


E, PROCEDURES:


Warm-up(5mins)

Pre-writing(5mins)

While-writing(4mins)

(6mins)

*Ask Ss work in groups and answer some questions:

1, How many part does a personal letter normally have?2, What are these part?3, What do we normally write in the Salutation?4, What do we normally write in the Closing?5, Where do we normally sign the letter?

* Give Ss handout and asksk Ss read the content of the letter and ask Ss what kind of letter is:

Dear Mai,I’m going to the Modern Dance this Saturday. Would you like to join me? The performance starts at 8:00 p.m at the Center Theatre.Please let me know if you can join me.With love,Nhung

*Mai has received a letter of invitation. What is she going to do?

Activity 1: What is what? (Task a p.40-41)-Ask Ss to read the three letters in Task a, and say what kind of letter each one is.-Ask Ss to give reasons for their choice.

Activity 2: Re-arranging and Matching

Listen and work in groups:

*Expected answers:1, 5 parts.2, The heading, the Salutation (Greeting), the Body, the Closing, and the Signature.3, “Dear” or “Hello/Hi......4, “Sincerely”, “your”, “Love”.......5, Under the Closing


-Give comments.*Expected answer:A letter of invitation

-To write a letter reply/of acceptance or refusal)


-Work in pairs.-Do as required.


50

(15mins)

Post-writing(6mins)

Format of a letter of Invitation

-Arrange Ss to work in a small groups, give each group a handout and tell them to put the headings into the correct order of a format of a letter of invitation.A, Reason for event (what)B, Closing and endingC, Opening / GreetingD, Request for a replyE, InvitationF, Venue, date & time (where & when the event takes place)-Go over the answers with the class.

Writing a letter

-Put Ss into pairs A, B and C-Tell pair A to write a letter if invitation based on the situation given in Task c p.42. -Tell pairs B to write a letter of reply, accepting the invitation.-Tell pairs C to write a letter of reply, refusing the invitation.-Go around to control and give help if necessary.-When they have finished, collect Ss’ writings for correction later.

Peer correction

-Ask three Ss from different pair A, B and C to write their letter on the board.

-Ask Ss to read the letters and give correction or improve if necessary.

-Give feedback and comments.

Expected answer: 1, C 2, A 3, F 4, E 5, D 6, B

-Work in groups.-Do as required.


-Give comments.


-Practice carefully then discuss, compare and then present before the class.-Give comments.


4, Home work : (1min) -Ask Ss to think of some language used to refuse or accept an invitation and write it down onto their notebook.

-Do exercises in Par. Writing in Advanced English Exercise (Part a, b, c, d, p.29-30).


51

Date of planning: .08.10.2008.

UNIT 3 : a partyPeriod 23 : LANGUAGE FOCUS (1)A, AIMS:- Students should know how to practice compound nouns, verb form (base form, to + base form and V-ing form. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Form and use compound nouns.- Use correct verb form.



E, PROCEDURES:1. Class organization: (2ms)

Class: Teaching date: Attendance:11A7

2, New lesson (43ms)


Warm-up(8mins)

Word-study

-Ask Ss these questions, one by one, to elicit the language used.

1, What do you say when you invite someone to do something?2, What do you say when you accept an invitation?3, What do you say when you refuse an invitation?*Note down Ss’ ideas on the board and then check with the class

Compound nouns:

-Elicit the form from Ss.

-Work individually.

-Do as required.


-Give comments.

52

(10mins)

(6mins)

(7mins)

Futher-practice

(10mins)

*FORM : (N + N = Compound noun)

1, The first noun is normally singular but the meaning is often plural.Eg: A bookshop is a shop where you can buy books.-An apple tree is a tree that has/produces apples.2, The two nouns are often written as separate words, but we sometimes use a hyphen (-), or we write them as a single word.Eg: A tea break at the table a lager teapot

*USE : to mean one thing/ person/ idea* The first noun is like an adjective-it tells us what kind of thing/person/idea... For examples-A tennis ball = a ball used to play tennis-A taxi driver = a person who drives a taxi*Sometimes the first noun tells us which thing etc. is mean.-garage roof = The roof of the garage-sea temperature = the temperature of the sea Activity 1: Writing compound noun (Task a p.42)

-Have Ss do Task a, textbook, p.42.-Call on Ss to speak out the answers-Invite class opinions and give feedback.

Activity 2: Match-up (Task b, p.42)

-Have Ss match up a noun in column A with one in column B to form a compound noun.-Call on Ss to write the answers on the board.-Go over the answers with the whole class

Activity 3: Sentence completion


-Give once more egs.

-Comment.



-Give once more egs.

-Comment.


-Work individually.-Practice carefully then discuss, compare and then present before the class.-Give comments.

-Work individually.-Practice carefully then discuss, compare and then present before the class.-Give comments.

-Listen to teacher.-Work individually.

-Do as required


Expected answers:

53

(Handout)

1, ‘Have you watchedthe_____on TV today?’‘Yes, it says there will be a heavy storm at about ten tonight, doesn’t it?’2, The man was fined for exceeding the speech limit. Moreover, he wasn’t wearing the______ .3, A_____is a list that you make of all the things you need to buy when you go shopping.4, My father is very interested in history. He reads two_____a mouth.5, We run out of milk. Has the____arrived yet? *Call on some Ss to speak out the answers.-Elicit class opinions and give feedback.

1, weather forecast2, seatbelt3, shopping list4, history books5, milkman



-Redo all exercises.-Prepare next period (cont...)


UNIT 3 : a partyPeriod 24 : LANGUAGE FOCUS (2)A, AIMS:- Students should know how to practice compound nouns, verb form (base form, to + base form and V-ing form. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Form and use compound nouns.- Use correct verb form.

54

weather, list , milk , books , seat , shopping forecast , man ,







Warm-up(5mins)

Grammar(5mins)

(6mins)

(10mins)

-Divide the class into 4 groups and ask Ss to write down 10 compound nouns. The winner will be the group completing the task in the shortest period of time. -Give comments.

Activity 1: ( Part a p.43)

-Ask Ss to individually do the task p.a p.43.

-Ask Ss to read out the dialogue and fill each blank with the correct form then call on Ss to give the answers.


Activity 2: ( Part b p.43)

-Ask Ss to work individually p.b p.43.-Ask Ss to use the correct form of the verbs in parentheses.

-Move around to control and give help if necessary.

-Get Ss to compare answers in pairs and then go over the answers.

Activity 3: (Part c p.44)

-Put Ss into pairs and have Ss do Task C p.44

-Listen to teacher and work in group

-Discuss and complete.


-Do as required

Expected answers:1, hang 5, come2, to come 6, to see3 to have 7, to leave4, to invite


Expected answers:

1, to let 4, to call2, know 5, to ride3. to leave 6, to wake

-Listen to teacher and work in pairs.-Do as required.

Expected answers

55

(15mins)

-Call on Ss to speak out the answers

-Elicit class opinions and give feedback.

The written Test 15mins

1, to organize 6, going2, watching 7, to attend3, to take 8, sitting4, attending 9, taking5, going

Do as required


4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of language- P.32-33-34)


56

Date of planning: .11.10.2008. UNIT 4 : volunteer work and literacy programsPeriod 25: READING (1)A, AIMS:

- Students can express their opinions about Volunteer work & Literacy programs.

- Reading for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - scan reading for specific information.

-talk about volunteer work. C, TEACHING AIDS:


- Integrated, mainly communicative.E, PROCEDURES:1. Class organization: (2ms)




Warm-up(5mins)

Pre-reading(15mins)

*Ask Ss some questions:1, What does it mean by ‘Volunteer’?2, Have you ever done volunteer work?3, What kind of volunteer work have you done?4, Why do you want to be a volunteer?


-volunteer (n)=person who offers to do sth without being forced to (t×nh nguyÖn viªn)-volunteer (v) to do sth (t×nh nghuyÖn lam g×)-voluntarily (adv) willing, without being forced-first hand (adj) (only before noun)= obtained or experienced yourself (m¾t thÊy tai nghe..)-remedial (adj) (only before noun)=connected with school students who are slower at learning

*Work in pairs, discuss and answer-One or two pairs present before the class.

-Give comments.




57


Futher-practice(Handout)

(10mins)

than others (dµnh cho häc sinh yÕu kÐm)-conduct (v)=organize and/ or do a particular activity (thùc hiÖn)-hardship (n)= a situation that is difficult and unpleasant because you do not have enough money, food, clothes...(sù khã kh¨n, khèn khã)-benefit (v) from sth :- interpersonal (adj)=connect with relationships between people.-literacy (n)=the ability to read and write (sù biÕt ch÷, kh¶ n¨ng ®äc vµ viÕt)

-Give Ss some oral practice on the pronunciation of these words.

Activity 1: Checking (Task a p.46)

-Get Ss to read the activities listed in the text book (task a p.46).

-Have Ss scan the text and check (v) the activities done by student volunteers at Hiep Phuoc village.-After a time limit of five minutes, call on some Ss to give the answers.-Invite class opinions and give feedback.

Checking vocabulary;

1, Being volunteer has enable me to develop my.........skills and discover my own talents. A, personal B, interpersonal 2, We should spend the money on something that will.........everyone. A, gain B, benefit3, We suffered many......during that winter. A, hardships B, illiteracy4, Schools need.......to help children to read. A, volunteer B, volunteers5, You don’t have to attend the course. Attendance is purely........... .


-Read the text carefully then discuss in pairs.-Work in groups and know how to use them in a new context.


Expected answers: 1, 2, v 3, v 4, v 5, v 6,

-Listen to teacher.

-Look at the handout then do as required.

-Prepare carefully the present before the class.

-Give comments.

Expected answers:

1, B 2, B 3, A 4, B 5, B 6, A 7, B 8, A 9, A

58

A, volunteer B, voluntary6, The local authorities have just launched a campaign to promote adult........ . A, literacy B, illiteracy7, The boy had to go to a.......class because he was very bad at mathematics. A, weak B, remedial8, They’re going to.......a survey on the students’ favorite subjects. A, conduct B, make9, As the students did volunteer work, they had a good opportunity to gain.........experience. A, first-hand B, second-hand

*Call on Ss to speak out the answers

*Elicit class opinions and give feedback.



-Redo all exercises and prepare next previous.

Date of planning: .12.10.2008. UNIT 4 : volunteer work and literacy programsPeriod 26: READING (2)A, AIMS:

- Students can express their opinions about Volunteer work & Literacy programs.


* By the end of this lesson, Students will able to: -scan reading for specific information.

-talk about volunteer work. C, TEACHING AIDS:



59




Warm-up(5mins)


Post reading(20mins)


1, What does it mean by ‘Volunteer’?2, Have you ever done volunteer work?3, What kind of volunteer work have you done?4, Why do you want to be a volunteer?

Activity 2: Listing

-Put Ss into pairs and get them to read the last paragraph and list the benefits gained by the students volunteers. (Task b p.47)

-After 3 minutes, assign some Ss to write the answers onto the board.-Go over the answers with the whole class.

Discussion:

-Put Ss into groups of six, discussing this questions “ Why do people at Hiep Phuoc village suffer from illiteracy?

-Discuss possible causes and suggest appropriate solutions.

-Put some example exchanges:

T: Why are so many children at Hiep Phuoc village illiterate/ unable to read and write.

-Go around offering help where

*Work in pairs, discuss and answer-One or two pairs present before the class.

-Give comments.

*Listen to teacher.-Look at the handout then do as required.

Expected answers:1, Volunteer work helps build their characters.2, Volunteer work helps promote their friendship.3, Volunteer work helps them discover their talents.

*Listen to teacher.-Look at the handout then do as required

1, many children in remote areas can’t read and write because they are not sent to school.2, Many adults in remote villages are still illiterate so they do not take special care of their children’s education.........................

S: Because they are not sent to school . because they can’t afford schooling.

*Listen to teacher.-Look at the handout then do

60

necessary.-Monitor the class unobtrusively.-Call on some secretaries to report their discussion.-Invite class opinions and give feedback as appropriate.

as required.



-Redo all exercises and prepare next previous.


61

UNIT 4: volunteer work and literacy programsPeriod 27 : listeningA. Aims: - Students should understand more about volunteer work and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Know more about volunteer work.

- Listen for specific information.C, TEACHING AIDS:






Warm-up(8mins)




1, What do high school and college students usually do as volunteers in hospital, orphanages, or homes for the aged?2, How do volunteers help disadvantage and handicapped children to over come their difficulties?3, Where do Ss volunteer to work during summer vacations? Teaching vocabulary:-raise (v)=bring or collect money (g©y quü)-discover (v) = find sb/sth that was hidden or that you didn’t expect to find (kh¸m ph¸)-recycle (v)=t¸i sö dông-collaborate (v)= (hîp t¸c)

Activity 1: Task b text book p.48

-Tell Ss that they are going to listen to two interviews on the main tasks

*Work in pairs, discuss and answer

-One or two pairs present before the class.

-Give comments.

-Work individuals.-Listen and read after to T


*Work individuals.

-Prepare carefully then discuss and compare with the partner.

62

(10mins)


Chinh’s volunteer group and Ba’s have done.-Ask Ss to listen and check (v) the appropriate activities.-Call on Ss to give answers.-Invite class opinions and give feedback.-Ask Ss to listen to the recordings again and check the answers.

Activity 2: Task c text book p.48

-Have Ss read through the sentences and decide which information they need to look for.-Have Ss listen to the recordings and complete the sentences.-Get Ss to compare their notes with their neighbor’s.-Assign two Ss to write the answers on the board.-Invite class opinions.-Have Ss listen again and check the answers.

Writing-Put Ss into pairs-With in pairs, Ss write a report on either what Ba and his group or what Chinh and his group have done.-Remind Ss to use connectors to make their writing more cohesive.-Move around the class and intervene only where necessary.-Get pairs to exchange reports-Call on some Ss to read aloud the report they have.-Invite class opinions and give feedback.

-Present before the class.

-Give comments.

*Work individuals.-Prepare carefully then discuss and compare with the partner.


*Expected answers:1, funds, children, food

2, recycling, flowers, riverbanks

3, responsibility, skills

*Work in pairs, do as required.

-Prepare carefully then discuss and compare with the partner.


-Give comments.


4, Home work : (1min) *Ask Ss to search on the Net information about other volunteer organizations/ groups such as Working abroad, MSF,......


63

Date of planning:..15.10.2008. UNIT 4 : volunteer work and literacy programs Period 28: SPEAKINGA, AIMS:- Students should know how to practice speaking skill . - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Express gratitude.-Respond to thanks .







Warm-up(5mins)

Pre-

*Ask Ss question:

-Please, name some situations where people say thanks.

*Eliciting and introducing language:-Expressing gratitude/ thanks+It’s very kind of you to..........+It was extremely good of you

*Listen and answer:

-A present you have received-A social invitation you have received-A favour someone has done for you.

64

speaking(10mins)


(10mins)

(7mins)

to............+I can’t thank you enough for............+Thank you very much for..............+Many thanks to you...............+I’m very much obliged to you for...............+I’m really grateful to you for.............. -Responding to thanks:

+Never mind +Not at all+No problem +You’re welcome. +You’re most welcome+It’s my pleasure to help. (It’s) my pleasure.+Delighted I was able to help.+It was the least I could do.

*Have Ss repeat saying these expressions after T.-Assign individual students to say the expressions.-Make any necessary corrections.

Activity 1: Role play

-Put Ss into pairs-Ask Ss to take turn, role playing the six dialogues from above.-Assign some Ss to act out the dialogues.-Make corrections if needed.

Activity 2: Picture cue Drill

-Put Ss into pairs.-Within pairs, Ss practice expressing gratitude and responding to thanks based on the situations in the pictures. (Task b text book p.50).-Assign some pairs to role play the dialogue in front of the whole class.-Make corrections in terms of pronunciation, information and grammar.

Activity 3: Free-situations

-Put Ss into pairs.


-Give comments.



-Give comments.


-Give comments.


-Give comments.


-Give comments.

65


-Within pairs, Ss practice expressing gratitude and responding to thanks based on the situations of their own imagination.-Monitor for correctness.-Ask pairs to produce expressions of gratitude and responding to thanks.-Elicit class opinions and give feedback.

Listening

-Read out mixed expressions of gratitude and responses to thanks.-Have Ss listen and sound out ‘G’ (gratitude) or ‘R’ (response).


-Give comments.


4, Home work : (1min) -Ask Ss to write a thank-you letter to someone who has done a favour for you.

-Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.36-37).


Date of planning:..18.10.2008. UNIT 4 : volunteer work and literacy programs Period 29: WRITINGA, AIMS:- Students should know how to practice writing skill, how to write a thank-you letter. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write a thank-you letter.-Express gratitude in English.



66





Warm-up(6mins)

Pre-writing(9mins)


*Ask Ss answer some questions:1, What is the phrases that means ‘people without a home’.2. What is the phrases that means ‘quyªn tiÒn, g©y quü’?3, What is the adjective that means ‘far away’?

Format of a thank-you letter(Task a, p.51)

-Ask Ss to read the situation in Task a and the letter from a student thanking the volunteers for what they have done to his school.-Ask Ss to read the parts in the format corresponding to different parts of the letter. Then elicit the general format of a thank-you letter.

*A thank-you letter may look like this:

1, Salutation/ Opening2, Expressing thanks and appreciation for what has been done.3, Saying how useful /helpful the thing or work is.4, Expressing thanks/ gratitude once again5, Writing a social note 6, Closing and Signature

*Writing a thank-you letter.

-Ask Ss to work in groups.-Tell them to read the situation in Task b p,52 and write a letter to thank Mrs Nam for her special help

*Work in pairs, discuss and answer.

Expected answers:1, The homeless / Homeless people2, Raise money / Raise funds3, Remote



-Give comments.


-Give comments.




67

Post-writing(6mins)

when they stayed in her house.-Tell Ss to refer to the general format of a thank-you letter.-Go around to control and give help if necessary.-When they have finished, collect Ss’ writings for corrections later.

Peer correction

-Call on some Ss to write their letters on the board.-Ask the class to read the letters and give corrections or improvement if necessary.


-Give comments.


-Give comments.


4, Home work : (1min) -Ask Ss to think of some language used to write a thank-you letter and write it down onto their notebook.



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Date of planning:..19.10.2008. UNIT 4 : volunteer work and literacy programs Period 30: LANGUAGE FOCUS (1)A, AIMS:

- Students should know how to use Adjectives Derived from Nouns, and use these adjectives in contexts and how to use reported speech with verbs of to-base form and gerunds. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Form Adjectives from Nouns and use these adjectives in context.-Understand and use reported speech with verbs of to-base form

and gerunds.C, TEACHING AIDS:






Warm-up(5mins)

Word study(15mins)

*Ask Ss some questions:1, Why do people do volunteer work?2, Where do students volunteer to work during summer vocations?3, How do volunteers help disadvantaged and handicapped children to overcome their difficulties?

A, Adjectives derived from nouns:

-Put these categories on the board.Nouns -Ful -Ous -Al -Able-Have Ss put the adjectives (from the word search) into the correct column.-Call on Ss to give the corresponding nouns (fill in the nouns column)





Expected answers:Nouns: harm, use, help, care, beauty.......-Ful: harmful, useful,

69

(10mins)

(10mins)

-Go over the answers with the whole class.-Have Ss repeat the nouns and then adjectives (harm-harmful) after teacher.-Call on Ss to say the words.-Make more corrections if needed

*Elicit the form of these adjectives:N + al/ ous/ ful/ able =ADJ. -Change ‘y’ into ‘i’Study-studious; mystery-mysterious-Drop E ending before adding-ous, al, ableFame-famous, culture-cultural.......There are no changes when you add the suffix ‘ful’.

Activity 1: Matching up (Task a p.52)

-Put Ss into groups of four.-Give Ss a set of cup adjectives (all adjectives from the table above)-Give each group a poster.-Set a time limit of 5 minutes.-Have Ss match up the words and suffixes to form adjectives.-Get groups to stick up their posters onto the board.-Go over the answer with the whole class.-The group which get all the adjectives correct will be the winner.

Activity 2: Forming adjectives (Task b p.52)

-Give each Ss a copy of the task below.-Give the adjectives of the words below using suffixes-al, ous, ful, able as appropriate.-Call on some Ss to speak out the adjectives first, then write them on the board.-Go over the answers with the whole class.

careful...................-Ous: dangerous, famous, nervous..........-Al: national, coastal, cultural.................-Able: comfortable, valuable...................

-Work in pairs.

-Do as required.



-Give comments.



-Give comments


70

4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of language- P.42)


Date of planning:..20.10.2008. UNIT 4 : volunteer work and literacy programs Period 31: LANGUAGE FOCUS (2)A, AIMS:

- Students should know how to use Adjectives Derived from Nouns, and use these adjectives in contexts and how to use reported speech with verbs of to-base form and gerunds. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Form Adjectives from Nouns and use these adjectives in context.-Understand and use reported speech with verbs of to-base form

and gerunds.C, TEACHING AIDS:




71



Reported speech(7mins)

(10mins)

(8mins)

(8mins)

Matching up:

- Give each S a copy of the task below.- Put Ss into pairs and ask Ss to do the task.- Call on some Ss to give the answer.- Go over the answer with the class.

Reported verbs with: To-infinitive:- Ask, advise, promise, refuse, beg, request, remind, order, tell, offer............

Activity 1: ( Part a p.53-54)

-Ask Ss to work individually p.a p.53.-Ask Ss to read then practice by rewrite carefully.



Activity 2: ( Part b p.53-54)

-Ask Ss to work individually p.b p.53.-Ask Ss to read then practice by rewrite carefully.



- Listen to teacher.-Work in pairs.- Do as required.- Practice carefully then discuss, compare and then present before the class.- Give comments

-Work in pairs.- Do as required.

+ Expected answers:

1, The teacher told his students to do all the home work before they came to class.2, Trung told Hoang to go and see the game the following day.3, The father told his son not to waste his time playing games all day.4, The interviewer told the interviewee to go a head...........5, The employer told his assistant......


+ Expected answers:

1, Nam asked Mai to do it for him.2, The teacher ordered his students to do it right away.

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(8mins) Reported verbs with: - Gerunds:Admit, deny, insist, apologize (for), criticize (for), congratulate (for)..............

Activity 3: (part c p. 53-54)

- Ask Ss to work individually in Ex in p.55.- Ask Ss to read then practice by rewrite carefully.

- Move around to control and give help if necessary.

- Get Ss to compare answers in pairs and then go over the answers.

3, The flight attendant reminded the man that smoking was not allowed....4, My mother advised me not to lose...5, Peter requested David to do it for him.6, The little boy begged the lady to give him some more soup.


+ Expected answers:

1, Ba suggested exchanging their notes2, The manager insisted on offering me a position in the company.3, The teacher suggested stopping then and fishing it later.4, She suggested not going out alone late at night.5, The team leader suggested sitting down and taking a rest.6, My father suggested eating out that night.7, My sister suggested / proposed going to the beach to collect.......



-Redo all exercises.-Prepare next period.

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Date of planning:..22.10.2008.

Period 32: CONSOLIDATION (1)

A, AIMS: - Language functions presented : Consolidate all the grammar in the last

Unit.- Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Recall all important knowledge that they have learnt in order to

finish all exercises.C, TEACHING AIDS:

- Text book, lesson plan.D, METHOD:

- Consolidating.E, PROCEDURES:1. Class organization: (2ms)


2, New lesson (43ms)stages Teacher’s activities Students’ activities

Warm-up(3mins)

Pronunciation(5mins)

*Repeat all important topics as well as grammatical issue that you learnt in last lesson.

Task a : p.57-Ask Ss to work individually p.b p.53.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.

Task b : p.57

-Listen to teacher and do as required.

-Work individuals.-Do as required.-Expected answers: 1, B 2, D 3, C 4, B 5, A

74

(5mins)

Listening comprehension(5mins)

(5mins)

Vocabulary(5mins)

(5mins)

-Ask Ss to work individually p.b p.53.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.

Task a : p.57


Task b : p.58


Task a : p.58


Task b : p.59


Task c : p.59


Task a : p.60-Ask Ss to work individually p.b p.53.-Ask Ss to read then practice by doing exercises carefully.

-Do as required.-Expected answers: 1, D 2, A 3, B 4, A 5, C

-Work individuals.-Do as required.-Expected answers: 1, # 2, v 3, v 4, # 5, # 6, v

-Work individuals.-Do as required.-Expected answers:1, It offers volunteer work2, No, They don’t3, An hour or two a week.4, To make the lonely old people happy.

Work individual.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.

Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.


Work in pairs.-Do as required.

75

Grammar and structure(5mins)

(5mins)

(5mins)


Task b : p.60-Ask Ss to work individually p.b p.53.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.

Task c : p.58-Ask Ss to work individually p.b p.53.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.





4, Homework: (1min) -Redo all exercises and prepare next previous.




A, AIMS: - Language functions presented : Consolidate all the grammar in the last

Unit.- Ss can practice by doing exercises correctly.B, OBJECTIVES:




- Consolidating.E, PROCEDURES:1. Class organization: (2ms)



76


Reading(10mins)

(8mins)

Writing

(23mins)

Task 1: p.a p.63

-Ask Ss to read the text and complete the table (task a, text book p.63)

-Ask Ss to read the text and complete the table (task a, text book p.63)-Call on some Ss to give the answers.

-Ask Ss to write up the answers on the board.-Go over the answers with the class.

*Activity 2: True-False statements (Task b, p.63)

-Ask Ss to read the text and the statements about the man and say if they are true or false.


-Call on Ss to read the statements and say their choice.

-Ask Ss give comments


Activity 3: Re-arranging and MatchingFormat of a letter of Invitation

-Arrange Ss to work in a small groups, give each group a handout and tell them to put the headings into the correct order of a format of a letter of invitation.A, Reason for event (what)B, Closing and endingC, Opening / GreetingD, Request for a replyE, Invitation


Expected answer:

1, for life 2, get off3, spare 4, offering4, when skies are darkest5, depressed

Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.

Expected answers:

1, T 2, T 3, T4, No Infor 5, T





77

F, Venue, date & time (where & when the event takes place)-Go over the answers with the class.

*Ask Ss prepare a letter of invitation then present before the class.-Give comments and ask Ss write on note book carefully.






Period 34 : The written test 45’

A/ Objectives:

78

- Sts revise unit 3 and 4 by doing the test.B/ Procedures:1. Class organization: (2ms)


2. The test’s content:

I. Choose one word whose underlined part is pronounced differently from the others:

01). A). causativeB). cause C). casual D). causal 02). A). weighed B). teased C). loved D). washed 03). A). deputy B). depress C). depute D). debate 04). A). bags B). doors C). fools D). cats 05). A). statue B). status C). station D). state

II. Choose the best answer by choosing A, B, C or D:

06). If you ______careful with electricity, you might get a shock.A). won't B). aren't C). don't D). wouldn't

07). He was homesick, and ______all his friends and family.A). lacked B). desired C). lost D). missed

08). Let's go out for a walk,______?A). shall we B). don't we C). let not us D). do we

09). If I ______the trick with my own eyes, I would never have believed it possible.

A). hadn't seen B). didn't see C). don't see D). haven't seen 10). It was such a funny sight that we couldn't stop______.

A). laughingB). laugh C). to laugh D). to laughing 11). ______the people who saw the exhibition thought it was marvelous.

A). All B). Every one C). Most D). Each 12). I turned down the job, ______the attractive salary.

A). althoughB). despite C). because of D). because 13). My car isn't______ . It's always letting me down.

A). trusty B). unreliable C). believable D). reliable 14). The earth ______on the sun for its heat and light.

A). depended B). depends C). has depend D). is depending 15). Since we have to be there in a hurry, we ______take a taxi.

A). may B). had better C). have been used to D). are able to 16). I suggest you ______down on your spending.

A). must B). should cut C). to cut D). had better cut 17). I accused him of ______at cards, but he denied it.

A). deceiving B). tricking C). cheatingD). taking in 18). Mary's children are used to ______up after school everyday. They don't have to walk home.

A). be picked B). picking C). pick D). being picked 19). Employees hopes that their salary will ______with the cost of living.

A). rise B). develop C). raise D). grow

79

20). When he ______all the letters, he took them to the post office.A). had written B). wrote C). had been writing D). has written

21). Against her parents' wishes, she wants to be______.A). the journalist B). journalists C). journalist D). a journalist

22). He made the soup by mixing _____meat with some rice.A). a few B). few C). a little D). little

23). What ______weather we are having! It's such a nice day!A). such lovely B). lovely C). a lovely D). so lovely

24). The winner of the competition was ______with a cheque for 500 dollars.A). given B). presented C). awardedD). offered

25). Thank you for the invitation. What time would you like______?A). us to come B). that we come C). we come D). we to come


What does a personal trainer do? I meet each client to discuss what he or she looking for. It could be anything from improving general fitness to losing-or, in a few cases, (26)______weight. I then devise a training programme for them which I think will help them to achieve their (27)______. If they've had anything (28)______with them, say a back injury, I speak to their doctor who will (29)____me what not to do. If someone eats and drinks too much, it's easy to suggest they (30)____, but if that doesn't (31)____, I look at their diet. I prefer to train on a one-to-one basis, though I do sometimes work with (32)____if they are friends and want to train together.

Who needs a personal trainer? I think most people do. A trainer will push you to try (33)______. You achieve 20 per cent more than you could training alone, no (34)______how dedicated you are. I've got a lot of Americans on my books, and I actually prefer them. (35)______most Brits, who still haven't really got the idea, Americans know how to work out.

26). A). adding B). gaining C). finding D). putting 27). A). aimB). wish C). intention D). hope 28). A). badB). wrong C). offD). ill 29). A). persuade B). order C). advise D). suggest 30). A). cut off B). cut out C). cut down D). cut back 31). A). function B). advance C). manage D). work 32). A). couples B). twins C). doubles D). crowds 33). A). better B). harder C). stronger D). more 34). A). way B). matter C). doubt D). point 35). A). Compared B). DifferentC). Unlike D). Contrary

IV. Choose the underlined word or phrase in each sentence that needs correcting:

36). The book that you see laying on the table belongs to the teacher. A B C D

37). I suggest that he goes to the doctor as soon as he returns from taking the exam.

A B C D

80

38). The new technique calls for heat the mixture before applying in to the wood.

A B C D 39). We thought he is planning to go on vocation after the first of the month.

A B C D 40). A five-thousand-dollars reward was offered for the capture of the escaped criminals.

A B C D-The end-Date of planning: .28.10.2008.Period: 39Test correction

A/ Objectives:- Help Ss correct all the mistakes in their test.- Find out good and weak points to fill up on time. B/ Procedures:1. Class organization: (2ms)



01. ; / = ~ 11. ; / = ~ 21. ; / = ~ 31. ; / = ~

02. ; / = ~ 12. ; / = ~ 22. ; / = ~ 32. ; / = ~

03. ; / = ~ 13. ; / = ~ 23. ; / = ~ 33. ; / = ~

04. ; / = ~ 14. ; / = ~ 24. ; / = ~ 34. ; / = ~

05. ; / = ~ 15. ; / = ~ 25. ; / = ~ 35. ; / = ~

06. ; / = ~ 16. ; / = ~ 26. ; / = ~ 36. ; / = ~

07. ; / = ~ 17. ; / = ~ 27. ; / = ~ 37. ; / = ~

08. ; / = ~ 18. ; / = ~ 28. ; / = ~ 38. ; / = ~

09. ; / = ~ 19. ; / = ~ 29. ; / = ~ 39. ; / = ~

10. ; / = ~ 20. ; / = ~ 30. ; / = ~ 40. ; / = ~

* Çch tÝnh ®iÓm : - 40 c©u x 0,25 ®iÓm/1 c©u = 10®iÓm

81

Date of planning: .31.10.2008. UNIT 5 : competitionsPeriod 35: READING (1)A, AIMS:

- Students can express their opinions about the competitions.- Reading for gist and for specific information.


-Scan reading for specific information.-Read between the lines.





2, New lesson (43ms)Stages Teacher’s activities Students’ activities

Warm up(5mins)

Pre-reading(15mins)


1, Do you like taking part in some competitions? Why? Why not?2, Do you hope to win a competition? If so, which competition do you like to win?3, Is winning the most important thing in competition? Why? Why not?

Teaching Vocabulary-controversial (a)=causing public discussion or argument (g©y tranh c·i)-purity (n)=state of being pure-clean (sù tinh khiÕt)

-Listen to teacher.-Work in pairs.-Do as required.


-Listen and read after to T.


82

(8mins)


-pure (a)=make sth pure-celibate (a)=remaining unmarried (®éc th©n)-refrain from sth (v)=kiÒm chÕ, cè nhÞn)-degradation (n)=sù suy ®åi, mÊt danh gi¸)-disqualify (v)=lo¹i, cÊm........-object to sb/sth=ph¶n ®èi-feminist =ngêi ñng hé thuyÕt nam n÷ b×nh quyÒn)

*Give some practise on pronunciation

Checking Vocabulary

-Give Ss handouts and ask them to work in pairs, completing the sentences, using the words just learned.1, The local people find it necessary to test the........of the water in the river.2, As a Buddhist, you should.......from doing evil things such as theft, or killing animals.3, The plan to built a chemical factory in the area is still a.........problem.4, Most contestant........to be asked to wear swimsuits on the stage.5, The athletes who had taken dope were.......from the competition.6, For the old generation in my village, taking part in beauty contests itself is a...... .

*Tell Ss to compare answers in pairs and then go over the answers with the class.

Activity 1: Questions and answers:(Task a p.65-66)

-Ask Ss to read the text and find the answers to the questions.





*Expected answer:

1, purity 2, refrain 3, controversial 4, object (ed) 5, disqualified 6, degradation



Expected answers:1, In Atlantic City, New Jersey, USA, in 1921.2, Contestants may dress in no more than a swimsuit.3, They must not be married, must agree to remain celibate during their...........4, Miss World competition

83

-Tell Ss to work with a partner, asking and answering the questions.

-Call on some pairs to ask and answer and check with the class.

-Go over the answer with the class

(founded in 1951) Miss Universe ( founded in 1952)5, Possible arguments against beauty contests.


4, Home work: (2mins) -Do ex 1-2 (p.48-49) in English Ex Advanced (Part. Reading)

Date of planning: .01.11.2008. UNIT 5 : competitionsPeriod 36: READING (2)A, AIMS:

- Students can express their opinions about the competitions.- Reading for gist and for specific information.


-Scan reading for specific information.-Read between the lines.





2, New lesson (43ms)Stages Teacher’s activities Students’ activities

Warm-up(5mins)


1, Do you like taking part in some competitions? Why? Why not?2, Do you hope to win a competition? If so, which competition do you like to



84



win?3, Is winning the most important thing in competition? Why? Why not?

Activity 2: True-False Statements(Task b p.66)

*Ask Ss to read the text and the statements about beauty contests and say if they are true or false.

-Ask Ss to work with a partner and compare answers.-Call on Ss to read the statements and says their choice.-Go over the answers with the class.

Discussion:

-Put Ss into groups of 4 or 5.-Ask them to discuss and share ideas on the following questions:

A, What do you like or dislike about beauty contests?

B, ‘Industry, appearance, speech and behavior are attributes that should be required of an ideal modern woman.’ Do you agree or disagree? To what extent?

-Explain the meanings of the four qualities.-Go around to monitor and give help if necessary.-Call on some SS to report about their groups’ discussion and share.-Go over the answers with the class.



*Expected answers:

1, T 2, F3, T 4, F5, T 6, F7, T 8, T

-Listen to teacher.-Work in pairs.

-Do as required.




-Redo all exercises-Prepare next period.

85

Date of planning: .03.11.2008. UNIT 5: competitionsPeriod 37 : listeningA. Aims: - Students should understand more about the competitions and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen for specific information.

- Listen and take notes.C, TEACHING AIDS:


- Integrated, mainly communicative.

86



2, New lesson (43ms)stages Teacher’s activities Students’ activities

Warm-up(5mins)

Pre-Listening(4mins)

(5mins)



1, Are there any illiterate people in your neighborhood?2, What do you think we should do to help them read and write?

Teaching Vocabulary:*Elicit meanings or give explanations to present some new words.-ambition (n)=strong desire to achieve sth ( hoµi b·o)-eloquence (n)=skillful use of expressive language to persuade an audience(sù hïng biÖn)-major(n)=principle course of a student at university (ngµnh häc)-Read the words one by one and ask Ss to repeat

Task a p.67-Ask Ss to work in pairs to talk about the job they want to do in the future (their hobby, their ambition or wish)-Give offer help if necessary.-Ask Ss present before the class.-Give comments.

Activity 1: Completing the table (P.b p.67)

-Tell Ss they are going to listen to the introductory part of a quiz show.

-Play the tape and ask Ss to complete the table with the correct information about the contestants.-Let Ss listen the second time if necessary.-Tell Ss to compare answers in pairs.-Go over the answer with the class; then let Ss listen again and check.


-Practice carefully then discuss, compare and then present before the class

*Work individuals.

-Listen and read after to T-Read the text carefully then discuss in pairs





-Work individual.

-Do as required.



87

(10mins)


Activity 2: Taking notes ( Task c p.67)

-Ask Ss to listen again and take notes on the questions or expressions used to ask for personal information.

Questions or Expressions used

AgeJobHobby/ interestsAmbition/ wish

-Ask Ss to compare answers in small groups.-Have Ss listen again and check with the class.

Speaking: Personalization

-Arrange Ss to work in small groups.-Tell them to interview one another in order to get and give information about their age, their hobby or interest, and their ambition or wish.

-Go around to monitor and give help if necessary.-Call on some Ss to report to the class about their partners.-Give feedback and comments on what Ss have.

-Work individual.

-Do as required.

Expected answers:

Questions or Expressions used

Age How old are youJob You’re an

accountant, aren’t you?

Hobby/ interests

What do you do? Like doing in your spare time? How about your hobby?

Ambition/ wish

And your ambition? What would you wish to do? Have you got any.....

-Listen to teacher.

-Work in groups.

-Do as required.



4, Home work : (1min) *Learn by heart all new words, meaning.-Prepare next period.

88

Date of planning:..05.11.2008. UNIT 5: competitionsPeriod 38: SPEAKINGA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Express their opinions in English.-Give opinions about different.







Warm-up(5mins)

Pre-speaking(5mins)



Task a, p.68-69)

Matching pictures with names of competition.

-Ask Ss to match the pictures in the book with the names of game or competition given.

-Tell Ss to compare answers in pairs and give the answers.



-Listen to teacher.

-Work in groups.

-Do as required.


89


(15mins)

Post-writing(5mins)

Activity 1: Task b, p.69

-Talking about the positive and negative aspects of competitions.-Tell Ss to work in small groups, discuss the positive and negative aspects of competitions held in their school or community.-Tell Ss they can use the phrases suggested and ideas of their own.-Go around to monitor and jot down errors for corrective later.

Task c, p.70: Presentation.

-Put Ss into small groups of five or six.-Each student in the groups makes a short presentation about the contest that he/she has taken part in or watched.-Tell Ss they can talk about: *Type of contest *Number of contestants*How it was going on *Final results*Overall impression-The other Ss in the groups can make questions or give comments.-Go around to control and give help if necessary.-Ask the groups if they have special presentation to share with the class.-Give feedback and comments.

Listening: Name the events or programmes.

-Ask Ss to work in two groups A and B-Read definitions or explanations and ask the groups to name the programmes described as quickly as possible.-Keep a running total of point for each group on the board.*There are the explanations and programmes.

-Listen to teacher.

-Work in groups.

-Do as required.


-Listen to teacher.

-Work in groups.

-Do as required.


-Listen to teacher.

-Work in groups.

-Do as required.


Expected answers:

90

1,A, It’s a competition for young girls. B, The girls are assessed based on their physical appearance and general knowledge. C, This is done through fashion shows and answering questions.

2, A, It’s a competition for university students around the country.B, One hundred students answers the question at the same time.C, Those who give incorrect answer the question are left out, and the last student to answer the question wins a big prize.

1, A beauty contest

2, Ring the golden Bell’


4, Home work : (1min) -Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.47-48).


91

92

Date of planning:..09.11.2008. UNIT 5 : competitions Period 41: LANGUAGE FOCUS (1)A, AIMS:

- Students should know how to use the different nouns derived from verbs, how to

93

distinguish between gerund and present participle, and perfect gerund and perfect participle. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-different nouns derived from verb.

-distinguish between gerund and present participle, and perfect gerund and perfect participle.C, TEACHING AIDS:






Warm-up(5mins)

Word-study(15mins)

(10mins)



Noun derived from Verbs:

-Tell Ss there are two kind of nouns derived from verbs, one denoting person who does an activity ( or things which do a particular job), and the other denoting action or activity.

-Elicit from Ss different suffixes used to form nouns from verbs.

Activity 1:

Completing the table (Task a, P.37)-Ask Ss to write the nouns denoting doer and activity from the verbs given in the table.







94

(10mins)

-Tell Ss to compare answers in pairs and then go over the answers with the whole class.

Activity 2:

Sentence Completion (Task b, P.73)-Ask Ss to complete the sentences with words from the table in Task a.-Tell Ss to compare answers in small groups.-Call on Ss to read their completed sentences and check the answers with the class.




4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of language- P.51-52-53-54)


95

Date of planning:..10.11.2008. UNIT 5 : competitions Period 42: LANGUAGE FOCUS (2)A, AIMS:

- Students should know how to use the different nouns derived from verbs, how to distinguish between gerund and present participle, and perfect gerund and perfect participle. - Ss can practice by doing exercises correctly.B, OBJECTIVES:








Grammar(19mins)

Gerund and Present Participle

*Give a presentation of the language point.

-The GERUND and the PRESENT PARTICIPLE have exactly the same

-Listen to teacher.

-Understand the different

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(12mins)

form that is, Verb + ing; working, running, etc.....-The GERUND functions as a noun and, therefore, it can be used in the following ways:1, as subject of a sentence: Eg : Learning English is fund.2, as complement of a verb.Eg : My hobby is collecting stamps.3, after prepositions: Eg : She is interested in reading.4, after certain verbs, such as enjoy, stop, avoid, suggest, admit, etc...Eg : He enjoys eating out.

*The present (or active) participle indicates action, more like a verb or an adjective. It can be used:1, to form the continuous tenses:Eg: We are learning English.2, as adjective:Eg: English is an interesting subject.3, to replace a relative pronoun + verb:Eg: People needing financial help.......4, to replace subject + verb in other main or subordinate clauses:Eg: Having graduated from university, Minh began looking for a job.....................

*Perfect Gerund is the perfect form of the gerund: having + pp; it can be used instead of the present gerund form when we are referring to a past action.Eg: Mai admitted having broken the vase.

*Perfect Participle (having + pp; active) is the perfect form of the present participle. It can be used instead of the present participle to replace a main clause. When one action is immediately followed by another with the same subject, emphasizing that the first action is complete before the second one

between the gerund and the present participle.

-Work in pairs and then give examples.

-Listen to teacher.

-Understand the different between the gerund and the present participle.


-Listen to teacher.




-Listen to teacher.




97

(10mins)

starts.Eg: Having finished his home work, Mai watched TV

Activity 1:

Sentence Completion (Task a, p.75)-Ask Ss to complete each sentence with the correct form of the verb in blankets.-Tell Ss to compare answers with a partner and then go over the answers with the class.

Activity 2:

Matching (Task B, p.76)-Ask Ss to match phrases in column A with their suitable phrases in column B to make meaningful sentences.-Tell Ss to compare answers with a partner and then go over the answers with the class.

-Listen to teacher work in pairs.-Do as required.


-Listen to teacher work in pairs.-Do as required.

Expected answer:1, a 2, b 3, c 4, h 5, g 6, d7, e 8, f


4, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of language- P.51-52-53-54)


Date of planning: .15.10.2008. UNIT 6 : populationPeriod 43: READING (1)A, AIMS:

- Students can express their opinions about the population.- Reading for gist and for specific information.

B, OBJECTIVES:

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* By the end of this lesson, Students will able to: -Scan reading for specific information.

-To complete a summary. C, TEACHING AIDS:






Warm-up(5mins)

Pre-reading(15mins)

Ask Ss to answer the questions:

1, What is the big country situated to the north of Vietnam?2, What is the capital city in Latin America which has the same name as its country?

Teaching Vocabulary:

-Ask Ss to complete the sentences in Task b, p.78 and check the meanings of the phrases given.Elicit the meanings of other words or give explanations yourself.-approximately (adv)=almost exactly (xÊp xØ)-density (n)= quality of being crowded together in great numbers (mËt ®é d©n c....)-dense (a)=dµy ®Æc, ®«ng ®óc-implement (v) = carry out; put into effect (thùc hiÖn)-account for (v)=take up, be the explanation of sth (gi¶i thÝch cho...; chiÕm...)-immigrant (n)=person who has come to live permanently in a foreign country (ngêi nhËp c)-populous (a) =having a large population (®«ng ®óc d©n c..)-record speed (n)=highest speech

-Listen to teacher.-Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.

-Listen to teacher work in pairs.

-Do as required.




-Listen to teacher.-Work in pairs.

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(tèc ®é kû lôc)

Activity 1:

True-False Statements (Task a, p.80)

-Ask Ss to read the text and the statements about the population in China and decide if the statements are true or false.


-Call on Ss to read the sentences aloud and say their choice. Ask Ss to give explanations for false sentences.

-Check with the whole class.

-Do as required.-Practice carefully then discuss, compare and then present before the class.

Expected answers:

1, F 2, T3, F (to 0,58% / by 10,63%)4, T5, T (30.000 x 200 = 6.000.000)6, T



100

Date of planning: .16.10.2008. UNIT 6 : populationPeriod 44: READING (2)A, AIMS:

- Students can express their opinions about the population.- Reading for gist and for specific information.


-Scan reading for specific information.-To complete a summary.








(15mins)

Activity 2:

Which charts or graphs (Task b, p.80-81)

-Tell Ss to read the charts and graphs about the population trend in China and choose the one that illustrates accurate facts in each case.



Activity 3:

Completing the summary:-Put Ss into pairs and give out handouts of a gapped summary of the text about China’s population

-Listen to teacher.-Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.

Expected answers:

1, A 2, A 3, B 4, A

-Listen to teacher.



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trend.* This is the summary for the handout: China, the most (1)____country in the world, accounts for nearly (2) ____of the world population. The population (3) ____is extremely high in Shanghai which reaches over two thousand people per square kilometer. Thanks to the implementation of (4) ____programmes, the population growth rate in China (5) ____considerably from 25,83% to 0,58% in (6) ____years (1970-2005).However, the (7) ____in Shenzhen has a population of 7 million, (8) ____of which are immigrants from all over the country. The city’s (9) ____in population partly contributes to its rapid (10) ____.

Discussion: (Part C, p.79)

-Arrange Ss to work in small groups.-Ask them to do part 2 Task a, p.78, putting the phrases in the correct columns of possible causes and consequences.-Ask Ss to tick (v) the causes and consequences that are true for Vietnam.-Check with the class.-Tell the groups to discuss the topic on what should be included in the population education programme in Vietnamese high schools.-Go around to monitor and give help if necessary.-Call on Ss to report bout their groups’ discussion.-Give feedback and comments.

Expected answers:

1, populous2. 22%3, density4, birth control5, fell/ decreased / declined6, 357, population growth rate8, 90%9, rapid increase10, growth

-Listen to teacher.





4, Home work: (2mins) -Do ex 1-2 (p.58-59) in English Ex Advanced (Part. Reading)-Redo all exercises

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Date of planning: .19.11.2008. UNIT 6: populationPeriod 45: listeningA. Aims: - Students should understand more about the population and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:


- Listen and understand the message.C, TEACHING AIDS:





Warm-

Ask Ss to answer the questions about the countries in Southeast Asia:

-Listen carefully then answer T’s questions:

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up(5mins)



1, Which country borders Vietnam in the southwest?2, Which country has an S-shape?3, Which country’s name contains only four letters?4, It’s a small country where English is an official language?5, Which country has its name beginning with P


-Elicits meanings or give explanations to present some new words.-worship(n, v) =give respect or love for a god(thê, cóng b¸i..)-export (n) =goods sent to another country for sale (xuÊt khÈu, hµng xuÊt khÈu...)-import (n) =goods brought from another country to one’s country (nhËp khÈu, hµng nhËp khÈu..

*Read the words one by one and ask Ss to repeat.

Activity 1:

Completing the table (Task b, p. 82)

-Play the tape and ask Ss to listen and see if their information is correct.-Tell Ss to listen again and complete the table with the correct information about Brunei.-Let Ss listen again if necessary.-Ask Ss to compare answers in pairs and then go over the answers with the class.

B r u

N e i

Area (sq.km)PopulationPopulation of the capital

Expected answer:

1, Cambodia2, Vietnam3, Laos 4, Singapore5, The Philippines

-Listen to teacher.

-Work in pairs.

-Do as required.

-Practice carefully then discuss, make sentences, compare and then present before the class


-Listen to teacher.

-Work in pairs.

-Do as required.

-Practice carefully then discuss, compare and then present before the class.Expected answers:

B r u

N e i

Area (sq.km) More than 5,000

Population About 3000.000 people

Population of the capital

About 2000.000 people

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(10mins)


Main religion

Activity 2:

Questions and answers: (Task C, p.82-83)

-Have Ss listen to the second part of the talk and find the answers to the questions about Brunei.

-Tell Ss to compare answers in pairs.

-Go over the answers with the class and let Ss listen once again to check.

Writing: An introduction of Brunei

-Arrange Ss to work in pairs.-Tell them to write a short introduction of Brunei, using the information in the table in Activity 1 (and the information in Activity 3, if possible).-Tell Ss to begin their passage with:“Brunei is one of the smallest countries in the world........”-Go around to monitor and give help if necessary.-Call on some Ss to read their pair’s writing and ask the class to give comments.-Give feedback and comments on what Ss have.

Main religion muslim

-Listen to teacher.

-Work in pairs.

-Do as required.


-Listen to teacher.

-Work in pairs.

-Do as required.





Date of planning:..21.11.2008. UNIT 6: populationPeriod 46: SPEAKINGA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-State their points of view in English.

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-Argue, share and learn from one another.C, TEACHING AIDS:






Warm-up(5mins)

Pre-speaking(3mins)


Ask Ss to answer the questions:

1, What is the big country situated to the North of Vietnam?

2, What is the capital city in Latin America which has the same as its country?


-give up (v)=abandon; stop doing sth (tõ bá)-vote (n, v)=formally express one’s choice by ballot or show of hands (bÇu cö)-impose sth on sb/sth (v)=place ( a tax,....) officially on sb/ sth (¸p ®Æt..)

Activity 1:

Are you for or Against it? (Task a, p.83)

-Ask Ss to read the proposed solutions to the problems of overpopulation and tick the box of their choice, either for against.-Then ask Ss to work in with a partner and state their point of view toward the measures, giving explanations to support or argue against them.

-Go around and give offer help if

-Listen carefully then answer T’s questions:

Expected answer:

1, China2, Mexico City

-Do as required.-Practice carefully then discuss, make sentences, compare and then present before the class


-Listen to teacher.

-Work in pairs.

-Do as required.


-Give comments.

-Listen to teacher.

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(8mins)


necessary.

Activity 2:

Agree or Disagree? Argue for your choice

-Tel Ss to work in their groups again, discuss whether they agree or disagree with the solutions above and give arguments for their choice.

-Ask the groups to present their view points toward the solutions and the other groups to argue if they have different points of view.

-Give feedback and comment.

Writing:

-Tell Ss to work in pairs, choose a certain problem and solution and write a short paragraph expressing their point of view toward it.-Ask Ss to exchange their writings for correction.-Go around to control and give help if necessary.-Give feedback and comments.

-Work in pairs.

-Do as required.


-Give comments.

-Listen to teacher.

-Work in pairs.

-Do as required.


-Give comments.




107

Date of planning:..22.11.2008. UNIT 6 : populationPeriod 47: WRITINGA, AIMS:- Students should know how to practice writing a description of the information illustrated in graphs. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Describe trends in graphs.-Write a description of the information illustrated in graphs.







Warm-up(5mins)

Pre-writing

*Ask Ss to work into small groups and write down:

1, 3 verbs that have same form as their nouns.2, 3 nouns that have the same form as their verbs but with different stress patterns.3, 3 adverbs of manner, describing speed (of change).4, 3 verbs that mean ‘become bigger in size or number’.5, 3 verbs that mean ‘become smaller in size or number’

Activity 1: (Task a, p.85)

Matching graphs with descriptions

-Work in pairs and do as required.-Compare and present before the class.

Expected answer:

1, export, import, rise, report, raise,.......2, increase, decrease, import, export.....3, fast, rapidly, quickly, steadily........4, rise, increase, go up..............5, decrease, fall, decline, go down, plummet, drop..........-Comments and write on note book.

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(5mins)

(10mins)


Post-writing(6mins)

-First ask Ss to underline the verb and noun phrases describing trends or changes in the descriptions.-Then ask Ss to look at the graphs and read the descriptions, and then match the graphs with their descriptions.-Tell Ss to compare answers in pairs and then go over the answers with the class.

Activity 2: Task B, P.86-87

Completing the descriptions:

-Put Ss into pairs.-Ask them to study the graphs and then complete the descriptions with the phrases in the box.-Go over the answers with the class.

Writing a description of information in graphs ( Task C, P.87)

-From the descriptions in Task B, elicit the general outline of a graph description.

-Expected: General Outline

+A general statement (title, what the graph is about)+Trends at different times or significant points of change)+Overall trend.

-Ask Ss to work in small groups and write a description of the information illustrated in graph A or graph B.-Go around to monitor and give help if necessary.-When they have finished, collect Ss’ writings for correction later.

Peer correction:

-Work in pairs.

-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.

Expected answers:

1, C 2, A 3, D 4, B

-Work in pairs.


-Give comments.

-Work in small groups.

-Do as required.

Practice carefully then discuss, compare and then present before the class.

-Give comments.


109

-Ask Ss to exchange their writings for correction.-Go around to monitor and check.-Give feedback and comments.

-Listen to teacher and do as required

-Give comments.


4, Home work : (1min) -Ask Ss to learn the verbs and adverbs used to describe trends of changes in graphs.

-Do exercises in Par. Writing in Advanced English Exercise (Part a, b, c, d, p.60-61-62).


Date of planning:..24.11.2008. UNIT 6 : population Period 48: LANGUAGE FOCUS (1)A, AIMS:








110


Warm-up(5mins)

Word-study(6mins)

(7mins)

Grammar(16mins)



Fractions:

-Draw a circle on the board and divide it into 4 equal parts.-Ask Ss how many parts they can see in the circle, and then elicit 1/4, 1/2, 3/4.

Completing the sentences: (P.87-88)

-Ask Ss to complete the sentences with the full form of the fractions.-Tell Ss to compare answers in pairs.-Call some Ss to read their answers while some others write them down on the board.-Check with the whole class.

Relative Clauses:

-Elicit and present the types of relative clauses and their features:


Expected answer:


*Work in pairs and do as required.-Compare and present before the class.Expected answers:-1/4=a quarter -1/2=a half-3/4=three-quarters.

*Work in pairs and do as required.-Compare and present before the class.Expected answer:1, Three-fourths/ three quarters2, Three-fifths3, a third/ one-third4, half5, Seven-tenths

111

Restrictive/ defining relative clauses

Non-restrictive/ Non-defining relative clauses

Form & structures

Without commas to separate the clause from the noun.

With commas to separate the clause the clause from the noun.

UsageTo describe/ identify the preceding noun, to make it clear which one we mean

To add more information about the preceding noun.

Other features

Object relative pronouns can be omitted.

Object relative pronouns can’t be omitted.

Relative

Subj.: who, that whichObj.: who(m), that which

Subj.: who, whichObj.: who(m), whichPoss: whose (for both people

(8mins)

Activity 1: Error Correction (Task a P.88)

-Ask Ss to read the sentences, underline the words or phrases that are incorrect and write the correct word or phrase. Tick (V) the sentences that are correct.-Tell Ss to compare answers with a partner and then go over the answers with the class.


-Do as required.Practice carefully then discuss, compare and then present before the class.

-Give comments.





Date of planning:..25.11.2008. UNIT 6 : population Period 49: LANGUAGE FOCUS (2)A, AIMS:

112









Warm-up(5mins)

Grammar(15mins)



Activity 2:

Joining the sentences (Task b, P.89)

-Tell Ss to read the pairs of sentences and combine them using relative words and add commas where necessary.

-Call on some Ss to write their sentences on the board and check with the class.


Expected answer:



-Expected answers:

113

(15mins)

(6mins)

Activity 3:

Answering questions using relative clauses (Task C, P.89)

-Ask Ss to answer the questions using the information provided in relative clauses.



Extra Practice: Sentence Completion :

* Give out handouts and ask Ss to do the exercises. “Complete each sentence with a suitable relative word. Where more than one is acceptable, write all the alternatives.

1, The winner, ____set a new record, is a humble person.2, Jack can’t remember ___he lent his car to.3, The food ___was left was eaten the following day.4, I can never forget the day ___I met you.5, The people ___were waiting out side were becoming impatient.

1, whose 5, when2, who/ that 6, whose3, where 7, which4, whose 8, who(m)/ that


-Expected answers:

1, whose 6, whose2, whose 7, which3, whose 8, whose4, whose 9, when5, which 10, which


-Expected answers:

1, who2, who/ whom3, which/ that4, when/ V5, who/ that

-Comments and write on note book carefully.




114



A/ Objectives:- Sts revise unit 5 and 6 by doing the test.

B/ Procedures:1. Class organization: (2ms)



I. Phonetic:

1. Choose one word whose underlined part is pronounced differently from the others:

01, A, bear B, hear C, pear D, share02, A, comb B, come C, dome D, home03, A, boot B, foot C, shoot D, soot04, A, cheese B, choice C, chord D, chunk05, A, caused B, increased C, practised D, promised

2, Pick out the word whose main stressed syllable is different from the rest:

06, A, interesting B, surprising C, amusing D, successful07, A, understand B, engineer C, benefit D, Vietnamese08, A, applicant B, uniform C, yesterday D, employment09, A, paper B, tonight C, lecture D, story10, A, money B, army C, afraid D, people

II. Vocabulary and Grammar:

115

Choose the best answer by choosing A, B, C or D:

11, We ____that we are unable to attend the reception on 18 September.A, regret B, sympathize C, beg D, apologize12, I feel terrible, I didn’t sleep ____last night.A, an eye B, a wink C, a jot D, an inch13, You’ve had a ____escape, I thought you’d never get away from him.A, near B, narrow C, short D, close14, “With ____do you wish to speak?” the receptionist asked me.A, what B, who C, whom D, which15, My mother never lets me go out at night because she’s very protective ____me.A, of B, with C, for D, about16, Shakespeare was not only a famous playwright ___a poet ___well.A, but/ as B, also/ as C, but/ so D, and/ too17, ___the causes of allergies is a complex yet valuable part of patient diagnosis.A, Determine B, Determined C, Determining D, To determine18, Any time you choose ___about another person, you risk a painful, but rarely fatal, broken heart.A, caring B, to care C, care D, cared19, There is no need ___a broken heart stop your life.A, let B, letting C, to let D, and let20, Pain is a part of living and can be ___with in ways that help us learn.A, deal B, dealing C, dealt D, have dealt21, I’m going to take an exercise class at Jim’s gym. Do you know ___there?A, way to B, how to get C, why to get D, what getting22, Jim’s gym? ___Charles. He’s taking a class there.A, Should ask B, Asking C, Ask D, Could ask23, The American family ___a lot in the past forty years.A, changed B, has changed C, had changed D, changes24, Before 1960, most children ___in their parents’ homes until they ___married.A, stayed/ got B, stayed/ getting C, staying/ got D, staying/ getting25, This pattern ___since then and today many single people ___alone.A, changed/ live B, changes/ are living C, has changed/ live D, changed/ live

III, reading comprehension:

Read the passage and choose the best answer.

According to UN estimates, the population of the world was about 300 million in the year 1 A.D, and it (1) ____more than 1,500 years to reach the 500 million mark. Starting in the 17th century, great advances in (2) ____knowledge, agriculture, industry, (3) ____, and social organization made possible rapid acceleration in population growth. Machines gradually replaced (4) ____and

116

animal labor. People slowly acquired the knowledge to (5) ____disease. By 1900 the world population had (6) ____1.65 billion, and by 1960 it stood at 3.04 billion.Projections issued in 2000 show the (7) ____population increasing from 6.1 billion in 2000 to 7.9 billion in 2025 and 9.3 billion in 2050. “High” and “Low” projections for 2025 are 8.4 billion and 7.5 billion respectively. The (8) ____world birth rate is projected to decline from the 1990 level of 26 per 1,000 to 22 per 1,000 at the end of the (9) ____and to 17.6 per 1,000 in 2025. Average world life expectancy is projected to (10) ____from 65 years in 1990 to 71.3 years in 2025.

1, A took B, spent C, cost D, lost2, A, science B, scientific C, scientist D, scientifically3, A, medical B, medically C, medicinal D, medicine4, A, manly B, woman C, human D, humane5, A, control B, kill C, hide D, escape6, A, came B, arrived C, went up D, reached7, A, country B, world C, Europe D, continent8, A, average B, medium C, middle D, common 9, A, decade B, generation C, century D, millennium10, A, raise B, run C, fly D, rise

IV, use of English

Choose the underlined word or phrase in each sentence that needs correcting.

1, That manufacturer is not only raising the price of his product but also decreasing the productivity as well. A B C D 2, The director encouraged them wok in groups to plan a more effective advertising campaign for the new A B C D product.3, Lason’s professor forced him to rewrite his thesis many time before allowing him to present it to the A B C D committee.4, Mr. Harirs will be divided the biology class into two sections to prevent overcrowding in his classroom. A B C D 5, Hundreds of houses and other buildings were destroying by the raging tropical storm which developed A B C D into hurricane.

117

-The end-

Date of planning: .28.11.2008.Period: 55Test correction

A/ Objectives:

- Help Ss correct all the mistakes in their test.- Find out good and weak points to fill up on time.

B/ Procedures:

1. Class organization: (2ms)



01. ; / = ~ 11. ; / = ~ 21. ; / = ~ 31. ; / = ~

02. ; / = ~ 12. ; / = ~ 22. ; / = ~ 32. ; / = ~

03. ; / = ~ 13. ; / = ~ 23. ; / = ~ 33. ; / = ~

04. ; / = ~ 14. ; / = ~ 24. ; / = ~ 34. ; / = ~

05. ; / = ~ 15. ; / = ~ 25. ; / = ~ 35. ; / = ~

06. ; / = ~ 16. ; / = ~ 26. ; / = ~ 36. ; / = ~

07. ; / = ~ 17. ; / = ~ 27. ; / = ~ 37. ; / = ~

08. ; / = ~ 18. ; / = ~ 28. ; / = ~ 38. ; / = ~

09. ; / = ~ 19. ; / = ~ 29. ; / = ~ 39. ; / = ~

10. ; / = ~ 20. ; / = ~ 30. ; / = ~ 40. ; / = ~


118

Date of planning: .29.11.2008. UNIT 7 : celebrationsPeriod 51: READING (1)A, AIMS:

- Students can express their opinions about celebrations in the world.



-Know more about celebrations in the world. C, TEACHING AIDS:






Warm-up(5mins)

Pre-reading(8mins)

*Ask Ss to look at the pictures and answer the questions:

1, What time of the year is it?2, What are the people in the picture doing?3, What else do you see in the picture?

-Give comments and check.


-observe(v)=celebrate festivals, birthdays, etc (tiÕn hµnh)-observance (n)=the practise of celebrating a festival birthdays, etc (sù tiÕn hµnh)-procession (n)=a line of people or

-Listen carefully then answer T’s questions:Expected answer:1, It’s the time of Spring, the beginning time of the year in Vietnam.2, They’re members of a family:3, There are flowers, fruits, and some special food.


-Do as required.

119


(20mins)

vehicles that move along slowly, especially as part of a ceremony (®¸m ríc, ®oµn diÔu hµnh)-fast (v)=eat little or no food for a period, especially for religious reasons (nhÞn ®ãi)-repentance (n)=the fact of showing that you are sorry for sth wrong that you have done (sù hèi hËn)-offering (n)=sth that is given to a god as part of religious worship (lÔ vËt)-resolution (n)=a firm decision to do or not to do sth (quyÕt t©m)-haunt (v)=If something unpleasant haunts you, it keeps coming to your mind so that you can’t forget it (¸m ¶nh)

Activity 1: Identify the main ideas

-Get Ss to skim the text and match the main ideas below to the paragraphs.

Activity 2: Task a p,49

-Put Ss in pairs.-Get Ss to read through the table to know what they need to look for.

-Have Ss to read the text and complete the table.

-After a certain time limit, call on some Ss to speak out the answers.-Invite class opinions and give feedback.

-Practice carefully then discuss how to make sentence, compare and then present before the class.



-Work individual then compare with a partner and present before the class.Expected answers:1, B 2, D 3, A4, E 5, C


-Expected answers:

-CULTURE: Shiite, Vietnamese-WHAT: Rosh Hashanah-WHEN: January, September or October first 3 days of first lunar month.-ACTIVITIES: making new year’s resolutions. Processions gathering. Visiting family members, neighbors and close friends. Engaging in games and......




120

Date of planning: .30.11.2008. UNIT 7 : celebrationsPeriod 52: READING (2)A, AIMS:

- Students can express their opinions about celebrations in the world.



-Know more about celebrations in the world. C, TEACHING AIDS:





121


Warm-up(5mins)



*Ask Ss to look at the pictures and answer the questions:

1, What time of the year is it?2, What are the people in the picture doing?3, What else do you see in the picture?


Activity 3: (Task b, P.94-95)

*Wh-questions:

-Put Ss into groups of three.

-Get Ss to read the questions from 1 to 8-Remind Ss to look for the information needed to answer the questions.-Ask Ss to read the text and find the answers

-Get Ss to compare answers with their neighbor’s.-Assign some Ss to write short answers onto the board.

-Go over the answer with the class.

*Discussion:

-Put Ss into groups of four, discussing Question 9, text book, p.95.-Put some example exchanges.

T: Have you ever made any New year’s resolutions?S: Yes, I haveT: Good. Tell me one resolution that you made.

-Listen carefully then answer T’s questions:Expected answer:1, It’s the time of Spring, the beginning time of the year in Vietnam.2, They’re members of a family:3, There are flowers, fruits, and some special food.

-Work in groups and do as required.-Compare and present before the class.

-Expected answers:

1, Since 15822, Its original meaning was Janus-The Roman god of doors and or beginnings.3, No, they don’t. They observe their New year in the 1st month of the Islamic calendar.4, September or October5, Children often receive ‘li xi’. It is ‘lucky’ money put inside red envelopes...............


-Do as required.

-Practice carefully then discuss how to make practice, compare and then present before the

122

S: I was determined to write letters to my parents more often because I lived far away from home.T: Were you successful?..... -Within pairs, Ss discuss the question.-Go around offering help where necessary.-Monitor the class unobtrusively.-Call on some Ss to report what their partners said.-Invite class opinions and give feedback as appropriate.

class.






123

UNIT 7: celebrationsPeriod 53 : listeningA. Aims: - Students should understand more about celebrations and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen for general & specific information.

- Know more about some popular songs on celebrations.C, TEACHING AIDS:






Warm-up(7mins)


While-listenin


1, When is Tet holiday in Vietnam?2, How long did Tet preparations and celebrations last in the past?3, What do streets look like before Tet?


*Pre-teach the words below through explanations-fireworks (pl)=display of fireworks (sù b¾n ph¸o hoa)-sleigh (n)=a vehicle that slides over snow, especially one pulled by horses: (xe trît tuyÕt)-bobtail (n)=ngùa hoÆc chã céc ®u«i)-dash (v)=go quickly (®i nhanh)

Activity 1: (Task part. A p.95)

-Listen carefully then answer T’s questions:Expected answer:1, It’s sometimes between January 19 and February 20 (on the Western calendar).2, (They used to last) for months.3, They are decorated with colored lights and red banners.

-Do as required.-Practice carefully then discuss how to make sentence, compare and then present before the class.



124

g(8mins)

(12mins)


-Identifying topics & saying the titles of songs.-Ask Ss to listen to the pieces of music one by one and tell what kind of celebration it is.-Call on Ss to give the answers and elicit explanations for their choices.-Invite class opinions and give feedback.-Ask Ss to listen to the songs again and check the answers.

Activity 2: Gap-filling (Task b, P.96)

-Put Ss into pairs-Have Ss to read through the gapped lyrics and guess which word from the box can fill each gap.-Elicit some guesses from Ss.-Have Ss listen to the songs and fill in the gaps.-Assign two Ss to write the answers on the board.-Invite class opinions.-Have Ss listen again and check the answers.

Discussion: (Task c, P97)

-Ask Ss to work in pairs then complete the title of the two songs they have just listened to.-Ask Ss present before the class.-Give comments and check.


-Expected answers:

1, New year=>Happy new year2, Christmas=> Jingle Bells3, Birthday=>Happy birthday to you


-Expected answers:

Paragraph 1 1, fireworks 2, party 3, time 4, May 5, friend 6, hopes

Paragraph 27, snow 8, laughing 9, Bells 10, ride


-Expected answers:

1, Happy new year by ABBA2, Jingle Bells by J. Pierpont



125

Date of planning:..04.12.2008. UNIT 7: celebrationsPeriod 54: SPEAKINGA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Talk about celebrations.-To conduct short conversations.







Warm-up(6mins)


1, When is Tet holiday in Vietnam?2, How long did Tet preparations and celebrations last in the past?

-Listen carefully then answer T’s questions:Expected answer:1, It’s sometimes between January 19 and February 20 (on the Western calendar).

126

Pre-speaking(8mins)

(5mins)

While-speaking

(15mins)

3, What do streets look like before Tet?4, What do people often do to prepare for Tet?5, What is banh chung made from?6, What is mut?7, What are some popular activities at Tet?

Teaching some expressions:

-is coming round the corner/ coming (very) near/ approaching-Could you tell me/ us more about.....?-We always/ usually/ normally/ often + V-present simple.-spend time + V-ing Eg: (We spend weeks planning parties)-be busy + V-ingEg: We are busy decorating Christmas crÌches.

-Have Ss repeat saying these expressions after T.-Assign individual students to say the expressions.

*Answering questions: (Task a, P.97-98)

-Have Ss read the conversation and answer these questions.1, What nationality is Tom?2, When do people in Tom’s country begin their preparations for Christmas?3, What do they do as preparations for Christmas?-Call on Ss to speak out the answers.-Invite class opinions and give feedback.

*Activity 2: (Task b, P.98-99)

-Put Ss into pairs.-Within pairs, Ss play the role of Tam and Tom, telling each other

2, (They used to last) for months.3, They are decorated with colored lights and red banners.4, They buy gifts, clean and decorate their house and cook traditional foods.5, It’s made from sticky rice, green beans and fatty fork...............

-Do as required.



-Do as required.


Expected answer:1, American2, As soon as December begins.3, They spend weeks decorating the home, planning parties, and shopping for gifts.....

-Do as required.



127


about Tet-the Vietnamese New year based on the hints provided.-Assign some pairs to perform their conversation in front of the whole class.-Make corrections in terms of pronunciation, intonation and grammar if necessary. Integrated skills:

-Put Ss into groups of four. Each Ss is given a card with a text on some celebration.-Have Ss silently read their given text and name what celebration it is.

-Get Ss to takes turn to read the text to the whole group and have the other members to name the celebration.

-Do as required.-Practice carefully then discuss, compare and then present before the class

Expected answers:1, Halloween Day (31st October)2, Valentine’s Day (14th February)3, Christmas (25th December)4, April Fool’s Day 1st April



-Write about one social event of their own choice.-Prepare next period.

Date of planning:..05.12.2008. UNIT 7 : celebrationsPeriod 56: WRITINGA, AIMS:- Students should know how to practice writing a proposal for a celebration event. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write notes for a proposal.

128

-Write a proposal for a celebration event.C, TEACHING AIDS:






Warm-up(5mins)

Pre-writing(5mins)


Games: Word grid:

-Give each Ss a copy of the task below.-Put Ss into groups.-Set a time limit of 4 minutes.-With the clues given, Ss work out the word in shaded squares by completing the word grid.-Award one point for each correct word from 1-8, and five extra points for the correct word in shaded squares.-Go over the answers with the whole class.

*Presenting an outline.

-Elicit what to include in a proposal-Have Ss study the notes for a proposal. (Text book p.100)-Go through the notes with the whole class and give explanations for each category.

Activity 1:

Table complement : (Task a. p,102)

-Put Ss into groups.-Within groups, Ss do the task a P.102.-Go around giving help where necessary.-Call on two groups representatives


-Expected answers:

1, popular 2, record 3, resolution4, whisper 5, joke 6, show7, holiday 8, sleigh

*The word in shaded squares: PROPOSAL

-Listen to teacher and understand.-Expected answers:

-Objective -Time & avenue -Participants -Preparations & student in charge-Activities -Expenses-Prepared by -Approved by

-Work in groups.

-Do as required.

-Practice carefully then discuss to write their notes, compare and then present before the

129

(18mins)

Post-writing(4mins)

to write up their notes on the board.-Elicit class opinions and give feedback.

Activity 2: Write it up.

-Ask Ss to write up a proposal based on the notes. They have written down.-Move around the class, offering help where necessary.-Select one proposal and read aloud in front of the whole class.-Elicit class opinions in terms of content, organization, cohesion and grammar.-Note down mistakes as Ss locate them on the board and suggest corrections.

Peer correction:

-Get Ss to exchange the proposals they wrote in Activity 2, and have Ss try to correcting it.

-Ask Ss to hand in the corrected paper.

class.

-Give comments.

-Work in groups.

-Do as required.

-Practice carefully then discuss to make the proposal, compare and then present before the class.

-Give comments.

-Do as required.-Practice carefully, compare and then present before the class.

-Give comments.


4, Home work : (1min) -Do exercises in Par. Writing in Advanced English Exercise (Part a, b, c, d, p.80-81-82).


130

Date of planning:..08.12.2007. UNIT 7 : celebrations Period 57: LANGUAGE FOCUS (1)A, AIMS:

- Students should know how to write a proposal and use genitive’s . - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-form and use genitive’s .

-understand and use conditional sentences.C, TEACHING AIDS:






Warm-up(5mins)

Word study:


1, how you prepared for Tet?2, how you decorated your house?3, who you visited?4, what special foods you ate?5, What activities you enjoyed doing most during Tet?

A, Genitives:

-Have Ss look at the labels on the board again.

-Listen to teacher.-Do as required.-Practice carefully, compare and then present before the class.

-Give comments.

-Listen to teacher.

131

(10mins)

(15mins)

(10mins)

-Elicit the form of genitive’s.-Draw Ss’ attention to the following spelling notes.*FORM: -Singular noun + ‘s-Plural noun + ’-Irregular plural’s -Time Expression + ’s /’- >One noun + ’sUSE: -We normally genitive’s for people or animals; for things, we normally use ‘of’

Activity 1: Transformations:

-Give each Ss a copy of the exercise below.-Complete the second sentence so that it means the same as the first, using no more than three words.1, These shoes belong to my friend.These..........................................shoes.2, What are your teachers called? What...........................................names?3, These are clothes for children.These..........................................clothes.4, The meeting tomorrow has been canceled.Tomorrow..............................canceled.5, Exports from Britain to the United States have fallen recently.Britain...............................The United States have fallen recently.6, This is a magazine for women.This..................................magazine.7, It is a school for girls.It is.......................................school.

Activity 2: Matching-up (Text book P.102)

-Have Ss match up the words in column A and column B and use genitives to make appropriate

-Do as required.

-Practice carefully, give example, compare and then present before the class.

-Give comments.


-Listen to teacher.

-Do as required.


-Give comments.

*Expected answers:

1, are my friend’s2, are your teachers’3, are children’s4, ’s meeting has been5, ’s exports to6, is a women’s7, a girl’s


-Listen to teacher.-Do as required.

-Practice carefully, compare and then present before the class.-Give comments.

132

phrases.-Call on Ss to write the phrases on the board-Go over the answers with the whole class.




Date of planning:..10.12.2008. UNIT 7 : celebrations Period 58: LANGUAGE FOCUS (2)A, AIMS:

- Students should know how to write a proposal and use genitive’s . - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-form and use genitive’s .

-understand and use conditional sentences.C, TEACHING AIDS:



133





Conditional Sentences(5mins)

Type 1(5mins)

Type 2(5mins)

Type 3(5mins)

(20mins)

1, Revision of conditional sentences (type 1,2, and 3)A, presentation:

*If clause (The Present simple)*Main clause (The present simple WILL, CAN, MAY,.... + Verb*Meaning: These sentences refer to habitual activities, activities that are true in general or future activities.*Use:

*If clause (The past simple)*Main clause ( Would, Could,.... + Verb*Meaning: These sentences refer to thing that are not real or not probable now.

*If clause (Past Perfect)*Main clause: (Would/ Could,....... + Have + past participle.*Meaning: These sentences refer to unreal past events-things that didn’t happen.

*Activity 1: Supplying verb form

(Text book ,P 103-104)

-Ask Ss to give the correct form of the verbs in brackets (sentence 1-5)

-Call on Ss to speak out the answers and then write them up on the board.


-Practice carefully, give example, compare and then present before the class.-Give comments.




-Give comments.




Expected answers:1, will come and visit2, would not have been, would not have gotten3, is 4, falls5, would Saint Giong have grown, gotten

134

-Go over the answer with the class. 6, will still love7, will cat 8, would not have had9, will never get10, will have11, work12, catches




Date of planning: .13.12.2008. UNIT 8 : postal and telecommunications servicesPeriod 59: READING (1)A, AIMS:

135

- Students can express their opinions about the Internet & its services.


* By the end of this lesson, Students will able to: -Read for general and specific information.

-Talk about the Internet & its services. C, TEACHING AIDS:






Warm-up(5mins)

Pre-reading(8mins)


1, Have you ever used the Internet?2, What do you use it for?3, Can you log on the Internet at home?4, What kind of access is it?

Teaching vocabulary:

-search (n)=an act of looking for information in a computer net work (sù t×m tßi)-search (v)=look carefully for sth/ sb (t×m tßi, t×m kiÕm)-access (n) (to sth)=the opportunity or right to use sth (c¬ héi hoÆc quyÒn sö dông çi g×)-Get access for sth-hook up to sth= connect sth to a piece of electronic equipment or to a power supply (kÕt nèi víi çi g×)-on-line (adj)=controlled by or connected to a computer or to the Internet (trùc tuyÕn)-Tele=over a long distance, far (trªn mét kho¶ng çch xa, xa..)

-Give some practise on the



-Do as required.




-Listen to teacher.

136


pronunciation of these words.

Activity 1:

Matching headings with paragraphs (Task a, P.107)

-Get Ss to read through the subheadings in the textbook (P,107).-Have Ss skim the text and match the subheadings to the paragraphs.-After 4 minutes, call on some Ss to speak out the answers.-Invite class opinions and give feedback.

-Do as required.


Expected answers:

1, B. The growth of the Internet2, E. Connecting to the Net3, A. Different Uses of the Internet4, F. Sending and Receiving E-Mail5, D. Keeping Blogs or On-Line Diaries



-Learn by heart all new words, phrases and meaning-Prepare next period.

137

Date of planning: 15.12.2008. UNIT 8 : postal and telecommunications servicesPeriod 60: READING (2)A, AIMS:

- Students can express their opinions about the Internet & its services.


* By the end of this lesson, Students will able to: -Read for general and specific information.

-Talk about the Internet & its services. C, TEACHING AIDS:






Warm-up(5mins)

While-reading(15min



Activity 2: (Task b, P.108)

True (T), False (F) or not mentioned (NI)





138

s)

(15mins)


-Get Ss to read through the statements from 1-6 to decide which information to look for.-Ask Ss to scan the text and find answers.-Get Ss to compare answers with their peers.-Assign some Ss to speak out the answers and give explanations for their choices. Then get Ss to write the answers onto the board.-Go over the answers with the whole class.

Activity 3 : Summary completion.

-Ask Ss to read the text again and complete the summary below using the words provided.

Read the text again and complete the summary below using the words provided.

The internetThe internet has become an essential part in our modern society. No one knows for sure the exact (1) ___of Internet users today. But one thing every body doesn’t know is that more and more people are (2) ___the Internet for different purposes. Businesses use the Internet for advertising and electronic (3) ___. Also, (4) ____news and abundant forms of entertainment are made available for access via the Internet. In addition, organizations use the Internet for teleconferencing, (5) ___, tele-educating, and of course for research and communication. (6) ___is gaining in popularity as a means of communication. Event (7) ___have appeared recently as

*Expected answers:

1, F (More than one billion internet users at the end of 2006.) 2, T 3, T 4, T 5, NI 6, NI





*Expected answers:

1, number2, using3, commerce 4, on-line5, telecommuting 6, Emailing7, blogs8, how


-Practice carefully, compare and

139

telecommuting how number on-line commerce Emailing using

websites for commentary and news or simply as personal on-line diaries. The internet has really transformed (8) ___we live and work.

Discussion:

-Put Ss into groups of four, discussing the advantages and disadvantages of the Internet.-Get Ss to initiate the discussion by rising this question What do you think of the Internet. What are some advantages and disadvantages of the Internet.-Within groups, Ss do the discussing.-Go around offering help if necessary-Call on some Ss to speak out the advantages and disadvantages of the Internet.-Invite class opinions and give feedback as appropriate.

then present before the class.

-Give comments.



-Redo all exercises and translate into Vietnamese.-Prepare next period.

Date of planning: .16.12.2008. UNIT 8: postal and telecommunications servicesPeriod 61 : listeningA. Aims: - Students should know how to give addresses and make telephone conversations and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:

140

- Listen for general & specific information.- Know how to give addresses and make telephone conversations.

C, TEACHING AIDS:- Text book, CD player, cards, sheets of paper, chalk and board






Warm-up(8mins)


Game: Lucky numbers.

-Stick ten animal magnets which are marked from 1 to 8 at the back corresponding to ten questions below. (Handout).-Divide the class into two groups A & B.-Each group takes turns to choose animal and answer the corresponding question. (The teacher read out the question). One correct answer gains the group one point. If the number is a lucky number, the group gains two bonus points only to choose again! -Play continues until all the members are chosen.-Keep a running total of points for each group on the board.-The group with more points wins.


-keep in touch (with sb)=communicate with sb, especially by writing to them or telephoning (-spell (v)= say or write the letters of a word in the correct order (-area (n)=the numbers for a particular area or city that you use when you are making a telephone call from outside the local area. (-message (n)=(from sb) (to sb)= a


-Practice carefully, discuss and then present before the class.

-Give comments.

*Suggested answers:

1, address 2, surname3, spell 4, Hang on5, message 6, called7, Speaking. Who’s that8, call sb back



-Give comments.


-Listen to teacher.

141


(10mins)


written spoken piece of information, etc. that you send to sb or leave for sb when you cannot speak to them yourself. (-give sb a call= call/phone/ring sb ( Activity 1: Identifying errors.

-Ask Ss to read the mail label in the text book (p.108) and identify as name, address, and telephone number.-Tell Ss that this mail label has five mistakes in it and get Ss to listen to the first recording and locate the mistakes and correct them.-Call on some Ss to give the answers.-Invite class opinions and give feedback.-Ask Ss to listen to the recording again and check the answers.

Activity 2: Note-taking:

-Have Ss read through the gapped form (Task C, text book, P.109) to have an idea of what kind of information to look for.-Have Ss listen to the school recording (telephone conversation) and fill the gaps with the missing information.-Assign Ss to write the answers on the board.-Invite class opinions.-Have Ss listen again and check answers.

Making phone calls:

-Put Ss into pairs, back to back.-Get Ss to make phone calls and leave messages, based on the situations below.*You phone your friend:-to borrow the mathematics textbook.-remind him or her of the deadline for an assignment.

-Do as required.

*Expected answers:1, CLIF => CLIFF2, 90 => 193, ROAD => STREET4, SOLORA => SONORA5, 209-5325371 => 209-5323571

-Give comments.-Write on note book carefully.


*Expected answers:

1, Mr. Norris2, Mary Brown3, 703-64177384, 10-day5, 15



-Give comments.

142

-to invite him or her for a walk tonight.



Date of planning:..20.12.2008. UNIT 8: postal and telecommunications servicesPeriod 62: SPEAKINGA, AIMS:- Students should know how to practice to make international direct dialing calls. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- make international direct dialing calls.- give instructions on how to do sth.







Warm-up(5mins)



Teaching useful languageDescribing sequencing.


-Give comments.

143

Pre-speaking(5mins)


(15mins)


-First, Second, Next, Then, After that, .....Finally.*Making a phone call.-landline telephone: -cell phone:-Press (v)=push or squeeze part of device in order to make it work. (-key (v) (in)=enter (Key the country code of the USA.

-Have Ss repeat saying these words or phrases after teacher.-Assign individual students to say the expressions.-Make corrections where needed. Activity 1:

-Put Ss into pairs.-Ask Ss to take turns, role-playing the conversation.-Assign some Ss to act out the conversation.-Make corrections where needed.

Activity 2: Prompt-based role play(Task b P. 101-102)

-Put Ss in to pairs.-Ask each to quickly draw 5 blank flow charts like this:-Within pairs, Ss take turns asking and giving instructions on how to make international direct dialing calls to the numbers provided.-As Ss do the role-playing, they take turns filling the blank flow chart.-Assign some pairs to perform their conversation in front of the class.-Make corrections if necessary.

Guided Writing-Give each student a copy of the exercise.-Ask Ss to do to exercise.-Call on some Ss to write their explanation up on the board.-Elicit class opinions and give feedback.-Look at the picture and the



-Give comments.


-Listen to teacher.-Do as required.-Practice carefully, give example, compare and then present before the class.

-Give comments.




-Give comments.


-Do as required.-Practice carefully, give example, compare and then present before the class.


*Expected answers:

144

flow chart below on how to use a cassette player and fill the each gap with on of the verbs provided. Then use transistors to write an explanation of the process. Insert Plug turning Open push pushing

1,..Plug.. the machine into an electrical outlet2,....the small door on the front by......the button on the bottom left.3, ....the tape and close the door.4, .....the button in the middle to start the tape.5, You can change the volume by......the knob on the right.

-First, plug the machine into an electrical outlet. Next open the small door on the front by pushing the button on the bottom left. Then insert the tape and close the door. After doing that, press the button in the middle to start the tape. You can change the volume by turning the knob on the right.


4, Home work : (1min) -Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.88-89).-Have Ss choose a home device and write an explanation on how to use it. -Prepare next period.


UNIT 8: postal and telecommunications servicesPeriod 63: WRITING

A, AIMS:- Students should know how to practice writing a letter of complaint. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write complaints with justification.-Write a letter of complaint.


D, METHOD:

145





Warm-up(5mins)

Pre-writing(5mins)

(2mins)


-Draw 2 faces (one happy, one’s angry) and ask Ss:1, How do they feel?2, Are they happy/ angry/ surprises? T asks “What kind of letter do you write if you feel angry about something?

Match up: (Task a, P.111-112)

-Put Ss into pairs.-Get Ss to read the model letter in the text book (P.112).

-Ask Ss to match the paragraphs to the main ideas below.

a, Complaint with justification (complaint with reasons)b, Demand for action (request/ suggestion)c, Purpose of letter (subject of the complaint)

Presenting an outline.

A letter of complaint usually consists of three main parts:

Activity 1: Completion. (Handout)

-Put Ss into pairs.-Within pairs, Ss put in the appropriate linking words and write the beginning and the end for each of these letters.-Go around giving help where


-Give comments.

-Work in pairs and do as required.-Practice carefully, compare and then present before the class.

-Give comments.

*Expected answers:

-Para1: c-Para2: a-Para3: a-Para4: b

*Expected answers:1, Purpose of letter (subject of the complaint) 2, Complaint with justification (complaint with reasons) 3, Demand for action (request/ suggestion)


-Practice carefully, compare and then present before the class.

146

(10mins)

(7mins)

necessary.-Call on Ss to write the beginning and the end on the board.-Elicit class opinions and give feedback.

Activity 2: Write a letter of complaint.(Task b, P.113)

-Ask Ss to write a letter of complaint based on the situation in the book.

-Move round offering help where necessary.

-Select one letter and make corrections in front of the whole class.

Peer correction:

-Get Ss to exchange the proposals they wrote in Activity 2, and have Ss try to correcting it.

-Ask Ss to hand in the corrected paper.

-Give comments.

-Do as required.

-Practice carefully, compare and then present before the class.*Expected answer:Dear Sir or madam,I’m writing to complaint about the poor service provided by your shop. The quality of your service is not as good as advertised. The flowers sent to my mother as her birthday present came to her two days after her birthday. What made the matter worse was that the flowers became withered.I expect a full refund from your shop and I believe I’m entitled to compensation.I look forward to hearing from you soonYour faithfullyHoang Lam




4, Home work : (1min) -Do exercises in Par. Writing in Advanced English Exercise (Part a, b, c, d, p.80-81-82).


147

Date of planning:.01..01.2009. UNIT 8 : postal and telecommunications servicesPeriod 64: LANGUAGE FOCUS (1)A, AIMS:

- Students should know more words used in computing and telephoning. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-know more words used in computing and telephoning.

-practice by doing all exercises perfectly.C, TEACHING AIDS:






Warm-up(5mins)

Word study(7mins)

(10mins)

*Ask Ss some questions.

1, What can a computer do to help us in our daily life?2, Why is a computer a miraculous device?

A, Words used in computing.

-Have Ss look at the matches on the board again.-Get Ss to repeat the words after teacher.-Assign some Ss to read aloud the words.-Make corrective if necessary.

Gap-filling. (Task b, P.115)

-Have Ss to do the Task b, text


-Give comments.


-Give comments.

-Do as required.*Expected answers.1, check / send 2, contact3, have 4, E-mail / Contact5, send 6, reply

148

(10mins)

(8mins)

book, P.115.-Call on some Ss to write the answers on the board.-Invite class opinions and give feedback.

B, Expressions used in telephoning.

*Making the call:+Saying who you are.-Hello, it’s Lan. / Hello, this is Lan. ...+Asking for the person.-Is Lan there? / Is that you, Lan..?+Leaving a message.-I’ll call back later. / Could I leave a message, please? *Answering the phone.+Replying to the question.-Yes, it’s me. / Speaking. Who’s that?-Hold on, I’ll get her./ Hold on/-Sorry, she’s not here right now/ at the moment. Could you call back?+Offering to take a message.-Can I take a message? / I’ll ask her to call you back./ Shall I get her to call you back.+Answering a wrong number.-I think you have the wrong number

Matching up. (Task c, P.115)

-Put Ss into pairs.-Have Ss match up each sentence in column A with its response in column B.-Call on some Ss to write the answers on the board.-Invite class opinions and give feedback.

7, forward / send 8, receive9, chat 10, play



-Give comments.



-Give comments.


*Expected answers:

1, b 2, d 3, e4, a 5, f 6, c



149


Date of planning:.02.01.2009. UNIT 8 : postal and telecommunications servicesPeriod 65: LANGUAGE FOCUS (2)A, AIMS:

- Students should know how to put conditional sentences in reported speech. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-put conditional sentences in reported speech.

-practice by doing all exercises perfectly.C, TEACHING AIDS:






*Ask Ss some questions. -Do as required.

150

Warm-up(5mins)

Pronouns(10mins)

1, What can a computer do to help us in our daily life?2, Why is a computer a miraculous device?

*Help Ss understand how to use some pronouns.

1, *Someone, anyone, everyone, no one = indefinite pronouns. They refer to people without saying exactly who.(=somebody, anybody, everybody, nobody)*These pronouns are followed by a singular verb, but we refer back to them in a sentence with they/ them/ their.-Someone has been waiting for you. They have been waiting for some time.

2, *Someone/ anyone. +Someone is common in positive sentences and anyone in questions and negatives.

+Someone has the idea of a definite idea, and anyone has the meaning of ‘no limit’.

3, *Everyone/ no one.+Everyone/ everybody = all the people in a group.Eg. -Everyone likes Sue.+No one/ nobody = no people

Eg. -No one knows the answer.* Don’t use double negatives:Eg. -No one knows. (NOT No one doesn’t know)

4, *One(s)+Is used to avoid repeating a countable noun.Eg. -Could you lend me a pen? -‘Sorry, I haven’t got one’.-I’d like some shoes like the ones in the window.+If there’s no adjective, we do not use a with one.Eg. -‘What sort of cake would you like?’ -‘A big one with cream./ One


-Give comments.

-Listen to teacher, understand how to use some pronouns, discuss, give example then present before the class.


Eg. -There is someone at the door. -Does anyone know the answer? -There isn’t anyone at home.

Eg.-Is someone coming to collect you? (There must be a particular person).-Is anyone coming to collect you? (anyone at all).




-Give comments and write on

151

(7mins)

Indirect speech with conditional sentences(8mins)

(11mins)

with cream.+Use some/ any without ones, mine instead of my one, etc..Eg.-‘Could you lend me some stamps’ ‘I haven’t got any./ any ones. -‘Which car shall I take?’ ‘Mine./ My one.’ Gap-filling: (P.116)

-Ask Ss to do the gap-fill exercise in the textbook.-Call on some Ss to speak out the answers.-Invite class opinions and give feedback.

Review of changes made in reported speech.

-Remind Ss of common changes made in reported speech.+Change of tense.+Change of references to people, places and time.Note: If the report is about something which is always true, it is not necessary to change tenses. If the report is about something that has immediate relevance, we usually do not change the tenses. Activity 2: Sentence completion (Task P.117)

-Have Ss do the exercise in the text book.-Call on Ss to speak out the answers and then write them up on the board.-Go over the answers with the whole class.

note book carefully.

-Do as re required.Expected answers:1, everyone 2, someone 3, one4, anyone 5, everyone 6, anyone 7, everyone-ones 8, someone-no one9, anyone 10, no one








Date of planning: ..10.01.2009.

152

UNIT 9 : Nature in DangerPeriod 73: READING (1)A, AIMS:

- Students can express their opinions about Nature in danger.- Reading for gist and for specific information.


- Skim for general ideas.- Scan for specific information.-More aware of need to protect nature.





2. Previous lesson check: (During the lesson)3. New lesson: (40ms)


Warm-up(5mins)

Pre-reading(5mins)

(10min


1, What is the highest mountain in the world?2, What is the name of the famous mountain in Japan?3, Name at least three famous national parks around the world?

*What is the common topic of these things?*What is happening to the nature?

*Matching pictures with tourist attractions:

-Ask Ss to open their books to page 126 and look at the pictures then ask Ss to match them with their name.-Tell Ss these famous places are being destroyed because of tourism.

-Listen carefully then answer T’s questions:Expected answer:1, Mount Everest2, Mount Fuji3, Yellowstone, Everglades, Cat Ba, Bach Ma, Nairobi....

*Nature*It’s in danger/ Human beings are destroying it.......

-Do as required.

-Practice carefully, discuss and then present before the class.

-Give comments.

-Do as required.

153

s)

(9mins)


-Elicit how tourism do harm to them.

*Teaching Vocabulary:

-Elicit meanings from Ss or give explanations or synonyms yourself.-explode (v)=increase quickly (bïng næ, bïng ph¸t..)-explosion (n)-attempt (n, v) =try, make effort (cè g¾ng, nç lùc..)-junkyard (n)=b·i phÕ liÖu-summit (n)=peak, top (of a mountain)=®Ønh-hallucinate (n, v)=see or hear sth when no such thing is present (bÞ ¶o gi¸c)-survival (v, n)=state of continuing to live or exist (sù sèng sãt, tån t¹i..)-deposit (n, v)= sum of money that sb pays in advance in case he damages or loses sth he is renting ( tiÒn cäc..)

Checking Vocabulary: Gap-filling

*Give Ss handout and ask them to complete the sentences using the words just learnt.

1, Living in the wild, animals have to struggle for ____.2, Dave said he would ____to break the world record this time.3, A few minutes after taking the drug, he began to ____.4, You have to pay a $50 ____before you can move into the flat.5, Together with the development of economy, world population ____and reached 6 billion in the twentieth century.6, Lots people have tried to climb to the ____of this mountain but not many have reached it.

Activity 1: Identifying the best title(Task a, P.128)





-Do as required.

-Practice carefully and compare and then present before the class.-Work individually and then give once more examples.


*Expected answers:

1, survival 2, attempt 3, hallucinate 4, deposit5, exploded 6, summit

-Do as required.-Listen and read carefully then choose the best title of the text.

*Expected answers:

*Mt. Everest’s Environmental

154

-Ask Ss to read the passage and then choose the best title for the text.-Call on Ss to say what they choose and give explanations.-Go over the answer with the class.

Problems and Solutions.


5, Home work : (1min) *Learn by heart all new words, meaning.-Translate the text into Vietnamese.-Prepare next period.

Date of planning: ..12.01.2009. UNIT 9 : Nature in DangerPeriod 74: READING (2)A, AIMS:

- Students can express their opinions about Nature in danger.- Reading for gist and for specific information.


- Skim for general ideas.- Scan for specific information.-More aware of need to protect nature.







Warm-up(5mins)


1, What is the most famous tourist attraction in Quang Binh?2, What is the smallest continent in

-Listen carefully then answer T’s questions:Expected answer:1, Phong nha Cave2, Australia

155


(8mins)


the world?3, What is the biggest land mammal?

*What is the common topic of these things?*What is happening to the nature?

Activity 2: Questions and Answers:

(Task b, P.128)

-Tell Ss to read the text again and find the answers to the questions, and then work with a partner to ask and answer the questions.

-Go a round to monitor and give help if necessary.

-Call on pairs of Ss to ask and answer, and check with the class.

Activity 3:

Find the words and expressions:(Task c, P.129)

-Tell Ss to read the text again and find the words and expressions, and then work with a partner to complete by doing the Task carefully.-Go a round to monitor and give help if necessary.-Call on pairs of Ss to ask and answer, and check with the class.

Activity 4: Discussion. (Task d, P.129)

-Ask Ss to work in groups of 4 or 5, and discuss the problems in Vietnam’s national parks and famous tourist attractions, and then suggest solutions to the

3, The Elephant

*Nature*It’s in danger/ Human beings are destroying it.......

-Do as required.

*Expected answers:

1, Because Mt. Everest-the highest place on earth-has a lot of garbage now.2, They need oxygen bottles when they climb to the height of more than 7,000 meters, where there is not enough oxygen to breathe in.3, They need fuel canisters, oxygen, batteries, foods, and drinks.4, The Sherpas pick up garbage, put it in their backpacks, and bring it down to the foot of the mountain.5, They collected more garbage in 1998....

-Do as required.

-Give comment and write on note book carefully.

*Expected answers:

1, hallucinate 2, explode 3, summit 4, attempt 5, deposit

-Do as required.

-Practice carefully and compare and then present before the

156

problems.-Go around to control and give help if necessary.-Call on Ss to report about their groups’ ideas and encourage Ss to argue for or against their friends’ ideas.-Give feedback and comments on what Ss have.

class.

-Work in groups and then give once more examples.



5, Home work : (1min) *Learn by heart all new words, meaning.-Do exercise in Advanced English Exercise (Past . Reading P. 88-89-90).


Date of planning: .13.01.2009. UNIT 9 : Nature in DangerPeriod 75: ListeningA. Aims: - Students should understand more about the nature in danger and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:




Class: Teaching date: Attendance:

157

11A7



Warm-up(5mins)



(10min


1, What should or should not you have to do to protect the environment?

2, What are some current problems in Viet Nam’s national parks and tourist attractions? Talking about the picture:(Task a, P.129)

-Tell Ss the tourists in the pictures are taking an eco-tour.

-Ask Ss to say what these people might be doing, and then ask them if what these eco-tourists do does any harm to the environment. -Ask Ss present before the class and then give comments.

Activity 1: True-False Statements (Task b, P.130)

-Tell Ss they are going to listen to a talk by an environmentalist about the effects of ecotourism.-Ask Ss to listen to the first part of the talk and decide if the statements in Task b are True (T) or False (F).-Let Ss listen for he second time if necessary.-Go over the answers with the class.

Activity 2: Listen and Complete the table

-Work in pairs, do as required.*Expected answer:1, I should plan some trees.... I shouldn’t throw rubbish in the forest I should not catch fish by dynamite...2, Pollution, illegal hunting. Forest station, ....

-Do as required.-Practice carefully and compare and then present before the class.*Expected answer:Picture.a: They are watching birds with binoculars.P.b: They are riding an elephant.P.c: They are taking a boat trip along a canal or river.P.d: They are hiking/ walking in the forest.P.e: They are making a campfire.P.f: They are watching a Whale swimming in the sea.

-Work individuals. Do as required.

-Practice carefully and compare and then present before the class.

*Expected answers: 1, F 2, T 3, T 4, F

-Work individuals. Do as

158

s)

Post listening(8mins)

(Task c, P.131)

-Ask Ss to listen to the second part and complete the table about the activities done by eco-tourists and their effects on the environment.


-Call on Ss to read their name the activities and their effects, and check with the class.

Speaking: Discussion.

-Arrange Ss into small groups.-Ask them to discuss the possible effects of eco-tour activities, both positive and negative ones.-Move around to monitor and give help if necessary.-Call on Ss to report about their groups’ discussion.-Give comments and feedback.

required.-Practice carefully and compare and then present before the class.*Expected answers:1, (Watching) whales or dolphins2, (Noise from boats) disturbs whales and dolphins, which can become stressed and eat less)3, (Watching) birds.4, (The strong light from the flashes) might frighten the birds.5, (Walking) on the grass and plants.6, (The vegetation) might be harmed, which causes soil erosion when there are heavy rains.

-Do as required.


-Give comments.


4, Home work : (2min) *Give Ss the following handout and ask them to do exercise at home.

*Sentence building: Make meaningful sentences using the words given.

1, Eco-tourism/ be very popular today/ be a fashionable label/ travel/ concerned / environment./

2, Eco-tourists / feel/ they/ part/ solution/ not part/ problem./

3, However,/ many/ activities/ cause/ harm/ environment/ without/ awareness.//-Prepare next period.

159

Date of planning: .14 .01.2009. UNIT 9 : Nature in DangerPeriod 76: speakingA, AIMS:- Students should know how to practice speaking skill with the topic ‘Nature in Danger’. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Ask for explanations.-Know how to give explanations for actions.







Warm-up(5mins)

Pre speaking(5mins)


1, Why should tourists wear sunglasses when they visit Ayers Rock?

2, Why should we bring warm clothes when we visit Phong Nha Cave?....

Eliciting and Introducing Useful Language

-Elicit from Ss the structures used to ask for reasons for actions and those used to give explanations of actions.

-Work in pairs, do as required.*Expected answer:1,The sunlight there is very strong. Sunglasses help protect their eyes.... 2, Because it’s rather cold inside the cave. ...

-Listen to teacher and know how to practice, discuss and give examples.

160

Useful Expressions:Asking for an Explanations Giving an Explanations

Why should......? 1, Because2, The thing is + CLAUSE

Why shouldn’t.....? 3, If I could explain4,.........so that1, .....so as to/ so as not to

(5mins)

While –speaking(11mins)

(10mins)


Completing the Brochures.(Task a, P.132-133)-Tell Ss to complete the brochures for tourists in Task a using the information in the box and the tour guide’s notes.-Ask Ss to compare answers with a partner.-Go over the answers with the class.

Activity 1: Role play (Task b, P.134)

-Arrange Ss to work in groups of four, one is the tour guide, the others are tourists.-Ask Ss to act out the conversation between the tourists, asking for the reasons why they should or shouldn’t do these things, and the tour guide, giving explanations for these actions.-With a student, give a model.-Tell Ss to change roles for different tourist attractions.-Call on some Ss to act out in front of the class

Activity 2: Discussion

-Ask Ss to work in groups and discuss what tourists should or shouldn’t do in your neighbor hood (Choose a national park or tourist attraction)

Listening and Responding:

-Listen to teacher and do as required.Discuss and present before the class.

-Do as required.




-Give comments.

-Work in groups.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.

-Work in groups, do as required.-Discuss and present before the class.-Give comments.

*Expected answer:

161

-Ask Ss to read explanations one by one and ask Ss to say what actions are mentioned.-Check with the whole class.

These are the explanations:1, Well, because it might be very cold underground.2, The thing is, the strong sunlight there can be harmful to your skin.3, ....in order to avoid cuts on rough rock surfaces.4, ...so that you won’t get lost.5, The thing is, cigarette buds can cause fires.

1, should bring warm clothes.2, should wear sunscreen.3, should wear sports/ walking shoes.4, shouldn’t leave the group5, shouldn’t smoke.





UNIT 9 : Nature in DangerPeriod 77: writing A, AIMS:- Students should know how to practice writing a description of information in a table.. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Compare trends and figures in a table.-Write a description of information in a table.





2. Previous lesson check: (During the lesson)

162

3. New lesson: (40ms)


Warm-up(5mins)

Pre-writing(7mins)

(3mins)


*Eliciting and Introducing Useful Language

-Tell Ss that in order to write a report about changes of information in tables, they need to include the following:A, An introduction sentence (what the table is about)B, The kind of change (increase or decrease)C, The period of time involvedD, A comparison of different sets of information.

Expressions of comparison.-compare with........ -similar to....-in comparison with.... -the same (as)........-more/ fewer / less .....than -a difference of......Review the use of some words:-more + plural countable nouns/ singular uncountable nouns.-fewer + plural countable nouns-less + singular uncountable nouns-a number of + plural countable nouns-an amount of + singular uncountable nouns

Reading and Recognizing:-Ask Ss to study the table and read the description on page 134, then underline the expressions of comparison used in the description.-Ask Ss to compare with their partner.-Call on some Ss to read the phrases and check with the class.Activity 1: Gap-filling (Task 1, P.135)

-Listen to teacher, understand how to practice.

-Understand how to practice with an outline of the description.


-Do as required.




-Work individual, do as required.-Discuss and present before the class.-Give comments.

*Expected answer:

-More oxygen bottles....than........, there was a difference of...., nearly the same.....

-Look at the book and do as required.

-Work in groups and then finish the exercise.


163

(15mins)

Post-writing(5mins)

-Put Ss into pairs, and give each pair a handout of a gapped description of the information in Table 1.-Tell Ss to study the table and complete the description with suitable information.-Ask Ss to compare answers in small groups.-Go over the answer with the class.

Studying the table and complete the description with suitable information.Table 1 shows the (1) ______situation in three Southeast Asian (2) ______, Cambodia, Indonesia, and Laos between 1990 (3) ______2005. As can be seen, Indonesia had (4) ______forest cover, with 116,5 (5) ______in 1990, very much larger than Laos’ and Cambodia’s, which were only 17,3 and 12,9 million hectares respectively. The figures also indicates that within (6) ______, from 1990 to 2005, Indonesia had the highest percentage of forest loss, at (7) ______, while (8) ______at 19,3 percent and Laos the (9) ______at only (10) ______.

Activity 2: Writing a Description (Task 2, P,135)-Write on the board a list of questions about the information in Table 2, and ask Ss to study the table to find the answers to the questions.-Tell Ss to use conjunctions and connectors to make a complete description from the answers. These are the questions:

1, What does Table 2 show? (Where and when?)2, Were there more or fewer fires in 1990 than in 1980?3, What about the acres burned in


*Expected answer:

1,deforestation 2, countries3, and 4, the largest5, million hectares 6,15 years7, 24 percent 8, Cambodia9, lowest 10, 6,7 percent


-Do as required.


-Give comments.


-Do as required.Practice carefully then discuss, compare and then present before the class.-Give comments.-Write on note book carefully.

164

1990 compared with 1980?4, Compare the number of fires in 1990 and 2000.5, Compare the number of acres burned in these two years.6, Say how different they were in the two years.

Peer correction

When Ss have finished, call on two Ss to write their descriptions on the board.-Tell the class to read together and give correction if necessary.-Give feedback and comments.


4, Home work : (1min) -Ask Ss to review the language used to describe changes and to make comparison..


-Prepare next period.Date of planning:..20.01.2009. UNIT 9 : Nature in DangerPeriod 78: language focus (1) A, AIMS:

- Students should know how to use the suffix –al and to-infinitive phrases or participle phrases

instead of relative clauses. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Use the suffix -al.

-Use to-infinitive phrases or participle phrases instead of relative clauses.C, TEACHING AIDS:





165



Warm-up(10mins)

Word study(10mins)

(10mins)

(10min

*Game: Word Formation

-Divide Ss into small groups and give each group a piece of paper.-Write down a list of words on the board and ask the groups to form as many new words as possible from the word given. Tell Ss they can change the spelling if necessary.-Set a time limit and have Ss start the game.-When Ss have finished, collect the pieces of paper and check with the class.-The group with more correct words will win the game.This is the list of words:educate read nation approve

*Ask Ss some questions: 1, What do you add when you form new words?2, What does a prefix or suffix do to the word stem?

The suffix-al.

-The suffix-al changes the word-class of the word.+Verb + al =Noun. -Eg: Survive + al =survival+Noun + al = Adjective. -Eg: option + al =......

Activity 1: Noun + Adjective? Task a, P.135

-Ask Ss to read the words and decide if they are noun or adjective. Write N or A next to the words.-Tell Ss to compare answers with a partner.-Go over the answers with the class and check if they know the meanings of these words.

-Do as required.-Practice carefully then discuss, compare and then present before the class and give comments.

*Expected answer

1, Educate: education, educational, educated, educationalist, uneducated, educator, educationally, uneducational..2, Read: readable, unreadable, reader...3, Nation: national, nationally, international, internationally....4, Approve: approval, approving, approvingly, disapprove, disapproval,.....

*Expected answer:1, Prefixes and suffixes

2, Change the meaning of word-class of the word.


-Give once more examples.


-Do as required.Practice carefully then discuss, compare and then present before the class.

-Give comments.-Write on note book carefully

-Do as required.

166

s)Activity 2: Gap-fillingTask b, P.136

-Tell Ss to read the changes and complete each space with suitable noun or adjective from the list in Task a.-Call on some pairs to read the changes and check the answers with the class.


*Expected answer:

1, rental 2, postal 3, disposal4, optional 5, remedial




Date of planning:..20.01.2009. UNIT 9 : Nature in DangerPeriod 79: language focus (2) A, AIMS:

167

- Students should know how to use the suffix –al and to-infinitive phrases or participle phrases

instead of relative clauses. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Use the suffix -al.

-Use to-infinitive phrases or participle phrases instead of relative clauses.C, TEACHING AIDS:






Grammar(20mins)

Introduce different ways of reducing relative clauses:1, To infinitives can be used to replace Relative Clauses when the preceding noun/ pronoun contains the first/ second, etc.., the next, last, only, and the superlatives.-We can leave out the noun (except after only) if the meaning is clear.Eg: The captain was the last person who left the sinking ship.-The captain was the last to leave the sinking ship.-To-infinitive can also be used to replace relative clauses when there is an idea of purpose or permission.Eg: Jane had a few letters that she had to type.-Jane had a few letters to type.

2, Present Participles can be used to replace relative clauses when the verb in the clause is active. (relative pron. + active verb =


-Do as required.

-Practice carefully then using some suggestion to make sentences then discuss, compare and then present before the class.

-Give comments.



-Do as required.

-Practice carefully then using some suggestion to make sentences then discuss, compare

168

(10mins)

(10mins)

present participle).-This structure is often used when the verb in the clause is in the progressive tense, expresses a habitual or continuous action, or expresses a wish (eg: wish, desire, want, hope)-The boy waiting outside is her classmate.-People working in this office have to wear uniform.

3, Past Participles can be used to replace relative clauses when the verb in the clause is passive. (relative pron. + passive verb = past participle)-The school founded years ago is still there.

Activity 1: Answering Question Pp. 136-137

-Tell Ss to answer the questions in the task using a to-infinitive phrase as the reduced form of the relative clause.-Call on some pairs to act out the conversations.-Go over the answers with the class.

Activity 2: Sentence TransformationPp. 137-138

-Read the examples and ask Ss why a certain phrase is used.-Tell Ss to rewrite the sentences, using to-infinitive phrases, present or past participle phrases as the reduced form of relative clauses.-Check Ss understanding of instructions and let them do the task.-Call on some Ss to read their sentences and check with the class.-Give feedback and comments.

and then present before the class.

-Give comments.


-Listen to teacher and understand how to practice.-Do as required.

-Work in small groups and do as required.*Expected answer:

1, Yes, I’m usually the first guess to come to the party.2, Louis Armstrong was the first man to land on the Moon.3, Yes, It’s the most popular route to lead..4, Yes, It’s on of the most beautiful caves to have ever been discovered...

-Work in small groups and do as required.*Expected answer:1, In the years to come, all the trees in this forest will disappear it nothing is done to protect them.2, They couldn’t find a way to help clean..3, Animals born in zoos know nothing about life in the forests.4, The governments of many countries are discussing methods to protect the environment.5, During a boat tour along the canals, tourists can see the birds searching for food or the cranes flying in flocks.

169


5, Homework: (1min) -Ask Ss to make some sentences containing reduced relative clauses of different types.-Ask Ss to do Ex in Advanced English Exercise (Past .Use of language- P.93-94)

-Redo all exercises and prepare next period.


UNIT 10 : sources of energyPeriod 80: READING (1)A, AIMS:

- Students can express their opinion about sources of energy for the poor.


* By the end of this lesson, Students will able to: - Skim for general ideas.

- Scan for specific information.-Understand the contend of the text.







170

Warm up(5mins)

Pre-reading(5mins)

(5mins)

(7mins)


1, What is our major source of energy?

2, What do you need energy for?

Matching pictures with sources of energy:(Task a P.139-140)

-Tell Ss to look at the pictures and match them with words or phrases for the sources of energy.-Check with the whole class.-Ask Ss which source of energy they use for home cooking and heating and the reason why Categorizing: Renewable or Non-renewable?(Task b P.140)

-Ask Ss to read the descriptions of two kinds of energy sources and then put the names in Task a in the correct category.


-Introduce some new vocabulary:-fundamental (a)=basic, essential =c¬ b¶n, thiÕt yÕu.)-dim (a) =not bright=(mê mê)-arduous (a)=need much effort or energy, laborious = (khã kh¨n, gian nan)-urgent (a) =need immediate attention or action =(khÈn, khÈn cÊp)-carry sth out (v)=fulfill, perform=(thc hiÖn)-respiratory (a)= of breathing air =(thuéc vÒ h« hÊp)-expose (v)=leave sb/ sth unprotected= (®Ó cho ai tiÕp xuc víi...)-generate (v)=produce, cause sth to

-Listen carefully then answers:Expected answer:1, Our major source of energy comes from fossil fuels.2, We need energy to live and work, to cook meals, to light, heat or cool the house, to run machines....

-Listen carefully then answers:

Expected answer

1, f 2, a 3, e 4, b 5, c 6, g 7, d 8, h

-Listen carefully then answers:Expected answer

Renewable Energy Sources

Non-Renewable Energy Sources

-wind -garbage-solar energy -biogas

-coal -natural gas -oil -nuclear energy

Do as required.




171


exist = (ph¸t sinh)-grind (v)=crush sth to powder =(nghiÒn, xay.)*Read the words one by one and ask Ss to repeat.

Activity 1: Choose the best title for the Text(Task a P.141)

-Ask Ss to read the text quickly and choose among the phrases given the best title for the passage.-Call on Ss to give their ideas and explanations and then go over the answer with the class.

-Do as required.-Listen and read carefully then choose the best title of the text.

*Expected answers:

3, Sources of Energy for the Poor.




UNIT 10 : sources of energyPeriod 81: READING (2)A, AIMS:

- Students can express their opinion about sources of energy for the poor.

- Reading for gist and for specific information.

172


- Skim for general ideas.- Scan for specific information.-Understand the contend of the text.



E, PROCEDURES: 1. Class organization: (2ms)




Warm-up(8mins)


*Game: ‘Stop the Bus’

-Arrange the class in four or five groups.-Tell each group to take out a sheet of paper.-Tell Ss you’re going to ask them to write down three certain things each time. They will listen and do what you ask them to as quickly as possible.-Tell Ss that when they have the words, they must shout “Stop the Bus!” and hold their group’s sheet of paper in the air to win.-Read the words and check with the class before awarding points to the group. The group with more points wins the game.-Declare the winner.


Which information, Which Paragraph?

-Tell Ss work in pairs.-Ask Ss to scan the text and find out which paragraph discusses each of

-Work in groups, do as required.-Practice carefully then discuss, compare and then present before the class.*These are the phrases on the handout and suggested answers:

1, Three things you can feel but can not see (wind, heat, cold...)2, Three things you can use to cook (gas, wood, electricity.....)3, Three planets we can see clearly from the Earth ( Sun, Moon, Mercury..)4, Three kinds of liquid ( water, oil, petrol.....)

-Listen carefully then answers:Expected answer1, Smoke affects people’s health. (C, D)2, Non-renewable sources are being used up. (E)3, The new source helps farmers do their work better. (D)4, The new source generates electricity for poor people. (C,

173

(10mins)


the ideas provided in the list.-Ask Ss to compare answers in small groups.-Call on some Ss to say their choice. Encourage them to say where (which phrase) in the paragraph helps them to decide and make their choice.-Go over the answers with the class.

Activity 3: Questions and answers:(Task c P.142)

-Tell Ss to read the text again and find the answers to the questions.-When they have finished, ask Ss to work with a partner and act out the exchange.-Call on pairs to ask and answer the questions and check with the class.

*Discussion:

-Put Ss into small groups of 4 or 5.-Ask them to express their opinions on the following questions:A, Which energy sources are people in different areas in Viet Nam currently using for home cooking?B, The advantages and disadvantages of renewable sources of energy. -Go around to control and give help if necessary.-Call on Ss to report about their groups’ discussion.-Give feedback and comments on what Ss have.

D)5, The new source may save people’s lives. (D)6, The new source is not costly. (D)7, People may use wind power to serve their life in the future. (E)8, People don’t have electricity. (A, B)

-Listen carefully then answers:Expected answer1, Because they supply people with electricity to improve their life.2, Wood for cooking, kerosene for lighting, and batteries for the radios and flashlights.3, Saving human energy, solving the problem of air pollution , providing better health care and education.4, Pollution-free/ smoke-free and cheap.

-Work in groups, discuss and then present before the class.

Expected answer

*Common energy sources used for cooking in Viet Nam;-Cities: Electricity, natural gas ( sometimes kerosene and coal)-Rural areas: wood/ straw / plant stalks, coal, kerosene, biogas..-Mountainous regions: wood, solar energy (using solar stoves) -Give comments and write on note book carefully.



174


Date of planning: .24.01.2009. UNIT 10 : Sources of energyPeriod 82: ListeningA. Aims: - Students should understand more about the sources of energy and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:







Warm-up(5mins)


1, What is our major source of energy?

2, What do you need energy for?

Eliciting Ideas (Task a, P.142)

-Listen carefully then answers:Expected answer:1, Our major source of energy comes from fossil fuels.2, We need energy to live and work, to cook meals, to light, heat or cool the house, to run machines....

-Work in groups, discuss and

175



(8mins)


-Arrange Ss to work in small groups.-Tell them to look at the pictures of some kinds of biomass, and discuss how each kind can be used as a source of energy and if they would like to use it as an energy source.-Go around to monitor and encourage Ss to participate in the discussion.-Call on some Ss to report about their groups.-Invite Ss to give comments.-Give comments and feedback.

Activity 1: Listen and check (v) (Task b P.143)

-Tell Ss to listen and check the ideas that are mentioned in the listening.-Ask Ss to compare answers with a partner.-Have Ss listen again and check with the class.

Activity 2: Listen and complete the diagram(Task c P.143)-Play the CD (or Read) and tell Ss to listen to the second part of the lecture and try to complete the diagram of the biomass cycle.-Ask Ss to compare answers in small groups.-Have Ss listen again and check with the class.

Speaking: Discussion.

-Ask Ss to work in groups.-Write down on the board some kinds of energy used for home:

diesel gas electricity fire wood biogas other

-Tell them to talk about the sources of energy their family used to use

then present before the class.Expected answer

*Wood=>being burned to cook foods, heat buildings, or run engines...*Garbage=>being burned to produce steam for making electricity or to provide heat to industries and homes..*Biogas=>being burned to cook food, heating buildings, or generate electricity*Crops =>Making athanol......

-Work individual, discuss and then present before the class.Expected answer

2, 3, 4, 6, 7,


1, e 2, c 3, b 4, d 5, a 6, f


1, E=> Corn, the biomass from plants, is used as an energy source.2, C=>Corn are finely ground3, B=>Then They are made into sugars.4, D=>These sugars are made into ethanol.5, A=>Ethanol can be used as a kind of fuel for cars.6, F=>Cars using ethanol may give out carbon dioxide. (CO2).

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for cooking, heating, and lighting in the house, and what they are currently using, and then discuss the advantages and disadvantages of these.-Go around to monitor and note down error for correction later.-Call on some Ss to report about their partners.-Invite Ss to give comments.-Give comments and feedback on what Ss have.

1, E=>The new crop of corn takes up the carbon dioxide in the air to reduce air pollution, and again it is used as an energy source.



Date of planning:..26.01.2009. UNIT 10: sources of energyPeriod 83: SPEAKINGA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Use alternative ways to say things.-Ask for or give clarification.


D, METHOD:

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- Integrated, mainly communicative.E, PROCEDURES: 1. Class organization: (2ms)




Warm-up(5mins)

Pre-speaking(6mins)

While-speaking

(12mins)

*Give Ss a handout and ask Ss answer the questions:

1, What is our major source of energy?2, How many sources of energy are mentioned in the handout, and which one do you think has the most potential?

*Eliciting and Introducing Useful Language:

-Elicit from Ss questions for clarification when they don’t understand something.-Elicit the structures used to give explanation for something.

-Read the example exchange and explain the situation for Ss to see how the phrases are used.

Activity 1: Advantages and Disadvantages Information Gap (Task b P.145)

-Ask Ss to work in pairs, talking about the advantages and

-Listen carefully then answers:Expected answer:1, Our major source of energy comes from fossil fuels.2, Five sources of energy are mentioned in the handout, I think solar energy is the most potential.

-Listen to teacher and understand how to practice.-Write on note book carefully.

-Look at the book, work in pairs and do as required.

Expected answer:

*Example:A, I think using coal as an energy source is not a good idea. It’s running out.

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Useful

Expression

Asking people to clarify Saying sth in another way

*Sorry, I don’t quite understand.*What exactly do you mean?

*I mean....../ That means........*What I mean

(12mins)


disadvantages of the sources of energy. Ss with a gap in the explanation will ask for clarification, and Ss with full information will make clarification.-Model an example exchange with a student and then have Ss do the task.-Go around to monitor and note down errors if any for correction later.-Call on some close and open pairs to act out their conversations in front of the class.

*Activity 2: Personalization: (Task c, P.145)

-Ask Ss to work in pairs, talking about the advantages and disadvantages of the cooking fuels and transportation fuels currently used in their home or neighborhood.-Act out the example exchange with a student as a model.-Have Ss start the activity.-Go around to monitor and give help with vocabulary or ideas if necessary.-Call on some pairs to act out their conversations and invite Ss to give comments.-Give feedback and comments.

*Listening: Stop and correct.

-Tell Ss you are going to read some statements about some sources of energy but with some wrong information.-Ask Ss to say ‘Stop’ when they hear something that is not relevant or correct, and then give suitable or correct information.-Give an example:“Coal is not costly and it is environment-friendly.” (In this case, Ss are expected to say ‘Harmful to the environment.’*The statements used in the activity

B, What does that mean?A, I mean there will be no coal left if we continue to exploit it.B, Really?

-Look at the book, work in pairs and do as required.

Expected answer:

A, We use natural gas for cooking at home. It’s very convenient.B, What exactly do you mean?A, Let me give you an example. I can prepare breakfast within only 10 minutes, without wasting time making a wood fire!B, I see.


-Give comments.

*Expected answers:

1, renewable 2, expensive 3, not costly

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are:1, Solar energy depends on weather but it is non-renewable and environment-friendly.2, Nuclear energy is not expensive but very dangerous.3, Biogas is costly but pollution-free.




Date of planning:.27.01.2009. UNIT 10: sources of energyPeriod 84: WRITINGA, AIMS:- Students should know how to practice writing skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Know more about different place in the world.-Write about a certain place.







Warm-up(5mins)


1, Which energy source (electricity, wood or coal) is used by half the world’s population for cooking and heating?2, Which place has 85% of its island covered by ice?


Expected answer:

1, Wood2, Greenland 3, Holland4, Japan

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Pre-writing(5mins)

(5mins)


Post- writing(7mins)

3, What is the country where 3,000 million flowers are grown each years?4, Which country imports more oil than any other country in the world?5, What language is spoken as a first language by the largest number of people in the world?

1, Fill in a Table: (Task a, P.146)

-Ask Ss to read the paragraph about the Kingdom of Thailand and complete the table with correct information.-Tell Ss to compare answers in pairs and then go over the answers with the class.

2, Outline of the paragraph: (Task c, P.146) -Ask Ss to skim the paragraph again and complete the brief outline of the description.

-Tell Ss to compare answers in small groups and then check with the whole class.-Give feedback and comments.

*Writing it yourself

-Ask Ss to write a paragraph about either Venezuela or Brunei, referring to the previous tasks as example.-Go around to monitor and give help if necessary.-When they have finished, collect their writings to mark at home.

*Peer correction:

-Call on two Ss to write their writings on the board.-Ask the class to read their friend’s paragraphs and give correction if any.

5, Mandarin Chinese or Chinese



1, Geography2, Exports and imports3, Electricity production.

-Work individual, discuss and then present before the class.


*Expected answer:

The King doom of Sweden is 449,964 square kilometers in area. It has a population of more than 9 million. Stockholm, its capital, has about 761,721 people. Sweden exports a lot of transportation equipment, .........


-Practice carefully, compare and then present before the class.-Give comments

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5, Homework: (1min) -Give each Ss a handout with information about Vietnam and ask Ss to write a paragraph about Vietnam.


Date of planning:..10.02.2009. UNIT 10: sources of energyPeriod 85: LANGUAGE FOCUS (1)A, AIMS:- Students should know how to practice with BIO (bound morpheme). - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Use words formed with bio.-Do all exercises correctly.



E, PROCEDURES:

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Warm-up(7mins)

Word-study(13mins)

(10mins)

(10mins)


1, What percentage of the world’s electricity is used by the USA?2, In which country are houses heated by hot water from under the ground?3, What is the capital of Hungary?

Bio- lµ h×nh vÞ phô thuéc (bound morpheme) kh«ng thÓ ®øng ®éc lËp, mµ ph¶i kÕt hîp víi çc h×nh vÞ kh¸c ®Ó t¹o thµnh tõ cã nghÜa. NghÜa cña çc h×nh vÞ gãp phÇn t¹o nªn nghÜa míi cña tõ.VÝ dô: bio-(life) + graphy (write) => biography = a piece of writing about people’s life.

Activity 1: Matching words with definitions (Task a, P. 149)-Ask Ss to read and match the words in column A with their meanings in column B.

-Tell Ss to work with a partner and compare answers.

-Go over the answers with the class and check if Ss know the Vietnamese equivalents.

Activity 2: Gap-filling (Task b, P.149)

-Tell Ss to read the sentences and fill in each blank with a suitable word from the box in Task a.


Expected answer:

1, 33% 2, Iceland 3, Budapest

-Look at the book, listen to teacher and understand how to practice and give once more examples.



*Expected answer:

1, d 2, f 3, e 4, g5, a 6, c 7, b


*Expected answer:

183

-Go around to control and give help if necessary.-Call on some Ss to read their completed sentences and check with the whole class.

1, biodata 2, biology3, biotech 4, biography 5, biogas





184

UNIT 10: sources of energyPeriod 86: LANGUAGE FOCUS (2)A, AIMS:- Students should know how to practice with relative clauses with prepositions. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Use words formed with relative clauses with prepositions.-Do all exercises correctly.







Grammar(12mins)

Grammar: Relative clauses with prepositions: Giíi tõ trong mÖnh ®Ò quan hÖ cã thÓ ë çc vÞ trÝ sau:1, Tr íc ®¹i tõ quan hÖ .Trong çc trêng hîp nµy ta kh«ng thÓ dïng ®¹i tõ quan hÖ Who hay That vµ còng kh«ng thÓ l îc bá ®¹i tõ quan hÖ. VÝ dô: She is the woman to whom I gave the money. 2, Cuèi c©u hoÆc mÖnh ®Ò:Ta cã thÓ lîc bá ®¹i tõ quan hÖ: VÝ dô : She is the woman. I gave the money to her. =>Ta cã thÓ biÕn ®æi vÝ dô nµy nh sau: => She is the woman that/ whom I gave the money to =She is the woman I gave the money to.

Note: Relative word THAT kh«ng ®îc dïng ngay sau giíi tõ ho¨c trong non-restrictive relative clause.VÝ dô : This is the bus that I’ve been waiting for. = This is the bus for which I’ve been waiting (Don’t use THAT).-That is Mr. John, with whom I’m





-Look at the book, listen to teacher and understand how to practice and give once

185

(10mins)

(10mins)

(9mins)

working on the project. (Don’t use THAT). = That is Mr. John, whom I’m working with on the project. (Don’t use THAT).*CÊu tróc víi giíi tõ ë cuèi relative clause ®îc dïng trong v¨n phong kh«ng trang träng (Informal style)

Activity 1: Sentence Completion (Task a, P.149)-Ask Ss to read the paragraph about Mary and then complete the sentences about her.-Go around to monitor and give help if necessary.-Tell Ss to compare answers with a partner and then go over the answers with the class.

Activity 2: Completing the questions:(Task b, P. 150)-Tell Ss to read the situations and complete the questions.-When they have finished, ask Ss to work with a partner and act out the exchange, one student plays the role of the person in the situation.-*Model an example:S1 (Mai): I stayed at a hotel.S2: Did you like the hotel you stayed at?-Call on pairs of Ss to act out the small exchanges and check the answers with the class.

Activity 3: Sentence Combination(Task c, P. 150)-Tell Ss to read the pairs of sentences and then combine them using relative clauses.-Tell Ss when more than one way is possible, write all the alternatives,-Tell Ss to compare answers with a partner and then go over the answers with the class.

more examples.



-Give comments and write on note book carefully






5, Homework: (1min) -Ask Ss to do Ex in Advanced English Exercise (Past .Use of

186

language- P.113-114) -Redo all exercises.



A/ Objectives:- Sts revise unit 9, 10 and 11 by doing the test.

B/ Procedures:1. Class organization: (2ms)



I, Phonetic: Choose one word whose underlined part is pronounced differently from the others:

01). A). event B). question C). solidarity D). test 02). A). demand B). energy C). develop D). potential 03). A). part B). spa C). parcel D). spacious 04). A). answer B). sweat C). swan D). swing 05). A). relative B). solar C). panel D). another

II, Vocabulary: Choose the best answer A, B, C or D:

06). ____ is a kind of energy formed from the remains of dead plants and animals.

A). Fossil fuel B). Nuclear powerC). Geothermal D). Solar energy 07). A ____ is an activity, infused with ritual significance, performed on a special occasion.

A). anniversary B). service C). birthday partyD). ceremony 08). Coal provides about 23 percent of all the commercial ____used in the world.

A). source B). force C). resource D). energy 09). Natural gas can be compressed into a ____and transported long distances through pipelines.

A). liquid B). water C). running form D). juice 10). Like petroleum, natural gas comes from deposits in the ____.

A). earth B). dust C). surface D). sand 11). The world's chief ____of energy are, in order of importance, fossil fuels, water power, and nuclear energy.

A). sources B). roots C). means D). resources

187

12). People are looking forward to watching the program "World ____". to study the evidence of how our world began.

A). CreatingB). Creature C). CreationD). Creative 13). Wild animals, like bears and wolves, are ____since they have fewer places to live when humans move into their habitats. They are hunted and eventually wiped out in some areas.

A). endangered B). of dangers C). put out of danger D). very dangerous 14). A large ____of money was spent on building up the town after the severe storm.

A). sum B). number C). size D). quality 15). Five ____sources used most often are hydropower (water), solar, wind, geothermal, and biomass.

A). renewed B). renewable C). renewing D). renew

III, Grammar: Choose the best answer A, B, C or D:

16). If you want to join this club, you must ____this application form.A). make up B). fill in C). do up D). write down

17). On Friday afternoons, the highways ____people on their way out of the city.

A). are crowded with B). crowded by C). are crowding by D). are being crowd with 18). "Have you seen the place ____the graduation ceremony will be held?"

A). is where that B). which C). in that D). where 19). On average, a healthy heart ____to pump five tablespoons of blood with every beat.

A). must B). should C). ought D). can 20). You have to pay extra if you take too ____with you.

A). much luggageB). many luggageC). much luggages D). many luggages 21). There's a law that says that you ____throw trash on the streets.

A). couldn't B). might not C). don't have D). must not 22). Since we have to be there in a hurry, we ____take a taxi.

A). have been used to B). may C). are able to D). had better 23). When Harry robbed his aunt, he ____that his crime would never be detected.

A). was convinced B). convinced C). had convinced D). persuaded 24). The earth ____on the Sun for its heat and light.

A). depended B). has depended C). depends D). is depending 25). My parents wouldn't let me ____up late when I was a child.

A). staying B). stay C). to be stay D). to stay

IV, STRUCTURES: Choose the underlined word or phrase in each sentence that needs correcting:

26). Hundreds of houses and other buildings were destroying by the raging tropical storm which developed into

188

A B C Dhurricane. 27). Mary has registered for both the afternoon anthropology class as well as the evening sociology one.

A B C D 28). Food prices have raised so rapidly in the past few months that some families have been forced to alter their A B C D eating habits.

29). Although Lan's family is not rich, but they are very kind to people who live nearby.

A B C D 30). How ever her severe pain, Pat decided to come to the meeting so that there would be enough people to A B C D reach a final decision.

V, Reading: Choose the best word or phrase to fit each gap of the passage

The tourist industry is considered to be the world’s largest industry. Before 1950 about 1 million people (31) ____abroad each year (32) ____by the 1990s the figure had (33) ____to over 400 million every year. (34) ____large numbers of tourist, however, are beginning to cause problems. For example, in the Alps the skiers are destroying the mountains (35) ____came to enjoy. Even parts of Mount Everest in the Himalayas are reported to be covered (36) ____old tins, tents and food that have been (37) ____away.But at a time when we have greater freedom to travel (38) ____ever before, more and more people are asking how they can enjoy their holiday (39) ____causing problems by spoiling the countryside. Now there is a new holiday guide called Holidays That Don’t Cost the Earth. It (40) ____you how you can help the tourist industry by asking your travel agent or your tour operator the right questions before you go on holiday.

31). A). sailed B). were C). came D). traveled 32). A). but B). when C). asD). because 33). A). risen B). gone C). flown D). raised 34). A). SoB). Few C). More D). Such 35). A). they B). you C). who D). which 36). A). with B). for C). onD). below 37). A). put B). given C). thrown D). tided 38). A). when B). then C). while D). than 39). A). instead B). without C). outside D). beside

40). A). fives B). tells C). offers D). says

-The end-

189


Period 92 : Test correction

A/ Objectives:

Help Ss correct all the mistakes in their test.Find out good and weak points to fill up on time.

B/ Procedures:




01. ; / = ~ 11. ; / = ~ 21. ; / = ~ 31. ; / = ~

02. ; / = ~ 12. ; / = ~ 22. ; / = ~ 32. ; / = ~

03. ; / = ~ 13. ; / = ~ 23. ; / = ~ 33. ; / = ~

04. ; / = ~ 14. ; / = ~ 24. ; / = ~ 34. ; / = ~

05. ; / = ~ 15. ; / = ~ 25. ; / = ~ 35. ; / = ~

06. ; / = ~ 16. ; / = ~ 26. ; / = ~ 36. ; / = ~

07. ; / = ~ 17. ; / = ~ 27. ; / = ~ 37. ; / = ~

08. ; / = ~ 18. ; / = ~ 28. ; / = ~ 38. ; / = ~

09. ; / = ~ 19. ; / = ~ 29. ; / = ~ 39. ; / = ~

10. ; / = ~ 20. ; / = ~ 30. ; / = ~ 40. ; / = ~


190

Date of planning:..12.02.2009. UNIT 11: The Asian gamesPeriod 88: READING (1)A, AIMS:

- Students can express their opinions about The Asian Games.- Reading for gist and for specific information.

B, OBJECTIVES:* By the end of this lesson, Students will able to:-Read for specific information.-Express their ideas about the Asian Games.







Warm-up(8mins)

Pre-


1, How often are the Asian Games held?2, How many countries take part in the Asian Games?3, What sports in Vietnam best at?


-Listen carefully then answer T’s questions:Expected answer:1, The Asian Games are held every four years.2, There were 45 countries.3, Vietnam is best at bodybuilding, billards and women’s karatedo.


191

reaching(12mins)


(6mins)

-build up sth (v)=develop sth; make sth higher or stronger than before (ph¸t triÓn, vun ®¾p)-attend (v)=be present at an event (tham dù)-symbolic (adj)= being used as a symbol (biÓu trng, tîng trng)-competitive (adj)=used to describe a situation in which people or organizations compete against each other. (c¹nh tranh, tranh ®ua)-venue(n)=a place where people meet for an organized event (n¬i gÆp gì, ®iÓm thi ®Êu)-host (v) organize an event to which others are invited and make all the arrangements for them (®¨ng cai, chñ nhµ)

*Activity 1 : Table completion: (Task a, P153)

-Get Ss to read through the notes in the table to get an idea of what to look for.-Ask Ss to read the text and complete the table

-Call on some Ss to write the answers up on the board.-Go over the answers with the whole class.

Activity 2: Multiple choice questions (Handout)-Give each Ss a copy of the exercise below.-Read the text and choose the best answer (A, B, C, or D ) to the following questions.1, Which of the following is not mentioned as messages of the Asian Games.A, Competitiveness B, WarmthC, Friendship C, Unity2, The 15th Asian Games took place........... .A, in New Delhi in 1951B, in Guangzhou, ChinaC, in Doha in 2006

-Read the text carefully then discuss in pairs.


-Using new words to make sentences.


-Do as required.



-Do as required.



*Expected answers:

1, A 2, C 3, B 4, D

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D, in Pusan in 2002 3, The word ‘triathlon’ in paragraph 2 means a sporting event in which people in ........difference sports.A, two B, threeC, four D, five4, What is not true about the 15th Asian Games?A, The opening and closing ceremonies were hosted by Khalifa Stadium.B, 50,000 people got into the stadium to watch the opening.C, There were 45 countries and regions participating in the Games.D, More than 100,00 athletes took part in 39 sports.



Date of planning:..15.02.2009. UNIT 11: The Asian gamesPeriod 89: READING (2)A, AIMS:

- Students can express their opinions about The Asian Games.- Reading for gist and for specific information.

B, OBJECTIVES:* By the end of this lesson, Students will able to:-Read for specific information.-Express their ideas about the Asian Games.



193





Warm-up(7mins)

Pre-reading(15min)


1, What is the purpose of the Asian Games?2, How many participants took part in the 15th Asian Games?3, In Which sports events did the Vietnamese athletes win gold medals at the Doha Games?

Checking vocabulary: Gap-filling

1, Solar systems in the village would reduce the arduous work of firewood ........, enable the clinic to .........at night, and allow children to ...........in the evening.2, Biogas is mainly used for ..........and............ .3, People tend to use ............ ............of energy when non-renewable ones are running out.4, The competition attracted over 500 contestants...............10 different countries.5, The band will be playing at twenty different...........on their UK tour.6, The meeting was.............by 90% of shareholders.7, The dove is...........of peace.8, The spirit of the Asian Games has been ..........up over a long period of time.9, The graduates have to fight for jobs in a highly........... .10, The 2002 World Cup

-Work individuals

-Complete and present before the class.

-Work individually :

-Do as required

-Discuss and then present before the class

-Give comments.

*Expected answers:

1, collection , operate, study2, cooking, heating3, renewable sources4, representing5, venues6, attended7, symbolic8, built9, competitive10, hosted

194


Post-reading(8mins)

was ..........by two nations, Japan and South Korea.

Activity 1: (Part b, P.153)

-Ask Ss to work in groups and answer the questions:

1, Where is Qatar on the world map?2, What sports did Vietnam take part in?

-Ask Ss to read the passage and fill in each gap with a suitable word from the box.-When they have finished, tell Ss to work with a partner and compare answers.-Call on some Ss to read their completed sentences and check with the class.

Activity 2: Discussion (Part c, P.153)

*Ask Ss to work in groups of 4 discussing the two questions in textbook.-Go around giving help if necessary.-Call on some Ss to give the answers.-Invite class opinions and give feedback.

-Do as required-Listen to teacher and do as required.

*Expected answers:

1, From the Arabian Sea, move toward the northwest and you can see Qatar.2, Bodybuilding, karate, judo, tae kwon do, weightlifting....


-Do as required.




5, Home work : (1min) *Learn by heart all new words, meaning.-Ask Ss to do Ex in Advanced English Exercise (Past .Reading- P.110-111)


195

Date of planning: .18.02.2009. UNIT 11 : THE Asian gamesPeriod 90: ListeningA. Aims: - Students should understand more about the Asian Games and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen and pick up specific details and understand general ideas.

- Understand some sports news.C, TEACHING AIDS:






Warm-up(5mins)

*Ask Ss to complete the handout:

1, The meeting was.............by 90% of shareholders.2, The dove is...........of peace.3, The spirit of the Asian Games has been ..........up over a long period of time.4, The graduates have to fight for jobs in a highly........... .5, The 2002 World Cup was ..........by two nations, Japan and South Korea


*Do as required.-Practice carefully, compare and then present before the class.

*Expected answer:

1, attended2, symbolic3, built4, competitive5, hosted

196



(10mins)


-sell out (of sth) = have sold all the available items, tickets, etc...b¸n s¹ch, b¸n hÕt.-boost (v)= make sth increase, or become better or more successful=thóc ®Èy, ®Èy m¹nh-dispute (n)=an argument or disagreement between two people=cuéc tranh c·ii, sù tranh c·i..-walk out (n)= the act of suddently leaving a meeting as a protest against sth= sù bá ®i-suspension (n)= the act of removing sb from their team for a period of time, usually as a punishment =sù ®×nh chØ-be rained out (idm)= be canceled or to have to stop because it is raining =bÞ dõng l¹i hay hñy bá do trêi ma.

Activity 1: Main ideas (Task a, P.154)

-Tell Ss they are going to listen to the four recordings on sport news.-Ask Ss to listen and match the recordings to the pictures.-Call on Ss to give the answers.-Have Ss listen again and go over the answers with the class.

Activity 2: Multiple choice questions (Task b, P.154-155 )-Ask Ss to read through the questions to know what they need to look for.-Have Ss listen to the recordings and do the exercise.-Call on Ss to give the answers.-Elicit class opinions.-Have Ss listen again and check the answers.

*Speaking: Role play

-Put Ss into pairs (A: is a journalist,

-Listen to teacher.

-Work in pairs.

-Do as required.




Expected answers:

1, D 2, C3, B 4, A


Expected answers:1, C 2, B 3, A4, B 5, C 6, C7, C 8, A 9, B 10, A

-Do as required.


197

B: is one member of the organizing committee)-Ask Ss to conduct an interview on what has happened, based on the information from the recordings.-Move round giving help where needed.-Call on some pairs to act out their interviews.-Invite class opinions and give feedback.



Date of planning: .20.02.2009. UNIT 11 : THE Asian gamesPeriod 91: speakingA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Report information from a schedule.-Express likes and dislikes.




198




Warm-up(5mins)

Pre-speaking(8mins)


(10mins)


1, What is the purpose of the Asian Games?2, How many participants took part in the 15th Asian Games?3, In Which sports events did the Vietnamese athletes win gold medals at the Doha Games?

Eliciting and Introducing Useful Language

-take place=occur=happen (x¶y ra)-According to the schedule, / As can be seen from the schedule, / As the schedule shows/ As is shown by the schedule,...(Theo lÞch thi ®Êu)-be due/ supposed/ expected to do sth (®îc ®inh thêi gian, ®îc s¾p ®Æt ®Ó lµm g×)-beat (v) so at sth=defeat sb in a game or competition (®¸nh b¹i, ®¸nh th¾ng ai)

Activity 1: Talking about scheduleTextbook, P.156

-Arrange Ss into groups of fours, asking and answering questions about due dates of games based on the schedule provided.-Go around to monitor the class and give help if necessary.-Call on some Ss to act out their conversations.-Invite class opinions and give feedback.

Activity 2: Talking about soccer

-Work individually :

-Do as required-Discuss and then present before the class

-Give comments.

-Listen to teacher. Work in pairs.

-Do as required.



*Do as required.




*Do as required.


199


resultsTask c, Textbook, P.158

-Have Ss work in pairs, talking about the results of the soccer games provided in the textbook.-Call on Ss to give their performances to the whole class.-Invite class opinions and give feedback.

Talking about your favorite sports

-Put Ss into groups of four.-Get Ss to discuss their favorite sports.-Move around the class offering help where necessary.-Elicit answers from Ss.-Give comments as appropriate.


*Do as required.





200

Date of planning: .22.02.2009. UNIT 11 : THE Asian gamesPeriod 93: writingA, AIMS:- Students should know how to practice writing skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write a report on preparations for an event.







Warm-up(4mins)

Pre-writing(4mins)

(4mins)


-Have you ever written a report? -When?-What for?


-Elicit and explain the meanings of the following words.-range (n) of sth= variety of things of a particular type.-condition (n)= physical state of sth.-surprisingly (adv) # not surprisingly.-Read the words one by one and ask Ss to repeat.

Activity 1: Re-arranging (Task a, text book, P. 158)-Put Ss into pairs.-Ask Ss to read the paragraphs and


-Work individuals then compare the answers with a partner.

-Do as required.



-Do as required.


201

(10mins)


Post-writing(5mins)

rearrange them to make a good report.-Assign two Ss to write the sequence of the report on the board.-Go over the answers with the whole class.-Draw Ss’ attention to the tense used in the report.+Present tenses are used for describing things.+Past tenses are used to describe actions that happened in the past.

Activity 2: How to write a report

1, Providing some guidelines.-Go through the guidelines in the textbook and give explanations one by one to the class by referring back to the corresponding paragraphs of the report.-Make sure Ss understand these guidelines.2, Providing useful expressions.-Introduction.+This report aims to......../ The aim of this report is.........-Reporting impressions and findings.+It seems/ appears that...../ It strikes me that...3, Quoting.-According to X,.....-Y said/ felt / mentioned that......4, Summing up-In conclusion / In short/ To conclude..5, Making recommendations.-In my opinion/ In my point of view........

*Writing it up:

-Ask Ss work in groups of four.-Tell Ss to write a report based on the situation below (textbook P.159)-Go around to monitor the class and give help where needed.-When they have finished, get


*Expected answers: ( 4, 3, 1, 5, 2 )

-Do as required.



-Do as required.



-Do as required.





202

groups to hang their poster on the board.-Get Ss to read through the reports and pick out the best one.

*Peer correction:

-Call on two Ss to write their writings on the board.-Ask the class to read their friend’s paragraphs and give correction if any.


-Give comments


5, Homework: (1min) -Have Ss make 5 sentences to report impressions and findings of things they have observed.

-Rewrite their writing on notebook carefully.-Prepare next period.

Date of planning:..24.02.2009. UNIT 11: The Asian gamesPeriod 94: LANGUAGE FOCUS (1)A, AIMS:- Students should know how to practice compound nouns. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Form and use compound nouns.-Do all exercises correctly.







203

Word study(20mins)

(10mins)

I, Compound nouns formed from phrasal verbs (Nominalized forms)*STRUCTURE: *Verb + particle.+Most nominalized form are derived form verbs + particle. Combinations.Eg: -to break down -> a breakdown-to check in -> a check-in-to hold sb up -> a hold-up-to make sth up -> a mix-up

*Verb + preposition.*Some are formed in this way.Eg:-to run through sth -> a run-through*Particle + verb+A few nominalized forms have this structure, e.g. upkeep, outlay.*The meanings of these nouns are related to the meanings of their corresponding phrasal verbs.*STRESS.+ The stress is on the first element: breakdown, check-in, takeoff, upkeep, outlay.... *SPELLING.+ Many nominalized forms can be written with or without a hyphen (-). It is a matter of established usage. However, those which place the particle/ preposition first are not hyphenated, as in upkeep, outlay.*PLURALS.+ Where a plural is possible, (i.e. where the nominalized form is countable, it is formed in the usual way with the addition of –s. eg: breakdowns , hold-ups , check-ins...........

*Ask Ss to work individual to fill in the blanks with the compound nouns above to complete the sentences.

-Listen to teacher.

-Do as required.


-Give comments.


-Listen to teacher.

-Do as required.


-Give comments.


-Listen to teacher.

-Do as required.



-Do as required.


*Expected answers:1, breakdown 2, warm-up 3,

204

Handout(10mins)

-Ask Ss to fill each gap with one of the nominalized forms just learnt.

-Call on some Ss to speak out the answers and write them up on the board.-Go over the answers with the class.

Exercise. Matching the compound nouns with their meanings.

1,.....DROPOUT.....a person who leaves school or college before they have finished their studies.2, ................an occasion when a vehicle or machine stops working.3, ............................permission for sb to start doing sth.4, .................the act of showing your ticket, etc. when you arrive at an airport.5,.............................expenditure or amount of money spent.6, ..........a short practice or a series of gentle exercises that you do to prepare yourself for doing a particular sport a activity.7, ..................the start of a game of football.8, .................the moment at which an aircraft leaves the ground and starts to fly.9, ......the act of closing a factory or business or stopping a large machine from working.10, ...............practice for a performance of a play, show, etc.....

takeoff4, dropout 5, kickoff 6, check-in7, shutdown 8, go ahead

-Listen to teacher.

-Do as required.



*Expected answers:

1, dropout2, breakdown3, go-ahead4, check-in5, outlay6, warm-up7, kick-off8, takeoff9, shutdown10, run-through




205

Date of planning:..25.02.2009. UNIT 11: The Asian gamesPeriod 95: LANGUAGE FOCUS (2)A, AIMS:- Students should know how to practice relative pronouns where possible. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Omit relative pronouns where possible.-Do all exercises correctly.







Grammar:(15mins)

Omission of relative pronouns:

1, We can leave out the relative pronoun in a defining relative clause that refers to the object.Eg: Have you found the keys that you lost? =Have you found the keys you lost?Eg; The bed that/ which I slept in last night wasn’t comfortable. = The bed I slept in last night wasn’t comfortable.1, We can’t leave out the relative pronoun in a defining relative clause that refers to the subject.Eg: The doctor who treated me told me not to worry.3, In a non-defining relative clause we must keep the relative pronoun.Eg Tom, whom I talked on to the phone last night, is an architect.

-Listen to teacher do as required.


-Give comments.




-Give comments.

206

Exercise:(15mins)

(10mins)

4, We can also leave out the relative pronoun after a superlative.Eg: This is the best meal (that) I’ve ever eaten

*Activity 1: Checking (Task a P.161-162)

-Put Ss into pairs.-Ask Ss to do the task.-Go round giving help if needed.-Call on Ss to give the answers.-Invite class opinions and give feedback.

*Activity 2: Matching (Task b, P.162)

-Tell Ss to do the task individually.

-Call on some Ss to write the sentences up on the board.-Go over the answers with the whole class.



*Expected answers:

1, 3, 6


*Expected answers:

1, d 2, f 3, a4, b 5, c 6, e




207

Date of planning: ..02.03.2008. UNIT 12 : hobbiesPeriod 96: READING (1)A, AIMS:

- Students can express their opinions about Hobbies.- Reading for gist and for specific information.


- Skim for general ideas.- Scan for specific information.-Express their ideas about hobbies.








208

Warm-up(5mins)

Pre-reading(15mins)


1, What’s your hobbies?2, Could you tell me how you collect your books?3, How do you organize your collection? *Teaching vocabulary:

-collect (v)=buy or find things of a particular type and keep them as a hobby (su tËp)-collection (n)=a group of objects, often of the same sort, that has been collected (bé su tËp)-collector (n)=a person who collects things, either as a hobby, or as a job (ngêi su tËp)-take sth up= learn or start to do sth, especially for pleasure (b¾t ®Çu mét thó tiªu khiÓn nµo ®ã)Expertise (n) (in sth/ in doing sth)=expect knowledge or skill in a particular subject, activity, or job (kiÕn thøc hoÆc kü n¨ng chuyªn m«n)-result (n) from sth = happen because of sth else that happened first (do çi g× g©y ra, cã tõ..)-prosperity (n)=the state of being successful, especially financially (sù ph¸t ®¹t, sù phån vinh)

-original (n)=a document. Work of art, etc...produced from the first time, from which copies are later made (b¶n gèc, nguyªn b¶n)-duplicate (n)=one of two or more things that are the same in every detail (b¶n sao)

Activity 1: Wh-questions.Task a, Text book, P.165)

-Arrange Ss into pairs.-Get Ss to read trough the questions to know what is being asked.-Ask Ss to read the text and answer the questions.-Call on Ss to speak out the



-Do as required.






Do as required.




209

answers.-Invite class opinions and give feedback.



Date of planning: ..05.03.2009. UNIT 12 : hobbiesPeriod 97: READING (2)A, AIMS:

- Students can express their opinions about Hobbies.- Reading for gist and for specific information.


210

- Skim for general ideas.- Scan for specific information.-Express their ideas about hobbies.







Warm-up(5mins)

Pre-reading(10mins)

*Ask Ss some questions.1, What’s your hobbies?2, Could you tell me how you collect your books?3, How do you organize your collection?

*Activity 1: Summary (Handout)

-Arrange Ss into groups of three.-Ask Ss to read the text again and complete the summary below using the words provided.



Do as required.


*Do as required.

211

Complete the sentences, using the words just learned

collecting free investment originals interest provides shell expertise permanent watching

Thanks to shortened working hours and greater prosperity, people nowadays have become more interested in what to do in their (1) ______time. (2) _____things is one of the most popular hobbies. It is relatively passive, but can require considerable (3) _____. Indeed, collecting things as a past time, brings about great benefits. Coin collecting (4) _____hours of pleasure and satisfaction of (5) _____the collection grow. In addition, a good coin collection is an (6) _____. Coin of all kinds will always worth at least as much as the metals, often precious,

(16mins)


Activity 2: Table completion:Task b, text book, P.165

-Put Ss into pairs.-Have Ss read the text again and complete the table.-Swap partners and have Ss to compare their answers.-Call on Ss to write the answers up o the board.-Go over the answers with the class.

Discussion: Task c, text book P.165

-Ask Ss to work in groups of 4 discussing the questions in the textbook.-Go around giving help if necessary.-Call on some Ss to give the answers.-Invite class opinions and give feedback.




*Do as required.






212

Date of planning: .09.03.2009. UNIT 12 : HobbiesPeriod 98: ListeningA. Aims: - Students should understand how to practice listening skill with the topic Hobbies.- Listening for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen and pick up specific details and understand general ideas.

- Learn more about hobbies.C, TEACHING AIDS:






Warm-up(5mins)



1, What’s your hobbies?2, Could you tell me how you collect your books?3, How do you organize your collection?


-like (v)# dislike + V-ing-lie (v)(lay/lain) (lying)=be or put yourself in a flat or horizontal position so that you are not



*Do as required.

-Practice carefully and compare

213


(12mins)


standing or sitting (n»m)-cycle (v)=ride a bicycle / traveler by bicycle.-muscle (n)= a piece of body tissue that you tighten and relax in order to move a particular part of the body (c¬ b¾p)-gain weight (idm)=gradually get more of weight (t¨ng c©n) # lose weight (gi¶m c©n)-efficient (adj)= doing sth well and thoroughly with no waste of time, money, or energy (cã hiÖu qu¶)

-Read the words one by one and ask Ss to repeat.

Activity 1: Likes or dislikesTask a, textbook, P166-Tell Ss they are going to listen to Andrew talking about himself.-Ask Ss to listen and note down what he likes and dislikes doing.-Call on Ss to give the answers.-Have Ss listen again and go over the answers with the class.

Activity 2 : Sentence completion Task b, textbook, P.166

-Tell Ss that they are going to listen to a conversation between Dick and Tom.-Ask Ss read thought the sentence to know what kind of information they need to look for-Elicit the kind of information needed to complete each sentence. (Expected answer: Reasons)-Call on Ss to give the answers.-Elicit class opinions.-Have Ss listen again and check the answers with the class.

*Speaking: Discussion

-Arrange Ss into groups of five.-Ask Ss to discuss what they like or dislike doing.-Assign group secretary who will




*Do as required.




*Do as required.




*Do as required.


214

have note down what their group members like and dislike doing by completing the table below.-Move round giving help where needed.-Call on group secretaries to report what their group members’ likes and dislikes.-Make any corrections in terms of grammar, pronunciation if necessary.Name likes dislikes1.2.3.4.5.





Date of planning: .10.03.2009. UNIT 12 : HobbiesPeriod 99: speakingA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Talk about hobbies.-Express preferences.






215



Warm-up(5mins)

Pre-speaking(8mins)



1, What’s your hobbies?2, Could you tell me how you collect your books?3, How do you organize your collection?

Eliciting and introducing Useful Language

*Like and dislike:-enjoy + V-ing-like/ love + V-ing # dislike/ hate + V-ing-want to-infinitive-be interested/ engrossed/ indulged in sth or doing sth.-be addicted to in sth or doing sth*Preferences:-prefer to do sth: I prefer to listen to music.-prefer + V-ing TO V-ing*Reasons:-I like collecting stamps because it is both interesting and educational.-I enjoy swimming as/ since/ for it is an excellent way of getting rid of stress.

*Activity 1:

-Tell Ss to write one leisure activity they enjoy doing and one they are not interested in down on a piece of paper.-Get Ss to stand up and move around the class to ask questions to find those who have the same interests.*Give some examples.T: I enjoy swimming in my free time Do you?/ What (How) about you?S1: Me too./That’s the same for



*Do as required.




*Do as required.




*Do as required.

-Practice carefully and compare

216

(12mins)


me./ So do IS2: Really?/Oh, that’s interesting./ Oh, I’m the opposite. I’d rather read novels.

*Activity 2: Group discussion:

-Based on the conversations in activity 1, group Ss who have the same hobbies.-Ask Ss to discuss why they are interested in such things.-Go around to monitor the class and give help if necessary.-Call on some groups representatives to introduce the hobbies they have in common and report the reasons for such interests.

*Listening:

-Have Ss listen to a talk about David’s hobby and complete the sentences below.(Appendix)-Call on Ss to give the answers.-Invite class opinions and give feedback.




*Do as required.




5, Home work : (1min) -Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.119-120-121).-Have Ss choose a home device and write an explanation on how to use it. -Prepare next period.

217

Date of planning: .12.03.2009. UNIT 12 : HobbiesPeriod 100: writingA, AIMS:- Students should know how to practice writing about hobbies. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write about hobbies.-Express themselves in writing.







Warm-up(5mins)

Pre-writing(2mins)

*Games: Jigsaw reading-Prepare cards of parts of writing about a person’s hobby (Textbook, P.168-Appendix)-Put Ss into groups of five.-Hand the cards out to the groups.(Ask Ss to close all their textbooks before carrying out this task.)-Within group to finish with the correct paragraph wins.-Ask Ss what the paragraph is about.(Expected answer: (A person’s hobby-collecting stamps.)


-pen pal (n) of sth= pen friend = a person that you make friends with by writing letters, often sb you have

-Listen to teacher.-Practice carefully then discuss, compare and then present before the class.

-Give comments.

-Do as required.


-Give comments and write on

218

(7mins)


Post-writing(8mins)

never met.-issue (n)=a number of set of things that are supplied and made available at the same time.-give out of sth (idm)= give sth to alot of people.

Presenting an outline.*Chart completion (Task a, textbook, P 168)-Put Ss into pairs.-Ask Ss to read the paragraph and complete the chart.-Assign Ss to give the answers.-Check the answers with the whole class.Note: +Present tenses are used for describing things+Past tenses are used to describe actions that happened in the past.

*Providing useful language:1-Introduction: 2-When your hobby started:3-How your hobby has been built up:4-Why you had this hobby:5-Your feelings about the hobby

*Writing it up:

-Elicit the answers to the questions similar to the content in the chart (Textbook, P168).-Ask Ss work in groups of four.-Tell Ss to write a report based on the situation below (textbook P.168)-Go around to monitor the class and give help where needed.-When they have finished, get groups to hang their poster on the board.-Get Ss to read through the reports and pick out the best one.

Reading: Cloze test (Handout)

-Arrange Ss into groups of three.-Give each groups a copy of the task.

note book carefully.

-Do as required.



-Do as required.



-Do as required.



-Do as required.



219

-Ask Ss to do the task.-Call on Ss to give the answers and explanations for their choices.-Give comments.

4 Consolidation : (1min) -The content.

5, Homework: (1min) -Rewrite their writing on notebook carefully.


Date of planning: .14.03.2009. UNIT 12 : HobbiesPeriod 101: Language focus (1)A, AIMS:

- Students should know how to form related words. - Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to:- Form related words.

-Use related words to do all exercises.C, TEACHING AIDS:






220

Word study(15mins)

(10mins)

Further practice(15mins)

*Word derivation:

-Elicit words related to the verbs on the board, i.e., get Ss to give the equivalent nouns, adjectives and adverbs (Task a Textbook, P.169)-Call on Ss to speak out the answers.-Invite class opinions and give feedback.-Draw Ss attention to the stress changes in certain parts of speech.

Activity 1: Gap-filling Textbook, Task b, P.169

-Put Ss into pairs and ask Ss to fill each gap with the correct word form. -Call on some Ss to speak out the answers and then write them up on the board.

Activity 2: Error recognition and correction

-Choose A, B, C or D that indicates incorrect word form, and then correct it.1, I think hers is a highly profitably business. A B C D 2, The pure of the water is tested regularly. A B C D

-Do as required.



-Do as required.

-Practice carefully then discuss, make sentences, compare and then present before the class.


-Do as required.



*Expected answers:

221

Noun Adjective Adverb Verb1. encourage2. prosperous3. label4. include5. purely6. wealthy7. creative8. pleasure9. profitable

3, The country is enjoying a period of peace A B Cand prosper. D4, ‘Where do they live?’ ‘They live in A Ba wealth suburb of Chicago.’ C D5, We carefully labels each item with the A B Ccontents and dates. D6, Creative and originally are more important A B Cthan technical skill. D7, Her disappearance has never been A B Csatisfactory explained. D8, You should inclusive some examples in A B Cyour essays. D9, It gives me great pleasant to introduce our A B Cguest speaker. D10, He needs all the support and encourages A B Che can get. D

1, C highly profitable2, A the purity 3, D prosperity4, C wealthy5, A carefully labels6, A creativity7, D satisfactorily8, A should include9, B great pleasure10, C encouragement




222

Date of planning: .15.03.2009. UNIT 12 : HobbiesPeriod 102: Language focus (2)A, AIMS:

- Students should know how to use cleft sentences, ....both...and.., and ...not only......but also.- Ss can practice by doing exercises correctly.B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Cleft sentences, ...both....and..., ...not only....but also...... - Use to do all exercises







Cleft sentence

(8mins)

I, Cleft sentences (C©u chÎ) -§îc dïng ®Ó nhÊn m¹nh mét thµnh phÇn cña c©u trõ ®éng tõ:

-These are sentences introduced by it is / it was. Different parts of the sentence can be emphasized in this way:Eg: Sue sent me a letter yesterday.*Subject focus (NhÊn m¹nh chñ ng÷) =>It was Sue who sent me a letter yesterday. (not Mary or Linda).*Object focus (NhÊn m¹nh t©n ng÷)

=>It was letter that Sue sent me. (not a book or anything else).*Adverbial focus (NhÊn m¹nh tr¹ng ng÷)=>It was yesterday that Sue sent me a

-Do as required.



223

(5mins)

(6mins)

(7mins)

letter. (not three days ago).

1, Who is usually used for proper subjects. That is usual for non-personal subjects:Eg: It’s speed that causes accidents, not bad roads.2, When the object is a proper noun, that is more usual than who. With all others objects, that is the correct form.

Eg: It was Ann that I saw.

Activity 1: Handout:

Check (v) the option that indicates the emphasized part of the sentence:1, It was on television that I watched this film.A, subject B, object C, adverbial2, It’s Tom who is smiling.A, subject B, object C, adverbial3, It was beer that we ordered.A, subject B, object C, adverbial4, It was at the supermarket that my brother works.A, subject B, object C, adverbial5, It was the lift that broke down.A, subject B, object C, adverbial6, It’s a party that they are having.A, subject B, object C, adverbial

Activity 2: Rewriting (Text book, P.170)

-Ask Ss to do the task individually.-Go round giving help if necessary.-Call on Ss to write the answers up on the board.-Go over the answers with the whole class.

II, Co-ordinating conjunctions (Liªn tõ kÕt hîp) ( Both....and, not only....but also....)

*Both.... and or not only.....but also is used to emphasize a combination of two adjectives, nouns, verbs, etc..

-Do as required.



-Do as required.


*Expected answers:

1, C 2, A 3, B 4, C 5, A 6, B

-Do as required.


-Do as required.


224

(5mins)

(9mins)

Eg: -It was both cold and wet. = It was not only cold but also wet.

-He is both an actor and a director. = He is not only an actor but also a director.

-He both paints and writes. = He not only paints but also writes.

Activity 3: Handout:

Complete each sentence with both, and, not only, but also:

1, .................John and Rica were late.2, I was both tired ....hungry when I arrived home.3, She’s ..................beautiful, but also intelligent.4, He collects ..............paintings but also jewelry.5, You should not only eat vegetables ...........drink a lot of water.6, They write .................cartoons but also novels

Activity 4: Sentence rewriting (Text book, P.171)

-Put Ss into groups of three.-Tell Ss to identify the errors and then rewrite the sentences.-Call on Ss to write the sentences up on the board.-Go over the answers with the whole class.

-Do as required.


*Expected answers:

1, Both 4, not only2, and 5, but also3, not only 6, not only

-Do as required.





225

Noun noun Not only adjective but also adjective Both adverb and

adverb



A, AIMS: - Language functions presented : Consolidate all the grammar in the

last Unit.- Ss can practice by doing exercises correctly.B, OBJECTIVES:




226

- Consolidating.E, PROCEDURES: 1. Class organization: (2ms)




Warm-up(3mins)

Pronunciation(5mins)

(5mins)

Listening comprehension(5mins)

Vocabulary(5mins)

*Repeat all important topics as well as grammatical issue that you learnt in last lesson.

Task a : p.172-Ask Ss to work individually p.b p.172.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.

Task b : p.172-Ask Ss to work individually p.b p.172.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.

Task : p.57

-Ask Ss to work individually p.b p.172.-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.-Give comments and check.

Task a : p.173

-Ask Ss to work individually p.b p.173.


-Work individuals.-Do as required.

-Expected answers: 1, C 2, A 3, B 4, B 5, C

-Do as required.-Expected answers: 1, A 2, C 3, B 4, A 5, B

-Work individuals.-Do as required.

-Expected answers:

1, F 2, T 3, T 4, F5, F 6, T 7, T 8, T

Work individual.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.

227

(5mins)

(5mins)

Grammar and structure(5mins)

(5mins)

-Ask Ss to read then practice by doing exercises carefully. -Get Ss to compare answers in pairs and then go over the answers.

Task b : p.173


Task c : p.173


Task a : p.60


Task b : p.60



*Work in pairs.-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.





228




A, AIMS: - Language functions presented : Consolidate all the grammar in the

last Unit.- Ss can practice by doing exercises correctly.B, OBJECTIVES:




- Consolidating.E, PROCEDURES: 1. Class organization: (2ms)




Reading(10mins)

Task 1: p.a p.177

-Ask Ss to read the text and complete the table (task a, text book p.177)-Ask Ss to read the text and complete the table (task a, text book p.177)

-Listen to teacher and do as required.-Give comments.

*Expected answer:

1, e 2, f

229

(8mins)

Writing

(23mins)

-Call on some Ss to give the answers.

-Ask Ss to write up the answers on the board.-Go over the answers with the class.

Task b : p.177


*Write a report on your school’s preparation for a sports competition in Nha Trang in September. You might use the guidelines, the expressions in the textbook, and prompts below.

+Place where the competition will be held+Kinds of sports students will take part in.+Students’ health.+the readiness of both trainers and students for the competition.-Ask Ss work in groups of four.-Tell Ss to write a report based on the situation below (textbook P.178)-Go around to monitor the class and give help where needed.-When they have finished, get groups to hang their poster on the board.-Get Ss to read through the reports and pick out the best one.

3, a 4, b5, c 6, d

-Do as required.-give comments and check.

-Expected answers:

1, C 2, A 3, B 4, C 5, C

-Do as required.-give comments and check.

-Expected answers:

The aim of this report is to give information about the preparation of students in our school for s sports competition held in Nha Trang in September.This year, students in our school will participate in swimming, volleyball, table tennis, karate, and chess. At present, most students are strong and healthy. Both students and their trainers are ready for the games.In short, there are many opportunities for the students to win prizes.

4 Consolidation : (1min) -The content.



230


UNIT 13 : entertainmentPeriod 106: READING (1)A, AIMS:

- Students can express their opinion about the entertainments and practice reading skill.





231






Warm-up(5mins)

Pre-reading(8mins)

(5mins)

*Ask Ss to look at their books and work in pairs:-Match the pictures with the appropriate form of entertainment.-Ask Ss to write up the answers on the board.-Go over the answers with the class.


-Introduce some new words using examples, synonyms or explanations.-a melting pot (n)= place where large numbers of immigrants from many different countries live together (n¬i pha trén nhiÒu mµu s¾c)-exhibition (n)=collection of things shown publicly (cuéc triÓn l·m)-exhibit (v)=display sth for the public.-renown (n)=fame, distinction (tiÕng t¨m, danh tiÕng.)-renowned as/ for sth (a) = famous.-mislead (v)=cause sb to have a wrong idea about sth (lµm cho ai nghÜ sai l¹c vÒ..)-criticism (n)=remark that points out faults (sù/ lêi chØ trÝch, phª ph¸n.)

-Read the words one by one and ask Ss to repeat.*Checking Vocabulary: Rub out and remember.

-Do as required.

-Expected answers:

1, C 2, D 3, B 4, A

-Do as required.





*Work individually.

-Do as required.-Practice carefully then present

232


(15mins)

-Rub out the words, one or two at a time and ask Ss to read all the words again. Continue until no word is left on the board and Ss can read them all out.

Activity 1: Guiding question.

-Ask Ss to skim the text quickly to answer the question: What is the paragraph about?-Tell Ss to work with a partner, asking and answering the questions.-Call on a pair to ask and answer and check with the class.

Activity 2: Matching subtitles with paragraphs(Task a, P.180)

-Ask Ss to read the text and match the subtitles with the paragraphs.-when they have finished, tell Ss to compare answers in pairs.-Go over the answers with the whole class.

before the class.-Give comments.

-Do as required.-Practice carefully then discuss how to make sentence, compare and then present before the class.

*Expected answer:(Different forms of) entertainment in the USA)


-Expected answers:

1, C 3, B 2, D 4, A



233


UNIT 13 : entertainmentPeriod 107: READING (2)A, AIMS:

- Students can express their opinion about the entertainments and practice reading skill.










Warm-up(7mins)

*Gap questions:

-Give Ss handouts of incomplete sentences about the content of the text.-Tell Ss to read the text again and complete each sentence with the correct information.-When they have finished, tell Ss to compare answers with a partner.-Go over the answers with the class:*Complete the sentences with the correct information (This is the handout).

-Do as required.

-Practice carefully then present before the class.

-Give comments.

-Expected answers:

1, concerts; art exhibitions2, television; movies; recorded music3, sports; play sports; watch

234


(16mins)


1, It’s in its major cities that many world-famous .............. , ............and theatrical performances are found.2, However, the most popular sources of entertainment are ............., ................. and ............... .3, Most Americans enjoyed.............. . They either ...............themselves or ...............their favorite sports and teams.4, Americans love to travel and.................is their most common leisure activity.


-Ask Ss to look at their book and work individuals.-Instruct Ss to read the passage quickly and stop at the lines that contain these words to guess meanings-Ask Ss guess the meaning of the words based on the contexts in the sentences.-Check that Ss understanding the words correctly.-Ask Ss work individually to do the task-Go around to help Ss if necessary.-Ask Ss to exchange their answers with other Ss-Ask Ss explain their choices.

Activity 4: (Task c, P. 181)True, False, or Not mentioned.

-Arrange Ss to work in pair.-Ask Ss to scan the text and read the statements and say if they are true, false, or not mentioned in the text.-Move around to monitor unobtrusively.-Tell Ss to compare answers in small groups.

4, car travel



*Expected answer:

1, C 2, D 3, A 4, B 5, F 6, E

-Listen to teacher and do as required.-Practice carefully then discuss, compare and then present before the class.

*Expected answer:

1, NI2, T3, T4, F (Americans play sports themselves.5, F (Americans prefer traveling both by car and by plane6, T


235

-Call on Ss to read the statements and say their choice.-Encourage Ss to give explanations for their choice.-Go over the answers with the class.

*Discussion:

-Put Ss into small groups of 4 or 5.-Ask them to discuss and share ideas on the following topics.A, popular forms of entertainment in your home town.B, Your favorite forms of entertainment.-Go around to monitor and give help if necessary.-Call on Ss to report about their groups’ discussion and share.-Give feedback and comments.

*Expected answer:

There is a recreational center in my place. My friends and I often go there to take part in recreational activities such as swimming, doing aerobics, playing basket ball or play table tennis, playing computer games or chatting on the Net...........




Date of planning: .22.03.2009. UNIT 13 : entertainmentPeriod 108: ListeningA. Aims: - Students should understand more about the entrainment and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:


-Listen and understand the message.-Learn more about cultural activities in Britain.


D, METHOD:

236





Warm-up(6mins)



*Ask Ss to look at their books and work in pairs:-Match the pictures with the appropriate form of entertainment.-Ask Ss to write up the answers on the board.-Go over the answers with the class.

*Teaching Vocabulary:(Task a, P.182)

-Ask Ss to match the words or phrases with the pictures.-Check if Ss know the meanings of the words.-Show Ss how to pronounce the words.+marquee (n)= a large tent used at social events.+ball (n)= a big formal party with dance.-Go over the answers with the class.

*Activity 1: True-false Statement(Task b, P.182)

-Tell Ss they are going to listen to Jack’s letter, telling Ann about the activities he did at the university.-Ask Ss to read the statements, listen and check whether they are true or false. If they are false, give the correct information

-Do as required.

-Expected answers:

1, A 2, C 3, B 4, D


*Expected answer:

1, D (a marquee)2, C (a rowing competition) 3, B (a bow tie) 4, A (a ball)


*Expected answer:

1, T 2, F (Nowadays Ss usually wear jeans and T-shirts) 3, F (“The bath” is a typical

237

(10mins)


-Let Ss listen the second time if necessary.-Tell Ss to compare answers in pairs.-Go over the answers with the class; then let Ss listen again and check.

*Activity 2: Questions and answers(Task c, P.183)

-Ask Ss to listen again and find the answers to the questions.-Ask Ss to work with a partner, ask and answer the questions to compare answers in pairs.-Have Ss listen again and check with the class.

*Speaking: Personalization.

-Arrange Ss to work in small groups.-Tell them to talk and share ideas on holiday activities in their community or home town.-Go around to monitor and give help if necessary.-Call on some Ss to report to the class about their groups.-Give feedback and comments on what Ss have.

Cambridge student pub) 4, T 5, T


*Expected answer:

1, In the college grounds.2, All night.3, On the boats on the river.4, A ‘rowing competition”5, They weave brightly colored scarves into a beautiful pattern around a long pole.


*Expected answer:

*Some holiday activities:-Unicorn dance, rowing competition, ball, family gathering, get-togethers with friends or parties on New year’s day or on birthdays, Mid-Autumn Festivals,......



238

Date of planning: .24.03.2009. UNIT 13: entertainmentPeriod 109: speakingA, AIMS:- Students should know how to practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Express agreement or disagreement about holiday activities.-Give some reasons to argue for their opinion.







Warm-up(10mins)

*Speaking: Personalization.

-Arrange Ss to work in small groups.-Tell them to talk and share ideas on holiday activities in their community or home town.-Go around to monitor and give help if necessary.

-Call on some Ss to report to the class about their groups.-Give feedback and comments on what Ss have.


*Expected answer:

*Some holiday activities:-Unicorn dance, rowing competition, ball, family gathering, get-togethers with friends or parties on New year’s day or on birthdays, Mid-Autumn Festivals,......

239

Pre-speaking(5mins)

(5mins)


1, Matching pictures with holiday activities:

(Task a, P 183-184)

-Ask Ss to study the pictures and match them with the holiday activities.-Tell Ss to compare answers in pairs.-Go over the answers with the whole class.

2, Introducing useful language:(Task b, P.184)

-Elicit and introduce expressions of agreement and disagreement and the language used to explain reasons.

*Task C: (P. 185)Talking about holiday activities:

-Tell Ss to work in small groups, discuss the positive and negative aspects of some holiday activities, and express their agreement or disagreement with their partners, plus explanations of reasons.-Tell Ss they can use the phrases suggested in the box and ideas of their own.-Work with a student to model an example.-Suggest some holiday activities around the world for Ss to express





-Do as required.


-Give comments.

240

Useful

Expression

Agreement

-That’s true. I completely agree with you-I’m with you there. And besides,...-I can’t agree with you more.-I can’t help thinking the same!

Disagreement

-Well. I personally think that...-I don’t quite agree with you because..-That’s not the way I see it. You see....-That’s an interesting point


their opinions.-Go around to monitor and jot down errors for correction later.

*Writing about themselves:

-Ask Ss to work in pairs and write a few sentences about themselves and their friends concerning entertainment activities.-Tell Ss they can use the prompts given to help them*Most of us.. *Some found it .. but others....-Call on some Ss to read their sentences and ask the class to give comments.-Give feedback and comments.

-Do as required.


-Give comments.



Date of planning: .28.03.2009. UNIT 13: EntertainmentPeriod 111: writingA, AIMS:- Students should know how to describe holiday activities. . - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Describe holiday activities.-Organize and write about holiday.





241



Warm-up(5mins)

242

Date of planning:..29.03.2009 UNIT 13: ENTERTAINMENTPeriod 112: LANGUAGE FOCUS (1)A, AIMS:- Students should learn more vocabulary related to entertainment. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Know how to use vocabulary related to entertainment.-Do all exercises correctly.

243







Word study(25mins)

(16mins)

*Word related to entertainment:

Activity 1: Categories-completing the table (Task a, P,187)

-Ask Ss to put the nouns in the box in the correct column in the table.-Tell Ss to compare answers with a partner and then check with the whole class.-Check to see if Ss know the meanings of the words.

Activity 2: Gap-filling (Task b, P,188)

-Ask Ss to complete each of the sentences with a noun from the table in Task a correct form of the verbs given in the box.-Tell Ss to compare answers in pairs.-Call on Ss to read their completed sentences and check the answers with the whole class.

-Do as required.



-Do as required.






244

Date of planning:..01.04.20089. UNIT 13: ENTERTAINMENTPeriod 113: LANGUAGE FOCUS (2)A, AIMS:- Students should know how to use + cleft sentences in the passive and. +either..or.., neither..nor., both, and subject-verb agreement- Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Know how to use vocabulary related to entertainment.-Do all exercises correctly.







Grammar(10mins)

(5mins)

*Cleft sentences in the Passive:

-The object is emphasized, and followed by a defining relative clause in the passive.*It + be + noun/ pronoun + that + be + pp.Eg: They reduced the income tax, not VAT.=>It was the income tax that was reduced, not VAT.*Or the adverb is emphasized, and followed by a clause in the passive.*It + be + prepositional/ adverb phrase + that + subject + be + pp.Eg: It’s on New Year’s Day that children are given lucky money.

Activity: Rewrite the Sentences: (Task, P. 188)

-Do as required.



-Do as required.

-Practice carefully then discuss,

245

(9mins)

(6mins)

-Ask Ss to read the sentences in the task and rewrite them using the passive structure.-Tell Ss to work with a partner and compare answers.-Call on Ss to write their sentences on the board and check with the class.

*Linking Words with Either....or....., Neither......nor....., or Both.*Either......or......+ affirmative/ interrogative verb is used to express alternatives emphatically when either....or.....is the subject or object of the verb, meaning “any one of two”Eg: Either Lan or her sister must be home now.-It’s urgent, so could you either phone or tax

-Either......or.....cannot be the subject of a negative verb. In other cases, either....or .....+ negative verb can replace neither......nor....Eg: Tom didn’t either write or phone home.

-Neither....nor....+ affirmative verb is an emphatic way of combining two negatives, meaning “Not one and not the other”.-Tom neither wrote nor phoned home.

*Sentence with “Both”.-Both is used to refer to two. As the subject of the verb, both takes a plural verb.-Eg: Nam likes action film. So does Ba=> Both of them like action films.

*Subject – Verb Agreement.

-In sentences with either...or....or neither....nor.....as the subject, the verb may be singular or plural

make sentences, compare and then present before the class


-Do as required.



-Do as required.



-Do as required.



246

(5mins)

(5mins)

(5mins)

(5mins)

depending on whether the noun/ pronoun following or and nor is singular or plural.

*We have the formulas:

Either or + noun + + singular noun+ Neither nor singular verb

Eg: Either you or Joe is wrong

Either or + noun + + plural noun + Neither nor plural verb

Eg: Either Tom or his friends are coming to see you.

Activity 1: Sentence Transformation (Task P, 189)-Tell Ss to read the sentences and rewrite the using either....or.....instead of both...and.-Remind Ss of the parallel structure of sentences with these liking words.-Call on Ss to read their sentences and check with the whole class.-Call on Ss to read their sentences and check with the whole class.-Give feedback and comments.

Activity 2: Sentence Combination. (Task P.189) -Read the example and tell Ss to pay attention to how the words link the ideas.-Ask Ss to read the pairs of sentences and combine them using neither....nor....-Tell Ss to compare answers in pairs.-Call on Ss to write their sentences on the board for the class to check.-Go over the answers with the whole class.

-Do as required.



-Do as required.



-Do as required.



-Do as required.



247

*Activity 3: Sentence Completion. (Task p. 189-190) -Ask Ss to read the sentences and fill in each blanks with a suitable word either, neither or both...-Tell Ss to pay attention to the meanings and the verb forms of the sentences.-Tell Ss to compare answers with a partner.-Go over the answers with the class.

Activity 4: Choose the Correct Verb Form. (Task p, 190)-Ask Ss to read the sentences and exchanges and choose the correct verb forms for each.-Tell Ss to pay attention to the linking words used in each case.-Tell Ss to compare answers with a partner.-Call on Ss to read their completed sentences.-Then go over the answers with the class.





UNIT 14: space conquestPeriod 114: READING (1)A, AIMS:

- Students can express their opinion about the space conquest and practice reading skill.

- Reading for gist and for specific information.

248


- Scan for specific details.- Skim for general ideas.- Understand the content of the text.







Warm-up(8mins)

Pre-reading(15mins)

*Ask Ss to answer the questions:

1, Who is the first human to fly into space?

2, Can you name the first humans to set foot on the moon?

3, Who is the first Vietnamese to fly into space?


-Teach some vocabulary items through a multiple choice task.-Ask Ss to choose the word or phrase that is closest in meaning to the word in bold.

1, ____the market research on the demand for space tourist.A, equipment B, need C, request 2, ____the first research was conducted in Japan.A, carried out B, indicated C, investigated3, This survey revealed that ____.A, showed B, proved C,

-Listen to teacher and do as required.-Discuss, compare and then present before the class.

*Expected answer:

1, Yuri Gagarin, a Russian astronaut.2, Neil Armstrong and Buzz Aldrin, two American astronaut.3, It was Pham Tuan.

-Listen to teacher.


Expected answer:

1, B2, A

249

(5mins)

(13mins)

proposed4, NASA is sponsoring a project _____.A, working on B, supporting financially C, preparing 5, Wimberley Allison Tong & Goo envisages a hotel _____.A, builds B, constructed C, imagines6, Passengers might be ferried to and from it by _____.A, transported B, led C, required7, Space will provide vast new frontiers for the adventurous to explore.A, enjoy B, travel C, examine

*Checking General Knowledge: (Task a, P.192)

-Read the questions in Task a and ask Ss to choose the best answer to each question.-Check with the whole class.

*Discussion: (Task b, P.192)

-Put Ss into small groups of 4 or 5.-Ask them to discuss and share ideas on the following topics.A, If you were to travel into space, what would you bring with you?B, If I were to travel into space, I would bring...........-Go around to monitor and give help if necessary.-Call on Ss to report about their groups’ discussion and share.-Give feedback and comments.

3, A4, B5, C6, A7, C

-Work in pairs and then give once more examples (if necessary).-Give comments and write on note book carefully.

*Do as required.-Practice carefully and compare and then present before the class.


-Do as required.






250


UNIT 14: space conquestPeriod 115: READING (2)A, AIMS:

- Students can express their opinion about the space conquest and practice reading skill.


* By the end of this lesson, Students will able to: - Scan for specific details.

- Skim for general ideas.-Understand the content of the text.







Warm-up(5mins)






*Expected answer:

1, Yuri Gagarin, a Russian astronaut.2, Neil Armstrong and Buzz

251


(10mins)


Activity 1: True-False Statements (Task a, P. 193)

-Ask Ss to read the text and statements about the space exploration and decide if the they are true or false.-Tell Ss to compare answers with a partner.-Call on some Ss to read the sentences aloud and say their choice. Ask Ss to give explanations for false sentences.-Check with the whole class.

Activity 2: Questions and answers: (Task b, P.193)

-Tell Ss to read the text again and find the answers to the questions.-Ask Ss to work with a partner, ask and answers the questions.-Call on pairs to ask and answer them and check with the whole class.

Activity 3: Discussion

-Arrange Ss o work in small groups of 4 or 5.-Ask them to discuss the following questions.

1, If affordable, would you like to take a space trip? Why? Why not? 2, Where would you go?3, How long would you stay there?4, What would you do there?

-Go around to monitor and give help if necessary.-Call on some Ss to report about their groups and invite the class to give comments.

Aldrin, two American astronaut.3, It was Pham Tuan.


*Expected answer:

1, F 2, F3, T 4, T5, T 6, T

-Listen to teacher and do as required.-Discuss, compare and then presentbefore the class.

*Expected answer:1, NASA stands for the National Aeronautics and Space Administration of the United States.2, Because they want to satisfy their curiosity.(they want to enjoy adventures).........................


-Do as required.

-Practice carefully then using some suggestion to make sentences then discuss, compare and then present before the class.

-Give comments.


252





UNIT 14: space conquestPeriod 116: LISTENINGA. Aims: - Students should understand more about the entrainment and practice listening skill.- Listening for gist and for specific information.B, OBJECTIVES:


- Listen and understand the message.- Learn more about cultural activities in Britain.




Class: Teaching date: Attendance:

253

11A7



Warm-up(5mins)


(10mins)

(10mins)


1, How old was Gagarin when he became the first human being in space?

2, How long was he in space?

*Brainstorming : (Task a, P.194)

-Tell Ss to work in small groups.-Ask Ss to read the phrases in Task a and check (V) the that are required of astronauts.-Ask Ss to add more things that they think are required of astronauts.-Elicit Ss the countries that have developed space exploration. (USA, Russia, China)

*Activity 1: Completing the table (Task b, P. 194)

-Tell Ss they are going to listen to a talk about astronaut selection in different countries.-Ask Ss to listen and complete the table with the information about the countries.-Let Ss listen again if necessary.-Ask Ss to compare answers in pairs and then go over the answers with the whole class.

*Activity 2: Gap-questions (Task c, P. 194)

-Ask Ss to listen again and complete the sentences with the correct information.-Ask Ss to compare answers with a partner.

-Listen to teacher and do as required.-Compare and then present before the class. *Expected answer:

1, He was 27 then.2, He was in space for 108 minutes.


1, good health2, strong mind3, self-confidence4, experience5, education


-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.-Write on note book carefully


1, the military 2, male3, engineers, mission 4, self-confidence

254


-Call on Ss to read their completed sentences.-Have Ss listen again and check the answers with the class.

*Writing:

-Arrange Ss to work in pairs-Tell them to write a short paragraph about how astronauts were selected in The USA or Russia.-Tell Ss to refer to the table for the information.-Go around to monitor and give help if necessary.-Call on some Ss to read their pairs’ writings and ask the class to give correction and comments.-Give feedback and comments on what Ss have.


-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.-Write on note book carefully




255

UNIT 14: space conquestPeriod 117: SPEAKINGA, AIMS:- Students should know how to express degrees of certainly and practice speaking skill. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Express degrees of certainly.-Talk about their plans for future activities.







Warm-up(5mins)

Pre-speaking(5mins)





Eliciting and Introducing Useful language

-Make questions to elicit and then introduce the language used to express possibility.

-Draw a continuum to show the degree of certainty the modals express. (Textbook)


*Expected answer:

1, Yuri Gagarin, a Russian astronaut.2, Neil Armstrong and Buzz Aldrin, two American astronaut.3, It was Pham Tuan.



256


(12mins)


Activity 1: Talking about the Situations: (Task a, P.195)

-Ask Ss to work in pairs, read the situations and make sentences using a suitable modal to express possibility.-Go around to monitor and give help if necessary.-Call on pairs of Ss to act out the exchanges for the situations.-Give feedback and comments.

Activity 2: Talking about plans for next summer vacation:(Task b, P. 196)

-Arrange Ss to work in small groups.-Ask Ss in their groups to talk about what they plan to do next summer vacation. Tell them to use the modals to express possibility.-Work with a student to model the example exchange.-Have Ss do the task.-Go around to check and give help if necessary.-Call on some Ss to report about their groups.-Give feedback and comments.

*Writing about your plans.

-Tell Ss to write a few sentences about what they might do next summer vacation.-Ask Ss to form small groups of 4 or 5, exchange their writings for correction and share ideas.-Give feedback and comment.


-Do as required.-Practice carefully then discuss, compare and then present before the class.-Give comments.


-Do as required.


-Give comments.

-Listen to teacher and understand how to practice.-Do as required.-Practice carefully then discuss, compare and then present before the class.

-Give comments.


5, Home work : (1min) -Do exercises in Par. Speaking in Advanced English Exercise (Part a, b, c, d, p.136-137).-Ask Ss to write short paragraph about their group or class plans for the next vacation.

257



UNIT 14: space conquestPeriod 118: WRITINGA, AIMS:- Students should know how to practice writing a report. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Write about a report on a trip or vacation.-Use different tenses in a report.







Warm-up

*Give some information about a country and ask Ss what country it is?

-Listen to teacher and do as required.-Discuss, compare and then

258

(5mins)

Pre-writing(5mins)

(4mins)


1, It’s a country in South East Asia.2, It’s known as a country of elephant.3, Its national football team has won the Tiger Cup several times.4, Its capital is Bangkok.

Activity 1: Completing the report(Task a, P.196)

-Tell Ss to work in pairs.-Ask them to read the report and complete it by filling in each space with the correct form of a suitable word in the box.-Go over the answers with the class.

Activity 2: Recognizing verb forms

-Ask Ss to underline all the verbs used to report about the trip.-Ask Ss what tenses are used in the report.

Activity 3: Guidelines

-Elicit from Ss what to include in a report on a trip and give them some guidelines on the content of the report.

Writing about yourself (Task b, P.196)

-Ask Ss to write a report on their holiday trip or vacation.-Tell Ss to refer to the guidelines and previous tasks as sample.-Go around to monitor and give help with vocabulary.-When Ss have finished, collect their


*Expected answer:

*Thailand


*Expected answer:

1, g 2, c 3, i 4, e 5, a6, h 7, b 8, d 9, f

-Listen to teacher and do as required.*Expected answer:1, The past simple2, The past progressive and the past perfect.


-Do as required.



259

A report should include the following things

1, Where and when you took the trip.2, Details of the activities you did and the places you visited

Post-writing(7mins)

writings for correction later.

*Peer correction:

-Arrange Ss to work in small groups of 4.-Deliver four pieces of writing to each group.-Ask the groups to read the reports together, give correction or improvement if necessary. Then tell them to choose the best report.-Go around to monitor and check.


-Practice carefully, compare and then present before the class.-Give comments


5, Homework: (1min) -Rewrite their writing on notebook carefully.



UNIT 14: space conquestPeriod 119: LANGUAGE FOCUS (1)A, AIMS:- Students should learn more to make compound nouns with the word space and air. - Speaking for gist and for specific information.B, OBJECTIVES:

* By the end of this lesson, Students will able to:-Know how to make compound nouns with the word space and air.

260

-Do all exercises correctly.C, TEACHING AIDS:






Word study(10mins)

(10mins)

*Compound nouns:

-Elicit from Ss the information, meaning and stress pattern of the words.

+Formation : Space + noun Air + noun+Meaning: The meanings of these compounds take the meanings of both elements of the expression.+Stress pattern: Like most compound nouns, these compound nouns have the main stress on the first part. *Activity 1: Matching to make compound nouns. (Task a, P.197)

-Ask Ss to combine a word in column A with a suitable word in column B to form a compound noun.-Tell Ss to compare answers in pairs.

-Call some Ss to read their compounds while some others write them down on the board.-Check with the whole class.-Have Ss practice reading the words.-Check to see if Ss know the meanings of all words.

-Do as required.



-Do as required.



*Expected answers:

1, spaceman, space shuttle, space suit, space walk.2, airline, airplane, air bed, airsick.

-Do as required.-Practice carefully then discuss, compare and then present before

261

(10mins)

Further practice(11mins)

*Activity 2: Gap-filling (Task b, P197)

-Ask Ss to read the sentences and fill in each space with the suitable word from the list.-Tell Ss to compare answers in pairs and then go over the answers with the whole class.

*Completing the networks:

-Write a list of words and draw the following networks on the board.-Ask Ss in pairs to complete the networks with the suitable expressions, formed by a combination of space or air with a word in the box.-Tell Ss to compare answers in small groups.-Go over the answers with the class. *These are the words and the networks:

the class-Give comments and write on note book carefully.*Expected answers:1, spaceman 2, airsick 3, space shuttle 4, space suit 5, an air bed

-Do as required.-Practice carefully then discuss, compare and then present before the class-Give comments.

*Expected answers:

*Traveling: aircrew, airport, aircraft, airship, airhostess.

*Space exploration: spacecraft, spaceship, space station, space walk.

*Household goods: airbed, air-conditioning, air cushion.




262

crew port craft ship bed

conditioning hostess

Giao an 11 nc

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