Giáo án tiếng anh thí điểm lớp 8 - 101 tiết, lớp 9 - 103 tiết by Dạy Kèm Quy Nhơn Official

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Period: 1

Date of planning: ……/……/…… Date of teaching: ……/……/……

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1. She is in Grade 8 2. They are playing soccer 3. She went to Ha Noi last week 4. I will visit my sister next week 5. Mai is going to build a new house .

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Contents Warm – up.( 5’): Chatting

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tense, future tense, past simple

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - review the main grammar points and vocabulary of English 7 2. Skills: speaking, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: vocabulary of 6 themes 2.Grammar: -present simple tense, present progressive tense, present perfect and past progressive tense - Passive voice III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities - Answer the T’s questions Warm – up.( 5’) - T asks Sts some questions: ? Can you tell me what you’ve learned in english 7? Revision : (10’) 1. The tenses : - Listen and repeat the uses and forms - Present simple of them - Present progressive - Present perfect tense - Copy down - Simple future - Near future - Past simple - Past progressive tense => Ask Ss to repeat the uses and forms of each tense. III. Practice. (25 mins) Exercise 1 : Change these sentences - Work in pairs to practice changing into other tenses ( Present simple , these sentences into other tenses . Present progressive , Present perfect tense, near future , Simple future and Past simple, Past progressive tense) and add appropriate adverbs of time. - Ask Ss to work in pairs - Call some pairs to demonstrate in Some pairs give the answers in front front of class . of the class - Give feedback Exercise 2. Supply the correct tense St do the exercise in person then give the answers in front of the class. of the verbs in brackets 1. Mary and John (be) _________ neighbors. They (know) _________ each other for a long time. Mary (move) _________ into her house in 1990, and John (live) _________ next door since he (come) _________ to

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REVISION

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1. are/ have known/ moved/ has lived/ came. 2. is/ doesn’t go/ stays/ is doing/ has done. 3. am/ came/ has lived/ knows 4. goes 5. was/ didn’t have

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6. didn’t go/ wasn’t 7. have done 8. have you lived 9. has taught/ graduated 10. left/ have met 11. did you spend 12. were/ lived 13. am reading 14. have you known 15. have not seen/ were 16. hasn’t finished 17. saw 18. have you been/ went 19. haven’t eaten 20. moved/ have lived

the area in 1988. 2. Today (be) _________ Sunday. Nga (not go) _________ to school. She (stay) _________ at home. She (do) _________ her homework now. She (do) _________ it for two hours. 3. I (be) _________ in New York. I (come) _________ here two years ago. My friend, Nancy (live) _________ here since 1982. So she (know) _________ the area very well. 4. Trung usually (go) _________ to the library three times a week. 5. Yesterday I (be) _________ busy, so I (not have) _________ time to phone you. 6. Mrs. Trang (not go) _________ to work last week. She (not be) _________ feeling well. 7. I (do ) _________ all the housework. The flat is really clean now. 8. How long you (live) _________ here? – Since 1997. 9. Mr. Quang (teach) _________ in this school since he (graduate) _________ from the university in 1989. 10. My brother (leave) _________ home 10 years ago. I (never meet) _________ him since then. 11. Where you (spend) _________ your summer holiday last year, Tam? 12. When we (be) _________ small, our family (live) _________ in the countryside. 13. I (read) _________ an interesting book at the moment. 14. How long you (know) _________ Mrs. Chi? – I (know) _________ here for five years. 15. We (not see) _________ her since we (be) _________ on holiday in Ha Long bay. 16. Phuong (not finish) _________ her homework yet. 17. It’s three years since I last (see) _________ Nam. 18. You (be) _________ away? – Yes. I (go) _________ to the country last Sunday.

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19. I (not eat) _________ anything for two days. 20. They (move) _________ to Ho Chi Minh City in 1990 and (live) _________ there since then. - T calls some Sts to write their - Do as the T asks. answers on the board -and has other students to give remarks. - Give the right answers.

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- Write down.

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- Learn by heard all the uses and the forms of the tenses above.

IV/ Homework : (5 mins)

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DESCRIPTION OF UNIT 1 By the end of the unit, Ss will be able to:

-Use verbs of liking + gerund -Use verbs of liking + to-infinitive -Pronounce clusters :/br/ and /pr/ -Read for general and specific information about the possibleeffects of spending too much time on the computer -Listen for specific information about ways of spending time with friends -Talk about “good” and “bad” sides of leisure activities -Write to discuss an opinion about leisure activities

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new words and structures in the dialogue -answer the questions after reading the dialogue. 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: Verbs of liking +gerunds III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Ss work in pairs Warm – up.( 5’) Warm – up.( 5’): -Ask Ss prepare photos or magazine Describing pictures cut-outs about some popular leisure activities including those you often do in their spare time -Ask Ss to describe them in English .Then ask them to guess which activities you may enjoy doing .Encourage Ss to do the same in pairs .One S writes a short list of activities and the other guesses Presentation (10’) Class work *Vocabulary Vocabulary -trick (n) -craft (n) -craft kit (n) -wool(n) -leisure (adj) -folk songs (n) -melody (n) -It’s right up street *New structure: -> Verbs of liking +gerunds -I like reading comics

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UNIT 1: LEISURE ACTIVITIES Lesson 1: Getting Started–It’s right up my street.

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Period: 2

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Ss work in pairs

2. Find words / phrases in the box to describe the photos .Then listen to check your answers : -Ask Ss work in pairs to match the words / phrases in the box to the photos , then they listen together to

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Key: -to check out something means to examine something to get more information about it order to be certain that is suitable (on true or safe) -It’s right up your street ,it is the type of thing that you are interested in or that you enjoy doing Key: 1. playing computer games 2. playing beach games 3.Doing DIY 4.taxting

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*c. Answer the questions -Let Ss practice part “c” in pairs -Have Ss to practice before the class in pairs

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b. Which leisure activities do you Ss work in groups thinkPhuc, Mai and Nick have Phuc Mai ?Tick (V) the boxes .Then find the 1.pet information from the conversation training to explain your choice 2.making -Ask Ss read the dialogue again to do crafts part “b” in groups 3.reading -Let Ss answer before the class 4.listening -Call Ss tick the board to music -Ask Ss look at the board and correct 5.learning languages 6.playing sports 7.helping parents with DIY

Key: 1.library 2.book 3.dog 4.craft kit 5.folk music 6.Vietnamese

Practice (20’) - Ss do part a individually a. Circle the correct answer: -Let Ss read the dialogue in front of the class -Ask Ss do part 1a individually -Call Ss read their keys before the class

Questions may include : +What can you see in the picture ? +Why do you think Mai ,Phuc and Nick are there ? +What are they holding in their hands ? +What are they talking about ?

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Set the scene -Ask Ss open their books to the picture .Introduce Mai, Phuc and Nick -Ask Ss to guess where they are and what they are doing .For more able classes ,brainstorm questions with Ss and wire them on the board

-I’ll enjoy listening to the melodies

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Key: 1.satisfied 2. exciting , relaxing 3.fun 4. boring 5.good

5.visiting museums 6.making crafts

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check their answers -It’ s time aloud ,ask Ss to use adjectives to say what they think of these activities eg exciting , interesting .... 3.Complete the following sentences Ss work individually with the words in the box. -Ask Ss work individually to do the task then compare their answers with a partner Tell Ss they need to look for the surrounding key words in order to complete the task .Note that good and satisfied fit both items 1 and 5 .Acknowledge the point with Ss who have them the other way round Further practice (7’) Pair work *Game : Changing partners Can use : -describe the leisure activity -say if you have done this activity or not -share you feeling about the activity Homework(3’): Prepare unit 1 lesson 2

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Period: 3

UNIT 1: LEISURE ACTIVITIES Lesson 2: A closer look 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use the lexical items related to leisure activities -pronounce /br/ and /pr/ . 2. Skills: Drill listening and speaking mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: Verbs of liking +gerunds 3.Pronounce /br/ and /pr/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Ask and -Ask Ss use network to answer the - Use this network to answer : answer question : What do you often do in your free time? Pre-listening (5’) Class work *Vocabulary Vocabulary -average -socialize (v) -communicate (v) Practice (20’) 1.Look at the following pie chart Ss work in pairs Key: 1. In 2012 ,people in the UK on leisure activities in the US and spent 5.1 hours a day on sport answer the questions : -Ask Ss look at their book and read and leisure activities in silence 2.The main activities they did -Let Ss work in pairs to examine include : relaxing and thinking the pie-chart closely in order to , using the computer for understand its contents ,including leisure , participating in sports the heading , subheading , figures , , socializing and colour codes and notes communicating , watching TV -Allow enough time for this step and other leisure activities .Do not give correction 3.The 3 most common -Then ask Ss to answer the activities were : watching TV, questions that follow the chart socializing and communicating -Ask Ss practice before the class : and using the computer for leisure Pair work 2/ Complete the table with Key: information from the pie chart -Name of Verb Have Ss to prepare part 2 activities individually to complete the task 1relaxing relax .After giving corrective feedback , 2.thinking think draw their attention to the part of 3.using use speech of the words mentioned (eg 4.doing do

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5-d 6-h 7-c 8-g

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Key: 1-e 2-b 3-f 4-a

5.socialising 6.communica 7.watching 8.reading

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.relaxing comes from the verb relax with-ing added and it refers to the activity) -Then introduce the concept of gerund ( a noun made from a verb by adding-ing ) -Give Ss some examples where a gerund is transformed from a verb and used as a noun .For more able class ,ask Ss to make their own sentences 3. Look at the words .Match them Ss work in pairs to the category labels : -Ask Ss to cover the category labels -Have Ss look at the words and try to guess what these words have in common .T may elicit from Ss by asking questions -Ask Ss to work in pairs to complete the task .Once they have finished and T has given corrective feedback , encourage them to add more words in each category 4. How much time do you spend a Ss work in groups day on leisure activities ? What are the three activities that you do the most ? Share your ideas with a partners -Have Ss work in small groups .Allow them enough time 6to think about what their average day may look like (including ,study and work) and how much time is spent on leisure activities .If there is plenty of time encourage them to calculate these times as percentages and put them in a simple pie chart similar to 1 -Have Ss write down how much time they spend leisure on an average day and three activities they do the most. -Ask Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class are Post-speaking (12’) Ss work in pairs 5.Complete the words under the pictures with /br/ or /pr/ .Listen to check your answers and repeat -Have Ss work individually to

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Key: 1.apricot 2.bridge 3.bracelet 4.bread

5.princess 6.president 7..present 8.broccoli

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Key: 1. ricot jam 2. bread 3. president 4. bracelets 5. brush 6, present

complete this task .Once they have finished -Ask Ss work in pairs to compare their answers. -Play the recording for Ss to check and then repeat -Pause the recording to drill difficult items -Ask Ss to add more words which contain these clutters. For a more able class .Ss may make sentences with these words and practice saying them 6. Listen and repeat : -Ask Ss to add more words which contain these clutters. For a more able class .Ss may make sentences with these words and practice saying them Homework(3’): Prepare unit 1 lesson 3

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Period: 4

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Practice (15’)

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+Verbs of liking +gerunds +Verbs of liking +to – infinitive

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new grammar : +Verbs of liking +gerunds +Verbs of liking +to –infinitive -practice by using them to do exercises 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Warm – up.( 5’) -Answer teacher’s questions Questions : +Do you like playing sports ? +Which sports do you like best ? Class work Presentation (10’) 1. Read the conversation in Getting started again .Underline verbs that are followed by a gerund : -Explain new grammar : If we want to follow a verb with another action, we must use a gerund or an infinitive -Let Ss read or play the recording in Getting started for Ss to listen and ask them to underlined the verbs of liking followed by gerunds or toinfinitives that they find in the text -May ask Ss to cover the text and just listen to identify these verbs -Go through the Look out box with *Look out : Ss The verbs :love, like ,hate and prefer -Tell Ss that verbs of liking / can be used with both gerunds and todisliking are often followed by infinitive without much change in gerunds but verbs such meaning -She loves going out with her friends -Introduce Ss to the Learning tip box = She loves to go out with her friends where they can differentiate the diffirence in terms of degree these verbs of liking / disliking

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UNIT 1: LEISURE ACTIVITIES Lesson 3: A closer look 2

* Learning trip :Verbs of liking : -adore -love -like -enjoy -fancy -don’t mind -dislike -don’t like -hate -detest

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Further practice (12’)

Ss work individually

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Pảiwork *bAnswer the questions : -Have Ss scan the e-mail to find answers -Ask Ss work individually and compare their answers with a classmate

Key: 1. like do -> like to do / doing 2.enjoy do -> enjoy doing 3.don’t like have ->don’t like to have / don’t like having 4.don’t mind to do -> don’t mind doing 5.hate spend -> hate spending 6.love eat out -> love to eat out/ love eating out Key: 1. The activities Duc mentions in his e-mail are ; playing video games , watching TV , going to the park , playing football , helping his parents , doing homework and eating out with his family 2.The two activities he enjoys the most are playing football with his friends and eating out with

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4. Write sentences about what you Ss work in groups like or don’t like doing in your free time , beginning with the following .Then share what you have written with your partner -Ask Ss practice in groups of 5 or 6 -Give Ss to work individually at first and write each sentence on a trip of paper , then in their group mix the strips -Ask Ss guess who wrote that sentence 5. Look at the following e-mail that Ss work individually Minh Duc wrote to a new penfriend a. There are 6 grammar mistakes in his e-mail .Can you find and correct them : -Have Ss quickly familiarise themselves with the e-mail by asking : +Who wrote this e-mail ? + To whom ? +What is it about ?

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2.Tick the appropriate box . Then Pair work listen to check : -Ask Ss work individually and then compare the answers with their partner -Then play the recording for Ss to check their answers 3. Write the correct form of the verbs Ss work in pairs -Have Ss work in pairs to complete this task -Then give feedback to Ss as a class

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6. Write a similar e-mail to tell your friend about your free time , using the verbs of liking +gerunds or verbs of liking + to-infinitives .Swap your work with a partner and check for mistakes -Ask Ss work individually to write the e-mail then exchange it with their partners and check for mistakes .If there is time , have them the e-mails ask and answer about afterwards , using the questions in 5b as a guide .If there is not enough time , this task can be done as a group –writing task Homework(3’): Prepare unit 1 lesson 4

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Period 5

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*Vocabulary: -window shopping -to sound weird -to be hooked on something -to be addicted to something

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U .Q TP Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - read and understand articals -practice by using them to do exercises 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Warm – up.( 5’) -Ask Ss answer the questions : -Questions : +Do you like reading in your free time ? +What kind do you like best ? +Do you often read articles on the magazine ? Class work Pre-speaking (10’) Vocabulary -Refer to any words in the Extra vocabulary box that Ss do not jet know -Ask Ss to try to guess what the meaning is and how that may relate to leisure activities Introduction Individual work 1. Read the following article on the magazine 4 Teen website -Explain to Ss that they are going to read about some activities teenagers do in their free time -Have Ss cover the text and just look at the photos (with name and country ) -Encourage Ss to guess what these Ss in the photos like doing as leisure activities -Then set a reading time limit and have Ss speed read the text -Let Ss close the books and play a memory game dividing Ss into competing groups to tell how much information they can remember from the text

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UNIT 1: LEISURE ACTIVITIES Lesson 4: Communication

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While-speaking (15’) 2. Can you understand the abbreviations in the text ? Use this ‘netlingo’ dictionary if necessary -Ask Ss if they notice any other particular features of the text .Elicit answers Ss by drawing their attention to the form of the text -Explain that is from webpage and that these abbereviation -Then have Ss work in pairs to complete the task -Have Ss write short text or messages -Have Ss work in pairs or small groups to complete the table 3.Find information in the text to complete the table -Have Ss work in pairs to complete this task -Then give feedback to Ss as a class

Now add to the dictionary other abbreviations used for online chatting / texting that you know

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Post-speaking (12’) 4. Work with your partner and put Ss work in pairs the activities in 3 in order from the most interesting to the most boring .Then compare you ideas with other pairs -Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the most boring -Allow plenty of time for this activities where Ss are encoraged to disuss , give opinions and negotate with each other in order to agree on a mutual list

Key: 1.Emily : -hanging out with friends ( window shopping) -working as a volunteer She loves it 2.Hang : -cloud watching She adores it .It’s easy 3.Linn : going to community centre , painting , dancing , doing drama She loves it 4.Minh : -playing football -helping his aunt in running cooking classes He likes it .It’s fun 5.Manuel: -playing computer games -doing judo He’s addicted to it .It’s OK

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Ss work in pairs or small groups

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Homework(3’): Prepare unit 1 lesson 5

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Period: 6

UNIT 1: LEISURE ACTIVITIES Lesson 5: Skills 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -read for general and specific information about the possible effects of spending too much time on the computer -talk about good and bad sides of leisure activities 2. Skills: Drill reading and speaking mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): -Ask Ss answer the questions : Questions : Chatting -Do you have a computer / +Doyou like it ? +What are the benefits of using computers ? Class work *Vocabulary: Pre-speaking (10’) -mind (n) Vocabulary -rely (v) -ban (n) -gaming (n) -get out (v) Pre-questions 1. What are the benefits of using Class work computers or mobile phones for leisure activities ? What are the Pairwork harmful things it may bring us ? -Start the lesson by doing a quick class survey on how many Ss use computers frequently and what they use them for (eg. Watching movies listeningto music, playinggames,accessing social media, doinghomework..) -Ask Ss give examples of your own use of computers and mobile phones -Then have Ss work in pairs to discuss the questions .Call on some pairs to share their ideas once they have finished their discussion -Ask Ss write the ideas on the board While-reading (15’) 2. Read the text and choose the Ss work in dividually Key: 1-B correct answer : -Ask SS look at the title and the 2-C

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Key : 1. Is Quang ‘s garden real ? 2. What is problem with using technology in your free time ? 3.What leisure activities do teenagers do these days ? 4.What are the benefits of using the computer? Keys : Quang’s parents : Go on and play a sport .It’s good for you -Quang : I’ve made lots of friends from the game network -Quang : I think computer games train my mind and my memory -Quang’s parents : You see your real friends less and less -Quang : my English is much better because i surf the net Quang’s parents : Sitting for too long in front of the computer makes your eyes tired

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Ss may work in pairs or in groups B. Speaking *Language notes : -Giving an opinion : + I think that ..... + In my opinion...... -Asking for an opinion : + What do you think ? + How do you feel about that? -Agreeing : + I agree with you + That so true + Exactly -Disagreeing : +I’m afraid I don’t agree + I don’t think so

Post-reading (12’) 4. Quang and his parents are talking about how he should spend his free time .Decide which statements are from Quang and which are from his parents -Explain to Ss that these speech bubbles are from Quang and his friends . Ss may work in pairs or in groups but they will need to say why they think who says what , based on the information from the passage .Go through the phrases in the Language notes box with Ss .For one of the speech bubbles , demonstrate how you can use this language A; In my opinion , computer games train your mind and your memory B; That so true -In pairs , have Ss choose a speech bubble and combine it with the language in the Language notes box -Ask for volunteer to demonstrate their short exchanges 5. Role-play : WHAT “S THE SOLUTION? Quang , his parents , and his teacher are discussing the impacts of his using the computer .Play the following roles

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picture and predict what they are going to read .Say that they are going to read about a student named Quang -Encourage to develop their ideas by guesing what Quang’s story is about -Then ask Ss to read the text and underline any work they don’t know -Have Ss discuss any unfamiliar words from the text -Let Ss work individually to choose the best answer .They need to be able to explain their choise as well 3. Write the questions for the Ss work in pairs answers based on information from the text -Tell Ss for this exercise they will need to look at the keywords in the responses in order to find out the questions -Have Ss work individually then compare their answers with a partner

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Ss work in groups

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-Before the role-play starts , arrange Ss into 3 groups : the group that play Quang , The group that plays Quang’s parents and the group that plays his teacher -Ask each group to brainstorm how they are going to express their opinion .When they are ready , put Ss into new qroups which contain Quang ,Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in 4 for their role-play and emphasise that the phrases in the Study skill box should be used in their discuusion -if the time allows , call on 2 or 3 groups to repeat their role-play for the class Homework(3’): Prepare unit 1 lesson 6

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Period: 7

UNIT 1: LEISURE ACTIVITIES Lesson 6: Skills 2

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -listen for specific information about ways of spending time with friends -write to discuss an opinion about leisure activities 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2. Structure: +I think computers are useful +I agree with you III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): -Ask Ss answer the questions : What do you think about computers? Chatting Class work Pre-listening (10’) *Vocabulary: Class work Vocabulary + obesity +irritate + virtual +get out Pre-questions 1. What do you usually do with your Pairwork friends in your free time ? -Share some of the things you often enjoy doing with friends in your free time -Ask Ss to tell each other what they usually do with their friends -Ask some pairs to volunteer to tell the class if they find each other’s answers interesting While-listening (15’) Ss work individually 2. Listen to the radio programme Key: 1. The topic of this week’s and answer the questions -Tell Ss that they are going to listen programme is hanging out to a radio programme with your friends -Ask Ss to look at the questions and 2.There are 2 main ways : underline the key words before T hanging out indoors or plays the recordimg outdoors Ss work in pairs 3. Listen again and complete the table Hanging out with your best friends -Play the recording as many times as What to do Why needed Watching ....than a -Ask Ss work individually then ....(1) ..... ...(2) compare answers with their partner Making creative

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DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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Key : 11.In my opinion /I believe 2.Firstly 3.Secondly 4.Besides /Also/ In addition 5.For these reasons /In short /As I have noted

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...(3) Playing good for ...(4) your ..(5) Watching fun ...(6) .... Going to .. educating Post-listening (12’) (7) yourself 4. Complete the following paragraph Ss work individually with the words in the purple box : B. Writing : -Ask Ss work individually to Writing to give an opinion complete the task and discuss their -> Organising your ideas : answers with a partner *.Introducing your opinion : . Remind Ss that for some gaps there +In my opinion is more than one correct answer +I believe *.Explan your opinion : + Firstly , secondly, thirdly, finally +besides , also , in addition *. Concluding / summarising your opinion : +For tree reasons +in short 5. Now write a similar paragraph to +As I have noted answer one of the following Ss work in groups questions -This task can be done in small groups where each group chooses one question .They then agree on an opinion and work together to brainstorm the ideas to argue for thei points .Each member will need to write his/her own piece -Remind Ss to use the connectors they have learnt earlier in order to better organise their ideas Homework(3’): Prepare unit 1 lesson 7

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Period 8

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Key: 1.socialising 2.relaxing 3.communicating with friends 4.doing DIY 5.using computers 6.making crafts

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Key: 1. DIY 2.hanging out 3.hospital 4.detest 5.boring 6.computer

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

U .Q TP Contents Warm – up.( 5’): Network

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use grammar to do exercises -give plently of time to brainstorm ideas for a group activity 2. Skills: Drill reading , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure: +I like using computers because they are useful +I prefer to live in the city III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Warm – up.( 5’) Use network to practice : What are you going to join your leisure activity? Class work Presentation (10’) Ss complete this exercise individually 1.Which one is the odd one out -Ask Ss complete this exercise or in pairs individually or in pairs -Ask once they have finished they should be able to explain their answers as well .Accept different answers if Ss can explain their decisions logically Ss work individually 2. Rearrange the letters to find the name of the activities -Ask Ss complete this task individually -Let Ss to give their leys before the class -Ask one S write the keys on the board +besides , also , in addition *. Concluding / summarising your opinion : +For tree reasons +in short +As I have noted Practice (15’) 3.Fill the gaps with the correct form Ss work individually of the verbs -Have Ss work individually to complete the exercise .If the time allows ,T may ask Ss to swap their work with each other for peer correction

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UNIT 1: LEISURE ACTIVITIES Lesson 7: Looking back & project

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Key : 1.working 2.learning /to learn 3.seeing 4.doing 5.meeting 6.play

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-Plan a trip to local cultural centre to find out what slasses /clubs /activities are being offered to teenagers .Note down as much detailed information about these activities -Visit your local or school library as a group .Each group member chooses a book to read .

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Ss into groups of about 6

B. Project : Join our leisure activity

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Ss work individually .Then compare Key: their answers with a partner 1.Firstly 2.Secondly 3.Thirdly 4.In addition 5.In short

Ss work individually

4.Complete the following sentences with your own ideas -Have Ss complete the sentences using their own ideas .Remind them to use gerunds or to=infinitives -Have some Ss read out their sentences .Accept all answers as long as they make sence 5. Read this paragraph from www.thinkuknow.co.uk by CEOP , the UK govement agency that helps protect children from harm online and offline in the UK and internationally .Choose the most suitable words / phrases to fill the gaps -Ask Ss work individually .Then compare their answers with a partner -Ask Ss practice before the class -Call Ss write the keys before the class Further practice (12’) 6.Choose from the leisure activities in this Unit .Explain why you think so .Then exchange your ideas with a partner -Allow Ss plenty of time to do this task .For each activity they choose , they should be able to give at least one reason to be protected when they go online *Finished -Ask Ss to complete the selfassessment -Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered Homework(3’): Prepare unit 2 lesson 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new words and structures in the dialogue -answer the questions after reading the dialogue . 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure: +How ‘s your stay in the countryside ? +I would like to visit the countryside at harvest time III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Review -Rewiew the previous unit by calling Class work on some Ss to act out some leisure activities .The class makes a guess . -Then ask Ss to decide which leisure activities are more common in the countryside and why -Write the word : “countryside” on the board .Brainstorm words and phrases describing activities which take place in the countryside .For more advanced classes ,some comparisons of the countryside and the city can be encouraged here -Encourage Ss to answer the questions .Their answers can be as simple as one word or phrase Class work *Vocabulary: Presentation (10’) -expect (v) Vocabulary: -buffallo-drawncarts (n) -herd (v) Class work -envious (adj) -It’s right up my street Set the scene:

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UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: Getting started-It’s harvest time

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Period: 9

-Review comparative forms of adjs -Use comparative forms of advs -Pronounce clusters :/b/ and /d/ -Read for specific information about an unusual lifestyle in thhheee countryside : Mongolian nomadic life -Listen for specific information about changes in the countryside -Talk about what you like or dislike about life in the countryside -Write about changes in the countryside

By the end of the unit, Ss will be able to:

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c.Complete the sentences with the words in the box -Ask Ss to look at the words and make sure they understand their meaning .If they do not ,ask them to refer to the conversation and have a guess -Then ask them to do the exercise .When they finish , ask them to check their answers with their partner d.In groups , discuss and find how Ss into groups of about 6 Nguyen feels about his stay in the countryside .Tick(v) the appropriate box .Look for expresstions from the conversation to support your ideas : -Have Ss work in small groups to discuss and tick the correct box and look for expressions to support their

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Key: 1.T 2.F :Nguyen joins the boys in herding the buffalloes 3.F :rice is transported home on buffallo-drawn carts 4.T 5.T Ss work individually .Then compare Key: their answers with a partner 1.He ‘s in the countryside 2.Right on his first day there 3.it’s big and colourful 4.His grandfather 5.He means that he wishes he were in the countryside too Key : 1.colourful 2.move slowly 3.harvest time 4.paddy field 5.herding 6.buffallo-drawn cart

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Ss work individually

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Activities which take place in the countryside : +load the rice onto buffallo-drawn carts +fly a kite +goherding the buffallo

-Ask Ss to look at the title of the conversation and the picture and ask them some prediction questions about what they are going to read +What is the conversation about ? +Which searon is harvest time in ? +What do you think the countryside is like at harvest time ? +What do farmers do ? +What do the children do ? Practice (15’) -Play the recording ,Ss listen and read -Ask Ss if their predictions are correct a.Are these sentences true(T) or false (F) -Ask Ss work independently -Ask Ss to read the sentences and decide if they are true or false -Let Ss compare answers with a partner -Have Ss correct the false sentences ,T write the correct answers on the board b.Answer the following questions -Ask Ss to try to answer the questions without refering to the conversation first -Then ask Ss refer to the conversation again for the correct answers -Correct the answers as a class

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Key: He likes it : +It’s more exciting than I expected +It looks great up there in the sky +I live more happily and there ‘s still a lot more to explore

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U .Q TP Đ ẠO G N H Ư

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4-c 5-d 6-b

Key: 1-e 2-f 3-a

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answer 2.Match the activities with the Pairwork pictures -Ask Ss work independenly to label the pictures -Have them compare their answers with a partner -Write the correct answers on the board 3.Can you think of some more Ss work in pairs things that children do in the countryside ?Make a list -Ask Ss work in pairs to brainstorm some more countryside activities .Give them a time limit .For examples ,two minutes to make their lists -Call on each pair to share their list with the class . -Write the combined list of activities on the board and leaves it there to be based in the next activity .Before moving on ,T makes sure everybody understands all the vocabulary on the board Further practice (12’) Team work 4.Game : Countryside charades -Divides the class into two teams for this game .They can give themselves a relevant team name such as the “horses” and the “buffalloes’ .They charades with the countryside activity vocabulary from Activity 2 and the Ss list on the board .To increase the fun element , give the teams a time of 10 seconds to guess the activity before it moves to the other team .T keeps score on the board and announces the winning team at the end Homework(3’): Prepare unit 2 lesson 2

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Period 10

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 2: A closer look 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use the lexical items related to the topic of life in the countryside -pronounce correctly words containg the clusters /bl/ and /cl/ . 2. Skills: Drill listening and speaking mainly 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2. Structure: +Vietnamese people are friendly +life in the countryside is boring III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Review Remind Ss of the vocabulary they Class work learnt in GETTING STARTED before moving on to this lesson which focusses on words describing the countryside Pre-listening (10’) Class work *Vocabulary: Vocabulary: -hay(adj) -vast (adj) -brave (adj) Class work -nomadic (adj) 1.Listen and repeat the words -Ask Ss listen to the recording and repeat the words .Make sure that they pronounce the words with the correct stress pattems -Explain new words and ask Ss repeat new words -Nowcheck understanding of these words While-listening(15’) 2.Put the words in 1 into the Ss work individually Key: appropriate category .Some wprds Words to can be used in more than one describe category; people friendly,brave , -Ask Ss work individually boring,nomadic , -Let Ss compare their answers with colourful a partner and then discuss as a class life slow,hard,boring, .There may be some variations in inconvenient, the answers .For a more able class peaceful,nomadic, ,encourade Ss to explain why they colourful choose that word for the category scenery colourful, vast, 3.Match the nouns / noun phrases - Ss work independently or in pairs peaceful in the box with each verb

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Key: 1.blame 2.blast 3.blue 4.clock 5.close Key: 1....blowing .... 2...climbed...... 3....bloom.... 4..clear , blue... 5....Blind ....

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Key: -/bl/ : blackberry,blind, bloom, blossom -/cl/ : clothing, climb, click, clay, clock,clear

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Key : 1.picking 5.peaceful 2.inconvenient 6.nomadic 3.herd 7.vast 4.ridden/ brave 8.put up/ hard

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Key: -ride : a horse , a camel -put up : a tent , a pole -collect : hay , water -herd : the buffalloes , the cattle -pick : wild flowers , apples

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-Make sure Ss understand the meaning of the verbs first .There may be some cofusion abot the difference between /pick/ and /pick up/ is the specific vebs used for collecting fruit ,vegetalbes or flowers through the action is the same as the more general tearm/pickup/ -Ask Ss then work independently or in pairs .When they have finished ,let them exchange their answers with a partner/another pair .Then T alicts the correct answers 4.Use the words from 1 and 3 to Ss into groups of about 6 complete the sentences .Remember to use the correct form of the verbs -Ask Ss use the vocaabulary they have learnt in activities 1 and 3 to do this exercise -Ask Ss to look at the sentences and decide if an adjective or a verb is missing .This narrows down the area of words they need to refer to -Ask Ss then complete the sentence by themselves -Let Ss check their answers as a class Post-listening (12’) 5.Listen and repeat the words .Pay Individual work attention to the initial clusters -Ask Ss listen and repeat .Pause the recording to drill difficult -Have Ss say the words individuaaly or in small groups 6.Listen and circle the word you Ss work in pairs hear -Have Ss listen and circle the words -Have Ss do the activity in pairs and challenge each other to choose the correct words 7.Listen to the sentences and repeat -Have Ss look at the sentences and underline the words with clusters /bl/ and /cl/ first -Ask Ss listen and repeat Homework(3’): Prepare unit 2 lesson 3

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Period: 11

Date of planning: ……/……/…… Date of teaching: ……/……/……

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Key: 1.higher 2.easier 3.better 4.more exciting 5.more convenient 6.happier 7.more friendly 8.fast 9.safer 10.best

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U .Q TP Contents Warm – up.( 5’): Review

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -review comparative forms of adjectives -learn comparative forms of adverbs 2. Skills: Drill listening , speaking and writing mainly 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2. Structure+ I can get up earlier than usual +A village is less densely populated known as the countryside 3. Grammar: + comparative forms of adjectives +comparative forms of adverbs III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) -Remind Ss of comparative forms of adjectives learnt in previuos lesson by asking questions like : +Which river is longer ,the Mekong or the Red river ? +Who is the tallest boy in our class ? +Who is the tallest girl in our class ? Presentation (10’) 1.Complete the passage below with a Ss work individually suitable comparative form of the adjectives provided -Ask Ss do exercise 1 .Go round and help Ss if necessary -let Ss exchange their answers .Check as a class and write the answers on the board with the full forms of comparisions .Keep them for later reference when the comparative of adverbs is taught -First revise the different use of an *Comparative of adverbs : adjective and an adverb.For example 1.more/less +adverb-(than) is the , T writes : form of comparative for almost all +Life in the city is slow/slowly adverbs of manner ending in –ly +He is moving slow/slowly -Can you walk omre slowly ? I can’t -Ask Ss to choose the right word for catch up with you each sentence. -Hanh acts less responsibly than -Introduce the comparative form of anyone here adverbs by chaning the sencond 2.Adverb+er +(than) is the form of sentence to compararive adverbs of manner with He is moving more slowly than the same form as adjectives

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UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3: A closer look 2

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6.earlier

Key : 1.more optimistically 2.more popularly 3.less densely populated 4.more quickly 5.more easily 6.better Key: 1.The countryside is more peaceful than the city 2.A computer works faster at calculus than a human being 3.Life in a remote areas is hader that that in a modern town 4.HoChiMinh City is more expensive than Hue 5.A buffallo can plough better than a horse

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3.later

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Further practice (7’) 5.Write the answers to the questions Ss do independently below -Ask Ss do independently .Walk around and help Ss who have difficulty writing the answers -let Ss check their answers with a partner .Check as a class and write the correct answers on the board underlining the comparatives

Key: 1.more slowly 2.more soundly 3.less traditionally 4.more generously 5.more healthy Key: 1.better 4.harder 2.faster 5.worse

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Practice(20’) 2.Complete the sentences with Ss prepare Ex2 individually suitable comparative forms of the adverbs in the box -Ask Ss prepare Ex2 individually -Ask Ss give the keys -Ask Ss write their keys on the board 3.Finish the sentences below with a Ss prepare Ex2 individually suitable comparative forms of hard ,late,fast,welland badly -Ask Ss prepare Ex3 individually -Ask Ss practice before the class 4.Underline the correct comparative Ss do this exercise independently forms to complete the sentences -Have Ss do this exercise independently -Check the answers as a class

+fast->faster +hard-.harder +ealy->ealier +late->later -The rain is coming .Let’s run faster 3.Some irregular forms of adverbs of manner +well->better +badly->worse -I believe you’ll do better in the next test

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before -Elicit the formof comparative from Ss before letting them read number 1 in the table -Then introduce comparatives of irregular adverbs like /fast/ , /hard/,late/,/early/ well/ -Let Ss read number 2 and 3 in the table

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Period 12

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - read for spesific information about an unusual lifestyle in the countryside through visitors’ eyes -practice by using them to do exercises 2. Skills: Drill learning , speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure 3. Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Introduction This page looks at online posts which are common features of sicial media sites .They allow people to review things or give their opinions about things .they also allow others to respond to the posts with their own opinions .As such an online dialogue occurs .The writing style of online posts is usually short ,informal and honest or direct Pre-speaking (10’) Class work *Vocabulary: Vocabulary: -Refer to the words in the Extra -disturb (v) vocabulary box -beehives (n) -Ask Ss if they know their neaning -dig hole (n) .if they don’t ,wait until Ss have -unforgetable (adv) done the reading -Then ask them to guess the meaning of each word in context Set the scene: 1.Read the posts on “Holidays in Class work the countryside” -Explain that Ss are going to read some online posts from people all over the world -Elicit from the Ss where these people live .Establish that they all live in big cities .They are talking about their experiences of staying in the countryside .They all have very different opinions of the experience

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Key: Negative

Neutral

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Sample example: Discuss and share your replies with the class -Bob : In my opiniom ,the countryside has benefits that a boring person would never discover -Bob ; I think this is one of the reasons for urbanisation

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Post-speaking (12’) 3.Work in groups .Reply to the Ss work in groups osts in 1 .Write down your replies -Explain that now they have a chance to reply to each post with their own opinions -Hand out a piece of blank paper for each post -Have the group write the name of each post at the top eg Bob from London -Ask each S write a short reply to a post and then passes the paper to the person on their left .They take the next paper from the person on their right ,They read the reply and then add their own -Ask Ss refer to the examples as models for their answers .Encourade Ss to choose a variety of posts with different attitudes -Ask Ss write down their replies -Then ask each group to read out one of their reply chains to a post and discuss it as a class Homework(3’): Prepare unit 2 lesson 5

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Positive Dennis from London Julie from Paris Phirun from phnom Penh Yumi from Seoul Emi from Tokyo Lan from Ha Noi Bob from Hong Kong

-Now ask Ss to read the posts .Check that everybody understands the meaning of each post before moving on While-speaking(15’) 2.What are the attitudes of these Ss prepare Ex2 individually people towards their experiences ? Tcik (v) the appropriate box -Elicit from the Ss where these people live .Establish that they all live in big cities .They are talking about their experiences of staying in the countryside .They all have very different opinions of the experience -Now ask Ss to read the posts .Check that everybody understands the meaning of each post before moving on

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Period: 13

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 5: Skills 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -read for spesific information about an unusual lifestyle in the countryside Mongolian nomadic life -talk about what they like or dislike about life in the countryside 2. Skills: Drill reading and speaking mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure 4. Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): -Write the phrase “Gobi Highlands” Brainstorm on the board and ask Ss if they know what and where it is -Then write the word Mongolia next to it -Ask Ss brainstorm what they know about this country and its people -if possible T shows Ss some pictures and ask Ss to pick the ones they think are of Mongolia Pre-reading (5’) Class work *Vocabulary: Vocabulary: -nomadic (adj) -nomad (n) -ger(n) While-reading(15’) Key: 1.Quickly read the passage and Individual work 1.The importance of cattle choose the most suitable heading to the nomads A,B,C for each paragraph 2.The nomads’ home -Ask Ss to read the headings first and 3.Nomadic children’s make sure they understand their lives meanings .They then read each part of the passage and choose the correct heading for it .if time allows ,ask Ss to underline the words /phrases which help them make their decision . -Let Ss exchange their answers -Allow them some time to explain to one another about their choice -Check the answers as a class Key: 2.Match the descriptions with the Ss complete the task independently 1-b 4-a words and phrases from the passage 2-d 5-c -Ask Ss to read the passage again and 3-e underline the words (a-e)

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Example A;What do you like about their nomadic like ? They can then start the inteview : B;Well, the children learn +one asks to ride a horse +other answers Based on the facts they have A;And what don’t you like about it ? underlined B;they can’t live permanently in one place

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Ss work in pairs

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Key: 1-A 2-C 3-A

Ss do the exercise independently

-Have Ss try to guess the meaning of these words ,based on the context -Let Ss complete the task independently 3.Read the passage again and choose the best answer A,B,C or D -Let Ss remember the main information of the passage without having to reread it -Ask them to read the questions and do the exercise independently -May guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given Post-reading (12’) 4.Work in pairs .Interview your partner to see if he/she likes or dislikes mongolian nomadic life ; -Ask Ss individually refer to the passage and underline atleast one thing they like about Mongolian nomadic life and one thing they don’t like about it . -Encourage them to follow up and talk about as many different details as possible -To follow up ,T can ask some pairs to report on their likes and dislikes .T can make two list of their likes and dislikes on the board and see which ideas are the most common *likes : *dislikes : 5.a: Work in pairs .Discuss and find -two things you both like about the countryside -two things you both dislkie about the countryside -Let Ss move from talking about nomadic life to the coutryside in VN -Ask Ss work in pairs ,discussing which two things they both like and which things they both dislike .They can make a list in order to report the class later -For more advanced Ss and if time allows , let the whole class listen to each list and discuss what they think about these likes /dislikes 5.b:Report your findings to the class Homework(3’): unit 2 less

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Example : Both of us love picking fruit in the summer .It can be hard work but very satisfying

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Period: 14

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Key: 1.F 2.T 3.F

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Key: B.Electrical appliances in the homes C.Means of transport E.School F.Visitors

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -listen for specific information about changes in the countryside -write a short paragraph about changes in the countryside 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure 5. Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) -Use Netword to ask Ss answer -What do you like about the coutryside ? -What don’t you like about the countryside ? Pre-listening (5’) 1.listen to a boy talking about Class work changes in his village and tick the changes he mentions -Give Ss time to look at the changes (A-F) .Ask questions to make sure that Ss understand the meaning of the words / phrases Whilelistening(15’) -T plays the recording and Ss tick the changes which are mentioned -Give Ss time to -Check if they know the word “earthen” -Ask Ss listen to the recording again (as many times as neede or if time allows ) and complete the exercise . -T checks their answers as a class 2.Listen again and say if the Ss complete the task independently sentences are true (T) or false (F) -Ask Ss to read the questions first to see what kind of information they need to find 3.Listen again and answer the Ss do the exercise in pairs questions in no more than Four words -Let some Ss might be able to answer some questions without listening to the recording again -Play the recording Ss listen and decide what words / phrase to write

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UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 6: Skills 2

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Key: 1.His parents 2.life outside their village 3.Nearby/ Near the village 4.The way of life

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Example It’s good for the villagers to have tVs .They can now have more fun and learn more about different people and different places

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down for the answer -Ask Ss compare their answers with a partner . -Check as a class -First ,remined Ss of the changes in the villages from the listening passage -Can help by writing the changes in brief on the board as a guide for the writing exercise For example : earthen houses ->brick houses Post-listening (12’) 4.What do you think ? Ss work in groups Which changes in the listening do you see as positive ?which do you see as negative ? Support your opinion with a reason .Write it out -Place Ss into small groups of 3 or 4 .Ss in each group work together to decide which rural area they will talk about -Then Ask them discuss and note down some changes they can find in this area 5.Work in groups .Discuss and find Ss work in groups some changes in a rural areas .Make notes of the changes -Ask Ss use their notes about te changes in a rural area to write a paragraph describing the changes -Can guide their writing by providing them with some key words/ phrases like “the list change is “ or “The change we are most interested in is” .If there is not enough time to write the paragraph in class Homework(3’): 6.Write a short paragraph about the Individual work changes -Write down the changes in the countryside Prepare unit 2 lesson 7

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Period 15

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Practice(15’) 3.Look at the pictures and complete Ss do the exercise in pairs the sentences .Use suitable comparative of the adverbs in brackets Đóng góp PDF bởi GV. Nguyễn Thanh Tú

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2.look at each picture and write a Ss complete the task independently sentence describing each person is doing .Use the verbs in brackets -Ask Ss complete this task independently .They can then exchange their answers with a partner -Check as a class

Key: Picture a: peaceful,vast,quiet, pasture,paddy field Picture b:quiet , paddy field,harvest time , rice Picture c: peaceful,vast,quiet, nomadiclife, inconvenient ,pasture,cattle,horses Key: 1.A boy is riding a horse 2.A man is herding his cattle/sheep 3.A girl is picking apples (fromn apple tree ) 4.A boy is flying a kite 5.The children are around in the fields /countryside 6.A woman is collecting water from the river Key: 1.faster than 2.earlier than 3.better than

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U .Q TP Contents Warm – up.( 5’): Introduction

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use grammar to do exercises -give plently of time to brainstorm ideas for a group activity 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure: +My father works harder than Lans’ +A lion runs faster than a horse 3.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Encourage Ss to complete Looking -What do you like about the Back without refering to the previuos coutryside ? sections in the unit .Ss should use -What don’t you like about the what they remember from the unit to countryside ? complete this section Class work Presentation (10’) complete this exercise 1.Use the words and phrases in the Ss box to describe the picture .A word / independently phrase may be used for more than one picture -Ask Ss complete this exercise independently -Correct the answers

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UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 7: Looking back & project

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Key: 1...faster than a camel 2...more happily than those in the city 3...more heavily on the weather than people in many other jobs 4..worse than I do

Ss work in groups What will you do during the trip ? Write the answers in the table below

-Ask Ss to read the situations carefully and decide which two things are being compared -Let Ss may refer to the completed sentences in 3 as a guide for this sentence completion 4.Read the situations below and complete the sentences with suitable forms of the adverbs in brackets -Ask Ss complete the exercise independently and then compare their answers with a partner -Check as a class Further practice (12’) 5.Work in groups You are planning a trip to the countryside .Work together and answer the question : -Ask Ss work in groups .They take turns to ask the questions and note down the answers -Call the groups then assigns a group representative to report *Finished : -Ask Ss to complete the selfassessment -Let Ss discuss what difficulties remain and what areas B. Project :I love the countryside -Divides Ss into groups and instructs them on what they have to do -Hand out two pieces of paper –one for brainstorming ideas -Have Ss present their countryside pictures in the next lesson .when all the groups have given their presentation ,the whole class can vote for the best Homework(3’): Prepare unit 3 lesson 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -get acquainted with the topic about ethnic groups of Viet Nam. 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Structure: 3.Grammar: + Questions with question words. + Articles: a, an, the. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Team work Warm – up.( 5’) T: Ask Sts to do in two teams to solve the cross word puzzle. The team with the more points wins the game 1. I’d like to ………buffaloes in the fields 2. The farmers are very busy during harvest time 3. Have you ever ridden a ……….? 4. People in the country are often open and …………….. 5. There are many ……. paddies in my hometown 6. I think ……. life is more interesting than ………. city life

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UNIT 2: PEOPLES OF VIET NAM Lesson 1: Getting started-At the museum of Ethnology

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Period: 16 Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

By the end of the unit, Ss will be able to: - Pronounce words containing clusters: /sk/, /sp/ and /st/ correctly in isolation and in context. - Use the lexical items related to cultural groups of Viet Nam. - Ask and answer different question types. - Use articles a, an, the. - Talk about the life of ethnic groups. - Listen for specific information about a traditional groups. - Read a passage about the life of ethnic groups. - Write a recipe for a traditional dish.

DESCRIPTION OF UNIT 3

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Presentation (10’) Đóng góp PDF bởi GV. Nguyễn Thanh Tú

Class work

*Vocabulary

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-Ethnic (a) -ethnology(n) -ethnic group (n) -boring(a) -interesting -majority -minority -southern

1 c: Find the expressions Ask Sts to read the conversation again then find the expressions T: Ask Ss to do Ex a individually T: Ask them to share the answers with their partner T: Ask one to write the answers on the board S: Write the answers on the board, others correct then give the right answers 1d: Work in pairs Ask Sts to role- play the example conversation in pairs Encourage Sts to use How + adj ! 2: Label the picture T: Ask Sts to look through the pictures ten read the words and phrases then work in pairs and label each

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Ss work individually

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Key: 1. interesting 2. largest 3. minority 4. southern 5. Key: 1.They are in the Museum of Ethnology 2.They want to know about the ethnic groups of VN 3. They are 54 4. The Viet ( Kinh) have the largest population 5. Yes, they do.

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Class work

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Set the scene: Ask Sts to look at the picture in Getting started and Ask Sts some questions: 1. Can you guess who are they? 2. Where are they? 3. What are they talking about? Ss: Answer the questions T: Quickly write Ss’ answers on the board - Play the recording Ss: Listen and read the dialogue T: Ask Ss if their guesses on the board are correct T: Give some new words Practice(20’) 1 a: Find the opposite of these words T: Ask Ss to do Ex individually T: Ask them to share the answers with their partner T: Ask one to write the answers on the board S: Write the answers on the board, others correct then give the right answers. 1 b: Answer T: Ask sts to answer the questions orally without reading the dialogue Ss: Ask and answer in pairs T: Call two Ss write on the board Ss: Write the answers on the board T: Ask them to read the conversation and check the answers Ss: Read then check the answers T: Call Ss to correct

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Vocabulary

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Expression: + Exactly + How interesting! + I see + That’s awesome! Ss work in pairs

Work in pairs

Key: 1.fivecolored sticky rice

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picture Ss: Work in pairs T: Help Sts to read the words correctly T: Ask Sts to give their matching S: Give their answers T: Ask Sts to give their explanation for their matching and give the meaning of the words and phrases T: Help them if necessary 3: Complete the sentences T: Ask Ss work individually to fill the words or phrases from the box in to each gap Ss: Work individually T: Have them compare the answers with their partners Ss: Compare T: Ask for Sts’ answers then give correction Further practice (7’) 4: Complete the table Ask Ss to work in pairs and complete the table Ask them to write answers on the board Ask sts to add more words to the table Ss: Add more words to the table. T: Ask Ss to play the game : Quick quiz T: Guide how to play the game Divide the class into two teams, the monitor controls the game. The team which is faster and has more correct answers wins the game

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Quick quiz game: 1-Which ethnic group has the smallest population? – The Odu group 2- Do the Hmong have their own language? Yes 3- Where do the Coho live?- Lam Dong 4- What color is the Nung’ s clothing? Dark indigo 5- Which group has the largest population, the Tay or the Thai? – The Tay 6- Whose arts are displayed at the museum in Da Nang? The Cham’s

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Đ ẠO

TR ẦN

H Ư

Ss work in pairs

B 10 00 A Ó -H Ý -L

ÁN

Homework(3’): Prepare unit 3 lesson 2

Key: 1. ethnic 2. heritage site 3. stilt houses 4. festivals 5. member 6.terraced fields

Ss work individually

2.terraced fields 3.festivals 4.folk dance 5.open – air market 6.musical instrument 7.costume 8.stilt house

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IỄ N

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Period: 17

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Đ ẠO

H Ư

TR ẦN

10 00

-H

-L

ÁN

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ÀN

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammar: + Questions with question words. + Articles: a, an, the. 3. Sounds: / sk / , / sp / , /st/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’)Brainstorm Warm – up.( 5’): + Where the H’mong live Brainstorm + What their costumes are + Their way of life + Their culture T: Help Sts some information if they don’t know Pre-listening (10’) Class work *Vocabulary Vocabulary + major +minor +complicated +insignificant + basic + ceremony + waterwheel + shawl 1: Match T: Ask Sts to read the Ss do Ex individually + basket adjectives in column A and match them with the opposites words / phrases in column B S: work in individually then compare with their partner T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers While-listening(15’) Ss work individually 2: Use some words from 1 to Key: 1.major complete the sentences T: Ask Sts to work in individual 2.minor Ss: Work in individual 3.complicated T: Ask some Ss to give the answers 4.insignificant Ss: Sts write the correct answers on 5.basic

UNIT 3: PEOPLES OF VIET NAM Lesson 2: A closer look 1

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N Ơ H N https://daykemquynhonofficial.wordpress.com/blog/

H Ư

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-H Individual work

Key: /sk/ skate board, school, basket, task /sp/: speech, display, crisp, space /st/: stamp, first, station, instead

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TP Đ ẠO A

Ss work in pairs

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G 10 00

TR ẦN

Ss work individually

ÁN

Key: 1. ceremony 2.pagoda 3.temple 4.waterwheel 5.shawl 6.basket

Ss work in pairs

the board T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole sentences 3:Work in pairs T: Ask Ss to work in pairs to complete the words form the pictures given Ss: Work in pairs T: Have them complete the words Ss: Complete the words T: Ask them to write the words on the board Ss: Remark and correct T: Ask them to give other words which are related to the life of ethnic minority people Post-listening (12’) 4: Listen and repeat the words T: Ask them to listen to the recording then repeat the words they hear S: Listen and repeat the words they hear T: Call some Sts to read the words they hear aloud S: Read aloud the words T: Correct their pronunciation 5: Listen and put the words in the right column T: Ask Sts to listen again S: Listen then compare the answers with their partner T: Ask them to give the answers then correct. 6: Listen and read the following sentences. T plays the recording two or three times, helps St recognize all the words with /sk/, /sp/, /st/ T: Ask Sts to find the words that have the sounds /sk/ , /sk/ , /st/ Homework(3’): Prepare unit 3 lesson 3

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IỄ N

ÀN

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Period:

UNIT 3: PEOPLES OF VIET NAM Lesson 3: A closer look 2

1: Read the passage T: Ask Sts to do the exercise individually in 5’ S: work in individually then read aloud to the class T: Correct their pronunciation , intonation and stress and give explanation if necessary Practice(20’) 2: Write the questions for the answers T: Ask Sts to work in individual Ss: Work in individual

Ss work individually

Stilt house

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Đ ẠO

H Ư

TR ẦN

10 00

-H

Ý -L

Tay family

ÁN

Questions: Review: When, where, who, which how…..

IỄ N

ÀN

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review: + Articles ( a, an, the) + All types of questions and question words 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammatical structure: All types of questions and question words III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Asking: How many types of questions have you learned? Sts: work in groups of 4 then find out the answer for the question in only two minutes Ask Sts to give answers Call others to give comment T: Correct Sts’ answers on the board then ask them to make some examples for each type of questions S: Make examples *Vocabulary: Presentation (5’) Class work Vocabulary: Ss do Ex individually

Ss work in pairs

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Key: 1.Who is living in the house/ 2.How many children do they have?

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www.facebook.com/daykem.quynhon https://daykemquynhon.blogspot.com 3.Do the grandparents stay at home? 4.How often does Mrs. Pha go shopping? 5.How far is Vang’s boarding school? 6.When does Vang go home? 7.How do they live? 8.Would they like to live in the city? Key: 1. who 2. Which 3.Which 4.Which 5. What

ÁN

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Individual work The usage of articles: a, an, the

-L

5: Underline the correct article to finish the sentences T: Ask Sts to repeat the use of : a, an, the . T: Ask them to look at the LOOK OUT in the book to know more about them T: Ask Sts to do the Ex individually S: Work individually T: Call some Sts to read aloud their answers T: Call other Sts to comment Further practice (7’) 6: Write the sentences T: Ask Ss to do this exercise individually S: Do individually then compare the answers with their partner T: Call some Sts to write the answers

Key: 1.Who does the shopping in your family? 2.Who is the principal of our school? 3.Which subject do you like better, English or Math? 4.What is the most important festival in VN? ( The Lunar New Year) 5.Which ethnic group has a larger population, the Khmer or the Cham? (The Khmer: 1,260,600. The Cham: 161,700)

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-H

10 00

TR ẦN

H Ư

Ss work in pairs

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Đ ẠO

Ss work in pairs

3: Complete the questions and answers T: Ask Ss to work in pairs to complete the sentences Ss: Work in pairs T: Ask them to write the missing words on the board Ss: Remark and correct 4: Work in pairs T: Ask Ss to work in pairs to complete the sentences Ss: Work in pairs T: Ask them to write the sentences on the board Ss: Remark and correct

IỄ N

ÀN

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T: Ask some Ss to give the answers Ss: Sts write the answers on the board T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole sentences

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IỄ N

ÀN

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-H B

10 00 TR ẦN G

H Ư

Đ ẠO

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-L

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ÁN

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on the board S: Write on the board T: Call others to remark then give right answers Homework(3’): Prepare unit 3 lesson 4

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Period:

N Ơ H N Y

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*Vocabulary: Northwest region, Northeast region, Red River Delta, The Central Highlands, Mekong River Delta

Đ IỄ N D While-speaking(15’) 1. What do you know about ethnic groups of VN? T: Ask Sts to work in pairs to do the quiz

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H Ư

TR ẦN

B 10 00 A Ó -H Ý -L ÁN

Pre-speaking (5’) Vocabulary:

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U .Q TP

Contents Warm – up.( 5’): Kim’s game

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -describe and give opinions about peoples of VN. 2. Skills: Speaking 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammatical structure: Giving opinions about ethnic groups III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Group work Warm – up.( 5’) Play Kim’s game: - T divides the class into two groups. - T shows ss pictures about some activities and asks ss to have a quick look, then write on the board what activities there are in the pictures - The group has more words wins the game.

ÀN

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UNIT 3: PEOPLES OF VIET NAM Lesson 4: Communication

Pair work

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Key: 1.B 2. A 3. C 4. B 5. C 6. A www.facebook.com/daykemquynhonofficial www.facebook.com/boiduonghoahocquynhonofficial

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S: work in pairs T: Check and give explanation. 2.Matching: T: Ask sts to do this task in groups . Let them discuss then write down the ethnic groups in the correct box Ss: do this exercise in groups and give T the answers. T : confirms the correct answers. Encourage sts to add other ethnic groups they know to the list S: add some more if they know T: move round the groups and give assistance where needed . T: Bring the groups back together Post-speking (12’) Write on the board subject that Sts can talk about in relation to these groups Elicit these subject if possible Give some facts to facilitate the activity Give sts time to prepare and then let them talk in groups - Complete your speaking about the ethnic groups Homework(3’): Prepare unit 3 lesson 5

Groupwork

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ÁN

-L

-H

10 00

TR ẦN

H Ư

Đ ẠO

Groupwork

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Key: Northwest region: Viet, H mong, Lao Northeast region: Viet, Hmong, Nung, Tay Red River Delta: Viet The Central Highlands: Viet, Bahnar, Brau, Ede, Giarai, Sedang Mekong River Delta: Viet, Cham, Khmer

IỄ N

ÀN

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Period

N Ơ H N Y

-L

ÁN

Pre-questions: Pair work T: Give sts time to discuss the questions in pairs and then as a class. Encourage sts to make guesses if they are not sure Call some sts to read the questions from aloud. As sts read the questions aloud, T reminds the rest of the sts to think about what the answer will be, without looking at the text. Ask sts to read the text and underline any words they don’t know. Let sts read in chorus once. Call on some sts to read aloud to the class.

*Vocabulary: canal, cattle, poultry ( chim muông), bamboo, weave cloth ( thổ cẩm), ornament ( đồ trang trí )

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-H

Class work

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H Ư TR ẦN B Ó

10 00

+ Who are they? + Where do they live? + What is their population? Pre-reading (5’) Vocabulary:

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U .Q TP Contents Warm – up.( 5’): Guessing game

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Read for general and specific information about ethnic minorities - Talk about our own ethnic group 2. Skills: Reading,speaking 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammatical structure: Giving opinions about ethnic groups III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Ask sts to look at the picture then guess

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UNIT 3: PEOPLES OF VIET NAM Lesson 5: Skills 1

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N Ơ H https://daykemquynhonofficial.wordpress.com/blog/

-H

-L

Group work

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G N H Ư TR ẦN

10 00

Group work Look at the two pictures and ask and answer some questions about them.

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farmers bamboo stilt songs ceremonies

Key: 1.Yes, they do 2.Their main food is rice 3.It is well known for being unique, colorful and strong 4.Thai women do 5.They worship their ancestors

Đ ẠO

Pair work

ÁN

Key: 1. 2. 3. 4. 5.

Individual work

Check their pronunciation and intonation. Explain the new words and clarify anything difficult. While-reading(15’) 2. Task 2:- Ask sts to read the text again and answer the question individually. - Have sts compare the answers with a classmate. - Call some sts to write the answers on the board and T : ask them to explain their answers. - T: confirm the correct answers. 3.Exercise 3: - Ask sts to read the text again and answer the questions in pairs. - Have sts compare the answers with a classmate. - Call some sts to write the answers on the board and T: ask them to explain their answers. - T: confirm the correct answers Post-reading (12’) 4.Read some facts about the BruVan Kieu peolple and the Khmer people -Ask sts to read the facts about the Bru- Van Kieu people and Khmer people -Divide the class into two groups, ach preparing to talk about one ethnic group. Otherwise, Ss may work in apirs, each of them talks about about one ethnic group. -Some volunteers to present to the rest of the class 5.Talk about your own ethnic group Work in group to talk about their own ethnic group. Ask them to focus on one or two aspect such as clothing, food, ways of living, customs, and traditions, festivals, beliefs,.. Encourage sts to talk about changes in the life of the people over time Homework(3’): Prepare unit 3 lesson 6

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IỄ N

ÀN

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Period:

N Ơ H N Y

Structures: Questions with question words. General questions. Individual work

IỄ N D

Individual work

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Key: 1. 2. 3. 4. 5.

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Class work

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H Ư

TR ẦN A

10 00

B TO

ÁN

-L

-H

Ss: Discuss then give the answer -> Sticky rice Pre-listening (5’) 1.Pre task. + Do you like sticky rice? + When do we traditionally have sticky rice? While-listening(15’) 2.T or F. -Play the recording once then ask sts to listen carefully and tick True or False according to what they hear in the passage - Ask them to give the answer - Play the recording again then check 3.Complete sentences - Ask sts to listen again then complete the sentences - Sts listen then write down the words they hear - Play the recording again for them to check

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

U .Q TP Contents Warm – up.( 5’): Guessing game

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen to get specific information about a traditional apeciality - Write a paragraph about how to cook a traditional dish 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related the topic. 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Give Sts some suggestions: rice, colour, Tet, tradition -> Which food is it?

ÀN

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UNIT 3: PEOPLES OF VIET NAM Lesson 6: Skills 2

T F T T F

Key: 1. 2. 3. 4. 5.

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- T: Correct as a class Post-listening (12’) 4.Read thwe notes Ask sts to read the note carefully S: Read the note carefully 5.Change the notes Have sts write full sentences to show the steps to cook the rice Make sure that they use proper connectors first/ firstly/ second/ secondly/ … and pay attention to spelling and punctuation Collect some Sts’ writing papers and mark them then give comments to the class Homework(3’): Prepare unit 3 lesson 7

Individual work

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TR ẦN B 10 00 A Ó -H Ý -L ÁN

IỄ N

ÀN

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Đ ẠO

Connectors: first/ firstly, second/ secondly…..

H Ư

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Period:

UNIT 3: PEOPLES OF VIET NAM Lesson 7: Looking back & project

Practice(17’) Grammar: 3.Activity 3 Ask sts to read the passage aloud Clarify any difficulties Ask sts to do the task in pairs Call them to give the answers aloud Ask class to give comments Give the correct answers

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Key.Make questions 1. What are these houses built on? 2. Where is the entrance? 3. Which house is the largest, tallest and the most elaborate building in the village? 4. What is it built for? 5.Who can sleep in this house

IỄ N D

4.Activity 4: T: Ask sts to complete the exercise

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-H

ÁN

-L

Individual work

Ex 1; 1. cultural groups 2. communal, activities 3. costumes, diverse 4. ethnic 5. unique Ex 2 1. Cultural 2. Peaceful 3. Richness 4. diversity 5. Traditional

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Đ ẠO

H Ư

TR ẦN

10 00

Individual work

Presentation (10’) Vocabulary: T: Let sts repeat the words as a class to practice pronunciation Ask sts to complete the exercise individually Ask them to share the answers with their partner Ask them to give the answer with ethe whole class Give the correct answers

ÀN

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Use action verbs to talk about ethnic peoples - ask and answer different question types - Use articles: a, an, the - Pronounce the words containing cluters/ sk/ , / sp/ , and / st/ - write a paragraph about how to cook a traditional dish 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related the topic "People of Viet Nam " 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Ask sts to come to the board to write Brainstorm as many ethnic peoples as possible.

Individual work

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individually Ask them to share the answers with their partner Ask them to give the answer with the whole class Give the correct answers Activity 5 : Write true sentences about yourself Ask sts to work individually then compare the answers with their partner T: Call some sts to write the answers on the board T: Confirm the answers Further practice (15’) * Communication. Role play T: Ask sts to work in pairs. Take turn to ask about the cultural groups of VN. The person asking can look at the book. The first person to get five correct answers is the winner Homework(3’): Prepare Review 1 lesson 1

Review Article: a, an, the.

Individual work

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ÁN

-L

-H

10 00

TR ẦN

H Ư

Đ ẠO

Pairwork

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Article: a, an , the

IỄ N

ÀN

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Period:

N Ơ H N Y

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H Ư

TR ẦN

10 00

-H

-L

ÁN

IỄ N D

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Key: 1. I used to climb tress when I was small. 2. How can we improve our speaking skills? 3. How annoying, the stadium has closed! 4. I want to buy a blue skirt for my mother. 5. ‘On a dark day, I saw a witch riding a broom in the sky…’

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U .Q TP Contents Warm – up.( 5’): Chatting

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -revise what they have studied and practiced in units 1, 2 and 3. 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: From unit 1 to unit 3. 2.Grammar: Comparative, article, gerund and infinitive after some verbs. 3. Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Ask Ss some Questions T may ask Ss what they have learnt so far in terms of language and skills. Summarize their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible. Presentation (15’) *Pronunciation Class work 1. Listen and repeat the following words and phrases. T plays the recording and Ss repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation. Individual work 2. Listen to the sentences and underline the words with /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ in the following sentences. Then read the sentences aloud. Play the recording two or more times, if necessary. Help Ss recognize all the words with /sk/, /sp/, /st/, br/, pr/, /bl/, and /cl/ then underline them ad instructed. T may ask Ss to read the sentences as a class, or individually. Check pronunciation and intonation. *Vocabulary Individual work 3. Organize these words and phrases into pairs of opposites and write them in the blanks. Ss do the task individually and then share their answers with a partner. Check Ss’ answers.

ÀN

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REVIEW 1 Lesson 1: Language

Key: Peaceful – noisy hard - easy boring - exciting Forget – remember traditional – modern

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Y 2. 3. the 4. the the

5. 6. a

10 00

-H

-L

ÁN

Key:

1. b

2. e 3. a

4. c

5. d

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1. a

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Key: an

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fluently Better 5. more simply 6. Faster 7. More carefully

Đ ẠO G N

2. more 3. more 4.

TR ẦN

Key: 1. later

H Ư

Practice(15’) *Grammar 5. Complete the sentences with the Individual work correct comparative form of adverbs from the adjectives in brackets. Ss do this individually and compare their answers with a partner. Call some Ss to go to the board to write their answers. Others Ss comment. T corrects as a class. 6. Fill each blank with an article (a, Ss do the task individually an, or the) to complete the passage. Ss do the task individually. T checks. Call some Ss to read the whole passage. Further practice (5’) Everyday English Ss do the task individually 7.Match the sentences in A with those in B. Then practice with a friend. Ss do the task individually. Then they practice in pairs. After checking their answers, ask one or two pairs to act out the dialogues. Homework(3’): Prepare Review 1 lesson 2

Individual work

IỄ N

ÀN

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4. Put a verb in the correct form in each gap to complete the sentences. Ss do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class.

country life - city life Love - hate majority - minority Key: 1. like/ enjoy, listening, visiting 2. forget 3. flying/ to fly 4. mind, to do/ doing 5. Playing/ to play

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Period:

N Ơ H N Y 4. T

5. F

-H

-L

ÁN TO

Pairwork

IỄ N

Practice(15’) Speaking 2 Work in pairs. Talk about what your family members like to do in their free time. Ss work in pairs and talk about what their family members like to do in their free time. Encourage them to talk as much as possible, using the verbs of liking they have learnt. After some time, T may last Ss swap pairs

Key: 1. Which museum does Kim love to visit an Saturday afternoon? 2. How many (clay and stone) objects are display at the museum? 3. What can you learn in this museum/ Da Nang Museum?

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2. T 3. F

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H Ư

TR ẦN

1. T

10 00

Key:

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U .Q TP Contents Warm – up.( 5’): Chatting

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -revise what they have studied and practiced in units 1, 2 and 3. 2. Skills: Reading, speaking, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: From unit 1 to unit 3. 2.Grammar: Comparative, article, gerund and infinitive after some verbs. 3. Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Ask Ss some Questions T may ask Ss what they have learnt so far in terms of language and skills. Summarize their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible. Presentation (15’) Reading 1. a.Read the following letter from Individual work Kim to her pen friend, Jon. a Tick (v) true or false. Ss do the task individually, then check with a partner. T corrects. Pairwork b. Write questions for the underlined phrases in the letter. Ss do the exercises in pairs. T corrects as a class.

ÀN

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REVIEW 1 Lesson 2: Skills

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Key:

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

ÁN

-L

-H

Homework(3’): Prepare Unit 4 lesson 1

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10 00

TR ẦN

H Ư

You may use the following cues: * People (friendly…) * Life (peaceful, simple, slow…) * Food (fresh, cheap…) * Traditional activities

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Đ ẠO

Ss do the task individually You may begin like this: In my opinion/ I think life in the countryside has many good points. Firstly,…

Sample writing: Inmy opinion, life in the countryside has many good points. Firstly, country folk are friendlier than city folk. Secondly, life as slower and simpler than in the city. The food is fresher and the air is cleaner. Finally, there are lots of traditional activities that we can do in the countryside such as horse - riding, swimming in the river or kite - flying. Fro these reasons, I like country life.

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Pairwork

and continue to talk. T goes round and gives assistance if necessary. Listening 3 Listen to the passage and choose the correct answer. Play the recording once or twice. Ss listen and choose their answers. Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary. Further practice (7’) Writing 4 Giving your opinion Write a paragraph giving your opinion about life in the countryside. Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike, ect…Then explain the writing task. Also have them brainstorm words and phrases they may need for their writing. Give Ss time to do the writing task. Then collect their papers to check out of class.

IỄ N

ÀN

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www.facebook.com/daykem.quynhon https://daykemquynhon.blogspot.com DESCRIPTION OF UNIT 4

Ơ H N Y

ÁN

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-L

-H

10 00

TR ẦN

H Ư

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - get some information about our customs and traditions 2. Skills: Reading, speaking, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: customs, tradition, accept, to pass down, generation, table manner 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Give some pictures of some ethnic Review vocabularies related to ethnic monorities and their traditions and minorities. customs to help students know more about the words “ customs “ and ‘ traditions” before leading to the Getting started

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

U TP

Đ ẠO

UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 1: Getting started

ÀN

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Period: Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

By the end of the unit, Ss will be able to: - Pronounce words containing clusters: /spr/, /str/ correctly in isolation and in context. - Use the lexical items related to the topic “ customs and traditions”. - Use should and shouldn’t correctly and appropriately to give advice. - Express obligation and necessity using the correct form of have to. -Ask about and describe different customs and traditions. - Listen to get specific information about a traditional dance of an ethnic group in Viet Nam. - Read for specific imformation about family customs and traditions. - Write a description of a traditional Japanese dance.

Presentation (15’) Vocabulary:

IỄ N

*Vocabulary: -custom ( n) -accept (v) -table manner -to pass down

Set the scene: 1: Listen and read Ask Sts to look at the picture in Getting started and Ask Sts some questions: 1. Can you guess who are they?

Class work

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Đ IỄ N

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Key: 1- T 2- F ( there are also social ones 3- T 4- F ( there are a lot of customs for table manners in the UK ) Key: 1.It’s eating dinner at 7 p.m. sharp 2.He’s surprised 3.They both refer to foing somethuing that develops over time 4.A custom is something accepted. A tradition is something special and it is passed down through the generations 5.They should find information about a custom or tradition Key: 1- have to 2- should

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-L

Pairwork

ÁN

G N H Ư TR ẦN B

-H

10 00

Individual work

d/ Find the sentences in the conversation and fill in the missing words Ask Sts to read the conversation again then find the sentences in the conversation then fill in the missing

Đ ẠO

Individual work

c/ Answer T: Ask sts to asnwer the questions orally without reading the dialogue Ss: Ask and answer in pairs T: Call two Ss write on the board Ss: Write the answers on the board T: Ask them to read the conversation and check the answers Ss: Read then check the answers T: Call Ss to correct

Key: 1-accepted 2-generations 3-spot on 4-sharp 5-social 6-table manners

2. Where are they? 3. What are they taking about? Ss: Answer the questions T: Quickly write Ss’ answers on the board - Play the recording Ss: Listen and read the dialogue T: Ask Ss if their guesses on the board are correct Practice(15’) 1a/ Find the the words or phrases that means: T: Ask Ss to do Ex a individually T: Ask them to share the answers with their partner T: Ask one to write the answers on the board S: Write the answers on the board, others correct then give the right answers then read out the lines in the dialogue that contains the words b/ True or false T: Ask Ss to do Ex a individually T: Ask them to share the answers with their partner T: Ask one to give the answers S: Write the answers on the board, others correct then give their explanation

ÀN

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Individual work

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-H

-L

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

Individual work

Group work

7- T

10 00

TR ẦN

H Ư

Đ ẠO

Pairwork

ÁN

3- C

Key: 1- C 2- C or T 4- T 5- C 6- C 8- C or T

- Modal verb: Should and have to. 1- have to: it’s an obligation – you have no choice 2- should: It’s a suggestion or advice – It would be best to follow it

words T: Ask Ss to do Ex a individually T: Ask them to share the answers with their partner T: Ask two sts to write the answers on the board S: Write the answers on the board, others correct then give the right answers 2: a/ Match T: Ask Sts to look through the pictures then ask them what they see in each of them then tell tem to fill in the gaps with some customs and traditions of Vietnames people Ss: Read the identify the new words they do not know T: Help Sts to read the words correctly T: Ask Sts to give their matching S: Give their answers T: Ask Sts to give their explanation for their matching and give the meaning of the words and phrases T: Help them if necessary b/ Write ( C )custom or T ( tradition) under each picture T: Ask sts to do individually T: Ask them to compare the answers in pairs T: Ask them to give the answers S: Give the answers then eplain their choice Further practice (7’) 3: Game : Customs and traditions experts T: Ask Ss to work in groups of four Set a time limit of five minutes S: Write down as many local customss and traditions as possible The goups with the most customs and traditions is the winner T: Ask the winning group to present their customs and trditions Other groups add some more if they can Homework(3’): Prepare Unit 4 lesson 2

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Period 1

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 2: A closer look 1

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While -listening(20’) 1: Match T: Ask Sts to read the first halves of sentences in column A them with the second halves in column B S: work in individually then compare Individual work with their partner T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers.

* Some expressions: - It’s the custom for Sb to do St. - There is a tradition that Clause. - According to tradition + clause. ……… - Words and expressions related to customs and traditions. Key: 1- e 2- d 3- a 4- g 5b 6- c 7- f

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B 10 00 Class work

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit 4. 2. Skills: Reading, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: 2.Grammatical structure: lexical items related to the topic 3.Sounds: / spr / , / str / III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Give some pictures of some ethnic Review vocabularies related to ethnic monorities and their traditions and minorities. customs to help students know more about the words “ customs “ and ‘ traditions” before leading to the Getting started

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Clusters: /spr/, /str/ Pairwork

Key: 1- straw 2- street 3- spring 4- spray 5- astronaut 6- frustrated 7- espresso 8- newsprint

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10 00

Individual work

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Pairwork

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Individual work

2: Complete the expressions T: Ask Sts to work in individual Ss: Work in individual T: Ask some Ss to give the answers Ss: Sts write the correct answers on the board T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole expressions 3:Read the following customs and traditions T: Ask Ss to work in pairs to complete the activity Ss: Work in pairs T: Ask them to give their ideas Ss: Remark and give comments 4: complete the sentences T: Ask Sts to work in individual Ss: Work in individual T: Ask some Ss to give the answers Ss: Sts write the correct answers on the board T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole sentences Post-listening (12’) 5: Listen and complete the words T: Ask them to listen to the recording then complete the words they hear S: Listen and complete the words they hear T: Call some Sts to read the words they hear aloud S: Read aloud the words T: Correct their pronunciation Pay attention to the sounds / spr / And / str / 6: Listen and circle the words with the sounds / spr / And / str / T: Ask Sts to listen to the recording S: Listen then compare the answers with their partner T: Ask them to give the answers then play the recording again to check their answers T: Ask Sts to find the words that have the sounds /spr/ , /str/ Homework(3’): Unit 4 lesson

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Individual work

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Period

N Ơ H N Y

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10 00

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Key: 1- should 2- shouln’t 3- should 4- shouln’t 5- should

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U .Q TP Contents Warm – up.( 5’): Review

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review : + “should and shouldn’t” to express advice + “have to” to express obligation or necessity 2. Skills: Reading, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: 2.Grammatical structure: related to modal verbs: should, have to. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) T: Give a situation: “ Your brother is Modal verbs: going out with a friend. The weather Should, have to. forecast says it’s a hot sunny day. Give hime some advice T: Encourage sts to give their advice freely If sts mention “ should or shouln’t , tell them that in this lesson they are going to review “ should or shouln’t to express advice about customs and traditions Remind sts of the modal verbs Presentation(10’) Individual work 1: Look at the pictures and complete the sentences with “ should or shouln’t” T: Ask sts to look at the pictures and quickly describe what they see T: Ask Sts to do the exercise individually in 5’ S: work in individually then read aloud to the class T: Correct their pronunciation , intonation and stress and give explanation if necessary. 2: Match the situations in A with the Individual work advice in B. T: have the sts read the situations in A to make sure they understand them T: Ask Sts to work in pairs

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UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 3: A closer look 2

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Key: 1- b 2- c 3- e 4- d 5- a

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N Ơ N Y

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Pair work

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10 00

Individual work

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Individual work

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

Key: 1- have to 2- have to 3- has to 4- had to/ don’t have to 5- does… have to 6- didn’t have to

Individual work

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Class work “Have to” is used to express obligation or necessity.

Ss: Work in pairs T: Ask some Ss to give the answers Ss: Sts read the answers aloud T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to give some other advice for these situations. Introduction Ask sts to pay attention to the Remember box first Practice(15’) 3: Complete the sentences with the correct form of “ have to’ Ask sts to pay attention to the Remember box first T: Ask Ss to work in individually to complete the sentences Ss: Work in individually T: Ask them to write the missing words on the board Ss: Remark and correct 4:Choose A or B to convey the meaning of the first sentence. T: Ask Ss to work in individually Ss: Work in individually Ss: Remark and correct 5: Read the e-mail. Find and correct mistakes. T: Ask sts to read the e- mail quickly T: Ask Sts to do the Ex individually to find out the mistakes S: Work individually T: Call some Sts to read aloud their answers T: Call other Sts to comment Further practice (7’) 6: Write the sentences T: Ask Ss to do this exercise in pairs S: Do in pairs then share the ideas with the whole class Homework(3’): Prepare Unit 4 lesson 4

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Period:

N Ơ H N Y

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*Vocabulary about table manners. + prong(n) + tray (n) + mat (n) + cutlery (n) + palm (n) + host (n) + hostess (n)

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Contents Warm – up.( 5’): Kim’s game

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -describe the table manners in the UK and compare with those in VN 2. Skills: Speaking , listening 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: prong, culery, palm, tray, mat, host/ hostess 2.Grammatical structure: Giving opinions about the table manners . III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Warm – up.( 5’)Play Kim’s game: Group work - T divides the class into two groups. - T shows ss pictures about some table manners in VN and UK and asks ss to have a quick look, then write on the board the differences b/ w them. Pre-speaking(5’) Class work Vocabulary - Introduce some new words in the box - Use the pictures in (1) to give the meanings of the words : “ prong, tray, mat, cutlery” - To teach the word “ palm” point to the T’s palm - To teach the word “ host, hostess” , give an explanation: when you invite some guests to your house, your mother is the hostess and your father is the host While-speaking(20’) Pair work 1: Look at the pictures then discuss the differences b/w them T: Ask Sts to work in pairs to do the task S: work in pairs T: Check and give explantation -In the first picture, people are sitting on the mat to have the meal. In the second picture, they sitting around the dining table -In the first picture, people are using rive bowls and chopsticks. In the second picture, they are suing cultery Pair work 2: Write T/ F

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UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 4: Communication

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Pair work 4 . Work in pairs Ask sts to read the table manners in the book first Ask sts to discuss if they folow the same table manners in their family S: Discuss then give their ideas T: Ask them to add some more table manners in 3’ Call some sts to represent their ideas T: quickly write some of the Ss’ extra table manners on the board Post -speaking (12’) Pair work 5 ; There is a British exchange student in your class. You invite her to dinner at your home. Play the roles Ask ss to work in pairs and role – play Ask them to continue the conversation in the book or make their own After some time, call some pairs to act out the conversation in front of the class Call others to give comments Give praise and feedback on Ss’ conversations Homework(3’): Prepare Unit 4 lesson 5

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Key: 1.F ( You hold the folk in the left and the knife in the right 2.T 3.F ( There is also a spoon and a forl for dessert) 4.T 5.F ( You should never use your own cultery to take more food from the serving dish – use the serving spoon) 6.F ( You should break off the bread with your hands) 7.F ( Guests have to wait until the host or hostess starts eating) 8.T

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T: Ask sts to do this task in pairs . Ss: do this exercise in pairs and give T the answers. T : confirms the correct answers. Individual work 3: Listen T: Ask sts to listen to Nick giving a presentation on the table manners in Britain S: listen to the recording twice T: Ask sts to give the answers and the reason for their choice Ask them to correct the false sentences

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Period:

UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 5: Skills 1

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10 00

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Read for general and specific information about customs and traditions - Talk about customs and traditions 2. Skills: Speaking , readng 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: celebrate, anniversary, lasagne 2.Grammatical structure: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’)Play Kim’s game: Class work Warm – up.( 5’): Kim’s T asks Ss some questions about their game families’ customs and traditions. Pre-reading(5’) Class work *Vocabulary : Vocabulary celebrate, anniversary, lasagne Set the scene: Pair work 1: Answer the questions Suggestion: Ask sts to look at the pictures and - Picture 1: A family is answer the questions in pairs celebrating a birthday Elicit answers from Ss - Picture 2: People are making Chung cake - Picture 3: A family is at an amusement park While-reading(20’) Individual work Activity 2: Ask Ss to read the passage quickly and tell if Mi is writing about her family or her society Elicit answers from Ss - She’s writing about her family Individual work Exercise 3:Decide in which Key: 1- C 2- A 3- C 4- B 5paragraph each detail is mentioned. A 6- B Wtite A, B, C in the blank Introdude the new type of reading exercise Instruct the way to do this kind of exercise -Read the statements and underline the key words Eg: in statement 1, the key words are ‘ name” and “ Italian dish” -Begin with statement 1, read thhrough the passage quickly and locate the key words -Stop to read the part that includes

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Key: 1/ They are: having lunch together on the second day of Tt, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October. 2/ They usually go to the cinema or go for a picnic together 3/ They don’t remember 4/ They made fivecolored sticky rice served with grilled chicken 5/ They love family customs and traditions because they provide a sense of belonging.

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Pair work

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Pair work

Post -reading (12’) 5:Work in pairs and discuss the questions -Ask sts to take to ask each other the three questions about their own family customs and traditions -T can move about the class facilitating where necessaary and assessing how Ss are doing. 6.Exercise 6: T: Ask two pairs of Ss to join together. One pair interviews the other. One S interviews and the other notes down the answers in the table, then the second pair interviews the first pair Ask sts to present what they’ve fount out to the whole class. Homework(3’): Prepare Unit 4 lesson 6

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the key words more carefully to make sure the information matches T may model with the first satement S: Work individually then compare their answers with a classmate. Exercise 4: Answer the questions Pair work - Ask sts to read the text again and answer the questions in pairs. - Have sts compare the answers with a classmate. - Call some sts to write the answers on the board and T : ask them to explain their answers. - T: confirm the correct answers.

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Period:

UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 6: Skills 2

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10 00

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen to get specific information about a traditional dance of an ethnic group in VN - Write a paragraph about a traditional dance 2. Skills: Listening , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related to the topic 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): - T asks Ss to tell about some ethnic Chatting groups’ traditions they know. Pre-listening(10’) Class work *Vocabulary: Vocabulary: - spiritual (adj) - conical (adj) - scave (n) - reflect (v) - The Obon dance. - honour (v) Individual work 1.Activity 1 Ask sts to look at the picture and share what they know about this tradition with a partner Elicit sts’ answers and have them share as much information as possible Write the name of the traditional dance on the board: The xoe dance While-listening(15’) Exercise 2: Ask sts to listen to Mai’s Individual work Key: presentation on the xoe dance and 1-happpy and weathy 2- private gathering complete the table - Play the recording once then ask sts 3- 30 to listen carefully and complete the 4- the cirle dance table 5- social - Ask them to give the answer 6- fire - Play the recording again then check. 7- the music Make changes to the answers on the 8- culture and lifestyle board but do not confirm the correct asnwers now Exercise 3: T/ F? Pair work Key: - Ask sts to listen again then decide if 1- T 2- F 3- F 4- T 5- T the sentences are T or F

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Ơ H N Y U .Q

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- Sts listen then write down the answers they hear - Play the recording again for them to check - T: Correct as a class Post -listening (12’) Pair work Exercise 4: Ask sts to work in pairs and make sentences using the given information Encorage sts to write the full sentences T: Move round then give comments Individual work Exercise 5: Ask Ss to write their description individually based on the sentences they have made beginning with the given sentence. Ss write this in groups on big pieces of paper Group work Exercise 6 Ask the groups exchange their descriptions to spot any mistakes Share them with the whole class Collect some ss’ work to mark at home Sts know more about traditional dance of some ethnic groups and tell about them. Homework(3’): Prepare Unit 4 lesson 7

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Use action verbs to talk about a traditional dance - Use : should and shouldn’t , have to - Pronounce the words containing cluters/ sk/ , / sp/ , and / st/ 2. Skills: Speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related to the topic 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Ask sts to come to the board to write as many customs and traditions they know as possible. Presentation(15’) Vocabulary: Individual work Activity 1 Key: Ask sts to complete the exercise 1- respect 2- worshipping individually 3- wwrap 4- host 5Ask them to share the answers cultery 6- generations with their partner Ask them to give the answer with ethe whole class Give the correct answers. Individual work Activity 2: - Have sts read through the Some expressions: expressions . - There’s a tradition that.. - Ask sts to work individually -According to tradition… Ask them to compare the answers - follow the tradition of.. with their partners - break with tradition by…. Check and confirm the correct - have the custom of… answers Give comments Activity 3: Complete the Individual work wordwebs Set a time limit for this activity about 5’ Ask sts to write down as many family and social customs and traditions in the worwebs as possible T and others give comments on the answers Pratice(15’)

UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 7: Looking back & project

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Grammar Activity 4: Complete the sentences Individual work Ask sts to complete the exercise individually Ask them to share the answers with their partner Ask them to give the answer with the whole class Give the correct answers. Individual work Activity 5:Underline one mistake T: Ask sts to complete the exercise individually Ask them to share the answers with their partner Ask them to give the answer with the whole class Give the correct answers

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1- has to -> . have to 2- should -> shouldn’t 3- have to has -> have to have 4- should to -> should 5.have avoid - > have to avoid

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Further pratice (7’) Comunication Activity 6: Game “ What should I Group work do” Ask sts to work in groups , take turn to choose one of the scenarios for each other. The secretary writes down the advice each member gives The group votes for the person giving the best advice - T can conduct if there is time left. Homework(3’): Prepare Unit 5 lesson 1

Key: 1- should wait 2- shouldn’t write 3shouln’t break 4- should follow 5- shouldn’t touch

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - get some information about the festivals in Viet Nam 2. Skills: Speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Give some pictures of some festivals in the world as well as in Viet Nam to help students know more about the festivals before leading to the Getting started Presentation(15’) Class Work Vocabulary: *Vocabulary: oriental, reunion, regret, bamboo swings, wristling, Set the scene: Individual work dragon boat. Activity 1: Listen and read Ask Sts to look at the picture in Getting started and the heading Which festival should I see? Ask Sts some questions: 1. Where are Duong and Peter? 2. What are they doing? 3. What might they be taking about? Ss: Answer the questions T: Quickly write Ss’ answers on the board

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UNIT 5: FESTIVALS IN VIET NAM Lesson 1: Getting started

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By the end of the unit, Ss will be able to: - Stress correctly multy- syllable words with –ion and – ian endings. - Use the lexical items related to the topic “ Festivals in Viet Nam”. - Use simple and compound sentence. - Review complex sentences. - Write complex sentences using subordinators because, if, when, although, even though. - Talk about festivals. - Listen for specific information about festivals. - Read for specific imformation about festivals. - Write about festival Ss like or have been to.

DESCRIPTION OF UNIT 5

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- Play the recording Ss: Listen and read the dialogue T: Ask Ss if their guesses on the board are correct Pratice(15’) 1a/ Tick True or false T: Ask Ss to do Ex individually T: Ask them to share the answers with their partner T: Ask one to give the answers S: Write the answers on the board, others correct then give their explanation. 1b/ Answer T: Ask sts to asnwer the questions orally without reading the dialogue Ss: Ask and answer in pairs T: Call two Ss write on the board Ss: Write the answers on the board T: Ask them to read the conversation and check the answers Ss: Read then check the answers T: Call Ss to correct

Individual work

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Key: 1- T 2- T 3- F 4. F 5. T Pair work Key: 1. In April. They can see a grand opening ceremony, ao dai festion show, Dem Phuong Dong or oriental night show, royal court music performances........and sport activities. 2. Duong's family prepare a five-fruit tray and chung cake. 3. Because there are many interesting things to see and enjoy, it would take too long to describe them. 4. In Bac Ninh, on 12th of the first lunar month. 5. Because it is near Ha Noi, it takes place right after Tet holiday and is full 1c/ Find the following in the Individual work Key: conversation and explain the 1. Used as sugestion or meaning. give advice. - Ask sts to look at the dialouge again 2. Sounds +adj: used to and underline the phrases give your first impression - Have sts use the context to try to of what you hear explain when they may use the 3. To stress that it is worth phrases. spending time or money - Call sts to explain each phrase doing something before class and others remark. 4. To show surprise and to check that something is d/ Make short conversations with the Pair work T: Why don't you come with us to the really ok to do. four expressions in C. Lim festival - Have sts role-play, practising the S: sounds great. phrases in C. - Call on some pairs to perform to the T: you won't regret it. S: Are you sure? class. T: Of course.

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Pair work a. ceremony b.anniversary c. reunion d. procession e. carnval f. performance

Key 1.d 5.e

Individual work

Key: 1.c 2.b 3.e

2.a 3.c 4.b 6.f

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Group work

Activity 3: Match the words with the pictures of the festivals - Ask sts to look at the pictures and guess which festival it is. - Have sts read the names of the festivals in the box and work individually, match the names of the festivals with the approriate pictures. then cross check with a partner. Activity 4: Match the festivals in 3 with their description. - Ask sts to read all the description in the box. - Have sts work in pairs, matching the descriptions of the fetivals with their names. - Call sts to give their answer and T check sts' answers. Further pratice (7’) Game : Festivals T: Ask Ss to work in groups of four Set a time limit of five minutes S: Write down as many festivals as possible The goups with the most festivals is the winner T: Ask the winning group to present one of the festivals. Other groups add some more if they can Homework(3’): Prepare Unit 5 lesson 2

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UNIT 5: FESTIVALS IN VIET NAM Lesson 2: A closer look 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -Practice the vocabulary and pronunciation of the unit 2. Skills: Speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: lexical items related to the topic 3. Sounds: / ion / , / ian / III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Ask sts to call out some festivals they remember from the previous lesson. Tell them that in this leson they are going to learn some expressions with the word related to the topic Class Work Pre-listening(10’) *Vocabulary: preserve, ritual, Vocabulary: commemorate, incense, procession, companion,politician. Checking vocab: Individual work Activity 1: Match Key: T: Ask Sts to read the first halves of 1. c 2.e 3. a 4. b 5.d sentences in column A them with the second halves in column B S: work in individually then compare with their partner T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers. While-listening(15’) Individual work Activity 2: Complete the sentences Key: 1- commemorate using words in 1. T: Ask Sts to work in individual 2- worship Ss: Work individually 3- preserve T: Ask some Ss to give the answers 4- ritual Ss: Sts write the correct answers on 5-performance the board T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole expressions

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Key: - competition - commemoration - procession - preservation - confusion -magician -musician -vegeterian -companion

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Key 1. They are all words with more than two syllables. 2. They end with the suffix -ion and -ian

Stress of words ending in-ion and-ian Individual work

Key: 1. Watch: ....a ceremony, a show 2. Have... (all can fit) 3. Worship: ...... a god, a hero 4. Perform: ..... a ritual, a ceremony, a show. -Stress of words ending in-ion and-ian

Activity 3:Match the nouns with each verb. A noun can go with more than one word T: Ask Ss to work in pairs to match verbs with nouns on a piece of paper the swap the answers with another pair to check. Ss: Work in pairs T: Ask them to give their ideas Ss: Remark and give comments Post- listening (12’) Activity 4 a: Look at the table below what can you noticeabout these words. T: Ask Sts to look at the word list. Then ask " What do you notice about the endings?" How many syllable does each word have?" - Have sts answer and sum up. T: Model stress in different words with the ending -ion and-ian. Ask sts to look at the rules in the Remember box. Discuss the rule with the class and elicit some pronunciations from Ss. T: Remember : With the words ending in the suffix -ion and- ian the syllable immediately before the suffix Activity 4b: Listen and repeat the words. T: Play the recording and ask sts to listen and repeat the words, pay attention to the stress on the syllable immediately before the ending -ion and -ian. T: Call some Sts to read the words they hear aloud, pay attention to the stress of the words. T: Correct their pronunciation Activity 5: listen and stress the words below. T: Play the recording and ask Sts to listen to the recording and stress the words. Ask them to pay attention to the stress on the syllables immediately before the ending-ion and - ian. S: Listen then compare the answers with their partner T: Ask them to give the answers then play the recording again to check

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Key: 1. pro'cession 2. com'panion 3. pro'duction 4. compe'tition 5. poli'tician 6. mu'sician 7. his'torian 8. lib'rarian

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their answers Homework(3’): Prepare Unit 5 lesson 3

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Period:

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review : + Simple sentences and compound sentences 2. Skills: Speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Asking some questions 1. My mother likes cooking very Chatting T: Recommend about simple much sentences and compound sentences. ===> simple sentence -T: Give some examples and ask sts 2. While my mother was cooking in "which sentence is a simple sentence the kitchen, my father came. and which sentences is compound ===> compound sentence. sentence? " S: sentence 1: simple sentence S: S2 : compound sentence simple T: What is a simple sentence? S: A simple sentence is one independent clause. T: OK. Notice that a sentence that has two verbs as in the sentence is still a simple sentence because it has only one clause. T: What is a compound sentence? S: A compound sentence is two or more independent clauses joined together. T: OK. Each clause is of equal Ex: I was tired, so I went to bed inportance and could stand alone. early. They can be joined with conjunctions and, but , or, so, yet or conjunctive adverbs however, neverthless, moreover, therefore, otherwise. Presentation(10’) *Vocabulary: neverthless, moreover, Vocabulary: otherwise, therefore. Key: 1- S 2- C 3- C 4- S Activity 1: Write S for simple 5- S sentences and C for compound sentences. T: have the sts read all the sentences to make sure they understand them

UNIT 5: FESTIVALS IN VIET NAM Lesson 3: A closer look 2

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Key: 1. At the Mid-fall festival we can carry beautiful lanterna, so it's a memorable childhood experience 2. and 3. but 4. or 5. yet

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Key: 1. however/ neverthless 2. therefore 3. moreover 4. otherwise 5. neverthless/ however

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Individual work

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T: Ask Sts to work in pairs Ss: Work in pairs T: Ask some Ss to give the answers Ss: Sts read the answers aloud T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the sentences aloud Practice(20’) Activity 2: Connect each pair of sentences with an approriate conjunction in a box to make compound sentences. - Have sts read all the sentences and all the conjunction in the box. Ask sts to pay attention to the Remember box first T: Ask Ss to work in individually to join the sentences using conjunction in the box Ss: Work in individually T: Ask them to write the sentences on the board Ss: Remark and correct 1. At the Mid-fall festival we can carry beautiful lanterna, so it's a memorable childhood experience. Activity 3: Connect each pair of sentences with an approriate conjunctive adverbs in the box to make compound sentences. - Have sts read all the sentences and all the conjunction in the box. Ask sts to pay attention to the Remember box first T: Ask Ss to work in individually to join the sentences using conjunctive adverbs in the box Ss: Work in individually T: Ask them to write the sentences on the board Ss: Remark and correct Activities 4:Match the independent clause with the independent ones to make complex sentences. - Ask sts to read the grammar box Complex sentences carefully . Go through the grammar point with the class to make sure every body understands. T: Explain the meaning of the

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Individual work

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Key 1. b 2. d 5. a 6. c

3. e 4. f

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subordinators, translating if necessary. T: Ask sts to read all the sentences in the box and match the clause individually and check them with one or more partners. T: corrects as a class. Activity 5: Fill in the blank with one suitable subordinator when, while, even though, although, because or if. - Ask sts to read the passage about elephant race festival fill in the blank with a suitable subordinator. - Call some sts to give their answers and others remark. Further practice (12’) Activity 6:Use your own words/ phrases to complete the sentences below. compare your sentences with your partners. - have sts work in pairs to complete the sentences. - ask sts to swap their senrences with other pairs. - Have sts read their answer aloud. - T: Call other sts to remark and T give feedback. Homework(3’): Prepare Unit 5 lesson 4

Individual work

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Key: 1. because 2. if 3. when 4. while 5. when 6. although/even though.

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Period:

UNIT 5: FESTIVALS IN VIET NAM Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - describe and give opinions about festivals in VN. 2. Skills: Speaking ,listening 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: making dialouge about festivals. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Group work Warm – up.( 5’) Warm – up.( 5’): Kim’s Play Kim’s game: game - T divides the class into two groups. - T shows ss pictures about some table manners in VN and UK and asks ss to have a quick look, then write on the board the differences b/ w them. - Introduce some new words in the box Pre-speaking(10’) Class work Vocabulary: *Vocabulary: bamboo archway, coconut , green rice flakes, claspedhands, floating lantern 1. Look at the pictures. Discuss the Individual Work following questions with a partner and then write the right words under the pictures. a. What are the things in the pictures? b. Do you know the festival at which they appear? Ask Ss to look at the pictures and answer the questions. While-speaking(20’) Pair work 2. Now listen to an interview Key: a. 1.bamboo archway between a TV reporter and a man 2. Green rice flakes about a festival to check your 3. Potatoes answers. Play the recording and let Ss check 4. Coconuts their guesses. 5. pia cake 6. Clasped hands 7. Lanterns 8. Dragon boat race b. Ooc bom boc festival

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Example: A: Good morning. Can I ask you some questions about this festival? B:Yes, of course. A: What is the festival called? B: It’s……………. It’s help in……………… A: Who do you worship at the festival? C: We worship………………….

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Suggested questions: 1. Where is the festival held? 2. When is the festival held? 3. Who do the people worship at the festival? 4 – 6. What activities do people do at the festival? Key: 1. Soc Trang 2. 14th, 15th evenings od the 10th lunar month 3. Moon God. 4. have a worshipping ceremony 5. float paper lanterns 6. hold dragon boat races

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3. Listen to the interview again and Pair work complete the table below with the answers to the suggested questions. Where? 1. ……………………… When? 2. ……………………… Who is worshipped? 3. ………………………. What activities? 4. ………………………. Ask SS to work in pairs, making full questions based on the given queston words and giving as many answers as possible based on what they can remember from the previous listening. Play the recording again for Ss to answer. If Ss haven’t been able to answer all the questions, play the recording another time. Check the answers with the whole class. Post-speking (12’) Group work of three 4. Role - play in groups of three. One of you is a reporter; two of you are locals. Do an interview about a local festival. It can be a real or an imaginary festival. What’s the festival called? It’s………………. Before the role-play begins, give Ss a little timeto decide which festival to talk about and assign roles. Note that Ss could also invent a festival. Use the example in 4 and the listening in 3 as models. When everyone has finished, ask some groups to roleplay in front of the whole class. Ask ss to work in pairs and role – play Ask them to continue the conversation in the book or make their own After some time, call some pairs to act out the conversation in front of the class Call others to give comments Give praise and feedback on Ss’ conversations Homework(3’): Prepare Unit 5 lesson 5

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Period: 37

UNIT 5: FESTIVALS IN VIET NAM Lesson 5: Skills 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Read for general and specific information about festival in Viet Nam. - Talk about festivals in Viet Nam. 2. Skills: Speaking ,reading 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Group work Warm – up.( 5’) Warm – up.( 5’): Kim’s - T asks Ss some questions about game 1. What are the people doing in each traditions in Viet Nam. 1. Below are pictures from websites picture? 2. Who do people worship at the about festivals in Viet Nam. Work Hung King Temple Festival? in groups to answer the following 3. Who do people worship at the questions. Huong Pagoda Fastival? A HUNG KINH TEMPLE FESTIVAL B HUONG PAGODA FASTIVAL In small groups, have Ss look at the pictures and answer the questions, but don’t check the answers with the class. Pre-reading(10’) Class work Vocabulary: *Vocabulary: bamboo archway, coconut , green rice flakes, claspedhands, floating lantern Whille-reading(20’) 2. Now read the information about Individual Work these festivals to check your ideas. Give Ss two minutes to skim the passages and check their answers in 1. Explain that to skim, they must move their eyes very quickly over the text to get a general idea of the subject. Pair work 3. Find words in the passage that have similar meaning to these words or phrases. Now give Ss one minute to scan the passages to find the words. Explain that to scan they must move their eyes quickly over the text to look for

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specific information, rather than reading every word. Ask Ss ti ubderline or cirle the words they find with a pencil. T may help Ss work out the meanings of these words from the context. Then check with the whole class. 4 Read the information again and answer the following questions. Set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them ta answer the questions. Ss can compare answers with apartner before discussing them as a class.

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Pair work

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b. Now report your decisions to the class. Which location is more popular and why? Ask Ss to report their decisions to the class and decide which location is more popular. Remember to ask Ss to say why the chosen location is more popular. Homework(3’): Prepare Unit 5 lesson 6

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Post-reading (12’) 5. a work in pairs. Your teacher is organizing a trip. You have two options: going to Huong Pagoda or going to Hung Kinh Temple. You have to decide the following: First, ask Ss to work in pairs, choosing one of the two places: Huong Pagoda or Hung King Temple to go to. Remind Ss to give a reason for their choice like in Example 1.

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Key: 1. The Hung King Temple 1. When does the Hung Kinh Temple festival takes place from Festival take place? the 8th to 11th day of the 2. What is included in the offerings to third lunar month. the Hung Kings? 2. Incense, specialities 3. Why is it joyful to go to the Hung such as chung cakes, day King Temple Festival? cakes and five-fruit trays. 4. What do people do to worship 3. Because there are many Buddha at the Huong Pagoda joyful activities including Festival? bamboo swings, lion 5. Which of the activities at the dances, wrestling and Huong Pagoda Festival do you like xoan singing most? performances. 4. People join a procession and make offerings of incense, flowers, fruit and candles. 5. Ss’ own answers. Pair work 1. Which place do you prefer to go to? Explain your choice. Example:I prefer to go to Huong Pagoda because I really want to travel along Yen Stream by boat. 2. What things should you take with you? Why? Example:I think we should take a bottle of water because we’ll need it when we’re climbing the mountain. Individual work

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Period: 38

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen to get specific information about festivals in VN - Write a paragraph about a festivals in VN. 2. Skills: Listening ,writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Individual work Warm – up.( 5’) Warm – up.( 5’): T writes the word ‘hero’ on the Network board as the centre of a word web and asks volunteers to come up and add any words or phrases to the wordweb connected with the topic of ‘heroes’. (Accept all ideas and don’t correct anything. Then tell Ss they Class work are going to listen to a passage about a Vietnamese ‘hero’ and open the books.) Pre-listening(5’) Pre-questions: Pair work 1. Work in pairs. Describe the picture and answer the questions. 1. Who is Saint Giong? 2. What did he do for the country? T asks to work in pairs, describing the picture and then answer the questions. Whille-listening(22’) Pair work 2. Listen to a tour guide giving Key: 1. B 2. A Information about the Giong 3. C Festival and circle the correct answer A, B, or C. Tell Ss that they are going to listen to a tour guide giving information about the Giong Festival. Ask them to read the questions carefully and try to predict the answers based on what they know. Remind them to pay attention to key words in the options. Play the recording and ask Ss to circle the right answers. Check their answers with the whole class.

UNIT 5: FESTIVALS IN VIET NAM Lesson 6: Skills 2

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- Connectors used to make compounds and complex sentences. When ,while because And but so First then moreover

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Key: 1. He is a mythical hero, who grew from a threeuear-old child into a giant overnight. 2. The preparations begin one month before the festival. 3. A religious ceremony. 4. There is a cheo performance. 5.This festival shows the love for our motherland and the preservation of our cultural heritage.

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Pair work Audio script: The Giong Festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. This festival commemorates the hero, Saint Giong. He is considered a mythical hero because he grew from a three-year-old child into a giant overnight. He is worshipped for defending the country from foreign invaders-the An. Altrough this festival is held from the 6th to the 12th day lunar month, people of the 4th lunar month, people start preparing traditional clothing for the procession and for various festival performances one month beforehand. During the festival, the procession starts at the Mother Temple and goes to Thuong Temple where a religious ceremony is performed. When night falls, a cheo pay is performed. Then the festivities end with a thanksgiving procession on the 12th. This festival shows our love for the motherland and the preservation of our cultural heritage. Pair work

Post-listening (15’) 4. Work in pairs. Discuss with your partner the festival in Viet Nam that you like best. Use the web below to take notes. Set a time limit for Ss to brainstorm ideas and write their notes. Move around, helping Ss with ideas where necessary. 5. Now use the notes to write an article about this festival for the school website. Remember to add any necessary connectors below to make compound and compound and complex sentences. Ask Ss to refer back to the reading passages in skills 1 for useful language and ideas, and note some necessary expressions and language as well as connectors they may need on the board. Ask Ss to work individually to write a first draft. Display all or some of the articles on

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3. Listen to the talk again and write answers to the questions below. Have Ss underline key words in the questions. Play the recording. Ask them to write answers on a piece of paper. If necessary, plat the recording again for Ss to check the answers. Then select Ss to read out their answers to the class. Elicit any corrections from the class as you write their answers on the board.

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the wall/ board. Other Ss and T give comments. Ss edit and revise the articles as homework. Homework(3’): Prepare Unit 5 lesson 7

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Period 39

UNIT 5: FESTIVALS IN VIET NAM Lesson 7: Looking back & project

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Use lexical items related to the topic “ Festivals in VN”. - Use : Conjunctions: and, but, or, yet, so and conjunctive adverbs: However, nevertheless, moreover, therefore, otherwise. 2. Skills: Speaking ,writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Vocabularies related to festivals. 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Ask sts to come to the board to write Network as many festivals in VN they know as possible. Presentation(10’) Individual work Activity 1 Key: Ask sts to complete the exercise 1. incense individually 2. offerings Ask them to share the answers with 3. pray their partner 4. Lantern Ask them to give the answer with 5. crowds ethe whole class 6. cheering Give the correct answers. Individual work Activity 2: Key: - Have sts read through the text. 1. ethnic - Ask sts to work individually 2. commemorates Ask them to compare the answers 3. respect with their partners 4. ritual Check and confirm the correct 5. ancient 6. answers procession Give comments 7. perform 8. Performances Practice(15’) Pair work Activity 3:Choose the correct Key: 1. if 2. Even answer. Ask sts to work individually though 3. Because 4. Ask them to compare the answers While 5. When with their partners Check and confirm the correct answers T and others give comments on the answer. Activity 4: Use your own words or Pair work Suggested answers: ideas to complete the sentences 1. When the Lim festival below. begins, people come to

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www.facebook.com/daykem.quynhon https://daykemquynhon.blogspot.com see the quan ho singing performance. 2. Because we have many festivals in January, we call it the month of fun and joy. 3. If you go to the Hue festival, you can enjoy an ao dai fashion show. 4. Even though/ Although sticky rice is very tasty, it’s hard to eatit every day. 5. While/ When we are boiling chung cakes, we often listen to our grandparents’ stories. Key: New Year Festival family reunion the first-footer firework displays kumquat visiting relatives

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Period 40: Review Period 41: 2nd 45-minute test

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Further practice (12’) Activity 5:Put the follow things and Individual work activities in the correct right columns. T: ask Ss to do the task individually to sort the words and phrases for the two festivals. Ask them to give the answer with the whole class Pair work Activity 6: Work in pairs, find out which festival your partner prefers. Which three things or activities does your partner like best in the festival he/ she chooses? Why? Ask Ss to interview each other about the 3 activities that like best and give reasons. Encourage them to give as many reasons as possible. - T can conduct if there is time left. Homework(3’): Prepare Unit 6 lesson 1

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Ask sts to complete the exercise individually Ask them to share the answers with their partner Ask them to give the answer with the whole class Give the correct answers.

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Introduce the topic of the unit.2. Skills: Speaking ,writing 2.Skill: L, S, R, W. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: lexical items related to the topic. 2.Grammatical structure: Review: Past simple, past continuous, exclamations. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Hang Game: Hanging man man - Play in 2 big groups. - Topic: F O L K T A L E S Lead in: T: Ask sts some questions: + Have you ever read a famous Vietnamese legends? + What is its title? + What is it about? + What are the main characters in it? S: Answer in turns T: Collect sts’ answers then write on the board then lead to the new lesson Presentation(10’) Class work Vocabulary: *Vocabulary -a legend -a folk tale -a fairy tale -a fable - title(n) - genre (n) - character (n)

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UNIT 6: FOLK TALES Lesson 1: Getting started-A suggestion for Nick’s project

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Period:

By the end of the unit, Ss will be able to: - Use an exclamatory sentence with the correct intonation. - Use the lexical items related to the topic “ Folk tales”. - Use the past continuous tense correctly. - Distinguish between the past continuous tense and the simple past tense. - Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….). - Listen to get specific information I a fairy tale. - Read for specific information in a fairy tale. - Write a narrative of a legend/ folk tale/ fairy tale/ fable.

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Individual work

Key: 1. 2. 3. 4. 5.

Title Genre Main characters The plot

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Activity 1d: Grammar: Exclamations Have ss discuss the questions in pairs. Then, draw ss’ attentions to the structure, meaning and the use of exclamatory sentences by analyzing the instructions and examples in

Pair work 1.handsome/man. 2.interesting/game. 3.good/news. 4.lovely/dogs. 5.brave/women -What a handsome man! -What a interesting game! -What good news!

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Lac Long Quan, Au Co Legend Lac Long Quan, Au Co and their sons - Lac Long Quan married Au Co. - Au Co gave birth to 100 baby boys. - LLQ missed the sea. - LLQ took fifty of their sons to the sea. - Au Co took others to the mountains.

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Key: 1. 2. 3. 4.

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Individual work

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Activity 1: Introduction Ask sts to look at the picture in Getting started and ask sts some questions: + Where are Duong and Nick? + What are they doing? + What are they talking about? Ss: Answer the questions T: Quickly write Ss’ answers on the board - Play the recording Ss: Listen and read the dialogue T: Ask Ss if their guesses on the board are correct Practice(15’) Activity 1a: Choose the correct answer: T: Ask Ss to do Ex a individually T: Ask them to share the answers with their partner T: Ask one to tick on the board S: Write the answers on the board, others correct the false sentences then give the right answers Activity 1b: Matching T: Ask Ss work individually to match the words or phrases with their meanings Ss: Work individually T: Have them compare the answers with their partners Ss: Compare Activity 1c: Complete the table Ask Ss to work in pairs and complete the table Ask them to write answers on the board Ask sts to add more words to the table Ss add more words to the table.

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* Exclamatory sentenses: -What + a/ an + Adj + N(singular countable) + S + V! -What + Adj + N(uncountable/ plural coun) + S + V!

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3. B

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Individual work

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Individual work

-What lovely dogs! -What brave women!

the remember box. Write these words and phrases on the board: Elicit the first answer from the ss. Then give ss a minute to write out the rest of the sentences. Check the answers with the class. Activity 2: Matching: Have ss quickly match the types of stories with their definitions. Play the recording for ss to check their answers. Put ss into pairs to think of an example or each type of story. T can add time limit to increase the fun. Ss raise their hands when they have completes their lists. Check them with the class. Further practice (12’) Activity 7: Game: Guess the story. Have ss work individually, filling in the table with information of the legend, folk tale, fable, or fairy tale they know. First, model this activity with a more able student. Then, ask ss to work in pairs. T may go around to help ss. Call some pairs to practice in front of the class. Homework(3’): Prepare Unit 6 lesson 2

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Period 43

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Key: 1. G 2. F 3. A 4. E 5. B 6. C 7. H 8. D

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Key: 1. G 2. C 3. E 4. B 5. H 6. A 7. D 8. F

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Contents Warm – up.( 5’): Review

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit. 2.Skill: Speaking, Listening and writing. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: lexical items related to the topic. 2.Grammatical structure: . 3.Pronunciation: intonation in exclamatory sentences. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Ask sts to repeat the words or phrases indicating the folk tales they have learned in the previous lesson Lead to the new lesson Pre-listening(5’) Vocabulary: Individual work Activity 1: Match the characters with the pictures T: Ask sts to read the characters in the box and match them with the suitable pictures. S: work in individually then compare with their partner T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers While-listen(20’) Activity 2: Match the adjectives with Pair work the pictures T: Ask sts to work in pairs Ss: Work in pairs T: Ask some Ss to read the words in the box carefully to make sure they understand the sentences S: Read the sentences carefully then share their answers T: Ask Sts to write the correct answers on the board Individual work Activity 3a:Complete the table T: Ask Ss to work individually. Ss: Work individually T: Have them complete the table Ss: Complete the table

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UNIT 6: FOLK TALES Lesson 2: A closer look 1

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Adjectives Positive cheerful generous brave kind

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Class work

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Whole class

Post-listening (12’) Activity 4: Listen and repeat T: Ask Ss to read out the sentences first S: Read the words silently T: Ask them to listen and repeat the recording, pay attention to the intonation of each sentence. S: Listen and repeat the words they hear T: Call some sts to read the words they hear aloud S: Read aloud the words T: Correct their pronunciation Activity 5: Listen and repeat T: Ask Ss to read the sentences in pairs. Call some ss to practice before the class. T: Ask them to listen and repeat the recording, pay attention to the intonation of each sentence. S: Listen and repeat chorally. T: Correct their pronunciation. Homework(3’): Prepare Unit 6 lesson 3

Pair work Notes: The intonation of the exclamatory sentences: - Falling tone at the end of the sentence.

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3b. - Ask ss to do in pairs using the adjs in a to describe characters in one of their favorite folk tales. - Then, asks some ss to say the sentences in front of the class.

Negative cruel mean evil (điều ac) greedy wicked (hung ác) fierce (dữ tợn) cunning (xảo quyệt)

T: Ask Sts to write the correct answers on the board

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* Past continuous. 1. Form: (-) Positive: S + were/ was + V-ing (+) Negative: S + weren’t/ wasn’t + V-ing (?) Questions: Were/ Was + S + V-ing ? * Short answers: (+) Yes, S + were/ was. (-)No, S + weren’t/ wasn’t. 2. Use - To describe an action that was in progress at a stated time in the past. Ex: At 6 pm yesterday, I was cooking. - To describe an action that was in progress when another shorter action happened. (this shorter action is expressed by the simple past.) Ex: When she phoned me last night, I was sleeping. She phoned me last night

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Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -know how to use the grammar points correctly. 2.Skill: Speaking and writing 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: words related to the topic 2.Grammar: + Past continuous & Past simple. . III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Chatting - What did you do yesterday? - What did you do last Sunday? - What were you doing at 8 pm yesterday? - What were you doing at 9 am last Sunday? + Lead in Class work Presentation(10’) * Past continuous. Activity 1: Form and use a. Form: T: Ask sts to do the exercise individually S: work in individually then compare with their partner T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers Class work b.Use: T: Elicit some rules from ss. Ss: Think about T’s requests and give the rules they guess. T: Give feed back and ask them to read the Grammar box. T: analyzes the examples in the Grammar box. Ss: Give some more examples.

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UNIT 6: FOLK TALES Lesson 3: A closer look 2

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Individual work

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Key: 1. 2. 3. 4. 5. 6.

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Activity 4: Write the correct form of the verbs: T: Ask Ss to work individually. Ask them to look at the grammar box and the Look out! box S: do the exercise and compare the answers in pairs before checking with the whole class Activities 5: a. Complete the fable with the correct form of the verbs: T: Ask Ss to do this exercise individually

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2. What was the girl doing? The girl was picking flowers by the side of the road. 3. What were the knights doing? They were riding their horses to the castle. 4. What was Ciderella doing? She was dancing with the prince. 5. What was Sait Giong doing? He was flying to the heaven. 6. What was the ogre doing? It was roaring with anger. Individual work

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Key: 1.The servant was spinning in the wood. 2.The girl was picking flowers by the side of the road. 3.The knights were riding their horses to the castle. 4.Ciderella was dancing with the prince. 5.Sait Giong was flying to the heaven. 6.The ogre was roaring with anger.

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Pair work Model: T: What was the servant doing? S: She was spinning

b. Ask and answer: T models with one more able student. Then, ask ss to practice in pairs. T goes around the class to provide help. Call some pairs to practice in front of the class.

while I was sleeping. Key: 1. was wearing 2. were you going 3. was going 4. ran 5. was not waiting

Practice(22’) Activity 2: Completing the sentences. Individual work T: Ask Ss to work individually. Ask them to look at the grammar box if necessary. S: do the exercise and compare the answers in pairs before checking with the whole class. Activity 3: Individual work a. Describing the pictures T: Ask Ss to do this exercise individually S: Do individually then compare the answers with their partner T: Call some sts to write the answers on the board S: Write on the board T: Call others to remark then give right answers

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Key: 1. 2. 3.

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S: Do individually then compare the answers with their partner T: Call some sts to write the answers on the board S: Write on the board T: Call others to remark then give right answers Further practice(10’) b. Discussion: - Have ss discuss the question in pairs. - Ask some pairs to give the answers to the whole class. - T gives some comments and invite comments from ss. Homework(3’): Prepare Unit 6 lesson 4

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Pair work

Period 45: Correcting test

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UNIT 6: FOLK TALES Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use the functional language in everyday life contexts. 2.Skill: Speaking 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: extra words related to the topic 2.Grammar: Past continuous & Past simple. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Kim’s Play Kim’s game: game - T divides the class into two groups. - T shows ss pictures with folk tales and asks ss to have a quick look, then write on the board. - The group has more words wins the game. Pre-speaking(10’) Class work Introduction: - What fairy tales did you like to read when you were very little? - How fairy tales are structured? Lead in: Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle, and at the end of a fairy tale. Class work Vocabulary Vocabulary - granny: - scream: tiếng hét - swallowed: nuốt While-speaking(22’) Individual work 1b. Matching: Key: Ss do this exercise individually and 1.h 2. a 3.e 4.f 5.d give T the answers. 6.c 7.b 8.g T confirms the correct answers. T asks ss to make one sentences with each picture (if time allows) Group work Activity 2: Retell the fairy tale: Ask ss to work in group of six, in turn retelling the fairy tale to the group member in their won words. Set a three-minute time limit per story and have one group member keep time. Then they can choose the best

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storyteller in their group. Post-speaking(10’) Group work Activity3: Discussing and writing an ending for the fairy tale. - Ask ss to work in groups, discussing and writing an ending for the fairy tale. - Encourage then to have fun and be creative. - Choose a student from each group to read the ending to the whole class. - After each student has finished, invite some comment from ss in other groups. - T makes some comments and corrects ss’ mistakes if there are any. - Have ss vote for the best fairy tale ending. Homework(3’): Prepare Unit 6 lesson 5

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Period: 47

N Ơ H N Y

Pair work

IỄ N D

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H Ư

TR ẦN

10 00

A Ó -H Ý -L ÁN

While-reading(22’) Activity 2: Answer the questions: - Ask sts to read the text again and answer the question individually. - Have sts compare the answers with a classmate. - Call some sts to write the answers on the board and T : ask them to explain their answers. Sts can either paraphrase the original information from the text or read out loud the part of the text where the answer to each answer is located - T: confirm the correct answers.

Vocabulary • fortune: a large amount of money. • Starfruit Tree: tree with green fruit shaped like a star. • ripe: ready to be eaten. • filled: put gold into the gab until there is no more space. • replay: pay back load: something that is being carried. Key: 1. He gve his younger brother only a star ftuit tree. 2. The eager promised to repay him in gold. 3. He offered to swap his fortune for his brother’s starfruit tree. 4. He filled a very large bag and all his pockets with gold. 5. He was dropped (by the eager) into the sea.

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U .Q TP

Contents Warm – up.( 5’): Guessing Game:

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -Read for general and specific information about fairy tale 2.Skill: Reading , speaking 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Guessing Game: What story is it? These words related to the story: two brothers, fruit, bag, eager, gold, sea -> The Starfruit Tree Pre-reading(10’) Activity 1: Vocabulary: - Ask sts to scan the passage to find Class work the words in the box. - Help Ss work out the meanings of these words from the context.

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UNIT 6: FOLK TALES Lesson 5: Skills 1

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Team work

greedy time fortune gold swapped dropped

Key: 1. 2. 3. 4. 5. 6.

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-H

-L ÁN TO

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10 00

Group work

TR ẦN

H Ư

Pair work

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Đ ẠO

Individual work

Activity 3: Complete the table: - Ask sts to read all the sentences and decide which word form the blanks need. - Sts try to complete the sentences without reading the text again. - Have sts compare the answers with a partner. - Check and confirm the correct answers from the text. Activity 4: Read the stories summarizes and decide … - Ask sts to work individually to read the stories summarizes. - Help them with any new vocabulary. Activity 5: - Ss work in pairs, asking and answering about the stories - T goes around the class to provide help. - Call sts to answer the questions. Post-reading(10’) Game: Who am I? - First, remind ss of the words to describe characters or creatures in the fairy tales/legends/fables. - Ss play in groups of five. - One member choose a character in any of the stories in 4. - The others ask Yes/No questions to discover who that person is. - T goes around to provide support. Homework(3’): Prepare Unit 6 lesson 6

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IỄ N

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Period 48

N Ơ H N Y

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H Ư

TR ẦN

10 00

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ÁN

IỄ N

Key: 1. castle 2. give gold 3. with anger 4. breath 5.strong back

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U .Q TP Contents Warm – up.( 5’): Network

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen to get specific information about the topic - Write a paragraph about the topic. 2.Skill: Listening and writing. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related the topic. 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) T writes the word ‘ fairy tale’ on the board as the centre of a word web and asks volunteers to come up and add any words or phrases to the wordweb connected with the topic of ‘fairy tale’. (Accept all ideas and don’t correct anything. Then tell Ss they are going to listen to a fairy tale.) Pre-listening(10’) Individual work Activity 1: Ask Ss to look at the pictures and make some guesses about the fairy tale: ? What/ who do you thimk the main characters in the fairy tale? ? What may happen in the fairy tale? While-listening(15’) Pair work Activity 2: - Have sts read through the word web and guess the words or phrase to fill in each blank . - Ask sts to write their guesses on the board.. T: Now you are going to listen to the story. - Play the recording twice and ask sts to listen and complete the word web. - Ask sts to compare their answer with each other and then with the word / phrase on the board. - Play the recording again for pairs to check their answers. Post-listening(17’)

ÀN

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UNIT 6: FOLK TALES Lesson 6: Skills 2

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Activity 3 T: Ask sts to make notes about one of their favorite fairy tale or invent their own fairy tale. - Call one to write his or her story on the board. - Others sts and T comment on the story on the board. - T: collect some writings to correct at home T: Ask sts to retell about his or her story Activity 4 Rewrite the story. Homework(3’): Prepare Unit 6 lesson 7

Individual work Make notes - Title: - Main characters: - Plot:

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TR ẦN B 10 00 A Ó -H Ý -L ÁN

IỄ N

ÀN

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Đ ẠO

Class work

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Sample story: 1.Once upon a time, there was a king, a qeen, and a princess. 2. One night an ogre captured the princess and put her in his tower. 3. One day a dragon heard the princess cry for help. 4. At the end of the story, the dragon married the princess.

H Ư

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Period: 49

UNIT 6: FOLK TALES Lesson 7: Looking back & project

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Đ ẠO

H Ư

TR ẦN

10 00

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ÁN

IỄ N

ÀN

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review the lexical items related to the topic. - Review the grammar of the unit. - Make questions and answers about the topic. 2.Skill: Speaking and writing. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related the topic. 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Group work Warm – up.( 5’) Warm – up.( 5’): Lucky Play: Lucky number number - T explains the rule. - T gives the explanation and ss say the word. - Ss play in 2 big groups. . Lucky number 1 2 3 4 5 6 7 8 9 10 11 12 Presentation(15’) Individual work Key: Activity 2: 1. witch Ask Ss to look at the pictures and 2. hare write the correct words under the 3. knight pictures 4. ogre 5. fairy 6. tortoise 7. giant 8. dragon Individual work Key: Activity 3: Matching: Characters - Ss do this task individually to match woodcutter the words in two columns. witch - T corrects their mistakes. dragon fairy giant hare emperor tortoise knight ogre eagle

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Ơ H N

10 00

Group work

-H Ý -L ÁN TO

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Individual work

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TR ẦN

H Ư

Pair work

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Đ ẠO

Pair work

Pratice(15’) Activity 4: - Ss work in pairs. - T tells ss to write the answers in their note books. - T gives explanation if necessary. - T corrects the mistakes. Activity 5 -T asks Ss to ask and answer questions Activity 6 -T asks Ss to make exclamatory sentences Further practice(7’) Activity 7 T: Ask sts to number the lines of the dialogue in th correct order Homework(3’): Prepare Unit 7 lesson 1

IỄ N

ÀN

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Buddha Personality cruel kind generous mean wicked cheerful fierce evil cunning brave greedy

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www.facebook.com/daykem.quynhon https://daykemquynhon.blogspot.com DESCRIPTION OF UNIT 7

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-H

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ÁN

IỄ N D

*Vocabulary 1. Dead (adj) 2.Aquatic(adj) 3.Dump(v/n) 4.Poison(v/n)5. Polluted(adj) 6. To come up with

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Contents Warm – up.( 5’): Fairytale

10 00

TR ẦN

H Ư

Đ ẠO

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new words and structures in the dialogue -answer the questions after reading the dialogue . 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 6. Vocabulary: lexical items related to the topic 2.Grammar: Review: conditional sentences type 1 and type 2. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Ss work in two big groups A and B. Warm – up.( 5’) Review the previous before Ss open Make a paper ball. Throw the ball to their books by asking them to take one student in group A and he/ she part in a small game. The game stops has to call out one fairytale. If he/ she when time is up. The group with is right group A gets one point, then more points wins. he/ she throws the ball to a student in group B. Presentation (10’) Ask Ss if they know any story about the environment or pollution. Vocabularies related to pollution. Write the unit title on the board “pollution”. Ask Ss to call out things which cause pollution, e.g., cars, factories, cows,… Now start the lesson. Ask Ss to open their books and look at the picture. Ask them some Ss answer the questions as a class. questions: Who can you see in the picture? Where do you think they are? What can you see in the picture?

UNIT 7: POLLUTION Lesson 1: Getting Started–A project on pollution.

ÀN

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Period: 55

By the end of the unit, Ss will be able to: -Review conditional sentences types 1 -Use conditional sentences types 2 -Pronounce the words ending in –ic and al -Readfor general and specific information about water pollution -Listen for specific about thermal pollution -Talk about causes and effects of water pollution as well as solutions to this problem -Write about the causes abd effects of a pollution type

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A Ó -H

Do the task individually

Key: 1. F(It’s polluted by the factory). 2. T 3. NI 4. T 5. T

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1c Tick (v) T (true) or F (false) or NI (no information). Have Ss read the sentences quickly to make sure they understand them. Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue. Then have some Ss write their answers on the board. Now ask Ss to read the conversation again to check their answers. Confirm the correct answers. 2. There are different types of pollution. Write each type under a picture. Have Ss look at the pictures. Ask them what they see in each picture. Now tell Ss that in the box are some types of pollution. Call on some Ss to

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TR ẦN

Ss read the conversation again to Key: 1. They are in Mi’s answer the questions. Ss exchange home village. their answers with a classmate 3. She’s surprised because she sees the fish are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean.

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H Ư

Đ ẠO

Look at the Watch out!

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Ss work independently to find the Key: words with the given meanings in the 1. Dead 2. Aquatic conversation 3. Dump 4. Poison 5. Polluted 6. To come up with

10 00

What do you think the people in the picture are talking about? Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. Practice (22’) 1a Find a word/ phrase that means: Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board. Have Ss look at the Watch out! Box and quickly read the information. Ask them if they know what I can’t believe my eyes means. Then explain to them that this expression means you are very surprised at something you see. 1b Answer the questions. Have Ss read the questions to make sure they understand them. Call on some Ss to write their answers on the board. Check their answers.

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IỄ N

ÀN

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Ss read these and identify any new words they do not know. Explain the new words so that Ss can understand the pollution types. Ss do this activity in pairs

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Key: A. Radioactive pollution B. noise pollution C. visual pollution D. Thermal pollution E. Water pollution

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2. 3. 4.

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-H

Ý -L ÁN TO

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Đ ẠO G N H Ư

10 00

TR ẦN

Ss work in groups of six. In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness. They also have to give reasons for their order.

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6. 7. 8.

Key: Ss do this activity individually and 1. thermal pollution then compare their answers with a Air pollution classmate. radioactive pollution light pollution 5. Water pollution Land/ Soil pollution Noise pollution visual pollution

3. Complete the sentences with the types of pollution. Have Ss read through the sentences to get a general understanding. T may teach some words which T thinks Ss do not know such as contamination. Call on some Ss to stand up and give their answers. Confirm the correct answers. Further practice (5’) 4. Work in groups. Which types of pollution in 3 does your neighbourhood face ? Rank them in order of seriousness. Give reasons for your group’s order. Vote for the group with the best reasons. Organise game for this activity. Call group representatives to present their group’s order and reasons. Have the class vote for the group with the best reasons. If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types. Ask students to complete all the exercises Homework(3’): Prepare unit 7 lesson 2

F. land/ soil pollution G. Light pollution H. air pollution

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give their answers and write them on the board.

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Period: 56

UNIT 7: POLLUTION Lesson 2: A closer look 1

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Đ ẠO

H Ư

TR ẦN

10 00

-H

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ÁN

IỄ N

ÀN

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit. 2. Skills: Drill listening ,speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic. 2.Grammar: exclamatory sentences. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents - Use this network to answer : Warm – up.( 5’) Warm – up.( 5’): -Ask Ss use network to answer the What do you often do in your free Chatting question : time? Pre-lítening (5’) Class work *Vocabulary Vocabulary -pricot -bracelet -average -socializing -socialize (v) -communicate (v) -Ask Ss look at their book and read Ss work in pairs in silence : -Let Ss work in pairs to examine the pie-chart closely in order to understand its contents ,including the heading , subheading , figures , colour codes and notes -Allow enough time for this step .Do not give correction -Then ask Ss to answer the questions that follow the chart -Ask Ss to practice before the class : While-listening (17’) 1.Look at the following pie chart on Ss have learnt so, because of. Quickly Key: go through the rest of words/ phrases -> The answers : leisure activities in the US and as follows: 1. In 2012 ,people in the answer the questions : -Have Ss to prepare part 2 - Because/ since and due to/ because UK spent 5.1 hours a day individually to complete the task of are used to talk about the causes of on sport and leisure .After giving corrective feedback , something. activities draw their attention to the part of Because and since are synonyms and 2.The main activities they speech of the words mentioned (eg they come before a clause. did include : relaxing and .relaxing comes from the verb relax Due to and because of are synonyms thinking , using the with-ing added and it refers to the and they come before a noun phrase. computer for leisure , activity) participating in sports , -Then introduce the concept of socializing and

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Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets. To save time assign Suggested answers: sentences 2 to 5 to different Ss and 2. The soil is polluted, so plants can’t grow. have Ss work only these. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we Ss work in pairs to write sentences can have frest air. showing cause/ effect relationships.

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Key: 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3.Households dump waste into the river so it is polluted. 4. Since the parents were exposed to radiation their children have birth defects. 5. We can’t see the stars at night due to the light pollution.

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Ss compare their answers with a partner before giving the answers to the teacher.

communicating , watching TV and other leisure activities 3.The 3 most common activities were : watching TV, socializing and communicating and using the computer for leisure

gerund ( a noun made from a verb by adding-ing ) -Give Ss some examples where a gerund is transformed from a verb and used as a noun .For more able class ,ask Ss to make their own sentences Post-speaking (5’) Stress in words ending in – ic and – al. Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some more examples. 5. Listen and mark the stress in each word, then repeat it. Play the recording for Ss to tress the words. Ask some to say where the tress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Sts to pronoun. 6. Underline the words ending in – ic and circle the words ending in – al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences. Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again for Ss to repeat the sentences. Ask some Ss ro read out the sentences. Ask students to complete all the exercises Homework(3’): Prepare unit 7 lesson 3

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Ss repeat the sentences.

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Key: Ss look at the rules in the box and 1. ar’tistic 6. the examples ’physical 2. ath’letic 7. he’roic 3. his’toric 8. po’etic 4. his’torical 9. bo’tanic 5. ’logical 10. Ss repeat the words Bo’tanical Key: 1. scien’tific 2. ’national 3. ’madical 4. ’chemical 5. dra’matic

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Period: 57

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Contents Conditional sentences type 1 If + subject + V (present simple), subject + will/ can/ may.. + V (bare infinitive) Ex: If I have a lot of money, I will buy a bog house. Presentation (10’) *Vocabulary: permanent: give the Pre-teach vocab: definition (lasting forever; never changing) or give the antonym (this is the opposite of temporary). - earplug: draw a pair of earplugs on the board and explain. We put these into our ears to keep out noise or water. - affect: tell Ss that this is the verb form of the noun effect. 1. Put the verbs in brackets into the Ss do this exercise individually then Key: compare their answers with a partner. 1. recycle; will help 2. correct from. + Lead in won’t dump; fines 3. travel; will be 4. will Have Ss read out their answers. save; don’t waste 5. use; Confirm the correct ones. will have Ss work in groups and write the 2. Combine each pair of sentences to make a conditionalsentence type sentences on a big piece of paper. 1 Have Ss read the pair of sentences. Ask two Ss ro write the new conditional sentences type 1 on the board while other Ss write their own sentences. Ask Ss to comment on the

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - know how to use the grammar points correctly. 2. Skills:speaking , writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic. 2.Grammar: Conditional sentences type 1& 2. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Warm – up.( 5’): Conditional Team work sentences type 1: review Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.

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UNIT 7: POLLUTION Lesson 3: A closer look 2

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sentences on the board. Give feedback on these sentences and other Ss to correct them if necessary. Teacher can make this activity a game. Go through the groups’ sentences and give marks to the groups with all correct sentences. Conditional sentences type 2 Write this incomplete sentence on the board: If I were a billionaire, I would ... . Ask some Ss to complete the sentence orally. Write the most original answer on the board. Tell Ss that this sentence is an example of the conditional sentence type 2. Have Ss look at the structure as the conditional sentence type 2 in the language box. Draw Ss’ attention to the example sentence on the board. Underline the subject, verb, etc. in this example and explain the structure of the sentence at the same time. Tell them that this sentence is a piece of advice. Ask Ss give one or two example.

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Ss look at the structure as the Conditional sentences conditional sentence type 2 in the type 2 language box. The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future. If + subject + V (past simple), subject + would/ could/ might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) Ss read the second example in the The conditional sentence language box type 2 can be used to give advice. Example:If I were you, I would see the doctor While-speaking (12’) 3.Match anif - clause in A with a Ss do this exercise individually, and immediately. then compare their answers with a Note: We can use both suitable main clause in B Check Ss’ answers. classmate was and were with I/ he/ she/ it in the if-clause. 4. Put the verbs in brackets into the Ss do this exercise individually. correct from. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary. 5. Write a conditional sentence type Ss do this exercise individually and Key: 2 for each situation, as in the then compare the answers with a 2. If there weren’t so classmate. many billboards in our example. Have Ss quickly read the example. city, people could enjoy Ask Ss to comment on the example. the view. They may see that the meaning of the 3. If there wasn’t/ weren’t original sentences was made opposite so much light in the city at in the new conditional sentence (i.e. night, we could see the positive into negative form for the stars clearly. first sentence and negative into 4. If we didn’t turn on the positive for the second sentence). Ask heater all the time, we one or two Ss to write their sentences wouldn’t have to pay three on the board. million dong for electricity a month. Further practice (5’) 5. If the karaoke bar didn’t CHAIN GAME

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make so much noise almost every night, the residents wouldn’t complain to its owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office.

Work in groups. Student A begins with a conditional sentence type 1 or type 2. Student B uses the end of student A’s sentence to begin his/ her own sentence. Student C does the same. Continue the game until the teacher tells you to stop. Which group has the most sentences? Put Ss in groups of five or six to play this chain game. Explain that the aim of the game is to keep the chain going for as long as possible using type 1 or 2 conditional sentences. If a group hesitates for more than 10 seconds they are out. Walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light. Tell that in this lesson they will have the opportunity to explore noise pollution, a common pollution type that not many people recognize as a pollution. Homework(3’): Prepare unit 7 lesson 4

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Period: 58

UNIT 7: POLLUTION Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - talk about noise pollution, a common pollution type that not many people recognise as a pollution. 2. Skills:speaking 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: extra words related to the topic 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Whole class Warm – up.( 5’): Kinds of pollution.: review Ask Sts to tell kinds of pollution. Tell Ss that in this lesson they will have the oppoturnity to explore noise pollution, a common pollution type that not many people recognise as a pollution. Presentation (10’) *Vocabulary: permanent(adj) Pre-teach vocab: - T goes trough the extra vocabulary earplug(n) with Ss. If Ss donot know any word affect(v) in the box, T quick teaches it. hearing loss(n) + permanent(adj): Give the bloodpressure(n) definition(lasting forever; never change) or give the antonym (this is the opposite op temporary). + earplug: draw a pair of earplug on the board and explain “ we put these into our eara to keep out noise or water.” + affect: It is the verb form of the noun effect. + hearing loss: ask if Ss know the verb form of loss. If they do not, give them the verb to lose. Then give a simple explanation “When you have hearing loss, you can’t hear things clearly.” + blood pressure: give an example (My father has high blood pressure. Whenever he goes to hospital, the nurse measures his blood pressure.) and ask if Ss can guess the meaning. T may give the Vietnamese

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the

questionnaire Key:

1. B

2. C 3. A

4. B

5. C 6. A

7. A

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Ss work in pairs to compare their answers and see if they have any different answers

Audio script: Noise is constant an loud sound. To measure the loudness, or volume of sounds, people use a unit called a decibel. When a sound is louder than 70 decibels, it can cause noise pollution. Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours? The sounds of a concert are even more serious. They can reach as high as 130 decibels and may cause immediate and permanent hearing loss. Noise pollution can also lead to headaches and high blood pressure. If you are listening to music through headphones, and other people can hear it, it means the music is too loud and unsafe. If there seems to be a ringing or buzzing in your ears, it means the noise is effecting you and damaging your hearing. Wearing earplugs when you go to concerts or other loud events, and listening to

Ss answer individually

translation. Practice (12’) 1.Complete the questionaire by circling the correct answer A,B,C Have Ss read the questions in the questionnaire to make sure they understand everything. Explain any unclear points. Then Ss answer the questionnaire individually. Remind them to circle their answers. 2.Compare your answers with those of a classmate Ss work in pairs to compare their answers and see if they have any different answers. They do not have to reach an agreement at this stage. Ask some pairs to report on their differents. 3.How many correct answers have you got? Play the recording for Ss to check their answers. Ss listen to the recording twice. If there are any incorrect answers, Ss correct them. Ask Ss if any of the answers has surprised them, and if so, why.

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music through headphones or headsets at safe levels can help you reduce the effects of noise pollution. Further practice (5’) Ss work in groups 4.Discuss other ways to prevent noise pollution Ask Ss which of the eight questions in the questions ways to prevent noise pollution. Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution. Ss write their answers on a big piece of paper and then prevent their answers. Have Ss vote for the best ways. This activity can be carried out as a game to find out which group in five minutes can come up with the most ways. The winning group then presents the answers to the whole class. Other groups add more if they have any different ways. Homework(3’): Prepare unit 7 lesson 5

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*Vocabulary: + groudwater: the water beneath the earth’s surface. + Pesticide(n): + Herbicide(n) + “point sourse” pollution: + “ non- point sourse” pollution:

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Ss do this activity in pairs. One student looks at the picture A on page 12 while the other looks at picture B on page 15. They ask each other Yes/ No questions to find out the differences between the two pictures.

Pre-reading (10’) Pre-teach vocab: 1. T may model asking and answering questions with a strong student. For example: T (picture A): Are there five ducks in your picture? S (picture B): Yes, there are. Are the ducks black in your picture? T: No, they aren’t. They’re white. … Call on one student to report on the differences. Other Ss can add some more. Ask Ss what the pictures tell them (water pollution). Lead to the second activity. Picture A (p.14) - The ducks are white. - They’re going to the lake. - There aren’t any factories near the lake. - The lake water is clean. Picture B(p.15) - The ducks are black. - They’re going from the lake. - There are some factories near the lake. - The lake water is dirty/ black. While-reading (15’) 2. Mi and Nick have decided to give

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -Read for general and specific information about water pollution. - Talk about causes and effects of water pollution as well as the solution to water pollution. 2. Skills:speaking , reading 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: extra words related to the topic: water pollution. 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Whole class Warm – up.( 5’): Kinds of pollution.: review - Ask Ss to tell kinds of pollution.

UNIT 7: POLLUTION Lesson 5: Skills 1

Ss can underline past of the text that Key:

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1. The second paragraph tells about the causes of water pollution. 2. The third paragraph tells about the effects of water pollution. 3. It’s the water beneath the Earth’s surface.. 4. They are industrial waste, sewage, pesticides, and herbicides. 5. They are pollutants from storm water and the atmosphere. 6. They use herbicides to kill weeds. Key: 1. cholera 2. die 3. polluted water 4. dead 5. aquatic pants

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5. Now complete the diagram of water pollution. Use the information from the text for the causes and effects and your groups’ idias for the solutution. T can give them marks. If the class size is small and time allows, all the

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Ss work in groups to discuss the solutions to water pollution. They can then give through each cause in the presentation and think of the solutions. For example: Factories dump industrial waste. Solution 1: Give heavy fines to companies that are found doing this. Solution 2: Educate companies about the environment. Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste. They make notes of the answers on a piece of paper. Invite one group to quickly present their solutions. Other groups add any ideas if necessary. As it is an open activity, accept all the answers as long as they make sense. Ss work in groups to give a presentation about water pollution. Other groups listen anf give comments. The class may vote for the best presentation

Post-reading (12’) 4. Work in group and discuss the solutions to water pollution. Make notes of your answers. To help them focus their ideas, T can suggest they make two sub-headings. Point source pollution. Non-point source pollution.

Ss read the sentences quickly to underline the key words. For example, in sentence 1, the key words are drinking water, untreated and outbreak. Then they locate the key words in the passage and pick the suitable words to fill each blank. For instance, for the blank in sentence 1, a noun should be filled in.

3. Read the text again and complete the notes about the effects of water pollution. Fill each blank with no more than tree words. Remind Ss quickly of the way to do this type of exercise. Have some Ss read aloud their answers. Confirm the correct ones.

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help them with the answers. Ss a presentation on water pollution compare their answers before giving to the class. Read what they’ve prepared and answer the questions. the answers to T. Ask Ss to read the passage quickly and answer the questions. Tell Ss that the first two questions ask for general information while the rest focus on details. Ss can underline past of the text that help them with the answers. Ss compare their answers before giving the answers to T.

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Water pollution: + Definition: Causes: + Point source pollutants: + Non- point sourse polltutants: Effects:

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+ Human: + Animals: + Plants: Sollutions: + + +

groups can present. 6. Make a presentation about the water pollution based on the diagram. Ask some groups to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows all the groups can present. Homework(3’): Prepare unit 7 lesson 6

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Period: 60

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Have Ss quickly read the diagram and identify the from of the word/ phrase to befilled in each blank. For example, the words for blanks 1 and 2 are adjectives.

*Vocabulary: + algal bloom + cooling tower + power station Key: The first picture shows an algal bloom in coastal seawater. The second picture shows the cooling towers from a power station. They are both related to thermal pollution. Key: 1. hotter 2. cooler 3. cool 4.warm rivers 5. warmer water 6. fish population 7. Harmful 8. colour 9. Poison 10. Cool down

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Ss work in pairs describing the pictures and the relationship between them.

1. 1. Describe what you see in the picture and talk about the relationship between them. Call on one or two Ss to give their answers. Play the recording for Ss to check their answers. Ask Ss what they know about thermal pollution. While-listening (15’) 2. Play the recording once. Ask for Ss’ answers and write them on the board. If all the answers are correct, more to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check. Make changes to the answers on the board. Audio script: Reporter: Does thermal pollution mean that bodies of water get hotter, Mr Nam? Mr Nam: Not always. Sometimes the water becomes colder, and that’s thermal pollution. In general, thermal pollution means a change in the water temperature.

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen to get specific information about the topic: Thermal pollution. - Write a paragraph about the causes and effects of one type of pollution in your area. 2. Skills:listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: extra words related to the topic: water pollution. 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Whole class Words related to thermal Warm – up.( 5’): Chatting T asks: What do you know about the pollution. thermal pollution?

UNIT 7: POLLUTION Lesson 6: Skills 2

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Key: 1. The second paragraph tells about the causes of water pollution. 2. The third paragraph tells about the effects of water pollution. 3. It’s the water beneath the Earth’s surface.. 4. They are industrial waste, sewage, pesticides, and herbicides. 5. They are pollutants from storm water and the atmosphere. 6. They use herbicides to kill weeds. Key: 1. cholera 2. die 3. polluted water 4. dead 5. aquatic pants

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Reporter: That’s interesting! What causes it? Mr Nam: Power stations are factor. They use water in the nearby lakes or rivers to cool their equipment, which heats up the water. Then they dump the hot water back into its source. Reporter: Are there any other causes? Mr Nam: Yes. Thermal pollution may also happen due to the discharge of cold water from reservoirs into warm rivers. Reporter: Thermal pollution can have dramatic effects. Right? Mr Nam: Certainly. Most aquatic creatures need a certain temperature to survive. Warmer water has less oxygen in it, and this can harm fish populations. Beside, warmer water can cause harmful algal blooms. This can change the colour of the water like in the first picture and more seriously, the algae poisons the fish. Reporter: What can we do, Mr Nam? Mr Nam: In many places, they build cooling towers like in the second picture to cool down the water from power stations. Reporter: Anything else we can do? … Post-reading (12’) In this writing part, Ss are asked to Writing write about the causes and effects of one pollution type in their area. Recap on the types of pollution by

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Sample article: Water pollution There are several types of pollution. However, water pollution is the most serious in our area. It is caused by several factors. Firstly, families dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, and they are dumping chemical waste into the lake and river. Thirdly, pesticides are another source of pollution. Farmers in our area usually use these to kill insects. Water pollution badly affects our area. We do not have enough fresh waster to water the plants and crops. People cannot raise fish in the river and the lake because the water there is so polluted. In addition, there are no more wild ducks near the river today since they cannot find fish for food. Another negative effect is that sometimes in the afternoon there is a bad

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3. Have Ss take notes of the causes and effects. Move around to offer help as pairs discuss their ideas. 4. Remind Ss to use markets like firstly, secondly finally to navigate through their points. Move around to offer help and take notes of any structures or language that Ss are struggling with. Bring the whole group together if there is a point T wants to clarify, then they can continue with the writing. 5. Tell them that they should add one Now have Ss share their work with or two sentences at the beginning to each other and combine it to make a introduce the topic and other ones at complete article. the end to conclude their article. Note, if Ss need more support, post the sample article (see next page) on the board as a reference when Ss get to this stage of the lesson. This will help them structure their work. Next, have pairs swap and read each other’s articles. Finally, ask for volunteer pairs to read their articles out to the class and have Ss comment on them. Then collect all the articles for marking.

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turning quickly back to the beginning of the unit in the GETTING STARTED section. Ss work in pairs and decide which pollution type their area they are going to discuss Ss stay with their partner. One writes about the causes and the other writes about the effects based on their notes from 3.

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Homework(3’): Prepare unit 7 lesson 7

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3.Rewrite the sentences, using the words in brackets. Have two Ss write sentences on the board. T and other Ss give comments. This activity may be conducted as a game if T wants to lighten the atmosphere. Pick the sentences of three quickest pairs. Announce the winning pair with the most correct

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2. Write types of pollution in the word web. Ask some Ss to write their answers on the board. Confirm the correct answers.

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*Vocabulary: + algal bloom + cooling tower + power station Ss do this activity individually then Key: 1. pollution compare their answers with a partner. 2. contaminated 3. death 4. Poisonous 5. pollutions Ss do this exercise individually. Key: 1. radioactive pollution 2. noise pollution 3. visual pollution 4. thermal pollution 5. water pollution 6. land/ soil pollution 7. light pollution 8. air pollution. Ss write the sentences using the Key: words in brackets. Ss compare their 1. The residents of the sentences with a partner. street cannot sleep Ss write the sentences in pairs. because of the loud noise from the music club. 2. Vy had stomachache since she eat a big dinner. 3. The road in from of my

1. Complete the sentences with the correct form of the words in brackets. Check Ss’ answers.

Contents Lucky number 1 2 3 5 6 7 9 10 11

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review the lexical items related to the topic: pollution. - Review the grammar of the unit: Conditional sentence I and II. - Make questions and answers about the topic. 2. Skills:listening, writing 3. Attitude:Ss must have good attitude towards doing exercises 4. Competencies: Self-assessment II. Main languages: 1. Vocabulary: Words related to the topic 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities - Ss play in 2 big groups. Warm – up.( 5’): Play: Lucky number - T explains the rule. - T gives the explanation and ss say the word. Presentation(15’) Pre-teach vocab:

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UNIT 7: POLLUTION Lesson 7: Looking back & project

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sentences.

house was flooded due to the heavy rain. 4. His mother is unhappy because his room is untidy. 5. Too much carbon dioxide (CO2) in the atmosphere causes global warming.

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Practice (15’) 4. Put the verbs in brackets into the Ss do this exercise individually and then share the answers with a Key: correct forms. Check their answers 1. Won’t be; don’t take classmate. 2. Continue; will be 3. Were/ was; would wear 4. do; will see 5. Woud…travel; didn’t have 6. Wouldn’t be; 5. Complete the sentences, using Ss complete the sentences didn’t take care individually using their own ideas. your own ideas. Remind them to identify whether the sentence is a conditional sentence type 1 or type 2. Call some Ss to share their sentences. Accept all the sentences if they make sense. Further practice (7’) 6. Work in groups. Discuss what Ss work in groups to discuss what your would do or say in each they would do or say in each situation. situation. Ask Ss to read the example. Move Ss may not need to discuss all the around the class to listen to their situations. Two or three groups may ideas. discuss the same situation. PROJECT Ss complete the project. What would you do if…??? Ask Ss to read the information about Ss work in groups to do the project the project. Ask if Ss still remember following the instructions in the what a collage is. They made a book. collage in Grade 7. If they do not remember clearly, tell them that a collage is a picture made by sticking photographs, pictures or drawings onto a surface. Remind Ss that they should use conditional sentences type 2 to give the presentation. Answer Ss’ questions if there are any. Remember to have Ss present their collage in the next lesson and vote for the best. Homework(3’): Ask students to complete the project. Prepare unit 8 lesson 1

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By the end of the unit, Ss will be able to:

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -introduce people and places of interest in English speaking countries 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic “ English speaking countries” 2.Grammar: Review: use the present simple to talk about future activities III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents +whole class. Warm – up.( 5’) Warm – up.( 5’): - Prepare some photos or magazine Guessing cut-outs of some famous monuments or items from English speaking countries. Show them to Ss and have them guess what country each monument/item is from. Ask Ss if they know of a common thing among these countries. It’s the language: English. Presentation (10’) Whole class *Vocabulary Pre-teach vocab: Write the title “English speaking 1.Awesome countries” on the board. Ask Ss to 2. Any of the following: call out names of English speaking Absolutely/ Right. countries and their main cities. Then 3. It’s hard to say ask Ss to share any interesting facts they know about these places.Ask Ss 4. Perhaps to open their books and look at the + accent (n) picture. Ask them some questions: Ss answer the questions as a class. 1. Ask Ss to look at the title of the conversation and the picture. Ask them some questions: * Where are the children? * What do you think they are doing?

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UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 1: Getting Started–How’s your summer camp?

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Period: 62 Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

-Review present tense -Use present simple for future -Pronounce the words ending in -ese and -ee -Read for special information about an English speaking country -Listen for specific information about a day trip to a town in an English speaking country -Talk about an English speaking country -Describe a schedule for a visit or a tour

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Ss work independently

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Key: 1. Awesome, just awesome 2. Any of the following: Absolutely/ Right.3. It’s hard to say 4. Perhaps

Ss read the conversation again to Key: 1. He’s at an summer answer the questions. Ss exchange international camp (in Singapore). their answers with a classmate 2. They come from different countries/ from all over the world. 3. He has made new friends, visited places, (and taken part in different activities.) 4. Because he uses English every day with people from different countries. 5. Two boys from Australia and a girl from the USA. 6. After July 15th. Ss work independently to complete * Grammar: Review: use the sentences then share their answers the present simple to talk in pairs. about future activities Key: 1. summer camp 2. native English speaking countries 3. native speakers 4. the USA 5. accents 6. official language

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2. Complete the sentences with the words or phrases from the box. Ask Ss to underline these words/ phrases in the conversation and make sure they understand their meanings. Ss work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Note: Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India or it could simply mean the foreign language you learn at school as part of the curriculum.

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Ss answer the questions as a class. Play the recording and have Ss follow along. Practice (22’) 1a Find a word or an expression from the conversation which you use when you…. . Guide Ss to look at the beginning of a reply/ a sentence for the answers. Allow Ss to share answers. Check their answers. Ask Ss: Do you know any other expressions which have the same meaning? b. Read the conversation again and answer the questions. Play the recording again without letting Ss read along. Ask ss to try to answer as many questions as possible. Ss then read the conversation again to check their answers. Have some Ss read out their answers. Correct the answers as a class.

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3. Put the names of the countries Ss work in pairs/ groups to match the Key: flags with the countries. 1. the USA 2. The United under their flags. T checks. Kingdom 3. Singapore 4. Australia 5. Canada 6. New Zealand Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = The United States of American. It is also known as the US, or the united States, or even just the States. In Canada, there are two official languages: English and French. Further practice (5’) Ss work in groups of five or six 4. GAME: Where are they? From groups of five or six. The first group to find all the countries wins. If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. Homework(3’): Prepare for unit 8 lesson 2

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Period: 63

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8. The New Zelanders Key: 1. N = history 2. V = symbolize 3. A = legendary 4. N = icon 5. A = spectacular 6. N = festival 7. A = scenic 8. V = attract Key: 1. icon 2. symbolizes 3. scenic 4. unique 5. attracts

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While-speaking (17’) 3. Use the words in the box to Ss work independently complete the sentences. Firstly T asks Ss to read each sentence and decide what the part of speech is for each word to be filled in the blank. For example, the word for the blank

4. The Welsh 5. the Irish 6. The Canadians 7. The Australians

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Key: 1. the Americans 2. The English 3. The Scottish/ the Scots

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Contents Warm – up.( 5’): Review

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit. 2. Skills: Speaking, Listening and writing. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic: English speaking countries 2.Grammar: Review: use the present simple to talk about future activities 3. Pronunciation: Stress. In words ending in – ese and –ee. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities +whole class. Warm – up.( 5’) - Ask Ss to call out the names of some English speaking countries they learnt in the previous lesson. Tell them that in this lesson they are going to learn different forms of some words as well as some words/ phrases related to the topic. Pre-speaking(15’) 1. Write the names for the people Ss work individually who belong to these places. Then listen and repeat the words. Ask Ss to work individually. Then allow them to share their answers with a partner. Play the recording for Ss to check their answers. Ss listen and repeat. (Point out the change of stress from ‘Canada to Ca’nadian). 2. Change the words into a noun(N, Ss work individually or in pair. an adjective (A) or verb (V). Ask Ss work individually or in pair. Check the answers as a class. If time allows, have two Ss write their answers on the board and then confirm the correct answers.

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UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 2: A closer look 1

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in sentence 1 is a noun. They then complete the sentences. Confirm the correct answers as a class. 4. Match the words/ phrases with Ss work independently the pictures. T has Ss look at the pictures. Ask them what they see in each of them. Allow them then to work individually to match the words/ phrases to the pictures. Check the answers as a class by asking Ss in which countries, from the list in 1, they might see these things or ask them to give an example of these things. Post-speaking (5’) Pronunciation Stress in words ending in-ese and - ee

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- ese - ee Audio script: Canto’nese employ’ee Taiwa’nese adop’tee - ese: Contonese, Taiwanese, Japanese, Portuguese Jaerviepa’nese addre’ssee - ee: employee, adoptee, addressee, interviewee Portu’guese interview’ee Key: 1. Chi’nese 2. refu’gee 3. trai’nee 4. Japa’nese 5. guaran’tee

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6. Mark the stress in the Ss work in pairs underlined words. Then listen and repeat the sentences. T puts the underlined words on the board. Have volunteer Ss come and mark the stress in the words first. Ask for a show of hands from the rest of the class if they think the stress is correct or not. Then play the recording. Ss listen, check and say the sentences. Have Ss correct the stress on the board if necessary. Call on some Ss to say the sentences individually. Homework(3’): Prepare for unit 8 lesson 3

Key:

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Ss say the words individually. 5. Listen and repeat the words. Ask Ss to listen and repeat. Then have Ss say the words individually. With stronger groups, have Ss mark the stress in the words first and say the words aloud before they listen to the recording. Then play the recording for them to listen, check and repeat.

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Key: 1. castle 2. loch 3. parade 4. monument 5. state 6. cattle station

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Period: 64

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3a. Read the schedule and whole class underline the verbs in the sentences describing the activities. Ask Ss to read the monthly schedule Đóng góp PDF bởi GV. Nguyễn Thanh Tú

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Key: 1. has served 2. is increasing 3. symbolizes 4. from 5. has celebrated 6. is

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - know how to use the grammar points correctly. 2. Skills: Speaking, Listening and writing. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic 2.Grammar: Present tenses. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities +whole class. Warm – up.( 5’) T asks Ss to tell something they’ve known about English speaking countries. Presentation(10’) +whole class. Grammar points: present simple, present continuous or present perfect tense ( the uses and the forms) Practice (20’) 1. Complete the sentences with the Ss work individually correct forms of the verbs ( present simple, present continuous or present perfect tense) Remind Ss about the use of the present simple, present continuous and present perfect and their distinct time signals. Then let them do 1 individually. Allow Ss to share ideas in pairs or small groups. Encourage Ss to explain how they decided on the tense in each sentence. Correct as a class. 2. Four of the underlined verbs in Ss work individually first. Then the passage are incorrect tense. share and discuss in pairs or small groups. Find and correct them. Check, and have Ss explain why a certain tense is used.

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UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 3: A closer look 2

Key: In the passage 2. visit have visited 3. increases is increasing 5. has celebrates celebrates 7. are dancing dance Present simple for the future Key: 1. The Debating Competition takes place

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REMEMBER! We use the present simple with a future meaning when we talk about schedules, programmes, ect ( for example: publis transport, cinemas, television, school….) Ex: + The train to Bristol leaves at 11.45 from platform four. + Our school year starts next week on September 5 th. 4. Use the verbs in the box in the Ss s work individually. Key: 1. starts – finishes correct forms to complete the sentences describing other 2. taken place activities. T check the answers as a class. 3. holds 4. hosts 5. Lasts Further practice (7’) 5. Make notes of some activities Ss do this exercise independently. your school has planned for next Ss can use the sentences in 4 as a week. Write five sentences about model. the activities, using the simple present with a future meaning. T encourages them to be imaginative. Walk around and help Ss with new vocabulary. Ss can exchange and talk about their schedule with a partner first. Once they have done this, ask them to write down the sentences. Remind Ss that in this case, the present simple is used to talk about practical information: place, time, day, date, so this should be the focus of their sentences. If time allows, let them share with the class. Otherwise, T may set the writing for homework.

Ss work in groups

3b. Work in groups. Discuss the questions. Allow Ss time to discuss and find the answers to the questions. If Ss are having difficulty answering question 2, T may ask questions such as ‘Is a schedule usually for present or future activities?’ Then have Ss read the REMEMBER! Box.

in the Main Hall on April 3 rd. 2. The bus for the excursion to the chocolate factory leaves at 8.00 a.m os April 14th. Key: 1. The future 2. The present simple

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for the extra activities at Vancouver Christian School. Then have them underline the verbs in the sentences.

Homework(3’): Prepare for unit 8 lesson 4

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Period: 65

UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - have some general knowledge of peoples and landmarks in English speaking countries. 2. Skills: Speaking, Reading and writing. 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: words related to the topic 2.Grammar: Present tenses. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents +whole class. Warm – up.( 5’) Warm – up.( 5’): T can start with a brainstorming Brainstorming: English session to see how much Ss know speaking countries about English speaking countries. Encourage Ss to talk in English. Pre-speaking(10’) +whole class. *Vocabulary: Pre-teac vocab: Tell Ss that in this lesson they will + territory (n): land that is have the oppoturnity to explore under the control of a peoples and landmarks in English particular country. speaking countries. + North Pole (n): the point - T goes trough the extra vocabulary on the surface of the Earth with Ss. If Ss donot know any word that is furthest north. in the box, T quick teaches it. + Arctic Circle (n): an invisible ring on the most nothern part of our planet, including the Arctic region; the center of the Arctic Circle is the North While-speaking (20’) 1. Do the quiz and choose the Ss work individually first. Then Pole. share and share their answers in pairs Key: correct answers. Have Ss do the quiz individually as 1. C 2. A 3. C quickly as possible. Set a time limit 4. B 5. B to keep the pace lively and increase 6. B 7. C the fun element. Ss then share their 8. A 9. B answers in pairs or small groups and 10. A discuss where their answers differ. Check as a class by asking for a show whole class of hands for each question. Note that the quiz format should be kept light and fun. 2. Write the names of the countries Ss work independently. Then Ss Key: compare their answers in pairs. 1. the USA 2. New next to the facts. T confirms the correct answers as a Zealand class. 3. The United Kingdom Both activities 1 and 2 are to confirm 4. Canada

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Homework(3’): Prepare for unit 8 lesson 5

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Further practice (7’) 3. GAME: How much do you know Ss work in groups of five or six. about a country? a. Work in groups. Choose a country and together find out as much about it as possible.. Then prepare a small introduction of that country. Don’t say the name of the country. Explain that now they have a chance to put together what they know about a country, including all the information they have got so far from the lesson too. Ask them to write the information in short notes first without mentioning the name of the country (e.g: -far north/ north America; -cold; -two languages: English and French…). b. Each group then presents their Ss present their introduction to the introduction to the class. The class class… Ask each group to stand up in font of the class. Each member of the group will give one fact about the country. When they have finished, the rest of the class can guess what country it is. Where every group has done their presentation, the class can vote for the most informative and interesting one.

5. Australia

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and broaden Ss’ knowledge of English speaking countries and focus on English fluency. Encourage them to discuss with one another. The experience will be more meaningful this way.

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Period: 66

UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 5: Skills1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : + Read for specific information about the attractions of a country. + Talk about interesting facts of a country. 2. Skills: Speaking, Reading 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: extra words related to the topic: English speaking countries 2.Grammar: Present tenses. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents +whole class. Warm – up.( 5’) Warm – up.( 5’): - Ask Ss to tell about How much you Chatting know about a country. Pre-reading(10’) +whole class. *Vocabulary: Pre-teac vocab: + haunt (v) + piping (n) Ss work in pairs + fire brigade (n) 1. Discuss the questions. Then read the passage. Key: 1. Where is Scotland? 1. It’s in the north of 2. What is this land famous for? Great Britain. Allow Ss two or three minutes to 2. Any or all of the discuss the questions. Draw a map of following: It’s famous for Great Britain and highlight Scotland its rich and unique culture on the map. Leave it on the board as well as its amazing while the class reads the passage Ss call out their answers and say natural beauty, its historic silently. T may ask Ss to underline where they found the information in castles, its traditional the things that Scotland is famous for. the passage. festivals, and its whisky.It is also famous for various While-reading (15’) 2. Match each place or event with Ss work individually, then check their inventions. work in pairs. Key: 1. Edinburgh: its two features. Ask Ss to read the passage again. Ask d, f 2. Castles: them to scan the places first. Read a, c carefully the information about each 3. Highland place and choose the two features Game: b, h 4. Lochs: e, g related to it. Ask Ss to call out their answers and show where the information appears. 3. Read the passage again and Key: 1. Yes, it is. answer the questions T may invite two Ss to write their Ss read the passage again and write 2. A ghost answers on the board. Confirm the out the answers independently. 3. Piping, drumming, correct answers. For a more able dancing class, T may ask Ss to answer the 4. the telephone, questions without reading the passage television, penicillin, the

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AUSTRALIA- interesting facts: - world’s only country which covers an entire contonent. - world’s capital of sports and outdoor activities( 70% of the population regularly participate) - world’s longest fence(5,400 km; built to protect world’s largest population of sheep( about 175 milliom); claimed tobe seen from outer space. - world’s largest cattle station( Ann Creek station); larger than Belgium.

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Example: + What do you like about Scotland? I like the castles + Why? Because I want to see the ghost.

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Post-reading (12’) Whole class Speaking T asks Ss some questions. 4. Work in pairs. Talk about the Ss work in pairs thing(s) you like most about Scotland. Give reasons. Give Ss a minute to think about the thing they like most about Scotland, and prepare their reasons. They then work in pairs, asking and answering about their choice. If time allows, call on some pairs to share with the class. Encourage Ss come up with more questions about Scotland. 5. Work in groups. Read and Ss work in small groups. discuss these interesting facts about Australia. Prepare a short introduction of Australia. Then present it to the class. Ask them to look through the interesting facts, and discuss if there is any piece of information they are not clear about. Check as a class to make sure that the information is understood correctly. Only then can Ss start working on preparation for their presentation. Tell them that they can add some facts they know, or delete some facts they do not like from the provided notes. Then call on some groups to present. The class may then vote for the best presentation. Homework(3’): Prepare for unit 8 lesson 6

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again.

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Period 67

UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 6: Skills 2

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - listen for specific information about a day trip to an amazing town - write a description of a schedule for a visit or a tour 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 4. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: extra words related to the topic: English speaking countries 2.Grammar: Present tenses. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents +whole class. Warm – up.( 5’) Warm – up.( 5’): Review - T asks Ss to tell about Australia. Pre-listning(10’) +whole class. *Vocabulary related to Pre-teac vocab: Wanaka - New Zealand Set the scene: +whole class. Wanaka - New Zealand A tour guide is talking about the schedule for a day trip to Wanaka, a town in the far south of New Zealand. Ask Ss to look at the pictures and read the introduction to the listening. Ask them what features from the pictures they are interested in. and what they think Wanaka is like. While-listening (15’) 1. Listen and fill in the time for the Ss work individually Key: 1. 9.30 2. 12. 30 schedule of events. Ask Ss to read the questions. T then 3. 4.00 4. 4.15 plays the recording and Ss write the answers. T can play the recording at least twice. Elicit the answers from Ss and write the correct on the board. 2. Listen again and choose the right Ss work in pairs Key: 1. B 2. C 3. C 4. B answer A, B, or C. Give Ss some time to read the 5. A events. Check if they know the meaning of the words “ illusion” ( “ illusion” ( something something that appears tobe there but that appears tobe there but is not) and “ 3- hologram” (three is not) dimensiomal image). Ss then listen to “ 3- hologram” (three the recording anain, as many times as dimensiomal image). needed if time allow, and choose the correct answers. T checks the answers as a class.

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Ss work in groups of three or four. *Vocabulary related Read the activities and decide on the Washington D.C. four activities they would like to do together in their two – day visit to Washington D.C.

Ss fill in the schedule: Day Time 1

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Sample writing: This is the schedule for our group’s two-day visit to Washington D.C. On the first day we plan to go to the White House early at 8 o’clock. This way, we avoid the crowds. Then we get on a Hop-on Hopoff trolley, which rides around the city. We do some shopping and go for a nice lunch. Then we see some of the sights of the city. On the second day, we take the 8.30 shuttle bus to the canoe club to join a canoe trip along the C & O canal. This canal is famous for its beautiful scenery, especially in autumn. The trip takes about three hours. In the afternoon, we visit the National Children’s Museum. The brochure says that this museum offers children a lot of fun activities where they can learn through playing.

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Ss work in groups

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Activity

Post-listening (12’) Writing 3a. Choose four activities from the list that you would like to do in a two-day visit to Washington D. C., the capital of the USA. Ask Ss to work in groups of three or four. Read the activities and decide on the four activities they would like to do together in their two – day visit to Washington D.C. b Schedule your visit. Once they have made their decision, allow them time to schedule their visit and fill in the schedule table. 4. Write a passage describing the schedule for your visit. You can start with: Have each group write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. If possible, give each group a big piece of paper to write their answers. Ask the two quickest groups to present their answers. Other groups and T give comments. Give marks to the groups. Other groups complete their writing as homework and bring it back in the next lesson.

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Homework(3’): Prepare for unit 8 lesson 7

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Period 68

UNIT 8: ENGLISH SPEAKING COUNTRY Lesson 7: Looking back & project

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review the lexical items related to the topic: English speaking countries. - Review the grammar of the unit. - Make questions and answers about the topic. 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude while doing the tasks together 4. Competencies: Recycle the language from the previous sections.Self-assessment II. Main languages: 1. Vocabulary: Words related to the topic 2.Grammar: The simple present tenses. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Group work. Warm – up.( 5’)Lucky number Warm – up.( 5’): - T explains the rule. - T gives the explanation and ss say the word. - Ss play in 2 big groups. Presentation(17’) +whole class. *Vocabulary: Pre-teac vocab: - lock: a Scottish for “lake” - Kilt: a male skirt which is often worn on special occations. - Puzzling: confusing or questionable. - castle: - legend: - accent: 1. Match the words with the Ss work individually Key: 1. c 2. e 3. f definitions. Ss complete this exercise 4. b 5. d 6. a independently. Check their answers as a class. 2. Choose the best answer A, B, or Ss work individually. Key: 1.C 2. A 3. C C to complete the sentences. They can then double check with their partner. Confirm the correct 4. B 5. B 6.A answers. Practice (15’) 3. Decide if the sentences have a Ss complete this task independently Key: 1. F 2. F 3. P 4. P present meaning (P) or a future or in pairs. 5. F meaning (F). Check as a class complete the exercise Key: 4. Complete the sentences with the Ss

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2. doesn’t set appropriate present tense of the independently and then exchange 1. faces their answers. verbs in brackets. Ask Ss to read the sentences carefully 3. has won 4. has done and look for clues that help them decide which tense should be used for 5. is 6. are trying each blank. Ask two Ss to write their answers on the board. Confirm the correct answers. Further practice (12’) Communication Check your knowledge! 5. Work in groups. Discuss if the Ss work in groups Key: 1. Scottish men wear kilts. statements are correct. They discuss the statements and 2. The USA has the decide if they are true. If they are biggest population. true. If they are not, find the true 3. California is a state in answer. Check as a class. the USA. 4.They live in Astralia. 5. English and French. Ss work individually Finished! Ask Ss to complete the selfassessment. Discuss as a class what difficulties remain and what areas Ss have mastered. Work in groups Background knowledge of PROJECT English speaking Explore us! This project aims to encourage Ss to countries. do more research about the capitals in These can help decide: English speaking countries, to - Which attractions you explore them and find out as much as would include in your possible about their culture, they poster. - What information about historic and natural beauty… This means they can research whatever the attraction you would they are interested in and think can introduce. attract people. Which picture you Divide Ss into groups of four or five would use for your poster. and instruct them on what they have - the design for your to do. Encourage them to think poster. creatively and daringly. Tell them to keep in mind who this poster is for. Have Ss present their poster in the next lesson. When all groups have given their presentations, the whole class can vote for the best. Homework(3’): Prepare for unit 9 lesson 1

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By the end of the unit, Ss will be able to:

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Contents Warm – up.( 5’): Game

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III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Team work Warm – up.( 5’) - T helps Ss review the previous unit by asking them to take part in a quick game. - T divides the class into two teams. Using a soft ball or rolled up ball of paper, have a student in Team A throw the ball to the other team, calling out an English speaking country, e.g., England. Whoever catches the ball must think of a thing or a place that country is famous for e.g., Big Ben, London, Liverpool, afternoon tea. The Beatles, etc. Continue with other countries until the time is up. Presentation(10’) Whole class Pre-teac vocab:

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UNIT 9: NATURAL DISASTER Lesson 1: Getting started-Shocking news

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Period:

-Review passive voice -Use present perfect -Pronounce the words ending in-logy and –graphy -Read for specific information about how to prepare for a natural disaster -Listen for specific information about a natural disaster -Talk about natural disasters and ways to prepare for them -Write a news report on a natural disaster

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*Vocabulary: Vocabularies related to “ Natural diasters” - volcano (n)

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Ss work independently. Then share Key: answers before discussing as a class. 1. tropical storm 2. Injured 3.damage 4. trapped 5. medical supplies 6.temporary In pairs, Ss practice saying the accommodation phrases with correct intonation.

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Work individually

Set the scene: 1. Ask Ss to look at the title of the conversation and the picture. Ask them some questions: Write the unit title on the board ‘Natural Disasters’. Elicit any information Ss know about natural disasters by asking about natural disasters that have happened where they love or anywhere else in the world that they know of. What was the natural disaster? When did it happen? Was there any damage to people or property? Practice (20’) 1a. Read the conversation again and fill in the gaps with no more than three words. Ask Ss to read each sentence and locate the information in the conversation, then choose suitable words/ phrases to fill each blank. b. Responding to news T model an exchange with a student by giving some bad news, ‘My cat died.’ and eliciting ‘That’s terrible!’ from the student. Focus on intonation, stressing the first syllable of ‘terrible’. Do the same with other Ss around the class. Encourage Ss to have fun exaggerating their intonation as they reply to T. Tell Ss to refer back to the conversation to find the other phrases. (Play the recording a model if necessary) 2a Write the responses into the corrects columns. Then listen, check and repeat. First, have Ss work independently. Then allow them to share answers before playing the recording for them ti check. Play the recording for Ss to repeat the phrases. Remind Ss to play

- tornado (n) - flood (n) - forest fire (n) - earthquake (n) - tsunami (n) - mudslide (n) - drought (n) - debris (n) - trap (v)

Ss work independently.

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Responding to good news- bad news Wow! Oh dear! That’s great! That’s awful! That’s a relief!

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Y U .Q 8. E

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5. G 6.A

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2. D 3. F

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b. Match the sentences (1-6) to the responses (a-f). Then practise the exchanges with a partner. First, have Ss work independently. Then allow them to share answers before T gives comments. Point out that some of the responses could fit more than one statement. If Ss can justify their choice, then accept it. Ask Ss to work in pairs, practicing the exchanges with good intonation. T goes around the class to provide help. 3. Match the natural disasters with Ss work in pairs to match the words/ Key: 1. C the pictures. Then listen, check phrases to the pictures. your answers and repeat. Can you add more? First, have Ss work in pairs to match 4. B the words/ phrases to the pictures. Then allow them to share answers with another pair before playing the 7. H recording for them to check. Play the recording for Ss to repeat the words/ phrases. Further practice (7’) 4. Work in pairs. Ask and answer Work in pairs questions about common natural disasters in some areas in Viet Nam. Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Call on some pairs to practice in front of the class. Homework(3’): Prepare for unit 9 lesson 2

How terrible! How wonderful! Oh no! That’s shocking! Ss work independently. Then share Key: answers before T gives comments. 1. b 2. d 3. f 4. c 5. a 6.e

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attention to their intonation as they practice.

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UNIT 9: NATURAL DISASTER Lesson 2: A closer look 1

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*Vocabulary: erupt(v) strike(v) rage(n/v) collapse(v) shake(v) scatter(v) evacuate(v) put out (v) bury (v) rush into(v) debris (n) shelter (n) While-lítening (20’) 1. Fill in each blank with a suitable Ss work independently to do the Key: 2. erupted verb in the correct from from the activity. Then share their answers 1. struck 3. shook box below. Then listen, check and with one or more partners. 4. buried repeat. Write the first verb erupt on the 5. raged 6. board and elicits the past tense from Collapsed Ss, writing erupted on the board. Do the same with all the verbs. T may ask for a translation of the verbs to check their understanding. Leaving them on the board as a reference. Play the recording for Ss to repeat the sentences. With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box.Finish all the exercises Audio script:

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Contents Warm – up.( 5’): Review

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2.Grammar: 3. Pronunciation:- Stress in words ending in –logy and – graphy. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Whole class Warm – up.( 5’) Ask sts to tell about some natural disasters they’ve experienced. Pre-listening(10’) Whole class Pre-teach vocab:

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit 9. 2. Skills: Listening, speaking 3. Attitude:Ss must have good attitude towards facing natural disaster 4. Competencies: Coping with diasters II. Main languages: 1.Vocabulary: erupt (v), strike (v), rage (n/v), collapse (v), shake (v), scatter (v), evacuate (v), put out (v)

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Words ending in -logy and -graphy REMEMBER For the words ending in – logy and – graphy, place the stress on the third syllable from the end. soci’ology clima’tology zo’ology as’trology bibli’ographyde’mography Ss listen and repeat

Work in pairs

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Key:

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2. Put out the forest fire 3. Took shelter 4. Scattered debris 5. Evacuate the village.

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Ss complete the sentences Key: individually, using the phrases in 2. 1. Provide aid

2. take shelter 3. evacuate the village 4. provide aid 5. Put out the forest fire 3. Now use the phrases in 2 in the correct from to complete the sentences. Have some Ss read out their answers before checking with the whole class. Confirm the correct answers. Post-listening(7’) Pronunciation Stress in words ending in -logy and -graphy 4. Listen and repeat these words. Pay attention to the stressed syllables. Play the recording and ask Ss to listen and repeat the words, playing attention to the stressed syllables of each word. T may play the recording as many times as necessary. Explain the rule in the REMEMBER! Box and ask some Ss to give some words ending in -logy and -graphy. 5. Listen and mark the stress on the correct syllable in the words below.

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3. a 5. C

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2. d 4. e

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1. Yesterday, a terrible storm struck the rural area of Ha Giang Province. 2. Villagers rushed into public shelters as soon as the volcano erupted. 3. Hundreds of buildings were completely destroyed when the earthquake shook the city. 4. The mudslide buried the whole village while people were still sleeping in their houses. 5. The forest fire raged for eight hours and some animals were badly injured or killed. 6. We managed to run out of the house into the street before the walls collapsed. 2. Match the verbs in column A to First, Ss work independently. Then, Key: 1. b the nouns in column B. Then listen, share their answers with one or more partners. check and repeat. T may ask for translation of some phrases to check their understanding. Play the recording for Ss to repeat the phrases. Audio script: 1. scatter debris

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soci’ology

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1. We are studying the ge’ography of Asia. 2. I had a bi’ology lesson this afternoon. 3. They share a common interest in pho’tography. 4. A bi’ography is a book that tells the story of someone’s life, written by someone else. 5. Zo’ology is the scientific study of animals and their behaviour

Key:

4. clima’tology 2. zo’ology 5. as’trology 3. bibli’ography 6. de’mography

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Pay attention to -logy and -graphy. Ask Ss to work in pairs to practice saying the words and mark the stress on the correct syllable in each word. Then T plays the recording. Ss listen and check. T may pause after each word and ask them to repeat chorally. Correct their pronunciation if necessary. 6. Read the following sentences and Ss work in pairs mark (‘) the stressed syllable in the underlined words. Then listen and repeat the sentences. Ask Ss to work in pairs to mark the stress in the words and practice saying the sentences. Call some Ss to give the answers and say the sentences in front of the class. Then ask Ss to listen while T plays the recording. T may pause after each sentences and ask them to repeat chorally. Correct their pronunciation. If there is not enough time, after Ss mark the stress, play the recording for them, then check their answers and repeat the sentences. Homework(3’): Prepare for unit 9 lesson 3

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Practice (20’) 1. Read the conversation in Pairwork GETTING STARTED and underline any sentence in the passive voice that you can find. Check your findings with a partner. Ask Ss to read the conversation in GETTING STARTED again and underline all instances of the passive voice that they can find. Then, ask them to share their findings with one or more partners before checking with tha whole class.

Grammar points: The passive voice: review The passive voice is formed with the verb tobe in the appropriate tense and form, and the past participle of the main verb. Only verds which can take an object can be used in the passive. Ex: - Only a few minor injuries were reported. - Medical supplies, food and recue equipment have also been sent. Key: Was anyone injured? Only a few minor injuries were reported. It seems many houses and public buildings were destroyed or flooded, and thousands of peoplewere left homeless. They’ve sent recue workers to free people who were trapped in flooded homes. Medical supplies, food

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Contents Warm – up.( 5’): Review

I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - know how to use the grammar points correctly. 2. Skills: Listening, speaking 3. Attitude:Ss must have good attitude towards facing natural disaster 4. Competencies: Coping with diasters II. Main languages: 1.Vocabulary: words related to the topic 2.Grammar: Passive voice, past perfect tenses. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Whole class Warm – up.( 5’) - T asks Ss to tell something they’ve known about natural disasters. Presentation(10’) Whole class Grammar The passive voice: review Ask if Ss remember how to from the passive voice. T may ask one student to write the from on the board and have other Ss give examples. If they do not remember well, ask to read the REMEMBER! box. Draw Ss’ attention to how the passive voice is formed by analysing the rule. Then ask some more able Ss to give some examples to illustrate this.

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UNIT 9: NATURAL DISASTER Lesson 3: A closer look 2

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The past perfect 4a Read part of the conversation from GETTING STARTED. Pay attention to the underlined part. Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then, refer to the yellow box, explaining the from of the part perfect tense and going through the examples. b When do we use the past perfect? Can you think of any rules? Now ask Ss to think about the rules for the past perfect tense. First, try to elicit them from Ss. Then go through the rules in the boxes by analyzing the examples given. Then ask Ss to give some more examples of their own.

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and recue equipment have also been sent. They’ve been taken to a self place where temporary accommodation will be provided for them. Ss work independently. Key: Then share their answers with one or 1. was scattered more partners. 2. Are built 3. Were taken 4. will be predicted 5. Will be delivered/ are going to be delivered Key: Ss work independently. Then, share 1. Food and blankets have their answers with one or more been given out to partners. homeless people (by volunteers) 2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far. 3. Was the whole village destroyed (by the storm)? 4. If the area is hit by the storm, a lot of damage will be caused. 5. A garden party is going to be organized to raise money for the victims of the flood. The past perfect * Forms: (+) Positive Subject + had + past participle (-) Negative Subject + had not/ hadn’t + past participle (?) Questions: Had + subject + past participle Had + subject + not + past participle Hadn’t + subject + past participle * Short answers to Yes/ No questions: (+) Yes, subject + had (-) No, subject + hadn’t

2. Complete the sentences using the correct passive from of the verbs in brackets. Have Ss work independently. Then, ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. Confirm the correct answers. 3. Rewrite the following sentences using the corrects passive voice. Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks. Ask some Ss to give comments on the sentences on the board. Confirm the correct sentences. For a class that needs more support, model the first sentence for Ss. Have Ss write the next two sentences and correct them carefully. The rest can be done as homework.

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* The usage: - The past perfect is used to describe an action before a stated time in the past. Ex: People had managed to leave the flooded villages by 11 o’clock last night. - The past perfect is used to describe an action that happened before another action in the past. Ex: People had already left the flooded villages when the rescue workers arrived. 5. Complete the sentences by First Ss work independently. Then Key: putting the verbs in brackets into share their answers with one or more 1. had left, erupted partners. 2. arrived, had the simple past or past perfect. First, have Ss work independently. stopped 3. had spent, arrived Then, ask them to share their answers 4. got, hadn’t taken 5. with one or more partners. Ask some Found, had bought Ss to say their answers aloud. T give comments, and makes any correction if available. 6. Work in pairs. Ask and answer Pairwork the following questions about you. First, ask Ss to prepare their answers independently. Then model the activity by asking a student one of the given questions. Ask Ss to work in pairs. T may go around to provide help. Call some pairs to practice in front of tha class. Further practice(7’) Team work 7. GAME Work in two teams. Take turns to give reasons why you were pleases/ upset/ happy/ angry, etc. Use the past perfect for the event that had happened. Each correct sentence gets one point. The team with the most points wins. Model the game with the whole class first. Divide the whole class into two teams (e.g. left side and right side). Then allow members from the two teams to take turns in giving reasons why they were pleased/ upset/ happy/ angry, ect. Count the correct sentences to find the winning team. If time does not allow, T can choose either activity 6 or 7 for Ss to do. Homework(3’):

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Prepare for unit 9 lesson 4

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Audio script: Welcome to ‘Nature and You.’ Today we have asked our listener our listeners around the world to call us to express their views on these two questions: ‘Are there more natural disasters now than there were in the past?’’’ and ‘Are we prepared to deal with natural disasters?’ - Hi, I’m Sarah from Sydney, Australia. I think there are more naturaldisasters now than there used to be. Whenever I what the news on TV, I see places that are flooded or

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While-speaking(20’) 1. Listen to a radio programme on 4 Teen News. Then fill in the gaps with the words you hear. First, have Ss read the interview and guess what the missing word for each gap in the interview is. Write the Ss’ ideas on the board. Ask Ss to say which question each person is answering (Sarah and Peter: the first question; Nubita and Linh: the second question). Then play the recording. The first time, ask Ss to close their books and listen only. Then play the recording again and

*Vocabulary: - climate change = a permanent change in weather conditions. - victim = a person who has been attacked, injured or killed as the result of a crime, a disease, an accident, ect. - in charge = in a position of having control or responsibility for sb/ sth. Key: 1. flooded 2. warming 3. used 4.unprepared 5. Reminding

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Contents Warm – up.( 5’): Discuss

I. Objectives: 1. Knowledge: By the end of the lesson ,students will : have some general knowledge of natural disasters. 2. Skills: Reading, speaking ,writing 3. Attitude:Ss must have good attitude towards facing natural disaster 4. Competencies: Coping with diasters II. Main languages: 1.Vocabulary: words related to the topic 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Whole class Warm – up.( 5’) YOUR VIEWS ON NATURAL DISASTERS Before Ss open their books, ask them to work in groups to discuss the question. Can we prevent natural disasters with the help of modern technology? Pre-speaking(10’) Whole class Pre-teach vocab: Help Ss understand the meanings of the words in Extra vocabulary, and any other words from the text you think they won’t know, by using examples, definitions or even traditions.

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UNIT 9: NATURAL DISASTER Lesson 4: Communication

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affected by drought. I’m certain this is the result of climate change and global warming. - Hello, I’m Peter from London, England. I don’t think that there are more natural disasters now than in the past. But more are being reported on the news in shorter time periods. We’ve seen them so often on the news that we’ve become used to them. - Hi, everyone, I’m Nubita from Tokyo, Japan: I think recent earthquakes and tsunamis just show how unprepared we are to deal with them. Despite all the technology and knowledge available to us nowadays, many people become victims of natural disasters. - Good evening everyone, I’m Linh from ha Noi, Viet Nam. I don’t think we can prepare for natural disasters as nobody knows when or where they are going to strike. It’s Nature’s way of reminding us who is in charge and that we should show more respect to 2. Read the listeners’ views on the natural environment. natural disasters again and decide who you agree with and who you Work invidually disagree with. Ask Ss to decide whose opinions they Ss make notes of the reasons for their agree with and who they disagree decision with. 3. Answer the two questions. Pairwork Express your own views and write them down below. Have Ss make notes of their answers to the two questions in the interview. Remind Ss that it does not matter what their answers are, and that it is more important that they justify their answers. T may go around to provide help. Post-speaking(7’) 4. Work in pair. Now compare Ss work in pairs to share their your views with a partner. Do you answers with a partner. share the same views? Encourage each pair to negotiate for the same views. If time allows, have some Ss report on their answers. Otherwise, move around the class while Ss do this activity and give allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. Refer Ss back to the ideas on the board and decide together if all of them are possible options. If time is limited, T may play only the sentences that include the information Ss need for their answers.

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assistance. Homework(3’): Prepare for unit 9 lesson 5

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Period 73

UNIT 9: NATURAL DISASTER Lesson 5: Skills 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Read for general and specific information about how to prepare for a natural disaster.. - Talk about natural disasters and ways to prepare for them. 2. Skills: Reading, speaking 3. Attitude:Ss must have good attitude towards facing natural disaster 4. Competencies: Coping with diasters II. Main languages: 1.Vocabulary: essential wreak havoc destructive guidelines emergency 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): - Before Ss open their books, ask the Chatting question: ‘What can we do to prepare for a natural disaster?’ - See if any Ss can come up with some ideas. - Make notes on the board. - As an option, this could be done in Vietnamese with T showing how to express these ideas in English. - Now have Ss open their books. Pre-reading(10’) Individual work 1- Read an article about how to Suggested answers: - Wreak havoc: do great prepare for a natural disaster. damage or harm to Look at the words in the box, then sombody/ something. find them in the article and - essential: necessary. underline them. What do they - destructive: causing mean? - Ask Ss to scan the article to find major damage, from the where the words/phrases wreak verb destroy. havoc, essential, destructive, - guidelines: rules or guidelines, and emergency are in the instructions telling you article. how to do something, - Ask if Ss know the meaning of the espescially something words/ phrases. difficult. - If they do not, T may help Ss work - emergency: a suddenly out the meanings of these words from serious and dangerous the article. event or situation. - T can also explain the words/ phrases. While-reading(20’) Ss work in pairs to share their Key: 2. Read the article again and answers with a partner. - Because they can wreak answer the questions - T may set a longer time limit for Ss havoc across large areas to read the article again and answer and cause loss of life or

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Individual work 3a. Read the news reports (A-C) and match each one to the correct picutre (1-3). - First, ask Ss to read each news report. - T may help with the new vocabulary. - Then ask Ss to match each news report to the correct picture. - Have some Ss read out their answers before checking with the whole class. Work in pairs 3b. Work in pairs. Each pair can choose one of the reports in 3a. Role-play telling each other about the news. Use the example below. - First, remind Ss of the responses they practised in GETTING STARTED, e.g., That’s shocking!; refer them back to this section if necessary. - Now ask Ss to work in groups of three and role-play telling each other about one of the news reports in 3a. - T may go around to provide help. - After finishing, T may call on some groups to do the role-play in front of the class. Post-reading(7’) Pairwork 4a. Make a list of things to do before, during and after each of the

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the questions. - Ask Ss to note where they found the information that helped them to answer the questions. - Ss can compare answers before discussing them as a class.

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disasters in your area. You can read the article in 1 again for ideas. - Ask Ss what disasters often happen in their area. - Elicit the answers from Ss and choose two disasters that happen the most. - Divide the class into two groups; each will discuss one disaster. - Ss work in pairs within each group to discuss and write down what to do before, during and after this disaster. - Move around the class to help Ss if necessary. 4b Discuss what you should do in the event of a natural disaster in your area. Use the information from the table above. - Now have Ss form new pairs: one student from each group above. - Have Ss ask and answer questions about the things they should do in the event of each disaster they had discussed in a. - If time allows, invite some pairs to demonstrate their conversations in front of the class. Homework(3’): Prepare for unit 9 lesson 6

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Period: 74

UNIT 9: NATURAL DISASTER Lesson 5: Skills 2

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen for specific information about a natural disaster. - Write a news report on a natural disaster. 2. Skills: Reading, speaking 3. Attitude:Ss must have good attitude towards facing natural disaster 4. Competencies: Coping with diasters II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Ask Ss to tell kinds of natural Chatting disasters. Pre-listening(10’) Whole class *Vocabulary: Pre-teach vocab: -weather bureau -property -hit -rain-free -rage -coastal -weaken While-listening(12’) Individual work 1. Listen to the news report and Key: 1- A typhoon hit Nghe An correct the following statements. Audio script: - Remind Ss about listening for Nghe An Province was badly affected Province last night. keywords in statements. again when a typhoon hit the area last 2- Dozens of people were - Play the recording and ask Ss to night. The storm began at around 11 seriously injured in the correct the statements. p.m. and raged throughout the night. storm. - Then ask two or three Ss to write Dozens of people were seriously 3- There was extensive their answers on the board. injured and hundreds of others were damage to property in Cua - Play the recording again for Ss to left homeless. The severe winds Lo, a coastal town in check the answers. caused extensive damage to property, Nghe An. including homes and businesses, 4- The storm had already particularly in Cua Lo, a coastal town weakened when rescue in Nghe An. The storm had already workers arrived in the weakened by the time emergency area. workers arrived in the area. Rescue 5- According to the operations have started and many weather bureau, heavy people trapped in collapsed or rain will continue over the damaged buildings have been freed. next few days. Workers are now clearing up the debris left behing by the severe storm. The government has already

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sent rescue equipment to Nghe An, as well as food and medical supplies. People left homeless have been taken to safe areas, where temporary accommodation will be built to house them. The weather bureau has issued flood warnings for Nghe An and nearby provinces as heavy rain is expected to continue over the next Key: 2. Listen again and complete the few days. 1.winds 2.homeless data chart. Ss work in pairs 3.damage - First, ask Ss to work in pairs to 4.flood discuss the missing word for each gap 5.debris from the information they have heard 6.accommodation in 1. - Then play the recording again and allow Ss to fill the gaps as they listen. - Ask Ss to share their answers in pairs before playing the recording a final time to allow pairs to check their answers. - If time is limited, T may play only the sentences that include the information Ss need for their answers. Post-listening(15’) Work in pairs 3. Have you or one of your family members experienced a natural disaster? Make notes about it in the table below. Alternatively, you can write about a natural disaster you have read about. - Ask Ss to make notes about a natural disaster they or one of their family members have experienced in the given table. - Remind them that they do not have to write full sentences and they can use abbreviations. - Then, ask Ss to share their notes with their partners. - T may ask some more able Ss to read out their notes to the whole class. group work 4a. Use your notes in 3 to write a new report. 4b. Swap new reports with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final news report to the class.

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Ơ H N Y U .Q

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TP Đ ẠO G N H Ư TR ẦN B 10 00

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- Set up the writing activity. - Remind Ss that first and most important thing is always to think about what they are going to write. - In this case, Ss can use the chart in 3 as a model for their report. - T may still need to provide some help with the language necessary for writing. - Ask Ss to write a draft report first. - Then have them write their final version in class or at home, depending on time allowed. - If they write in class, they can also do it in pairs or groups. - T may display all or some of the reports on the wall/ board and invite other Ss to give comments. - Ss edit and revise their reports as homework. - Note that the audio script provides a good model of a news report. - This structure can be used to write another news report. Homework(3’): + Write the news report in the notebooks +Prepare for unit 9 lesson 7

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Period: 75

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Use the words to talk about natural disasters. - Use the words and phrases to complete the sentences. - Use past simple and past perfect to write about bad things that happened yesterday. 2. Skills: Reading, speaking 3. Attitude:Ss must have good attitude while doing the task together 4. Competencies: Recycle the language from the previuos sections.Self-assessments II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: lexical items related the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): - This is the review section of the Chatting unit, so encourage Ss not to refer back to the unit pages. - Instead they can use what they have learnt during the unit to help them answer the questions. - That will help T and Ss see how far they have progressed, and which areas need further practice. - The questions in Looking Back match the Finished! Self-assessment statements at the end of this lesson. - Ss should check how well they did on each question and use that information when filling the selfassessment. Presentation(15’) Whole class *Vocab: Pre-teach vocab: drought mudslide flood tsunami tornado Work individually earthquake 1. Match the words (1-6) to their Work in pairs definitions (A-F). Key: - Have Ss work independently. 1.C 2.F - Then they can check their answers 3.D with a partner before discussing the 4.B answers as a class. 5.A - However, tell Ss to keep a record of 6.E their original answers so they can use that information in their selfassessment.

UNIT 9: NATURAL DISASTER Lesson 7: Looking back & project

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Key: 1.evacuated 2.put out 3.take 4.provided 5.scattered

Work individually Work in pairs

4. Match the two parts to make complete sentences. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their selfassessment. 5a. Imagine five bad things that happened to you yesterday, and write them down. - First, ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday. - Then allow them to share the sentences with a partner. 5b. Work in groups. Add time clauses to your sentences as the following examples. Remember to

Work individually Work in pairs

Key: 1. The tickets will be collected (by Mr.Smith). 2. A play was put on (by the students) at the end of term. 3. The sentence cannot be written in the passive because its main verb is is not a transitive verb. 4. The message was taken (by Julie). 5. The picture as painted by a local artist. 6. The sentence cannot be written in the passive because its main verb arrive is3not a transitive verb. Key: 1.d 2.f 3.a 4.b 5c 6e

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2. Use the words form the box in the correct form to complete the sentences. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their selfassessment. Practice(15’) II) Grammar 3. Decide which of the sentences can be changed to passive voice. Write them down. Explain why two of them cannot. - Have Ss work independently. - Then they can check their answers with a partner before discussing the answers as a class. - However, tell Ss to keep a record of their original answers so they can use that information in their selfassessment.

Pair work

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Group work

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use the past perfect. - Ask Ss to work in groups. - Remind them to add time clauses and use the past perfect with their sentences. - Then ask each student to take turns to say out their sentences to the members of their group. - T may go around to provide help. Further practice(7’) III) Communication 6. Read the news headlines. In pairs, use the expressions from the box in GETTING STARTED to respond to them. - First, model this activity with a more able student. - Then ask Ss to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines. - T may go around to provide help. - Call on some pairs to practise in front of the class. Homework(3’): Prepare for review 3 lesson 1

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Ó -H Ý - Ss listen again and repeat, in chorus and individually.

*Vocabulary: prediction icon nature cultural flood pollution Key Nepa’lese ‘musical pho’tography

ath’letic tech’nology refe’ree

eco’nomic bi’ology Japa’nese

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I) Pronunciation 1. Markthe stress on the correct syllables in the words. Then listen and repeat. - Review the rules of stress in words ending in –ic, -al, -ee, ese, -logy, and –graphy with Ss as a class. - Have Ss then mark the stress independently. - Play the recording. - Ss listen and correct their answers. - Confirm their answers. - Ss listen again and repeat, in chorus and individually. II) Vocabulary 2. Complete each sentence

Contents Warm – up.( 5’): Chatting

Ss’ activities Class work

IV. Procedures Teacher’s activities Warm – up.( 5’) - Ask Ss what they have learnt so far in terms of language and skills. - Summarise their answers in3notes in a top corner of the board and add some more if necessary. Presentation(15’) Pre-teach vocab:

ge’ography ‘physical exami’nee

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REVIEW 3 ( Unit 7-8-9) Lesson 1: Language

- Ss can then share their

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answers with a partner.

Key: 2. Iconic 5. flooded

3. natural 6. polluted

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Key: 1. get; will grow 2. was/were; would not have to work 3. could choose; would go

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Key: 1. have been sent 4. is caused

- Have Ss do this exercise in pairs.

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4. don’t act; will lose 5. was/ were; would be

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3. f

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Key:

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- Ss do this exercise individually.

1. predict 4. culture

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with the suitable form of the word provided. - Ask Ss to read the sentences and decide what kind of word is needed for each sentence (a noun? a verb? an adjective? ...). - Elicit their answers. - Let Ss do the exercise independently. - Check and write the answers on the board. 3. Match the definitions with their words. - Check Ss’ answers and write the correct ones on the board Practice(15’) III) Grammar 4. Choose the correct answer A, B, C or D to complete the sentences. - This exercise revises the use of present tenses, conditionals, and passive voice. - Have a brief revision if necessary. - Then have Ss do it individually. - Ss exchange their answers and discuss if there is any difference in their answers. - Check and write the correct answers on the board. 5. Use the verbs in brakets in the corect form to complete the conditional sentences. - Have Ss read and decide which type of conditional is used in each sentences. - Elicit their answers. - Check and write the correct answers on the board. 6. Choose the correct voice to complete the sentences. - Ask Ss to look ate the subjects and the verbs to decide if an active or a passive is needed. - Check and write the correct answers on the board. Further practice(7’) IV) Everyday English 7. Match the sentences in A with replies in B.

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6. used; would be

2. organised 3. is made up 5. was 6. have chosen replaced

Key:

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2. a 3.g 4. b 5. d

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- Correct their answers and ask some pairs to act out the mini dialogues. Homework(3’): Prepare for review 3 lesson 2

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - practise the skills they have practised in Units 7,8 and 9 2. Skills: Reading, speaking ,listening,writing 3. Attitude:Ss must have good attitude while doing the task together 4. Competencies: Recycle the language from the previuos sections.Self-assessments II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: lexical items related the topic III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Ask Ss about types of pollution and Chatting natural disasters. Presentation(5’) *Vocabulary: Pre-teach vocab: tremendous permanently level system Practice(20’) I) Reading Pair work 1. Read the text and choose the Key 1.B correct answer A, B, C, or D for 2.D each question. - Ss read the text and answer the 3.A questions independently. 4.B - Ss comapre their answers with a 5.C partner before giving them to T. - Have Ss explain where they got the answers from in the text. II) Speaking 2. Work in pairs. Choose one of the Pair work topics and make a short conversation. - The focus of this speaking exercise is on fluencly. - Let Ss work in pairs to choose their topic and think about their questions and answers. - Remind them to use expressions they have learnt from the conversations in GETTING STARTEDto respond in a natural way to what they hear. - They then practise between themselves.

REVIEW 3 ( Unit 7-8-9) Lesson 2: Skills

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- For example: The event takes place on Saturday, 4 April. The event tatrs at 8.30 and finishes at 12.00. We pick up trash and sor it for recycling.

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Further practice(12’) IV) Writing 4. The school is organising FIGHT POLLUTION DAY to raise students’ awareness of the dangers of pollution. Choose one activity you would like your friend to participate in and write to him/ her introducing it. - First, have Ss read to understand the schedule of the Fight Pollution Day. - They then choose the activity they would like their friend to participate in and write to him/ her to introduce it. - Remind Ss that they can use the present simple to talk about practical aspects of an event in the future. - For example: - T can call on a student to write his/ her letter on the board.

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Key: 1.T 2.T 3.F 4.F 5.F 6.T

Work individually Audio script: Nguyen: Is Singapore really as clean as it’s advertised? Phong: Yes, it is. Nguyen: How can they do that? Phong: They have a very strict policy on keeping the environment clean. Before we started our tour, the tour guide warned us that we could be fined or arrested for spitting or littering. Nguyen: But how would they know? Phong: There are hundreds of officers in plain clothes. Their job is to blend into the crowd and spot anyone who breaks the law. Nguyen: Really? But how could you know about it? Phong: There are posters in public places to tell people what they should or shouldn’t do. Nguyen: That’s a good idea. Phong: And from a young age, children are taught how to behave at school and in the family. Nguyen: Habits start early, right? Phong: Yes. Once you’ve learnt them, they become lifetime habits.

Đ ẠO

- Ss in pairs act out their conversations in front of the class. III) Listening 3. Listen to Nguyen talking with his friend Phong, who has just come back from a visit to Singapore and decide if the sentences are true (T) or false (F). - Ask Ss to read the statements carefully first. - T then plays the recording. - Ss listen and decide if the statements are true or false. - Write Ss’ answers on the board. - Don’t confirm their answers at this stage. - Have Ss listen again and check their own answers. - Correct their answers.

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- Other Ss and T comment on it. - Ss then refer back to their own work and see if they want to make any changes. - Collect some work to correct at home. Homework(3’): Prepare for One period test 3

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H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -To check the languages and skills Ss learnt from Unit 7 to Unit 9 -To appreciate the result of teaching and learning. -To encourage Ss to work harder 2. Skills: Reading, listening,writing 3. Attitude:Ss must have good attitude while doing the test 4. Competencies: Recycle the language from the previuos sections II. Main languages: 1.Vocabulary: 2.Grammar: 3.Pronunciation: III. Teaching aid: Paper, preparation,cassette,tape IV.Matrix:

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ONE PERIOD TEST 3

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Period: 78

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Talking about communication now and in the future - Using netiquette when communicating online. 2. Skills: Reading, speaking ,listening,writing 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: lexical items related to the topic “ Communication” 2.Grammar: Review: use the future continuous and verbs that are followed by to –infinitive, tenses. III. Teaching aid: Lesson plan, visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review Introduction Before starting this unit, T does a quick whole - class activity to review the past perfect learn in Unit 9. For example, T can write two sentences on the board and ask Ss to change them into one sentence using past perfect. I missed the school bus. I was annoyed. (I was annoyed, as I had missed the school bus./ I had missed the school bus so I was annoyed.) Now start the new lesson. T can prepare one of these lead – ins for this unit. *. Prepare two photos: one of people talking to each other face – to – face

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UNIT 10: COMMUNICATION Lesson 1: Getting started- My battery was flat

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By the end of the unit, Ss will be able to: -Pronounce the words ending in –ity and – itive correctly in isolation and in context. -Use lexical items related to the topic ‘Communication’ -Use some verbs that are followed by to –infinitive, tenses. -Talk about communication now and in the future. -Listen for general and specific information about netiquette. -Read for general and specific information about communication in the future. -Rrite an email using netiquette.

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DESCRIPTION OF UNIT 10

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Set the scene: Ask Ss to open their books and look at the pictures but cover the text. Introduce Phuc and Nick talking on…; the phone and the other pictures of Phuc, mai, and Nick. Brainstorm questions with Ss and write then on the board. Accept all possible answers from Ss. Remember not to give correction at this stage. Practice(20’) Tell Ss they are going to listen to the conversation between Phuc and Nick. Play the recording. Elicit the connection between the pictures. Were their earlier guesses correct? 1a Find words or phrases in the Ss work individually then in pairs to Key: 1 wait for ages find the words/ phrases. conversation that mean: Tell Ss they can uncover the text. 3. Get through Play the recording again. 4. “My battery was flat.” 5. “Are you kidding”. 6. “We can try again.” 1b Decide if the statements are true Ss work individually then in pairs to Key: compare answers with each other. 1. T 2. T (T) or (F). Correct the task as a class and 3.F (Nick was waiting encourage Ss to explain for both T outside the wrong and F options. cinema.) 4. T 5. T 6. T 1c Why couldn’t Phuc, Mai, and Ask Ss to work in groups of three or Key: They couldn’t see the film Nick see the fim together as was four and discuss the questions. together because Nick their plan? What was the problem? went to the wrong cinema. Was it only because of Nick’s

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*Vocabulary: Vocabularies related to “Communication forms and communication Questions may include: What do you think Phuc and technology” Nick are talking about on the phone? Where are Mai and Phuc in the first picture? What are they doing there? Where is Nick in the second picture? What is he doing there? What is it in the third picture? What does it mean? What is a possible connection between picture 1, 2 and 3?

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using verbal language, gestures, facial expressions, body language ect, and one of people communicating with animals. Ask Ss to guess the topic of this unit. Once Ss have got the answer, ask them to work in pairs to list down as many ideas as they can about how people communicate. *. Bring a mobile phone into the class. Elicit the phone’s functions from Ss and write them on the board. Then discuss with Ss which functions are helpful for communicating, and which functions are not. Ask Ss to explain their choice. Presentation(10’) Whole class Pre-teach vocab:

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Ss work in groups.

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10 00

Look out! These noun can be used as verbs: email- to email; emailing. conference – to conference; conrefencing.

Key: 1. Using social media 2. meet face – to face 3. email; sending letters/ snail mail 4. Using telepathy 5. video chatting 6. have a video conference

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TR ẦN

Pair work

7. Sending letters (snail mail)

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6. Using telepathy

2 Match the words/ phrases with the photos about ways of communication. Then listen to check your answers. After they have finished, go through each item as a whole class. Ask Ss to further explain the meaning of the words/ phrases in the box, and/ or how they work. Allow Ss to use Vietnamese if necessary. If there is time, ask Ss to work in pairs to tell each other if they have ever used these ways of communication. 3. Fill the gaps with the correct from of the words/ phrases from the box in 2. Draw Ss’ attention to the words/ phrases from the word box in 2 again. Tell them to do this task by first underlining the cues in each item. Also remind Ss to consider the part of speech of the missing words (where applicable). Explain the Look out! box. Further practice(7’) 4. GAME In groups, brainstorm all the different ways you have communicated so far today. The person with the most ideas in the winner. Set a time limit and ask Ss to write down as many different ways they have communicated so far today as they can. The person with the most ideas is the winner. Alternative, this can be a competition between groups where they collect information from each member and collate it to find the winning group with the most communication ways. Homework(3’): Prepare for Unit 10 lesson 2

They didn’t communicate clearly the name and address of the cinema beforehand. Then they were not able to contact each other because the battery of Nick’s mobile Ss work in pairs to complete this task. phone was flat. Key: 1. having a video conference 2. Emailing 3. Video chatting 4. Meeting face-to-face 5. using social media

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mobile phone? For a more able class, ask the groups to play the roles of Phuc, Mai, and Nick. What would they do if they were them?

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Period: 79

UNIT 10: COMMUNICATION Lesson 2: A closer look 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit 10. 2. Skills: Speaking ,listening 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: Form of communication: Verbal meeting F2F, Non- verbal using signs, multimedia texting. 2.Grammar: lexical items related the topic 3.Pronunciation: - Stress in words ending in – ity and – itive. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Ask sts to tell about some kinds of Chatting communication they often use. *Vocabulary: Pre-listening(5’) - chat room Pre-teach vocab: - multimedia - landline phone - smart phone - message board. Practice(20’) 1. Choose words/ phrases from the individual Key: 1. using music box to describe the photos about pair work 2. using signs other ways of communication. Ss work individually first then in 3. leaving a note pairs. Encourage them to describe 4 painting a picture how the communication happens in 5. communication noneach picture. verbally with animals For a more able class, ask Ss to 6. using codes describe how each way of 7. sending flowers communication is different from the 8. using body language others. 2. Communication technology. Ss then work individually or in pairs Key: 1. d 2. e 3. b Match the words with the to complete the exercise. 4. c definitions. Some useful websites (for learning If it is possible, prepare some photos and teaching English): 5. a of the technology mentioned. If you Chat room: have a computer connected to the http:// www. englishclub.com Internet in the classroom, go online http:// www. tolearnenglish.com and show Ss an example of how these http:// www. learnenglish.de communication channels work, message board: especially a chat room and a message http:// www. bbc.co.uk board. http://forum.wordreference.com Similar to exercise 1, after giving http://www. usingenglish.com corrections, T can share with Ss some

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Words ending in -ity and -itive REMEMBER For the words ending in – ity and – itive, place the stress on the syllable before the suffic.

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Whole class

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10 00

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Pair work Individual

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Group work Forms of communication: - Verbal meeting F2F - Non- verbal using signs - Multimedia texting

of their own experiences of using these technologies. 3. Complete the diagram with the communication examples you have learn so far. Some can be put in more than one category. Can you add more ideas? This task can be done in groups where Ss discuss and write down their ideas. Encourage Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories. 4. Debate. Choose one or more pairs of ways of communicating. Which one is better? Why? T can arrange a debate where two teams complete with each other. Each team is assigned one from of communication. The rest of the class will be the audience. The two competing teams have to try every way possible to convince the audience their communication from is better. Then the audience will decide which team is the winner. For a less able class where debating might be too challenging, this can be done as pair work. Ss discuss each of the communication pairs and decide which one is better. Tell Ss they will need to think about both the advantages and the disadvantages. Back as a class, elicit some pairs of Ss, or ask for a show of hands about which mode of communication is better. Then elicit why. Further practice(12’) Pronunciation Stress in words ending in -ity and itive For words ending - ity and - itive, place the stress on the syllable before the suffix. Stress in words ending in-ity and – itive Ask Ss to cover the pronunciation box. Write the words ‘opportunity’ and ‘positive’ on the board. Ask Ss to read them aloud and try to identify which syllable is stressed. Find two more words ending with the suffixes

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–ity and –itive. Ask Ss to say them aloud. Then elicit the pronunciation rule with tha class. Have Ss read the pronunciation box and check if their rule is correct. 5. Mark the stress for the following individual words, then listen and repeat. Ss work individually then in pairs to compare their answers. Tell Ss to mark the word stress. Play the recording and have Ss check the answers. Have Ss practice these words. 6. Fill the gaps with the words in 5 individual and practice saying the sentences. Then listen and check. Ss work individually then compare the answers with their partners. Play the recording for Ss to check. Allow them plenty of time to practice these sentences with correct stress.

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B 10 00 A Ó -H Ý -L ÁN TO

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Key: 1. nationality 2. repetitive 4. possibility 5. Ability

TR ẦN

Homework(3’): Prepare for unit 10 lesson 3

Key: 1. com'petitive 2. in’finitive 3. re’petitive 4. ‘positive 5. a’bility 6. possi’bility 7. curi’osity 8. natio’nality

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Period: 80

N Ơ H N Y

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Key: 1. He will be having his Vietnamese class 2. They will be watching a film at the cinema.

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Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -know how to use the grammar points correctly. 2. Skills: Speaking, reading and writing 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words related to the topic 2.Grammar: Future continuous tense, Verb + to- infinitive. III. Teaching aid: lesson plan, visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) - T asks Ss tell something they’ve known about communication technology. Presentation(5’) Grammar Whole class The future continuous: review 1. Listen again to part of the Grammar points:the future conversation in GETTING continuous tense STARTED. Underline the future * The use: continuous tense and answer the We use the future continuous tense to express being in the process of doing questions. something at a specific time in the Review We use the future continuous tense future. to express being in the process of * Forms: doing something at a specific time (+) Positive Subject + will be + V-ing in the future. Remind Ss of the story in GETTING (-) Negative STARTED: how Phuc, Mai and Subject + won’t be + VNick planned to see a film together ing but Nick went to the wrong cinema (?) Questions: and they were not able to contact Will + subject + be + Veach other. Ask Ss what Phuc and ing? Nick decide on the phone about how they would try it again this Sunday * Short answers to Yes/ No afternoon. questions: Write ‘2.30.p.m. show’ and ‘4.15.pm. (+) Yes, subject + will. show’ on the board. Ask Ss if they (-) No, subject + won’t. remember which show Phuc and Ex: Nick chose and why. Tonight at 8.30 p.m Mai will be Play the recording and ask Ss to watching TV at home. answer the two questions. Then draw Ss’ attention to the Note: A specific time is often Review box. Write different times of included when using the future the day on the board (e.g. 7 a.m., 10 continuous tense. a.m., 12 p.m., ect.) and ask Ss to

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UNIT 10: COMMUNICATION Lesson 3: A closer look 2

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Some common verbs followed by toinfinitive: - want, try, need, choose. Decide, love…..

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Verbs + to- infinitive If we want to follow a verb with another action, we must use either a gerund or an infinitive. Ex: They want to see Superman this Sunday.

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Group work. Individual

Verb + to – infinitive 4. Look at the conversation in GETTING STARTED again and write down all the verbs that are followed by to – infinitive that you can find. Verb + to – infinitive If we want to follow a verb with another action, we must use either a gerund (Unit 1) or an infinitive. Ss work individually to complete the task. Write on the board: I also wanted to call you want to do something. Ask some volunteers to write the rest on the board in a similar way. Tell Ss to look at the watch out! box. Provide the list of common verbs followed by to -infinitive. Ask Ss if they know any other verbs that are followed by to – infinitive. Remind Ss that some verbs such as love, hate, prefer can be followed by both a gerund and to -infinitive. If time allows, ask Ss to practice

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work in pairs to tell each other what they will be doing at these times tomorrow. Practice(20’) 2. Complete the sentences with the Ss work individually then on pairs to Key: compare their answers. future continuous. 1. will he still be sleeping; Draw Ss’ attention to the Look out! will be studying box. Then ask them to underline the 4. Will she be specific time expression in each item. staying; will be writing Ss work individually then on pairs to 2. will be having compare their answers. 5. Will be playing 3. will be eating 6. Will be learning 3. Look at the years provided. Ss work in groups to decide which Work in groups to predict when year to put in the gaps. the following may happen in the future. Then compare your answers with other groups. Have Ss work in groups to decide which year to put in the gaps. Then go through each sentence with Ss, asking each group to call out their choice. If there is any difference in the answers among the groups, ask them for an explanation for their particular choice.

Note: some verbs such as love, hate, prefer can be followed by both a gerund and to -infinitive.

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Key: 1. c 4. c

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TEST CORRECTION 3

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3. a

Example: We’ll be using video conferencing in every meeting We’ll be using telepathy devices regularly We’ll be using the interactive signs

Period: 81

2. b 5. a

marking sentences with these verbs. Group work. 5. Choose the best answer. Ss work individually then in pairs to Individual compare their answers Further practice(12’) 6.The dream list .Image we are in Work in pairs the year 2050. Work in pairs and select 3 ways of communication that you think will be most common .Then make the list longer by sharing your ideas with another pairs using full sentences. Homework(3’): Prepare for unit 10 lesson 4

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Period: 82

N Ơ H N Y U .Q TP to raise your shoulders and then drop them to show that you do not know or care about sth

- glance(n, v): a quik look/ to look quikly at st/sb.

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*Vocabulary: - Language barrier: When people can’t communicate because they don’t talk the same language. - cultural difference: -communication channel - shrug (shoulders)

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Whole class Introduction First have Ss guess what they think communication breakdown means. Refer to the Look out! box. Remind Ss of what happened in the text in GETTING STARTED. Ask Ss why they think this communication breakdown happened and how to avoid it. T can share with Ss an experience of communication breakdown that T has had. Then go through the Extra vocabulary box with Ss. Give examples to furture explain each word where needed. Practice(20’) 1. Match the following possible Work in pairs

Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will: some general knowledge of communication. 2. Skills: - Speaking, reading and writing. 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words related to the topic 2.Grammar: Future continuous tense, Verb + to- infinitive. III. Teaching aid: lesson plan, visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) YOUR VIEWS On kinds of communication. Communication breakdown Presentation(5’) Whole class Pre-teach vocab:

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UNIT 10: COMMUNICATION Lesson 4: Communication

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1. Where r u? We r @ Lotte on 2/F. 2. I’ll b 5 mins late. CUS. 3 Wanna c a movie this wkd? 4. Pls call me rite bck. Thx. 5. Hi! Wox r u doin 2nite? 6. Did u c it: LOL.

Key: 1. Where are you? We are at Lotte on the second floor. 2. I’ll be 5 minutes late. See you soon. 3 Do you want to see a movie this weekend? 4 Please call me right back. Thanks. 5. Hi! What are you doing tonight? 6. Did you see it? Laugh out loud!

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Abbreviations for online chatting and texting:

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3. e 5. d

2. A 4. b

reasons for communication breakdown with the examples. Can you add in some more reasons and examples? Do the first item with Ss. Then Ss work in pairs to complete this task. Once they have finished, encourage them to add in some more reasons and examples. 2. If you don’t understand body language, communication breakdown may happen. Match the body language with the meaning. Add more examples if you can. Elicit from Ss what body language is. Explain that understanding body language can help people avoid communication breakdown. T may give an example and ask Ss to guess what trying to say. Ask Ss to cover the text and just to look at the pictures. In pairs Ss work out the messages from the pictures. Then Ss can uncover the text and do the matching. Confirm the correct answers. If time allows, ask Ss if they have ever used these body communication ways before. Ask them to add more examples and demonstrate these for the class to guess their meaning. 3. Using abbreviations for online chatting and texting is not always easy to understand. Can you decode the following sentences written in texting/ chatting style without looking at the cues? Write on the board some of the language for online communication learnt in Unit 1 and ask Ss if they can read them in the full form. Explain that using abbreviations for online chatting and texting is not always easy to understand. Ss then work in pairs to complete this task. If time allows, ask Ss to add more online communication shorthand that they know and write a short message to their partner using this language. Further practice(12’) 4. Ideas Bank. Work in groups. For each communication breakdown

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Ss work in groups

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N Ơ H N Y

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mentioned in 1, think of a future technology idea that will help avoid it. Share your ideas with the class. Ss work in groups to make their group’s ideas Bank by discussing a technology solution that will help people avoid the communication breakdown mentioned in 1. The groups then make a short presentation of their ideas to share with the class to make a big ideas Bank. Homework(3’): Prepare for unit 10 lesson 5

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Period 83

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will: - Read for general and specific information about communication in the future. - Talk about communication in the future. 2. Skills: - Speaking, reading and writing. 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: in real time, interact, three - dimensional images, cyber world, network 2.Grammar: Future continuous tense, Verb + to- infinitive. III. Teaching aid: lesson plan, visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): - Before Ss open their books, ask the Chatting question: ‘What can we do to avoid communication breakdown?’ - What do you think of communication in the future? - See if any Ss can come up with some ideas. - Make notes on the board. - As an option, this could be done in Vietnamese with T showing how to express these ideas in English. - Now have Ss open their books. Pre-reading(5’) individual work Set the scene: 1. Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project. Why do you think they chose this way to communicate with each other? Ask Ss when was the last time they sent somebody a real letter, to whom, and on what occasion. Then ask Ss to look at the photos. Explain that these are the letters Ss from two schools in Viet Nam and Sweden sent to each other in a penfriend project. Ask Ss to brainstorm the reasons why they think these Ss chose this way to communicate with each other. Then ask Ss what they think is happening in the two other photos in the text. While-reading(15’)

UNIT 10: COMMUNICATION Lesson 5: Skills 1

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Key: 1. in real time 2. interact 3. three dimensional images 4. cyber world 5. network

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Work in groups

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Work in groups

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Pair work

2. Read the text. COMMUNICATION IN THE FUTURE: WHAT IS THERE FOR US? Look at the highlighted words and match them with their meanings. Ss read the text quickly for the first time. Ask them to pay attention to the highlighted words and do the matching task. 3. Answer the following questions. Ss try to find the answers individually first then compare the answers in pairs. Once they have agreed on the answers they can practice asking and answers with each other. Post-reading(12’) Speaking 4. In small groups, decide whether you agree with the author of this text. Why/ why not? Share your ideas with the class. First ask Ss where in the text the author’s opinion is expressed. Then they work in pairs or small groups to tell each is they agree with the author’s opinion or not, and explain why. Then call on some pairs/ groups to share what they have discussed. 5. Class survey. What ways of communication do you use for the following purposes now and what will they be in the year 2030? This can be done as a mingle activity where Ss stand up and talk to different classmates to complete the survey. Otherwise, Ss can do it in groups of five or six where each member completes the survey himself/ herself and shares it with the group. The group leader will then report to the class either the ways of communication that are most mentioned or the ways of communication that the group likes best. Homework(3’): Prepare for unit 10 lesson 6

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Period 84

N Ơ H N Y polite behaviour among people using the Internet COPS LOCK: a function that turns all letters into capital form.

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the rules of correct or

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*Vocabulary: netiquette /ˈnetɪket /

Group work Discussing: Netiquette 1. Look at the way this message is posted on an e – learning message board. Can you find any problems with it? Ask Ss to look at the message board. Ask them who posted the message and who they think the massage is for. Ask them to try to identify what problems in terms of communication politeness they think the message has. While-listening(20’) 2. Listen to this interview between Pair work a 4 Teen magazine reporter and Dr Minh Vu about netiquette and answer the questions. Write on the board ‘netiquette’ and ask Ss what they think it means. Explain they are going to listen to a researcher talking about the way we communicate online. Explain CAPSLOCK in the box if necessary. Have Ss look at the questions first. Pair work

Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will: - Listen for specific information about netiquette. - Write an email using netiquette. 2. Skills: - Speaking, reading and writing. 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words related to the topic. 2.Grammar: lexical items related to the topic. III. Teaching aid: lesson plan, visual pictures IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) Ask Ss to tell about communication in the future. Pre-listening(5’) Pre-teach vocab:

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UNIT 10: COMMUNICATION Lesson 6: Skills 2

Key: 1. The word is a combination of ‘net’ and ‘etiquette’. It’s a set of rules for behaving properly online. 2. Don’t say and do unpleasant things online, just like in real life. 3. It’s how we communicate with each www.facebook.com/daykemquynhonofficial www.facebook.com/boiduonghoahocquynhonofficial

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you’ve judged by the quality of your writing

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Post-listening(12’) Writing Writing an email using netiquette. Draw Ss’ attention to the REMEMBER! box. If possible, illustrate each of the bullet points mentioned by an example you find from the Internet, or those that you create yourself. 5. Put the following parts in their

v This may confuse your reader. 4. Respect discussion rules and use polite language v People may not know who you are but

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Key: Should Shouldn’t Why/ why not 1. Use CAPS LOCK in email, posts, and comments v It looks like are shouting at people 2. Check your email for mistakes or errors v It shows respect for your reader. 3. Use a lot of shorthand

Work in groups Audio script: Reporter: Dr Minh Vu, what exactly is ‘netipuette’? Dr Minh Vu: The word is a combination of ‘net’ and ‘etiquette’. It’s a set of rules for behaving properly online. Reporter: Could you tell us the main rule of netiquette? Dr Minh Vu: Remember that the people we’re communicating with online are real people. Don’t say and do unpleasant things online, just like in real life. Reporter: But sometimes perhaps it’s not what we communicate, but how we communicate…? Dr Minh Vu: Absolutely. For example, if you write emails, or post comments using caps lock, this means you are shouting at people! Reporter: Of course it’s not polite at all. What else should we do when sending emails? Dr Minh Vu: Check your message for spelling mistakes before you send it. It shows respect towards the other person. Don’t use too much shorthand. This may confuse your reader. Reporter: How about behaviour in chat rooms and on message board? Dr Minh Vu: Follow discussion rules. Use polite language. People may not know who you are but you’ve judged by the quality of your writing.

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Encourage them to give some answers. Then play the recording. Ss work individually then in pairs to compare their answers. 3. Listen again to the interview and complete the following grid. Before playing the recording again, first ask Ss to look at the grid and try to complete it with as much information from the recording as they can remember. Elicit the answers from Ss. If their answers are correct, move to the next activity. Otherwise, play the recording again.

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Individual work REMEMBER: - Always check that you’ve completed the Subject line and/ or have included the attachment. - An email to a senior person should be more formal than to a friend.

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N Ơ H N Y U .Q

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TP Đ ẠO G

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- Keep the message short and accurate. - Always check your work for 6. Write a short email to your mistakes. teacher to submit your group homework for this week. Check if Individual work you have used the netiquette learnt. First Ss work in groups to discuss what information they would include in the mail. They may look at the email in 5 for ideas. Then Ss work individually on this task. Ask them to pay attention to the netiquette they have learnt. When Ss have finished, they swap the writing with their partner to check before handing it in to T. For a more able class, T may ask Ss to try the following tasks as homework (Ss may look at 4 for more ideas): Write a short post on your class message board to ask how many words the final essay should be. Write a short post on a message board to help somebody answer the question what does communication breakdown mean? Homework(3’): - Write the news report in the notebooks. Prepare for unit 10 lesson 7

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correct place to make an email.

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Period: 85

UNIT 10: COMMUNICATION Lesson 7: Looking back & project

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will: -complete all the exercises in the book as well as understand what to do for the project 2. Skills: - reading and writing. 3. Attitude:Ss must have good attitude while doing the tasks together 4. Competencies: Recycle the language from the previous lessons .Self-assessment II. Main languages: 1.Vocabulary: words related to the topic. 2.Grammar: lexical items related to the topic. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): LOOKING BACK Chatting Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that thay can use that information to complete the self – assessment box at the unit. Presentation(15’) Vocabulary 1. Complete the sentences using the They work individually first and then Key: compare with a partner. 1. body language cues provided. Ask Ss to complete the sentences by 2. Multimedia using the support from the picture, 3. Face - to - face the letter cues, and the meaning of the 4. cultural differences sentences. 5. Telepathy 6. Netiquette 2. Write the following text individually Key: 1. Thx 4 ur gift messages/ chat lines in shorthand pair work 2. BTW, wot r u form. Challenge Ss to try this task without doin this wkd? looking back at 3. Pls call me rite now 4. COMMUNICATION. Have two or LOL! 5. C U 2nite. three Ss write their answers on the board 3. Have you ever used music, art, Ss work in pairs for this task. codes, signs or any non – verbal ways to communicate? Tell a partner what you did. Was the communication successful? Ss work in pairs for this task. Remind Ss that these are non – verbal ways of communication. Then call on some pairs to report their talk. Practice(10’) Grammar

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4. Underline the correct answer.

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Ss work individually then in pairs to Key: compare their answers. 1. will not be sleeping 2. Will be playing The future continous tense 3. Will he be doing 4. will be waiting 5 will not be using; will be using 6. Will be raining 5. Gerund or to - infinitive? Key: If time allows encourage Ss to think Ss work individually then in pairs to 1. talking 2. To use of other verbs that are followed by compare their answers. 3. To show gerunds and by to - infinitives and Gerund or to - infinitive 4. communicating make sentences using them. 5. Chatting 6. To have Further practice(12’) Communication 6 Choose any three forms of Ss discuss this task in pairs. communication in this unit and work with a partner to decide if people will Ss complete the self - assessment be using them in the year 2100 or not. box. Give at least two reasons for each decision. Work in groups Key: (NB. Encourage each PROJECT group to try to find their “Action. Take one! Action. Take Sketch 1 Communication breakdown = own reasons and provide two!” cultural differences these keys only if they ask Remind Ss of: - The reasons for communication In Viet Nam it is typical to deny the for help.) breakdown in COMMUNICATION compliments you receive. This is a - different ways of communicating in way to show your modesty. However, GETTING STARTEDand A in western cultures, people who give compliments often expect you to take CLOSER LOOK 1 them, and denial of Put them into groups and ask them to about think of a sketch or a role – play of a compliments, especially if it is communication breakdown. Give repeated, may be rude and make the them time to brainstorm some ideas. other person feel uncomfortable. In Move around the class, giving help this situation, Lien may just politely thank her teacher. where necessary. Alternatively, T can prepare the Sketch 2 breakdown = following scenarios if Ss are short of Communication ideas or time. Print each sketch on a cultural differences piece of paper and fold it up. Each In the USA, holding up one thumb group will pick one piece of paper and index finger to maker a circle and prepare their performance. More means OK, good, excellent, while in than one group can have the same France, this gesture means something sketch, because they will interprete it not so good, event worthless. differently. Ss may prepare the sketch Sketch 3 breakdown = out of class if more time is needed. Communication On the performance day, more than language barrier one group may act out a similar play, When the people in Ha Noi and some put look for their different other provinces in northern Viet Nam interpretation of the communication say ‘dĩa’ they mean a fork, while this breakdown as well as their solution. word means a palate for the people in Make sure everyone gives each group southern Viet Nam. lot of encouragement and praise for Meanwhile, ‘chén’ in northern Viet

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Homework(3’): Prepare for unit 11 lesson 1

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their acting attempts.

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Nam means a small teacup whereas in southern Viet Nam the word means a bowl you use to eat when having meals.

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will: • Pronounce words with the prefix un- and im- correctly in isolation and in context. • Use the lexical items related to science and technology. • Use the future simple and future continuous to talk about science and technology in the future. • Use direct speech and indirect speech to report what people say or tell. • Read for specific information about the role of science and technology in the future. • Talk about the roles of science and technology. • Listen for specific information about how science and technology solve some problems in the future. • Write to express agreement and disagreement about the roles of science and technology. 2. Skills: - spwaking,listening,reading and writing. 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words related to the topic. 2.Grammar: lexical items related to the topic. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Group work Warm – up.( 5’) Warm – up.( 5’): Game Introduction - Review the previous unit by asking Ss to call out all the forms of communication that they can remember from the previous unit. - Then divide the class into two teams. - Call out a form of communication, e.g., body language. - The first group to give an exmple of body language gets a point, and so on. Presentation(10’) Whole class *Vocabulary: Vocabulary - science: knowledge

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U Đ ẠO

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 1: Getting started-At the Science Club

Period: 86

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By the end of the lesson , Ss will be able to: - pronounce the words ending with the prefix un- and im- correctly in isolation and in context. - use lexical items related to the topic “ science and technology”. - use the future simple and future continuous to talk about science and technology in the future. - use the direct speech and indirect speech to report what people say or tell. -Read for specific information about life on another planet -Listen for specific information about people on another planet -Talk about life on another planet -Describe people on another planet

DESCRIPTION OF UNIT 11

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Whole class

about the world, especially based on examining, testing and proving facts. - technology: things and ways of doing things that are based on knowledge about science and computers.

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Ss work in pairs

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Key: 1.They are at the Science Club. 2.It is the roles of science and technology in the 21st century. 3.Science and technology are greatly changing everything. 4.He told Nick that only robots would work in factories and clean our homes in the future.

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Key: 1.c 2.b 3.d 4.e 5.a 6.f

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10 00

- Ask Ss to read the conversation again and do the exercise in pairs.

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TR ẦN

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Ss answer the questions as a class.

Set the scene: - Put the heading ‘Science and Technology’ on the board. - Do a brainstorming session by asking Ss to suggest any words or phrases related to this topic. - Accept all ideas, organize them in a word web if possible. 1. Listen and read - Ask Ss to open their books to Unit 11, cover the conversation and look at the picture. - T asks prediction questions: What can you see in the pictures? Do you know these characters? Where are they now? What are they talking about? ... Ss answer the questions as a class. - Play the recording and have Ss listen and follow along. - Check if Ss’ predicted answers match the conversation. - If not, have Ss correct them. Practice(17’) a) Find the words in A in he conversation. Then match them to the words in B with similar meanings. - Ask Ss to read the conversation again and do the exercise in pairs. - Elicit the correct answers and write them on the board. - Have Ss subtitute the B words into the conversation to check that they match. - Finally, explain the meaning of any complex words in Vietnamese if necessary. b) Answer the questions. - Ss work individually to answer the questions. - Ss compare answers with a partner and then discuss as a class. - Have Ss say wher they found the answers in the conversation.

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Ss work in paris.

2 Put one of the words/ phrases from the box in each gap. There is one extra. - Tell Ss that in the box are some more words and phrases related to science and technology. - Let them work in pairs. - Check their work by calling on some Ss to read out their sentences. - Allow Ss to write the translations next to the words. 3 Give the opposite of the words in brackets using the prefix un- or im- Tell Ss to look at the example. - T may give some more. - Then let them do the task by themselves. - After that, they swap their answers with a partner. - Correct Ss’ answers as a class. - Then let them repeat the words in chorus. Further practice(10’) 4 GAME: FIND SOMEONE WHO ... - Set this up as a mingle activity. - Let Ss stand up and move around with pens and paper/ notebooks to ask questions and take notes. - Observe and assist where needed. - Once a student has a name in each box they should sit back down.

Individual work

ÁN

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Key: 1.unknown 2.unrealistic 3.impossible 4.unimportant 5.unpolluted

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pair work

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5.He/ She said that there would be no more schools: they’d just stay at home and learn on the internet. Key: 1.the economy (economic development) 2.the workplace ( robots in factories) 3.the home ( robots cleaning our homes) 4.travel ( traffic james) 5.education ( school via the internet) Key: 1.field 2.space 3.the key 4.economic development 5.flying cars Key: 1.science subjects 2.technology 3.reserchers 4.machines 5.scientific progress

c) Work with partner. What fields are mentioned in the conversation which are affected by science and technology? - Ss work in paris. - Tel Ss to refer back to the conversation and do the task. - Check their answers. d) Put a word/ phrase from the box in each blank - Have Ss do this exercise in pairs. - Ask some Ss to present their answers. - Confirm the correct answers.

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pair work Reference: Some scientists of Viet Nam: 1.Võ Hồng Anh 2.Lê Văn Thiêm 3.Trần Đại Nghĩa 4.Hà Đình Đức 5.Hoàng Tụy 6.Phan Lương Cầm

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- Continue until all, or most, Ss have sat back down. - Congratulate the winner(s). - T calls on the winning Ss to present their results to the class. Homework(3’): Prepare for unit 11 lesson 2

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Period: 87

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: get acquainted with the topic about science and technology. 2. Skills: - listening,reading and writing. 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words about science and technology. 2.Grammar: lexical items related to the topic. 3.Pronunciation : - Stress in words starting with un- and imIII. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Chatting - Explain to Ss that there are three common ways of forming nouns indicating people, but don’t say what they are. - Write the following on the board: to learn --> to invent --> science --> - Try to elicit from Ss how these words are changed to mean a person who does these things. - Now see if Ss can give some more examples. - Finally, have Ss open their books and read the Look out! Box. Pre-listening(5’) Vocabulary class work 1. Complete the following Key: v+ -er/ -or/ -ist = N 1.adviser/advisor sentences with nouns 2.chemist indicating people - Do this activity the first time 3.designer around as a quiz. 4.programmer - Divide the class into two 5.biologist teams. - Read out item one and ask Team A to answer. - If they get it wrong, the option goes to Team B to answer. - Keep a score on the board to

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 2: A closer look 1

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Key: 1.developments 2.scientists 3.exploration 4.medical 5.economic

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10 00

- Ss work individually.

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Key: 1.chemist 2.software developer 3.engineer 4.physicist 5.doctor 6.coservationist 7.explorer 8.archeologist

Individual work

increase the fun element. - Now have Ss work individually to do the task in their books. - Finally, ask some Ss to write the answers on the board. - Correct their answers as a class. While-listening(15’) 2. Write a noun from the list under each picture. - Ss work in pairs and discuss what the word is for each picture. - T checks as a class. - For more able Ss, have pairs write the descriptions of these people in the same style as activity 1. - Then put pairs together to read out their descriptions and challenge each other to guess the person, like the quiz in 1. 3) Give the correct form of the words in brackets. - T ask Ss to read the sentences and guess part of speech of the word to be filled each blank. - Have Ss call out their guesses. - Ask some Ss to write their answers on the board. - Check their answers as a class. Post-listening(17’) Stress in words starting with un- and im- Explain to Ss that the prefixes un- and im- are used to make adjectives (and adverbs) negative. - Explain to them that when these prefixes are added, the stress of the new word does not normally change. - Give some examples. 4 Listen and repeat the following words. Mark the stressed syllables in the words. - Play the recording for Ss to

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Ss work individually.

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Ơ H

TR ẦN

H Ư

1. impure

2. unhealthy

3. impossible

4. unlimited

5. impatient

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Key:

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oOoo un’limited im’possible un’natural

ooO unfore’seen imma’ture impo’lite

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A Ó -H Ý -L ÁN TO

oOo un’lucky un’healthy im’patient

oO un’wise im’pure un’hurt

Key:

10 00

repeat the words. - Play the recording as many times as necessary. - Correct Ss’ pronunciation, especially the stress. - Then have Ss mark the stress on the words by drawing circle above the stressed syllable. group work 5 Put the words from 4 in the right columns. - Have Ss read out the words first. - Then they work in groups to put the words in the right columns. - Call on some Ss to write the answers on the board. - Confirm the correct answers. individual work 6 Fill the gaps with one of the words in 5. Listen and check, then read the sentences. - Have Ss work individually to write down the words. - Play the recording two or three times for Ss to check. Homework(3’): Prepare for unit 11 lesson 3

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Period 88

N Ơ H N Y

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TR ẦN

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Key: 1.will have 2.will be working 3.will she be 4.won’t pass 5.decide;will support

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U .Q TP Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: get acquainted with the topic about science and technology. 2. Skills: - listening,reading and writing. 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words about science and technology. 2.Grammar: - Future tenses. - Reported speech. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 5’) - Ss have already learned the future simpe will do and the future continuos will be doing. - Tell Ss that this is a review section. - T may help Ss recall the form and uses of these two tenses. - Also remind them of the uses of present simple and going to to express future actions. Presentation(10’) - Ss work individually. 1. Put the verbs in brackets into will + V the correct tenses. - Have Ss work individually. will be + V-ing - Check their answers as a class. - Tmay ask why a certain tense is used to check that Ss understand the rules. - They work in pairs to do the 2. Work in pairs. Read the activity. following predictions about the year 2040 and say whether you think it will happen. - Tell Ss to study the example first. - Then they work in pairs to do the activity. - Encourage them to talk as much as possible. - Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct. - Move around the class and listen to Ss. - If there is a point which everyone is confused about, bring the class back

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UNIT 11: SCIENCE AND TECHNOLOGY Lesson 3: A closer look 2

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together and do a quick review of it. Reported speech: - Explain to Ss the differences between direct speech and reported speech. - Go through the table carefully, using the examples to clarify the rules. Practice(15’) 3) Look at the conservation in GETTING STARTED again. Find and underline the examples of reported speech. - Tell Ss to refer back to the conversation in GETTING STARTED and find the examples of reported speech. - Focus them on the use of the verbs.

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Ss work individually.

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4- Complete sentence b in each pair - Ss work in pairs. so that it means the same as sentence a, using reported speech. - Ss work in pairs. - Ask them to write down the sentences in their notebooks. - Call on some Ss to read out what they have done. - For a class which needs more support, have two Ss write their answers on the board. - Correct their mistakes.

5 Change the following sentences into reported speech, using the words given in brackets. - Ss do this task individually. - While they are working, some Ss may write their sentences on the board. - Correct their sentences as a class.

Key: Well, my dad told me that only robots would work in factories and clean our homes in the future. Our science teacher said that there would be no more schools: we’d just stay at home and learn on the internet. Key: 1. Nick said that he came from a small town in England. 2. My friend said that Brazil would win The World Cup. 3. Olive told Chau that she was leaving Viet Nam the next day/ the following day. 4. David told Catherine that he was unable to read her writing. 5. Minh said that he had overslept that morning. Key: 1. He said (that) he hadn’t said anything at the meeting the week beofre/ the previous week. 2. She told me that letter had been opened. 3. Tom said that in 50 years’ time we would probably be living on Mars. 4. Mi said she hoped they would build a city out at sea. 5. Son told us that his wish was to become a young inventor.

Individual work

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6 GAME: MY FRIEND SAID ... - This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. - This should help Ss to speak with fluency and accuracy, and as naturally as possible. - Encourage them to give true sentences about themselves. - Ideally, all Ss should have a chance to talk before the class. Homework(3’): Prepare for unit 11 lesson 4

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TR ẦN B 10 00 A Ó -H Ý -L ÁN

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Period: 89

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: - talk about the role of science and technology. 2. Skills: - speaking 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words about science and technology. 2.Grammar: III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review - Quickly revie the grammar points that are used in this section; the past simple and reported speech. Pre-speaking(7’) Class work *Vocabulary: Vocabulary: the light bulb penicillin the internet the telephone the airplane While-speaking(20’) - Ss work individually. 1- Match the inventors in A with Key: -Ss answer questions: - Thomas Edison invented their inventions in B. - This activity can be done as a class + Are they still alive/ dead? the light bulb. competition. + What are they famous for? - Sir Alexander Fleming - Ss work individually. + Do you know anything interesting discovered penicillin. - Give them one minute to match by about them? - Alexander Graham Bell drawing lines from the inventors to + Do you know any interesting invented the telephone. the inventions. sayings by them? (Graham Bell: - The Wright brothers - For increased fun, count down the ‘Self-education is a lifelong affair.’/ invented the airplane. fina 10 seconds and then tell Thomas Edison: ‘Genius is one - James Watt invented the everyone to stop. percent inspiration and ninety-nie steam engine. - Now have Ss swap books and mark percent perspiration.’...) - Mark Zuckerberg each other’s answers. invented Facebook. - Elicit the answers from Ss in full - Tim Berners – Lee sentences, Thomas Edison invented invented the Internet. the ligh bulb. - Ask for a show of hands for those who got all eight right, then seven, and so on. - If time allows, T may ask questions about these inventors to find out what Ss know about them Group work 2. Work in groups. Discuss the question: Which invention is more useful?

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Pairwork

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Suggested answers: - Alexander Bell said/ told me (that) he was born in 1847 in Scotland. - He said/ told me (that) he had always liked ... - He said/ told me (that) he had taught ... - He said/ told me (that) he had invented ...

Ss work in pairs.

- Form groups of three or four Ss to discuss the inventions. - Encourage Ss to talk as much as possible; this is a fluency state, so don’t worry about accuracy at this point. - Move around the groups and give assistance where needed. - Invite some groups to present their ideas. - Other groups can add some ideas if possible. 3a. Ha had an interesting dream last night in which she met and interviewed Alexander Graham Bell, the inventor of the telephone. 3b Two days later, Ha told her friend what Alexander Bell said. Now report what Ha told her friend, using reported speech. - Call on two confident Ss to come to the front and act out the dialogue between Ha and Alexander Graham Bell. - Then put Ss into pairs to report on the conversation. - Have Ss make notes of their answers to the two questions in the interview. Post-speaking(10’) 4. Work in pairs. One of you is a reporter, and the other is Tim Bernes- Lee. Role-play, using the information given. - Let Ss work in pairs to role-play, using the information given. - Walk around to observe and give help if needed. - If time allows, ask some pairs to role-play in front of the class. - The class then votes for the best performance. Homework(3’): Prepare for unit 11 lesson 5

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Period 90

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 5: Skills 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: - Read for general and specific information about the role of the science and technology in the future. - Talk about the role of the science and technology in the future. 2. Skills: - reading,speaking 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words about science and technology. 2.Grammar: - Future tenses. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Write these headings on the board: Brainstorming Travel Health Homes Brainstorm with the class some predictions for future developments Class work in these three fields. Encourage Ss to use their imagination. Now open the book and do the reading tasks. Pre-reading(7’) Prediction: Key: 1. B 2. A 1. Quickly read the passages. - Ss work individually. 3. C Match the headings with the passages. Ask Ss to read the passages quickly looking for key words and then match them with the headings. While-reading(15’) Key: 1. D 2. A 2. Underline the flowing words and - Ss work individually. 3. E 4. B phrases in the text. Match each of 5. F 6. C them with its explanation. Have Ss do the task individually. Then Ss can check their answers in pairs. Elicit the answers from Ss. Ss work in pairs. 3. Answers the questions. Key: Ask Ss to read the passages again and 1. To explore Mars/ To answer the questions. Ss can ask and find out if there is, or ever answer in pairs. T corrects the has been, life there/ To answers as a class. If time allows, explore the possibility of have Ss show where they found the being able to live there. answers. 2. They help people live longer. 3. 70 or 75 years. 4. Solar panels and solar windows.

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Post-reading(15’) Speaking Set up the SPEAKINGstage by getting Ss to think about the pros and cons of advancement in science and technology. Explain that nothing is ‘black and white’; there are always advantages and disadvantages. For example, say: More and more robots will be invented and used in the future. One of the advantages of this is that robots will be able to do dirty or dangerous jobs that humans don’t want to do. At the same time, there are disadvantages - robots will replace people in some areas so there will be unemployment. 4.Think about your ideas about Ss work in pairs to think about these Nuclear energy: - convenient, clean, scientific advances in these fields. pros and cons. available… Look at the example and make - expensive, unsafe, notes. environmentally Encourage Ss to think of as many ideas as possible. Move around to unfriendly… give some cues and observe. Nutrition pills:people can live longer, convenient,… - expensive, create an ageing population, create overpopulation… Smart phones: - convenient, quick, entertaining… environmentally unfriendly, discourage face-to-face communication, people can be tracked at all times… Space travel: - exciting, adventurous… 5. Work in groups. Express your Group work - expensive dangerous… agreement and disagreement about how scientific advances can help us solve problems in the future. Divide the class into groups of five or six. Each group talks about one of the fields in 4. Tell Ss to read the example before they start. Encourage them to use the phrase give in the

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Look out! box. While Ss are talking, T goes around to give assistance if necessary. If time allows, have Ss summarise their group’s ideas and present to the class. Homework(3’): Prepare for unit 11 lesson 6

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Period: 91

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 6: Skills 2

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: - Listen for specific information about how science and technology solve some problems in the future.. - Write to express agreement and disagreement about the roles of science and technology. 2. Skills: - listening, writing 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words about science and technology. 2.Grammar: lexical items related the topic III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 7’) Warm – up.( 5’): Ask Ss to tell something about Chatting science and technology. Pre-listening(5’) Class work *Vocabulary: Vocabulary: problems high yields While-reading(15’) - Ss work individually. Key:b. The benefits and 1. Listen to the conversatin and drawbacks that advances choose the best summary - Have Ss read the three options. in science and technology - Then play the recording and elicit may bring to people’s the answer frm Ss. lives. Key: 1. ,2. ,4, 6 2. Listen again to the conversation Ss work in pairs. between Nick, Duong, and Chau. Circle the words and phrases as you hear them - Play the recording again, once or twice. - Ask Ss to listen carefully and tick the words/ phrases according to what they hear in the passage. Ss work in pairs. 3. Listen again and answer the Key: 1. High yields in farming questions. Audio script: - Play the recording again. Nick: Hey, Duong and Chau, do you will (help feed the - Tell Ss to take notes/ write down the remember Dr. Nelson’s talk on growing population on key wordq as they listen. science and technology? earth). - Then they answer the questions in Chau: Yes. He said that science and 2. (We may be able to writing or verbally. technology would help us solve the live) on other planets. - Correct their answers as a class. world’s problems in the future. 3. He says he likes the Nick: Right. I think world hunger is a idea of having lessons at problem now, and developing ways home with a robot, and on to ge high yields in farming will help the internet. feed the growing population on earth. 4. Yes, she does. Duong: Good point. Also we may be 5. He thinks there will be

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I agree/ disagree with the idea that... Firstly, Secondly Furthermore, In addition... In short/ For these reasons...

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Group work

Post-listening(15’) - Tell Ss to read the notes in the box carefully. 4. Look at the sample paragraph and fill the outline below. - Have S read the sample paragraph. - Explain that the first sentence in the sample is the topic sentence which tells the reader whether the author agrees or disagrees with the statement. - The following sentences express the reasons. - The last sentence is the concluding sentence, which summarises the main points in the paragraph. - Now have Ss work in pairs to fill the outline. - Check as a class. 5. Make notes, then write a paragraph on the following topic. - Have Ss read the argument put forward. - Then work in pairs to make notes using the model in 4. - They must decide if they agree or disagree, give three supporting points, then conclude their argument. - Move aroud to provide help. - If time allows, have Ss work from their notes to write the paragraph in

Group work

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many new problems. able to live on other planets, so overcrowding won’t be a problem any more ... Nick: And I like the idea of having lessons at home with a robot, and on the internet. Duong: And no more paper books. We’ll have e-books, and tablets for everything. Chau: That doesn’t sound like a benefit to me. I’d still want to go to school. I’d like to communicate faceto-face with teachers and friends. In my opinion, science and technology will bring new problems to people. Duong: Like what? Chau: Well, robots will bring unemployment, and high yields in farming may destroy the environment and sending people to Mars may cause pollution ... Nick: You’re right. So many new problems ...

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about 100 words. - Make sure that they use proper connectors first/ firstly, second/ secondly, ... and pay attention to spelling and punctuation. - T may collect some Ss’ work and mark them, then give comments to the class. - Otherwise, help Ss develop a good outline for their writing and write the paragraph as homework. Homework(3’): Prepare for unit 11 lesson 7

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Period: 92

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Key: 1.scientific 2.environmental 3.developments 4.discoveries 5.unnatural

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Ss work in pairs.

I) Vocabulary 1. Write the correct form of the words in brackets. - Ss can do the task by themselves or in pairs. - Correct as a class. - After that let some Ss read the sentences aloud. 2. Complete the word web with the fields that could benefit from science and technology - Give Ss a few minutes to complete the word web. - T may give some cues/ examples:

*Vocabulary: productive laboratory

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U .Q TP Contents Warm – up.( 5’): Chatting

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: -look back what they have learnt in Unit 11 through the exercises in the book 2. Skills: -Revise unit 11 with vocabulary , grammar -Recycle the language from the previous sections -Consolidate and apply what they have learnt in Unit 11 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: 2.Grammar: III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Class work Warm – up.( 7’) - This is the review section of the unit - Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment. Class work Presentation(10’) Vocabulary:

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UNIT 11: SCIENCE AND TECHNOLOGY Lesson 7: Looking back & project

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- Engineering - Farming - Home life - Entertainment - Energy ...

- Medicine - Space exploration - Communication - Architecture - Leisure

- Have Ss read out loud their answers. Ss work individually 3. Fill each gap with a word from the box to complete the passage. - Let Ss read the passage and complete this exercise individually. Đóng góp PDF bởi GV. Nguyễn Thanh Tú

Key: 1.inventions 2.laboratory 3.science 4.inventing 5.benefits

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- Less advanced classes can complete this exercise in pairs.

6.productive

Practice(15’) II) Grammar 4. Change the sentences into reported speech

Key: 4. 1. He said that they were doing an experiment. 2. She told me that I had to sign the paper again. 3. Tam said that they had watched a television documentary on the future of nuclear power. 4. They announced that the 10 o’clock flight to Kuala Lumpur would be an hour late. 5. Scientist said that in 50 years’ time we might be living on the moon. 5. 1. Kien said, “I missed/ have missed the train.” 2. Duong said, “I can run very fast.” 3. “I’ll hand in the report tomorrow,” Mia told me. 4. She said, “I’m reading a science fiction book about life on Venus.” 5. “I’ll be a lawyer I grow up,” he told me.

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Further practice(12’) Ss work individually. III) Communication 6. Write one prediction for each of the following fields, based on the cues and your own ideas. Then share it with the class. - Tell them to be imaginative. - Make sure they write a prediction for at least three of the fields. - Have Ss read out one of their predictions to the class. - Others can ask them questions about their prediction. - This can also be done in small groups. Class work Finished! - Tasks Ss to complete the selfassessment. - Discuss with the class what difficulties remain and what areas Ss

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Review: reported speech 5. Rewrite these sentences in direct Ss work individually speech. - First, let Ss repeat the rules of changing the pronouns, the verb(s), and ime and place expression in reported speech. - Have them do tasks 4 and 5 in their notebooks. - Then call on some Ss to read their answers, sentence by sentences. - Correct their answers.

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Review: reported speech Ss work individually

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have mastered. - Provide further practice on the weak areas of the class. Homework(3’): Prepare for Review 4 lesson 1

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Period: 93

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I.Listen and answer the questions (2 pts) 1. What will help feed the large population on Earth? ……………………………………………………………………………………. 2. Where may we be able to live? ………………………………………………………………………………….. 3. What does Nick say he likes? ………………………………………………………………………………….. 4. Does Chau think science and technology may bring problems? ………………………………………………………………………………….. II. Find one word that does not belong in each group. ( 1 pt) 1. A. developer B. researcher C. cooker D. technician 2. A. explore B. communicate C. disagree D. biologist 3. A. physics B. economic C. technical D. enormous 4. A. zoology B. apology C. anthropology D. archaeology III. Choose A, B, C, D for each gap in the following sentences. (2pts) 1. Facebook was built on the ………of earlier social network sites like MySpace and Bebo. A. succeed B. successful C. successfully D. success 2. It is thought that driverless cars will transform the way we move………cities in the future. A. around B. away C. along D. ahead 3. Little Pascal ……a mechanical calculator which could do additions or subtractions very quickly. A. discovered B. found C. found out D. invented 4. Robots save workers from ………dangerous tasks. A. making B. having C. performing D. carrying 5. Many people believe that robots have made workers jobless………that is not necessarily true. A. but B. and C. so D. or 6. Recent ………developments have made robots more user-friendly and intelligent. A. science B. scientist C. scientific D. scientifically 7. Teenagers spend most of their time playing computer games, ………they lost their interests in daily activities. A. moreover B. so C. however D. as a result 8. Science and technology have ………the life safe, secure and comfortable. A. transformed B. made C. done D. changed IV.Put the vrbs in brackets in the correct form. (2pts) 1. Our teacher says that new technology (make) ……………………….…….many workers jobless in the future.

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V.Content:

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I. Objectives: 1. Knowledge: After the lesson Ss will be able to use the knowledge that they have been studied exactly. 2. Skills: Develop listening, writing,reading skills 3. Attitude:Ss do the test in a serious and strict manner. 4. Competencies: having good overview after doing the test II. Main languages: 1.Vocabulary: 2.Grammar: reported speech( statements, questions) III. Teaching aid: papers,pens ,cassette player and cassette tape IV.Matrix: Tổng số câu: 34. Nhận biết: 3đ (30%). Thông hiểu: 4đ (40%). Vận dụng: 3đ (30%)

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ONE-PERIOD TEST 4

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*Chooose the correct answer A, B or C for the questions.(0,5pt) 1/ Which statement below is NOT correct? A. We can use a mobile phone to make telephone calls to anyone from a great distance via a radio link. B. The first cell phone weighed about 2 kilograms. C.87% of the world’s population, used mobile networks by 2012. 2/ Besides advantages , a cell phone brings _______________. A. problems. B. benefits C. usefulness *Answer the following questions.(1,5pt) 3/ When was the first cell phone demonstrated?

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VI. Read the following passage. A mobile phone, also known as a cell phone, is one that we can use to make telephone calls to anyone from a great distance via a radio link. Apart from telephony, modern smart mobile phones also support a number of other services including text messaging, internet access, gaming, photography, and many business applications. The first cell phone weighed about 2 kilograms and was demonstrated in 1973 by Dr. Martin cooper and John F. Mitchell of Motorola. Ten years later, in 1983, the first model of cell phone went on sale to the public. By 2011, over six billion people, 87% of the world’s population, used mobile networks. In spite of the many advantages a cell phone has, it also brings about several problems that users should be awear of. Mobile phone radiation is believed to be harmful to human health. Some recent studies have found an association between cell phone and certain kinds brain disease. Another serious problem can be privacy and tracking. Once users have the phone on, they can be interupted in many ways, and they can alsobe tracked by location data.

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V.Change these sentences into reported speeches. (1 pt) 1. “This room is cleaned every day by my sister.” said the boy. ->………………………………………………………………………………………….…….. 2. “I have something to show you now” Quang said to his teacher. ->………………………………………………………………………………………………… 3. “I’m leaving here for Ha Noi tomorrow” he said. ->…………………………………………………………………………………………..…….. 4. “I’ll come with you as soon as I am ready” Lan said ->…………………………………………………………………………..…………………..…

2. If you use robots to do the housework, you (become) ……………………………..lazy and you (not get) ……….………………..enough exercise. 3. People say that technology (change) ………..…………….. our lives, but not all the changes are good for the environment. 4. Computers that once (take) ……………………….. up entire rooms are now small enough to put on desktops and into wristwatches. 5. Look at those clouds – I think it (rain) ……………………………. 6. I (watch) …………………………. a science fiction film on TV at 9.00 tonight. 7. This time next week, I (lie) …………………….. on a beach on Phu Quoc Island.

4/ How many percents of the world’s population did use mobile networks by 2011? 5/ Should students be allowed use cell phone at school? Why/ why not?

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: -pronounce correctly the words ending in -ful and -less in isolation and in context -use the lexical items related to the topic ‘Life on other planets’ -use may and might correctly 2. Skills: Speaking,listening,reading 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: 2.Grammar: III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Group work Warm – up.( 5’) Warm – up.( 5’): Before Ss open their books review Brainstorm the previous unit by asking them to play a game. On the board write the words transportation communication, housing and energy and ask two groups of four Ss to list the future technologies they expect to see in these fields. Set a time limit and the game stops when the time is up. The team with more items wins. Ask Ss where and how fast they think we can travel with new technology. Ask them if we could travel to other planets with those means of transport

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UNIT 12: LIFE ON OTHER PLANETS Lesson 1: Getting started-What could happento Earth?

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Period 94

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By the end of the unit , Ss will be able to: * pronounce correctly the words ending in -ful and -less in isolation and in context * use the lexical items related to the topic ‘Life on other planets’ * use may and might correctly * report questions * pronounce correctly the words ending in -ful and -less in isolation and in context * use the lexical items related to the topic ‘Life on other planets’ * use may and might correctly * report questions * talk about what life may be like on other planets *listen for specific information about liens *read for general and specific information about life on other planet *describe an alien

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DESCRIPTION OF UNIT 12

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Class work

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2. Use the words/ phrases in the Ss work in pairs box to label the pictures. Then listen and repeat. Have Ss work in pairs to match the words with the pictures. Then check their answers. Explain that UFO is an acronym, which stands for

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c. Can you find the sentences in Ss work in pairs reported speech in the conversation? Underline them. Ask Ss to look at the conversation again and underline the sentences in reported speech. Have Ss read aloud the sentences.

Key: 1. James Kirk is the captain of the spaceship. 2. They went to Nibiru planet. 3. It happens in 2259. 4. It’s the name of the spaceship that the crew travels on. 5. He wants to destroy Earth. Key: 1. That’s funny, Trang also asked me what I thought would happen to Earth in the future? 2. I said I didn’t know but that Earth moght be run by aliens! Key: 1. aliens 2. Space buggy 3. UFO 4. Weightless 5. galaxy 6. Spaceship 7. Solar system 8. planet

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Key: 1. F 3. F 5. F

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*Vocabulary: aliens galaxy

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Class work Prediction Ask Ss to look at the picture and the heading What could happento Earth? and answer the questions as a class: Where are Duong and Nhi? What are they doing? What might they be talking about? Practice (25’): Now have Ss listen to the conversation without reading the text to see if their predictions were correct. Follow up with the same questions. Ss work independently . 1a. Tick (v) true (T) or false (F). Play the recording and have Ss work independently . Ss do not read the conversation. Play the recording once or twice. Pause the recording at the appropriate place if Ss need help with comprehension. Then allow Ss to share their answers with a partner before discussing as a class. b. Read the conversation again and Ss work in pairs answer the questions. First, ask Ss not to look at the conversation to answer the questions, then have them read the conversation again and check their answers. If time allows, have them show where to find the answers in the conversation.

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that they have listed. Presentation(5’) Vocabulary

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Group work Production(7’) 4. GAME: WHAT AND WHERE Listen and follow the teacher’s instructions to play the game. Ask Ss to play the game. * Draw a word web with several circles on the board. Elicit the words/ phrases in 2 from the class and write them in the circles, one word circle. * When all the words/ phrases are written in the circles, give Ss one minute to remember the position of each word/ phrase. * Now rub out the words as Ss say them out loud, leaving only the circles. * Ss work in two big groups. Ask them to take turns to fill in the circles with the correct words. * The group that has more correct answers in the winner. Homework(3’): Prepare for Unit 12 lesson 2

Key: 1. aliens 2. UFO 3. Space buggy 4. Planet; planet 5. weightless 6. Solar system 7. Galaxy 8. spaceship

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unidentified flying object. Afterwards, have Ss repeat the words chorally. Correct their pronunciation if necessary. Check their understanding if necessary. 3. Use the words/ phrases in 2 to fill Ss work independently in the blanks. Have Ss work independently to fill the words/ phrases in the blanks, then check with a partner. Elicit Ss’ answers.

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Period 95

UNIT 12: LIFE ON OTHER PLANETS Lesson 2: A closer look 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: -get acquainted with the topic life on other planet. 2. Skills: Speaking,listening,reading 3. Attitude:Ss will be active while practising doing exercises 4. Competencies: Ss are interested in doing exercises II. Main languages: 1.Vocabulary: words about life on other planet. 2.Grammar: 3.Pronunciation : pronounce correctly the words ending in -ful and -less in isolation and in context III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Group work Warm – up.( 5’) Write letters M, V, N, J, S on the board and ask Ss to volunteer to write any name of any planet that they know beginning with these letters. Give them three minutes. * Vocabulary: Pre-listening(5’) Mercury Vocabulary Venus Mars Jupiter Neptune Saturn While-listening (20’): 1. Use the manes of the planets in Ss work independently. the box to label the diagram of the solar system. Now have Ss open the books and work independently. Then, ask them to share their ansers with a partner. If necessary, ask for translation of some words or phrases in the box to check thei understanding. Key: A. Mercury B. Venu 2. Now scan the passage and Ss work in pairs C. Mars D. Jupiter E. checkyour answers. Have Ss work in pairs, read the Saturn F. Neptune passage and check their answers in 1. Key: Then check Ss’ answers as a class. 1. Neptune 2. Saturn 3. Mars 4. Jupiter 5. Venus

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3. Write the names of the planets Ss work independently . that match the Roman Gods. Have Ss work individually to fill in the blanks without reading the passage again. Have them compare their answers in pairs. Ss read the passage again to confirm their answers. Afterwards, check Ss’ answers as a class. 4a. Add suffixes -ful or -less to the Ss work in pairs words in the box. Note that some words can use either suffix. T can explain that to from adjectives, we can add suffixes -ful or -less to a noun or a verb. Ask Ss to work in pairs to from words with the ending ful or -less. Ask Ss to swap pairs to check their answers, then check their answers as a class. Ask Ss to add some words that are formed in this way if time allows. b. now use the topic of space to Ss work in pairs make a sentence for each new word. Compare your sentences with a partner. Ask Ss to work in pairs to write a sentence about the topic of space for each word. Then swap their sentences with another pair’s to peer check. Afterwards, have some Ss read out loud their sentences and correct Ss’ work if necessary.

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Suggested answers: Weightless waterless resourceful/ resourceless airless beautiful wonderful

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Audio script: ‘thoughtless ‘meaningful ‘helpless ‘meaningless ‘helpful ‘thoughtful ‘useless ‘plentiful ‘useful Audio script: 1. her speech on the environment was ‘meaningful. 2. My teacher is so ‘helpful when we don’t understand something. 3. I was ‘helpless to stop the dog biting me. 4. This dictionary is so ‘useful. 5. There is ‘plentiful water for life on earth.

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Post-listening(12’) Stress in words ending in -ful and less. 5. Put the stress in the correct place Ss work independently in the words. Then listen and check. Explain to Ss that when we add suffixes -ful or -less to a word, the tress of the word remains unchanged. Play the recording and ask Ss to listen and stress the words. Checks Ss’ answers as a class. 6. Read the following sentences and Individual work mark the stressed syllable on the Pairwork words in italics. Then listen and repeat. First, have Ss work individually to mark the stress in each word. Then ask Ss to compare their answers with a partner. Have them practice reading the sentences. Play the recording and ask Ss to listen, check their answers and repeat the sentences. If time allows, call on some Ss to read out the sentences, paying attention to the stress in each italicized word. Homework(3’): Prepare for Unit 12 lesson 3

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Period: 96

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - get acquainted with the topic life on other planet. 2. Skills: Speaking, writing 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: 2.Grammar: - Modal verbs: may, might. - Reported speech. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Warm – up.( 5’): Review May and might: review Draw Ss’ attention to the REMEMBER!box. Then ask some more able Ss to give examples. Presentation(15’) 1. Use may/ might to fill in each of Moda verbs: may, might. Key: Individual work 1. may/ might the blank. Ask Ss to work individually to fill in Pairwork 2. may/ might the gaps. 3. may/ might Have them compare the answers 4. may with a partner and explain their 5. may/ might answers. Check the answers as a 6. may/ might class and ask for Ss’ explanations. 7. may/ might Note that in relation to points 1 and 8. may 2 in the REMEMBER! box. May and might are both equally correct in this activity. Ss much only distinguish between these and point 3 in the box: may for permission. Reported speech. Reported speech: questions We use the verb ask when Class work reporting questions. In reported questions we use the statement word order and the question mark is omitted. Ask Ss about the rules of changing statements from direct into reported speech that they learn in the previous unit. Tell them that in this lesson they are going to learn about reported questions. Ask Ss to read again the conversation between Duong and

UNIT 12:LIFE ON OTHER PLANETS Lesson 3: A closer look 2

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3. Circle the correct word in Ss work individually italicsto complete each sentence. Let Ss work individually and check their answers with a classmate. Then check the answers as a class. 4. Read other questions by the Ss work individually interviewer. Rewrite them as reported questions.

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Key: 1. ask

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Key: 1. what 2. Had seen; had landed 3. What 4. Had been going 5. had looked 6. Had been; had looked like 7. Had seen 8. Had hidden

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Nhi in GETTING STARTEDto find the question in reported speech. Then have a student read aloud the reported question and write it on the board. Get a student to come to the board to rewrite the question in direct speech. Correct it if necessary. Ask Ss to look carefully at the two questions (one is reported and one is direct) to compare them in terms of the verb tense, order of verb and auxiliary. Then ask them what verb is used as the reporting verb. Have some Ss answer, give feedback or correction if necessary. Write the question that Nhi asked Duong in GETTING STARTED:could Earth ever be in that kind of danger? On the board. Ask a volunteer to come to the board to write that question in reported speech. If the S can write the reported question correctly, ask all other Ss to look at it and the direct question to compare them interms of verb tense, order of verb and the connection between the reporting verb and the question part. If the S does not write the reported question correctly, ask the whole class to give comments and correct it. Now draw Ss’ attention to the language box on reported questions, ask them to read the box carefully. Practice ( 15’ ) 2. Nick claimed that he had seen a UFO. Read the interview between a reported and Nick, and finish the following sentences. Have Ss work in pairs and do the exercise. Ask some Ss to read out their answer, and correct the answers as a class.

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2. if 3. before 4. different

Key: 1. The interviewer asked if he went for a walk every

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Production ( 7’ ) 5. Work in groups of three. One is Group work Nick and the others are Nick’s friends. Ask and answer questions about what Nick saw. Then report the friends’ questions and Nick’s answers to the whole class. Have Ss work in groups of three for 5 to 10 minutes. Go around to see if Ss need help. Then ask the student who plays Nick’s role to report orally the questions he was asked. Get another student in the group to report what Nick answered. Ask the whole class to listen carefully and give feedback. Correct this group’s work if necessary. Ask other groups to do the same if there is enough time. Homework(3’): Prepare for Unit 12 lesson 4

day. 2. He asked how Nick had left when he had seen the alien. 3. He asked what the alien had looked like. 4. He asked why Nick hadn’t taken a photo of the alien. 5. The interviewer asked how long the UFO had stayed there. 6. The interviewer asked if Nick had seen any UFOs since then.

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Ask Ss to work individually to write questions in reported speech. Have one student write the answers on the board and get feedback from other Ss. Afterwards, check the answers as a class. For a class which needs more support, have Ss write the first two reported questions and correct these carefully with the whole class. Have Ss explain the changes they have made. Have them do the rest for homework.

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Period: 97

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Nick : Hey, Duong and Chau , do you remember Dr. Nelson’s talk on science and technology?

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Chau: Yes. He said that science and technology would help us solve the world’s problems in the future.

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Nick: Right. I think world hunger is a problem now , and developing ways to get high yields in farming will help feed the growing population on earth. Duong : Good point . Also we may be able to live on other planets , so overcrowding won’t be a problem any more…

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Nick: And I like the idea of having lessons at home with a robot , and on the Internet. Duong : And no more paper books. We’ll have e-books, and tablets for everything.

Chau: That doesn’t sound like a benefit to me. I’d still want to go to school. I’d like to communicate face-toface with teachers and friends. In my opinion , science and technology will bring new problems to people

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Chau :Well, robots will bring unemployment , and high yields in farming may destroy the environment and sending people to Mars may cause pollution… Nick: You’re right: so many new prolems…

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I.Listen and answer the questions (2 pts) 1.High yields in farming will

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to: -check their knowlege about the newwords and grammartical from unit 10 to unit 11. 2. Skills: Develop listening, reading,writing skills 3. Attitude:Ss must have good attitude to the subject 4. Competencies: making questions and answers II. Main languages: 1.Vocabulary: 2.Grammar: III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures

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ONE-PERIOD TEST 4 CORRECTION

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2.On other planets

3.He says he likes the idea of having lessons at home with a robot , and on the Internet

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4.Yes, she does 5.He thinks there will be many new problems

II. Find one word that does not belong in each group. ( 1 pt) 1C

III. Choose A, B, C, D for each gap in the following sentences. (2pts) 1D 2A 3D 4C 5A 6C 7D 8B IV.Put the verbs in brackets in the correct form. (2pts) 1. will make Đóng góp PDF bởi GV. Nguyễn Thanh Tú

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2. will become / won’t get 3. has changed 4. took 5. is going to rain 6. will be watching 7. will be lying V.Change these sentences into reported speeches. (1 pt)

1.The boy said that room was cleaned every day by his sister

2.Quang told his teacher that He had something to show him then

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*Answer the following questions.(1,5pt) 3/In 1973 4/87 % of the world’s population 5/ Yes, they should. They can use cell phones for research purpose

1/ C 2/A

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*Choose the correct answer A, B or C for the questions.(0,5pt)

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VI.Read the passage and do as required:

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3.He said that he was leaving there for HN the following day 4.Lan said that she would come with me as soon as she was ready

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Period 98

UNIT 12:LIFE ON OTHER PLANETS Lesson 4: Communication

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - talk about lifes on other planets. 2. Skills: Speaking 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: 2.Grammar: - Modal verbs: may, might. - Reported speech. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’)- Introduction Class work Warm – up.( 5’): Before Ss open their books, ask Introduction them which planet they would like to goto if they had a chance. Ask them to give the reasons why. Then tell Ss that they will join a teenagers’ blog to read some discussions on whether they believe in the existence of other life forms in the galaxy. Check if Ss understand the meanings on the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms or even translation. Pre-speaking(5’) Class work *Vocabulary: Vocabulary appropriate powerful NASA stands for national Aeronautics and Space Administration While-speaking ( 17’ ) 1. Five teenagers are discussing Ss work individually the possibility of other life forms in our galaxy. Read the comments they have posted on an online forum. Have Ss read the comments. Ask them to do the reading as fast as fast as possible and remember the ideas. Move around the class. Bring everyone together if there are ideas or words that need clarifying.

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Post-speaking ( 15’ ) 3a. Work in pairs. Imagine you Pairwork are going into space. Decide together what you will take with you. You can add any item you think necessary. Remember to give reasons. Put Ss in pairs. Make sure that Ss work with a new partner for a change. Ask to use the suggestions in the pictures and the example. encourage Them to add any items they may think necessary. Remind them to give a reason for each choice. Go around to help Ss. Note this is not meant to be serious; Ss can suggest silly or funny things as long as they justify them. b. Report your decisions to Pairwork another pair or to the class. Ask Ss to report their decisions to the class or to another pair. Give feedback if necessary. Homework(3’): Prepare for Unit 12 lesson 5

Suggestions for disagreements: - I disagree with Nhi because the inhabitants there may be able to live in high temperatures. They may have bodies which can resist heat. Or they may have a special machine to cool down the atmosphere of the place where they live. - I disagree with Duc because the inhabitants there be able to extract liquid from underground to survive. Their bodies may be adapted to the environment there. They may not need oxygen but hydrogen or nitrogen to breathe. - I disagree with Anh. Any planet can be considered powerful. Any inhabitant is proud of his/ her own planet.

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2. Work in groups to decide if you Ss work in groups agree or disagree with each of the opinions and ideas in 1. Say why or why not. Ask Ss to work in groups. Tell Ss that they can look at the blog and use the example to discuss the five ideas. If Ss agree, ask them to add any details from their imagination about the planet. Elicit the reasons why there may be inhabitants there, what those inhabitants may look like, how they can communicate, how they can travel… If Ss disagree, ask them to justify their choice.

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Period 99

UNIT 12:LIFE ON OTHER PLANETS Lesson 5: Skills 1

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - Read for general and specific information about life on other planets. - Talk about life on other planets 2. Skills: Reading,speaking 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: 2.Grammar: - Modal verbs: may, might. - Reported speech. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’Chatting Warm – up.( 5’): Chatting Pre-reading(5’) 1a. Look at the pictures and Ss work individually discuss the questions.sk Ask Ss to cover the reading passage, look at the pictures of the two planets and answer the questions. Ask them: What else can you infer from the picture? While-reading ( 17’ ) b. Read the text below and check Ss work individually your answers. Give Ss two minutes to skim the passage and check their answers. 2. Find words in the passage that Ss work individually Key: 1. poisonous have similar meaning to these 2. twice words or phrases. Have Ss scan the passage to find the 3. experiences words in red and match them with 4. traces the definitions. Ss should check the 5. surface meanings of the words from the 6. climate context. Then check their answers as 7. accommodate a class. 3. Match the headings with the Key: 1. C 2. B paragraphs (1-3). There is one 3. A extra. Tell Ss that to finish this part, they should underline key words in the headings. Next, sak Ss to skim the text again, using the key words in the headings to do the matching. 4. Read the text again and answers Pairwork Key:

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Sample exchange New human: What kind of food did the human say she ate? New Martian: She said that she ate rice, break, meat and fruit and vegetables. New human: Yes, that’s right!

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1. It is also called the Red Planet 2. The lowest temperature is -87 degrees Celsius and the highest may be a bit higher then zero. 3. Because 95% of the atmosphere is carbon dioxide. 4. A day on Mars is a bit longer. 5. It is twice as long as a year on Earth.

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the questions. Set a longer time limit for Ss to read the text again and answer the questions. ask Ss to note where they found the information that helped them answer the questions. Ss can compare answers with a partner before discussing them as a class. For a class which needs more support with the previous exercises, let them do this exercise as homework. Remember to check their answers in the next lesson. Post-reading ( 15’ ) 5. Work in pairs. One is a human Group work and the other is a Martian. Use the suggestions below to ask and answer about life on Earth and life on Mars. First, have Ss read the table of information carefully. Answer their questions if they have any. Ss work in pairs to ask and answer questions based on the suggested information in the table and the example. Set a time limit of 5 to 10 minutes. When they finish, ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role – play in front of the whole class. Have them ask and answer questions about food and drink. Have another pair do the same, asking and answering about sleep and travel. Then have a third pair to finish with environment and problems. 6. Now swap pairs. The human of Group work one pair works with the Martian of the other pair. Take turns to report what your previous partner said about life on their planet your new partner to see if he/ she said similar things. Ask the ‘humans’ and ‘Martians’ to from new pair. This time they use reported speech to report their previous partner’s answers: Homework(3’): Unit 12 lesson

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Period 100

UNIT 12:LIFE ON OTHER PLANETS Lesson 6: Skills 2

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - Listen for specific information aboutlife on other planets. - Describe an alien. 2. Skills: Reading,speaking 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: lexical items related the topic. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’) Introduction Warm – up.( 5’): Ask a couple of Ss to come to the Introduction board and draw their versions of an alien. Ask Ss how they would feel if they saw an alien. Ask Ss if they think aliens are very different from humans, and what differences there may be Pre-reading(10’) ALIENS 1. Work in pairs. Describe the Ss work in pairs pictures and answer the questions. Ask Ss to work in pairs to describe the pictures and answers the questions. While-listening ( 12’ ) 2. Listen to Tom’s imagined Ss work individually Key: 1. Jupiter 2. Much description of what an alien from bigger 3. More another planet may be like. Fill powerful 4. Lots of hair each blank with no more than 5. Thick skin three words from the recording. Before Ss listen, ask them to read 6. four eyes 7. Happiness the information in the table carefully 8. Fear and try to predict the answers. Tell 9. Energy them that to do this they should 10. rocks highlight key words in the questions and decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. Play

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Individual work

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Post-listening ( 15’ ) 4. Work in pairs. Imagine what an alien may be like. Use your Ss work in pairs imagination to fill in the web below. Set a time limit for Ss to brainstorm ideas and write their notes. Move around and help Ss if necessary. Ask Ss to refer back to the speaking in 5, SKILLS 1 and listening in 2 and 3, SKILLS 2 for useful language and ideas. 5. Now use the notes to write a Ss work individually description of your alien. Now have Ss work individually to write descriptions of their alien. Give Ss a time limit for this. For a class which needs more support, make copies of the audio script and give each student one. The script can

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2. NG 3. T 4. F 5. F 6. F

Key:

Audio script: 1. F I think the inhabitants of Jupiter may be very different to human beings. This is how I imagine them: They may be much bigger and more powerful than humans. Jupiterians may have eight legs and be able to move very fast. They may have a lot of hair all over their bodies and their skin might be very thick so they can live in temperatures of around -145 degrees Celsius. They may have four eyes and be able to see very far. They may also have a very good sense of smell and they may even be able to sense others’ feelings like happiness or fear. And I don’t think they eat and drink like us. Instead, they get all their energy from he rocks. They may charge their bodies by plugging their feet into the rock, just like charging a battery. That way, they don’t even need to breathe air. The only way they may be similar to use is they live in family units of parents and children. They may also use language to communicate with each other.

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the recording twice. Have two Ss write their answers on the board. Confirm the correct answers. 3. Listen again and tick (v) true (t), false (F) or not given (NG). Have Ss work individually to underline the key words in the statements. Ask Ss to do the exercise without listening to the recording first. Write their answers on the board without confirming the correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for the answers.

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Beginning with: I agree/ disagree withthe idea that... Firstly, Secondly Furthermore, In addition... In short/ For these reasons...

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act as a writing model, but make it clear that Ss should change the content to match their own ideas. 6. Swap your work with your partner. How different is your Pairwork description from your partner’s. Ss swap their writing with a partner. They comment one each other’s work. Ss revise and edit their writing in class if time allows, or else as Homework(3’): Prepare for Unit 12 lesson 7

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Period 101

UNIT 12:LIFE ON OTHER PLANETS Lesson 7: Looking back & project

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I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: -Look back what they have learnt in Unit 12 through the exercises in the book 2. Skills: -Revise unit 12 with vocabulary , grammar -Recycle the language from the previous -Consolidate and apply what they have learnt in Unit 12 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: lexical items related the topic. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Teacher’s activities Ss’ activities Contents Class work Warm – up.( 5’)Introduction Warm – up.( 5’): - This is the review section of the Introduction unit - Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment. Presentation(10’) 1. Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learn during the unit to help them do the exercises. Vocabulary 1. Rearrange the letters to Ss work in pairs Key: label the pictures. 1. 1. aliens 2. space buggy 3. weightless 4. solar system 5. planet 6. spaceship 7. Flying saucer 8. Galaxy 2. Fill each gap with a suitable Ss work individually 2. 1. accommodate word from the box. 1 &2 Ask to work individually, then 2. surface compare their answers with a 3. traces partner. Ask some Ss to write their 4. experienced 5. climate answers on the board. 6. NASA Practice ( 15’) Grammar 3, 4 & 5 Ask Ss to do them

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2. had been 3. who 4. had been 5. how 6. ate 7. what

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5. Change the following questions Ss work individually into reported questions.

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Key: 1. He asked me how I would react if I saw an alien. 2. The teacher asked me which planet was most suitable for human life. 3. My friend asked me when humans had first landed on the moon. 4. She asked me hat the difference between a planet and a star was. 5. They asked if there was water on Mars. Key: 1. The teacher asked her students what the essential conditions for human life were. 2. Samuel asked the scientist if humans had been able to communicate with people on other planets. 3. Nick asked the journalist if the Roswell UFO incident had taken place in the U.S in June 1947. 4. Vanessa asked her uncle who the witness in the Roswell UFO incident had been. 5. The son asked his father when humans would be able to travel from one planet to another more easily. 6. Diane asked her mother why people couldn’t move to Mars immediately.

4. Put the words. Phrases in the Ss work in pairs correct order to make reported questions.

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Key: 1. if

individually first. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep record of their original answers so that they can use that information in their self – assessment. Individual work 3. Underline the correct answers.

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Key: 1. B

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Post-listening ( 12’ ) Communication 6. Choose the right sentences (A- Pairwork E) to put into the dialogue. First, ask Ss to do the task in pairs. Then check Ss’ answers as a class. Set a time limit of two minutes for Ss to re-read and to remember the dialogue as much as they can. When they finish, ask some pairs to rehearse the dialogue. Finished! Now I Individual work can… Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice. Homework(3’): Prepare for Revision

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Week: 1 - Period: 1 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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Activity 1: -Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions: "Who and what can you see in the picture?" "Where are they?" "What do you think the people in the picture are talking about?" -Ss answer the questions as a class. If they mention 'Bat Trang', elicit what they know about this village. -Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. a/.Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board. -Have Ss look at the Watch out! box and quickly read the information. Tell them that there are some similar expressions such as 'as far as I can remember', 'as far as I can see', or 'as far as I can tell'. b/.Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss' answers.

Content

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1. 2. 3. 4. 5. 6. 7. 8.

craft set up take over artisans attraction specific region remind look round

Time 15’

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Teacher’s and students’ activities

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By the end of this Unit, students will be able to: I. OBJECTIVES: • Use some vocabularies and structures to talk about traditional crafts and places of interest in an area II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 1: LOCAL ENVIRONMENT Lesson 1 - GETTING STARTED: A visit to a traditional craft village

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Week: 1 - Period: 2 Class: ……………… ……………….

(handout acttached)

1.They are at Phong’s grandparents’ workshop in Bat Trang 2. It’s about 700 years old. 3. His great-grandmother did. 4. buy things for their house and make pottery

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A. paintings B. drums C. marble sculptures D. pottery E. silk F. lacquerware G. conical hats H. lanterns

10’

park museum zoo beach beauty spot

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……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………

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1. 2. 3. 4. 5.

V. TEACHER’S REMARKS:

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conical hat lanterns silk paintings Pottery marble sculptures

1. 2. 3. 4. 5. 6.

IV- HOMEWORK: 3’ -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1

themselves there. 5. It’s in Hue. 6. … the handicrafts remind them of a specific region.

Activity 2: -Have Ss look at the pictures. Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam. Ss match these handicrafts with the pictures. Ss compare their answers in pairs before giving their answers to T: Activity 3: -Tell Ss to complete the sentences with the words/phrases in The complete sentences will give Ss information about the places where the handicrafts are made. Call on two Ss to write their answers on the board. Confirm the correct answers. -If time allows, T may organise a short activity to check Ss' short-term memory. Have -Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts. Activity 4: a/Ss work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers. b/Ss work in groups to write a similar quiz about places of interest. Set a time limit of about five to seven minutes. When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answer. The group confirms the correct answer. The second group then reads out a question in their quiz. This question should be different from the one of the first group. Continue the activity until all the groups have read out all of their questions or when time is up.

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Teaching date: ……………… ……………….

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cast carve embroider weave mould weave knit

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1.b 2.d 3.e 4.a 5.f 6.c 2. cast; cast 3. wove; woven 4. embroidered; embroidered 5. knitted; knitted 6. moulded; moulded

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A. B. C. D. E. F. G.

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Activity 1: -Ss work individually to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations when needed. The two verbs cast and mould are quite difficult, so make sure that Ss understand them: - cast: shape hot liquid metal, etc. by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct.. Activity 2: a/The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences. b/ This activity will help Ss to manipulate the verbs as they are not all regular. Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confirm the correct answers. -Draw Ss' attention to the Watch out! box. Ask Ss to give example sentences with the verb to make. Activity 3: -Organise a competition for this activity. Ss work in groups of five or six. Set a time limit of five minutes. T may prepare some large pieces of paper for the groups to write their answers on. Ss write down as many places of interest in the word web as possible. The group with the most places is the winner. The winning group presents their words/phrases. Other groups tick the similar words/phrases they have and add more if they can. If time allows, T may ask Ss to explain why they think the places are entertaining, cultural,

Time 7’

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Content

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Use the lexical items related to traditional crafts and places of interest in an area • Say sentences with correct stress on the content words II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 1: LOCAL ENVIRONMENT Lesson 2 – A CLOSER LOOK 1

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Week: 1 - Period: 3 Class: ……………… ……………….

10’

Entertaining: cinema, theatre… Cultural: opera house, museum… Educational: library, museum… Historical: temples, craft village…

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2. attraction 4. traditional 6. handicrafts

1. historical 3. exercise 5. culture

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2

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S1: Art, Museum, popular, place, interest, city S2: cinema, attract, youngsters S3: artisans, would, clay, make, traditional, pots S4: Where, like, going, weekends S5: shouldn’t, destroy, historical, buildings

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2. They are: nouns, verbs, adjectives, adverbs, WH-question words, and negative auxiliaries. 4. They are: articles, prepositions, pronouns and possessive adjectives.

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S1: craft, village, lies, river, bank S2: painting, embroidered S3: what, region, famous S4: drums, aren’t, made, village S5: famous, artisans, carved, table, beautifully

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educational, or historical. Activity 4: Ss individually do the exercise. Check their answers as a class and confirm the correct ones. Activity 5: a/Have Ss read the five sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confirm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell them that this is actually the first question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs. b/Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences. -Have Ss read the information in the box to remember the content of the lesson. Activity 6: a/Ss do this exercise individually and compare their answers with a classmate. b/Play the recording for Ss to check their answers and practise reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed.

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V. TEACHER’S REMARKS:

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Teaching date: ……………… ……………….

Absence: ………………. ………………

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4. DR

5. DT

1. The villagers are trying to learn English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 3. Even though this handembroidered picture was 10’ expensive, we bought it. 4.This department store is an attraction in my city because the products are of good quality. 5.This is called a Chuong conical hat since it was made in Chuong village.

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1. DT DC

Activity 1: -Ss do thís exercise individually. Elicit Ss’ answers. Confirm the correct ones. Activity 2: -Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board. Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct answers. For a stronger class, organise a quick game. One side is team A, and the other is team B. One student from team A calls out a subordinator and points to one student from team B to make a sentence and vice versa. Set a time limit and keep a record of the scores for the teams on the board. Activity 3: -Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class. -Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs. Activity 4: -Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones. Activity 5: -Ss do this exercise individually. Elicit the answers and give correction. -To prepare for the next exercise T may organise a small game for Ss to help them remember the meaning of the phrasal verbs in the yellow box and exercise 4. The class is divided into two teams A and B. Read out the meaning of

Time 10’

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U .Q TP Đ ẠO

Content

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Write complex sentences with different dependent clauses • Use some common phrasal verbs correctly and appropriately II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 1: LOCAL ENVIRONMENT Lesson 3 - A CLOSER LOOK 2

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Week: 2 - Period: 4 Class: ……………… ……………….

1. set up: start something ( a business... 10’ take over: take control of something 2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult. 1. c 2. g 3. f 4.a 5. h 6. b 7. e 8. d

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1. face up down down 3. passed down 5. close down come back

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V. TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………

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H Ư TR ẦN B 10 00 A Ó

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION

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1. Where did you find out about Disneyland Resort? 2. When did you get up this morning? 3. I'll look through this leaflet to see what activities are organised at this attraction. 4. They're going to bring out a guidebook to different beauty spots in Viet Nam. 5. I'm looking forward to the weekend!

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Đ ẠO

13’

one phrasal verb. The quickest student to raise their hand will be asked to say the verb out loud. If the answer is correct, the team gets one point. Otherwise, call one student from the other team to give the answer. Keep a record of each team's scores on the board. Remember to choose about eight to ten verbs that you think are difficult for Ss. Activity 6: -Have Ss quickly read the provided sentences. Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback. For a less able class, T may want to model the first sentence. Ss may just focus on the next two sentences. After two Ss write their sentences on the board, check them carefully. If there is no time left, ask Ss to finish the remaining sentences as homework.

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Teaching date: ……………… ……………….

Absence: ………………. ………………

N Ơ H

I. OBJECTIVES: By the end of this Unit, students will be able to: • Plan a day out to a place of interest for their class II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

TR ẦN

Activity 2: Ss work in groups to do this activity. It is a good idea if T can prepare some big sheets of paper for Ss to draw the table and make notes. Set a time limit of about 15 minutes for this activity. Ask Ss to do the following things: + choose a place of interest to visit +decide what to do and make notes +decide who will present what to the class + rehearse what to say -Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan.

A DAY OUT Details

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Who to prepare

Place Means of transport

Time to set up Food Drinks Activities Time to come back

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Activity 3: - Groups present their plan to the class. Keep watch of the time for each group. Other groups and T give feedback. Vote for the best plan.

2. bus 4. own lunch 6. team-building 8. painting

5’

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1. Green Park 3. 8 a.m. 5. supermarket 7. quizzes village 9. make

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Activity 1: -Ss read through the table. Play the recording once or twice for Ss to complete the table. Elicit the answers and quickly write them on the board. Play the recording one more time for Ss to check their answers. Confirm the correct ones.

Time 15’

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Content

Đ ẠO

Teacher’s and students’ activities

ÀN

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Unit 1: LOCAL ENVIRONMENT Lesson 4 - COMMUNICATION

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

Week: 2 - Period: 5 Class: ……………… ……………….

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IV- HOMEWORK: 5’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1 V. TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 7

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Teaching date: ……………… ……………….

Absence: ………………. ………………

Week: 2 - Period: 6 Class: ……………… ……………….

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Activity 3: -Ss read the passage again to answer the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers. Activity 4: -Ask Ss to read the ideas. Explain any points they are not sure about. T may also have to give Ss the meaning of some words such as authenticity (the quality of being real or true) or preserve (protect). Elicit Ss' opinions as a class. Ask Ss to add some more benefits and challenges. -Other benefits: creating national/regional pride, helping develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries.

1. Because it is a birthplace of the conical hat in Hue. 2. It’s 12 km from Hue City. 3. It’s going to the forest to collect 20’ leaves. 4. They’re very thin. 5. It has poems and paintings of Hue between the two layers. 6. Everybody can, young or old. 1. B 2. C 3. B 4. C 5. C 6. B

Other benefits: creating national/

Activity 5: 8

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1. C 2. A 3. B

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Similarities: conical hat, string Differences: PictureA: light green, pictures between layers, blue string, look lighter PictureB: white, no decoration, pink string, look heavier

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

.Q TP Time 20’

TR ẦN

Activity 1: -Have Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture Bon page 15. They ask each other questions to find out the similarities and differences between the two pictures. They can focus on the colour and decoration of the hats. Activity 2: -Ask Ss to read the titles in the box quickly. Make sure they understand the meaning of each title. Now Ss read the paragraphs and match them with the titles. Ask them to compare their answers with a classmate. Elicit their answers.

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Content

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Teacher’s and students’ activities

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Đ ẠO

I. OBJECTIVES: By the end of this Unit, students will be able to: • Read for general and specific information about traditional craft village • Discuss local traditional crafts, their benefits and challenges II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

ÀN

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

Unit 1: LOCAL ENVIRONMENT Lesson 5- SKILLS 1

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V. TEACHER’S REMARKS:

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TR ẦN

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IV- HOMEWORK: 5’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2

regional pride, helping develop tourism, helping improve local infrastructure and services creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries

Đ ẠO

-Ss work in groups to work out an action plan to deal with the challenges mentioned above. -It's an open activity, so there is no right or wrong answer as long as Ss can explain their points. Set a time limit of about 10 minutes for this activity. Move around to provide help and comments. Invite some groups to present their plan. T and other Ss give feedback and ask any questions. Vote for the best plan. -If the classroom has space, T may organise an exhibition of ideas. Give each group a big piece of paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why

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Week: 3 - Period: 7 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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WRITING -Activity 4: Ss work in pairs and discuss the places of interest in their hometown/city that can be visited in one day and the activities that can be done there. Remind Ss that these places of interest should be most typical and worth visiting. T should move around to, give comments as there may not be enough time for checking with the whole class. Activity 5: -Ss write the email, using the notes they have made. Ss may also write this in groups on big pieces of paper. Ss or groups exchange their descriptions to spot any mistakes. Share them

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10’

1. T 2. T 3. F (His friend’s relatives own it.) 4. F (They also come from other countries.) 5. T 1. artefacts 2. exploring Vietnamese culture 3. make things 4. paint on ceramics 5. the hill 6. books 7. pigeons 8. watching

Dear Mira, It's great to know that you're coming to VietNam. What a pity you can only spend one day in Ha Noi. There are so many interesting places in the city, but I think within one day you should be able to visit three places. The first place I

5’

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A. Ha Noi Botanical Garden B. Bat Trang Pottery village C. Viet Nam National Museum of History

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5’

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Time

H Ư

Activity 1: -Tell Ss that they are going to listen to three students talking about their places of interest. Before listening, Ss look at the pictures and describe what they see in each of them. Elicit answers from different Ss. Ask them if they know the name of each place. Quickly write these names on the board. Play the recording for Ss to check their answers. Activity 2: -Play the recording again for Ss to decide if the sentences are true or false. If they meet any difficulty doing this, play the recording one more time. Have Ss compare their answers in pairs before giving T the answers. Ask for Ss' answers and write them on the board. Do not confirm the correct answers yet. Activity 3: -Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confirm the answers for both 2 and 3.

IỄ N D

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Teacher’s and students’ activities

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

I. OBJECTIVES: By the end of this Unit, students will be able to: • Listen for specific information about places of interest in an area • Write an email to give information about places of interest in an area and things to do there II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 1: LOCAL ENVIRONMENT Lesson 6 – SKILLS 2

24’

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suggest is VietNam National Museum of History. You like history, so it's a must-see place. There's an extensive collection of artefacts tracing Viet Nam's history. They're arranged chronologically from primitive life to modern times. The second place is Hoan Kiem Lake. It's one of the symbols of Ha Noi. There you can enjoy the beautiful scenery and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient houses to explore Vietnamese culture. Conveniently, these places are close to one another, so we can walk around easily. Tell me when you're coming, so I can show you around these places. Look forward to seeing you soon! Best wishes, Thuc Anh

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10 00

V. TEACHER’S REMARKS:

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Đ ẠO

H Ư TR ẦN B

IV- HOMEWORK: 1’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

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with the whole class. T may collect some Ss' work to mark at home or ask them to rewrite the email as homework. In this case, remember to ask for Ss' revised work in the next lesson

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Week: 3 - Period: 8 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Unit 1: LOCAL ENVIRONMENT Lesson 7 – LOOKING BACK

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H Ư

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Activity 5: -Ss write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed. 1. I don't remember exactly when my parents set up this workshop. 2. We have to try harder so that Activity 6: -Ss work in groups to play the game. One student is the our handicrafts can keep up with 23’ group secretary. Group members take turns to think of a theirs. place of interest in their area. Other Ss ask Yes/No questions 3. What time will you set off for to guess the place. The secretary writes down all the places Da Lat? of interest they have guessed. Finally, the secretary reports 4. We arranged to meet in front of on the places. the lantern shop at 8 o'clock, but -Finished! Ask Ss to complete the self-assessment. Identify she never turned up. any difficulties and weak areas and provide further practice. 5. The artisans in my village can live on basket weaving.

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Đ ẠO

Content Time Activity 1: ( in any other ) 20’ -Ss complete the word web individually. Check Ss' answers 1. paintings 2. pottery as a class. If time allows, ask one or two Ss to write their 3. drums 4. marble answers on the board. sculptures 5. silk 6 lacquerware 7. lanterns 8. conical hats Activity 2: -Ss do this exercise individually, then compare their answers with a partner. Elicit the answers from Ss. 1. cast 2. embroidering 3. wove 4. knitted 5. carved 6. moulded Activity 3: -Ss do this exercise individually. Have some Ss read out their 1. zoo 2. looking answers. Confirm the correct ones. forward to 3. looked 4. team-building 5. lunch 6. museum Activity 4: -Ss complete the sentences with their own ideas. Call on two 7. craft 8. interest Ss to write their answers on the board. Other Ss give feedback. Check their answers.

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Use some vocabularies and structures to talk about traditional crafts and places of interest in an area II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN TO

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Đ ẠO

V. TEACHER’S REMARKS:

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare GETTING STARTED - Unit 2

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Project: What makes you proud of your area? -Have Ss read the project. Ask them what the one special thing about their area is. Elicit Ss' answers. Ss work in groups to do the project. Ss follow the instructions in the book. Answer Ss' questions if there are any. Remember to have Ss present their findings in the next lesson and vote for the best.

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Teaching date: ……………… ……………….

Absence: ………………. ………………

Unit 2: CITY LIFE

H N Content

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Introduction Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game fi nishes when a student guesses the orange words correctly. T may also ask Ss to name all the places of interest or main features of their neighbourhood. Activity 1: Ask Ss to open their books to Unit 2. Ask them some questions. Questions may include: • What can you see in the pictures? • Do you know these two boys? • Where are they now? • What are they talking about? … Ss answer the questions as a class. T may also ask Ss what they know about Sydney by asking them some guiding questions: • Where is it? • Is it a capital city? • What is it famous for? Then play the recording and have Ss follow along. a./ Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board. Key: b./ Ss work in pairs to do the task. Allow Ss to share answers 1. visit 2.ancient 3.natural before asking them to discuss as a class. 4.variety 5.study Remember to ask Ss to read out the lines in the conversation that Key: contain the words. Check and confirm the correct answers. 1. jet lag 2. a feature 3. reliable c./ Ss work individually to answer the questions, then compare their 4. metropolitan answers with a partner. Ask them to 5. multicultural locate the information in the conversation. Call on some pairs to give Key: the questions and answers. Confirm 1. He grew up in Sydney.

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Teacher’s and students’ activities

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

Đ ẠO

I. OBJECTIVES: By the end of this Unit, students will be able to: • Use some vocabularies and structures to talk about city life II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Lesson 1 - GETTING STARTED

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Week: 3 - Period: 9 Class: ……………… ……………….

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www.facebook.com/daykem.quynhon https://daykemquynhon.blogspot.com 2. Sydney is. 3. It is convenient and reliable. 4. Because it is a metropolitan and multicultural city. 5. In 1850. Key: 1. How are you?/How are things?/How are you doing? 2. (Are you) recovering from the jet lag? 3. I slept quite well. 4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.

the correct answers.

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V. TEACHER’S REMARKS:

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IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1

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Đ ẠO

Key: 1. international 2. local 3.crowded 4. neighbouring 5. Urban Key: 1.A 2.C 3.C 4.A 5.C 6. B

Activity 2: Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs. Check their work, then let them read each word correctly. Check and correct their pronunciation Activity 3: Ss work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which country these cities are in. Congratulate the winners.

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d./ Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.

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Week: 4 - Period: 10 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Unit 2: CITY LIFE Lesson 2 – A CLOSER LOOK 1

Key: 1. ancient/historic 2. warm 3. comfortable 4.helpful 5.fascinating 6.historic/ancient 7.local 8.delicious

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Key: fabulous, sunny, small, friendly, affordable, good

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Activity 1: 1a./ Have Ss read through the letter so that they can understand the general idea. Ask them what the purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An). Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. If Ss do not know any of them, quickly give the meaning. Ss work in pairs to do the task. Have some Ss read their answers. Correct their pronunciation if needed and confi rm the correct answers. b./ Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers. Activity 2: 2 Have Ss read through the given adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know. Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice. Activity3: Ss work individually, then compare their answers with a partner’s. Ask some Ss to write their answers on the board. Check their answers as a class.

Time

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Content

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Đ ẠO

Teacher’s and students’ activities

10’

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I. OBJECTIVES: By the end of this Unit, students will be able to: use adjectives, and comparison of adjectives and adverbs correctly, use common phrasal verbs correctly and propriately II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Key: 1.fashionable 2. annoying 3.forbidden Activity 4: T plays the recording and Ss repeat. Play the 4.cosmopolitan 5.modern recording as many times as necessary. Correct their 6.polluted pronunciation, especially the stressed words. Have them Key: circle the stressed pronouns 1. A: Can you come and give me a hand? (me is weak) B: OK. Wait for me! (me is strong) 2. A: Did youcome to the party 16

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5’

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DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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12’

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V. TEACHER’S REMARKS:

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IV- HOMEWORK: 3’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2

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Activity 5b. Ss work in pairs to practise the exchanges above. Go around and give support if necessary

Activity 5a. Play the recording. Ss listen and mark the underlined words as W (weak) or S (strong). Elicit their answers and correct their mistakes. For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board. Now play the recording for Ss to check their answers.

last night? (you is weak) B: Yes. But I didn’t see you. (you is strong) 3. A: Look - it’s him! (him is strong) B: Where? I can’t see him. (him is weak) 4. A: They told usto go this way. (us is weak) B: Well, they didn’t tell us! (us is strong) key: 1. A: Is he (W) there? B: No. Everybody else is, but he’s(S) gone home! 2. A: Do you know that woman? B: Her (S)? Er… No. I don’t recognise her(W). 3. A: I’m afraid we(W) can’t stay any longer. B: What do you mean ‘we’(S)? I’ve (S) got plenty of time. 4. A: Look! Everybody’s leaving. B: What about us(S)? Shall we(W) go, too?

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Week: 4 - Period: 11 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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MỌI YÊU CẦU GỬI VỀ HỘP MAIL DAYKEMQUYNHONBUSINESS@GMAIL.COM HOTLINE : +84905779594 (MOBILE/ZALO)

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Activity 4: Ss do this task individually. Ask Ss to read and underline the correct particle. T may ask them to write down the phrasal verbs in their copy books. Call on some Ss to read out their answers. Correct their mistakes. Explain to them the meaning of these phrasal verbs in the sentences. Activity 5: Ask Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box. Call on some Ss to read the sentences. Correct their answers as a class. Activity 6: Have Ss read the text, fi nd eight phrasal verbs and match them with their defi nition from the box. Tell them to study the context of these phrasal verbs and elicit their meaning.

5’

Key: 1.the largest 2.smaller 3.the most popular 4. wider 5. the dirtiest 6. cleaner 7.the best 10’ 8. the most exciting Key: to get over to show someone around to grow up to be set up Key: 1. set up 2. gets on with 3.take your hat off 4. grown up 5. shown around 6.pull down 10’ Key: 1. Turn it off : press the switch 2. turned it down: refuse 3.go over: examine 4. go on with: continue doing 5. 13’ take off : remove 6.Put it down: make a note Key: 1. dress up: put on smart clothes 2. turn up: arrive 3.fi nd out: discover 4.go on: continue 5. get on: make progress 6. think sth over: consider 7.apply for: ask for (a job) 8.cheer sb up: make someone feel happier

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Activity 3: Tell Ss to look at the conversation in GETTING STARTED again and fi nd and underline the phrasal verbs.

5’

Key: 1.f 2.d 3. e 4. h 5.g 6. a 7. c 8. B

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Activity 1: - Have Ss work individually. Check their answers as a class Activity 2: Ss work individually. After they have done the activity, ask some Ss to write their answers on the board. Correct their mistakes.

Time

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Content

Đ ẠO

Teacher’s and students’ activities

ÀN

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

I. OBJECTIVES: By the end of this Unit, students will be able to: read for specific information about the features of cities, talk about important features of a city II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 2: CITY LIFE Lesson 3 - A CLOSER LOOK 2

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IV- HOMEWORK: 2’ -Write new words then learn them by heart.-Copy the exercise into notebooks. -Prepare COMMUNICATION

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

V. TEACHER’S REMARKS:

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Teaching date: ……………… ……………….

Absence: ………………. ………………

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Activity 1 Have Ss read through the given features. Ask them what each feature means to them. Now Ss work in pairs and put the factors in order of importance. Call on some pairs to present their order and give some explanations. Key: Activity 2: Ask Ss to individually read the passage quickly and find the 1. The Economist Intelligence information to fill the blanks. Call on some Ss to read out Unit (EIU) 2. 2014 3.The best their answers and where they can fi nd the answers. Confi rm city: Melbourne the correct ones. The worst cities: Dhaka, Tripoli, and Douala Activity 3: Have Ss read the questions. Ss read the passage Key: again and fi nd answers to the questions. Remind them to 1. Climate, transport, locate the answers in the passage. Ss compare their answers education, safety, and in pairs. Check and confi rm the correct answers. recreational facilities in cities (are used). 2. Among the top 20. 3.Because the living conditions there were the most diffi cult or dangerous. 4.Osaka was. Activity 4: As a class, Ss decide which town or city they are 5.They are a city’s green going to rank. Ideally it should be the local town as it should space, urban sprawl, natural be a place that Ss know personally. Divide the class into features, cultural attractions, groups of fi ve or six. Ss take turns to ask each other the 10 convenience, and questions and write the points that each student gives for pollution. each factor in the table. While Ss are talking, go around to give assistance if necessary. bNext they work out the fi nal result of their group. Finally, one student from each group presents the results to the class. Act as a facilitator, inviting and encouraging comments about the results.

Time

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Content

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: Say and write something about city life II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

20’

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Unit 2: CITY LIFE Lesson 4 - COMMUNICATION

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Week: 4 - Period: 12 Class: ……………… ……………….

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IV- HOMEWORK: 1’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

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DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

V. TEACHER’S REMARKS:

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Teaching date: ……………… ……………….

Absence: ………………. ………………

N Ơ H Y

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Activity 1: Have Ss read through the given features. Ask them what each feature means to them. Now Ss work in pairs and put the factors in order of importance. Call on some pairs to present their order and give some explanations. Activity 2: Ask Ss to individually read the passage quickly and find the information to fill the blanks. Call on some Ss to read out their answers and where they can fi nd the answers. Confirm the correct ones Activity 3: Have Ss read the questions. Ss read the passage again and fi nd answers to the questions. Remind them to locate the answers in the passage. Ss compare their answers in pairs. Check and confi rm the correct

Reading

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4a./ As a class, Ss decide which town or city they are going to rank. Ideally it should be the local town as it should be a place that Ss know personally. Divide the class into groups of five or six. Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table. While Ss are talking, go around to give assistance if necessary. b./ Next they work out the fi nal result of their group. Finally, one student from each group presents the results to the class. Act as a facilitator, inviting and encouraging comments about the results.

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Key: 1. The Economist Intelligence Unit (EIU) 2. 2014 3.The best city: Melbourne The worst cities: Dhaka, Tripoli, and Douala Key: 1. Climate, transport, education, safety, and recreational facilities in cities (are used). 2. Among the top 20. 3.Because the living conditions there were the most diffi cult or dangerous. 4.Osaka was. 5.They are a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and pollution.

Time

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Content

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U .Q TP Đ ẠO

Teacher’s and students’ activities

IỄ N D

I. OBJECTIVES: By the end of this Unit, students will be able to: read for specific information about the features of cities talk about important features of a city II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

ÀN

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

Unit 2: CITY LIFE Lesson 5- SKILLS 1

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Week: 5 - Period: 13 Class: ……………… ……………….

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

V. TEACHER’S REMARKS:

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Teaching date: ……………… ……………….

Absence: ………………. ………………

N Ơ H Content

Listening

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Activity 1: Let Ss work in small groups. Then tell Ss to think or recall/imagine the nuisances/problems they have experienced in the city. Key: Activity 2: Play the recording one or two times. Ask Ss to listen 1. cities 2.offi ce 3.traffi c 4. roads carefully and write down the words they hear in the passage. For less able Ss, T may play the recording again, or as many times as needed. Activity 3: Play the recording again. Tell Ss to take notes/write down Key: the key words as they listen. Then they choose 1.C 2. A 3.A 4. B 5.B the correct answers as required. Correct as a class.

Writing

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Activity 4: Tell Ss to read the sample paragraph carefully and complete the outline. Tell them to pay attention to the connectors/markers: Firstly, Secondly, Thirdly Activity 5: Have Ss write the paragraph in about 100 words. Make sure that they use their outline, along with connectors fi rst/fi rstly, second/secondly, and pay attention to spelling and punctuation. Ss can use the passage in 4to help them structure their paragraph. T may collect some Ss’ papers and mark them, then give comments to the class.

8’

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Outline: Topic sentence: Living in a city has a number of drawbacks. Problem 1: traffi c jams and traffi c accidents Problem 2: air pollution Problem 3: noise/noise pollution Conclusion: These factors contribute to making city life more diffi cult for its residents

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • listen for specific information about some problems of city life • write a paragraph about the disadvantages/drawbacks of city life II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 2: CITY LIFE Lesson 6 – SKILLS 2

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Week: 5 - Period: 14 Class: ……………… ……………….

IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK 24

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Week: 5 - Period: 15 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Unit 2: CITY LIFE Lesson 7 – LOOKING BACK

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Activity 1: 5’ Give Ss a few minutes to complete the word webs. T may give some cues/examples: - street - crowded - gallery - cosmopolitan - shopping mall - exciting … Key: Activity 2: Let Ss read the passage and complete this exercise 1.fascinating 2.noisy 3.full 10’ individually. Less advanced classes can complete 4.crowded this exercise in pairs. After that, let some Ss read the passage 5. urban 6. fabulous 7.bored aloud – sentence by sentence. Check and confi rm the correct answers.

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Key: Activity 3: Ss can do the task by themselves or in pairs. Correct their 1.as interesting as/so interesting answers as a class. as 2.the fastest 3. the shortest/a shorter 4.less entertaining 5.more 10’ Activity 4: First let Ss review the phrasal verbs they have learnt in units carefull 1 and 2. Then have them do the task. Correct Key: their answers as a class. 1.(has) turned down 2.going on 3.get over Activity 5: 8’ This task helps Ss use structures with phrasal verbs to 4.cheered up 5.turn back rewrite sentences. T may have some Ss write 6.found out sentences on the board. Let other Ss give comments. Then Key: check as a class. 1. Turn off the lights when you leave the classroom. 2. Mai grew up in a small town in the south. 3. Kathy looked up the restaurant on her mobile phone. 4.My grandmother has got over her operation. Activity 6: 15’

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Time

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Content

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: to record their results for each exercise in the LOOKING BACK section in order to complete the Finished!self-assessment box at the end of the unit. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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5. We are looking forward to seeing you again REFERENCE: Five centrally controlled cities in Viet Nam: - Ha Noi - Ho Chi Minh City - Hai Phong - Da Nang - Can Tho 62 provincial cities: Mong Cai, Dien Bien, Vinh, Buon Ma Thuot, Ca Mau, Phan Thiet …

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V. TEACHER’S REMARKS:

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare GETTING STARTED - Unit 3

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- First, make sure Ss know the names of the cities in Viet Nam. Divide the class into two teams to play the game. Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features of diff erent cities in the country. When time is up, stop the game and congratulate the winning team

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Week: 6 - Period: 16 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

I. OBJECTIVES

GETTING STARTED

PERIOD 1 :

UNIT 3 : TEEN STRESS AND PRESSURE :

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b.Have Ss work individually, then in pairs, to compare their answers with each other. Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. c. Ask Ss what they think Veronica's statement means. Then explain if necessary. For a more able class, ask them if they have ever felt like Veronica, and what 27

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Time 3’

1. Getting started: chatting

2. Listen and read Vocabulary worried/tense/stressed; relaxed/confident confident/relaxed/calm calm delighted/confident depressed/frustrated Exercise 1 a : Find the opposite of these words in the conversation. Key: 1.to stay up late 2.to disappoint someone 3.to be stressed (out) 4.to take a break 5.good grades 6.to be fully booked Exercise b: Key: 1.C 2.B 3.C 4.A 5.B 6.A

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*Warm –up Introduce the students in the picture: Phuc, Nick, and Veronica. Explain that Mai was supposed to be there but she couldn't come in the end . Ask the class to describe what is happening in the picture: e Where are Phuc, Nick, and Veronica? " What are they going to do? " What are they talking about? " Why do you think Mai couldn't come? *Activity 1 a.Tell Ss they can uncover the text. Play the recording again. Have Ss work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words in the text with opposite meanings.

CONTENT

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T’s & Ss’ Activities

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III. PROCEDURES:

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1.Language content Vocabulary : words related to adjectives of emotion and feelings , changes in adolescence Grammar : question words before to -inf 2.Techniques : group work , pair work, communicative approach 3.teaching aids : Cassette, posters, pictures

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By the end of the lesson, Ss will be able to use some lexical items related to “TEEN STRESS AND PRESSURE” II. TEACHER AND STUDENTS’ PREPARATION :

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Exercise c: Answer key: Veronica wishes her parents could put themselves in her situation to better understand her.

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Exercise 3: Key: 1. encourage someone 2. give advice to someone 3. empathise with someone 4. assure someone 5. empathise with someone 6. encourage someone

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Exercise 2: 1. worried/tense/stressed; relaxed/ confident 2. calm 3. depressed/frustrated 4. confident/relaxed/calm 5. delighted/confident 6. frustrated/worried

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happened. * Exercise 2: Ss work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole class. T may explain the difference between 'depressed' and other words such as 'tense', 'worried', or 'stressed'. (The word 'depressed' is very strong and used only to describe someone who is deeply sad and has lost hope.) Exercise 3: Before Ss start doing this exercise, explain the meaning of 'give advice', 'encourage', 'empathise', and 'assure'. give advice: encourage: empathise: assure: to give suggestions and ideas to help somebody make a decision to give someone support and confidence to do something to be able to understand how someone else feels to tell someone that something is going to be all right, so that they do not worry Ss work individually first, then in pairs. Then give corrective feedback to the whole class. Ask Ss to give examples of the situations in which these sentences are said.

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IV- HOMEWORK: 2’ Do exercise in exercise book. Prepare A CLOSER LOOK 1

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Week: 6 - Period: 17 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

UNIT 3 : TEEN STRESS AND PRESSURE PERIOD 2 : A CLOSER LOOK 1

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Exercise 3: Key (suggested): A. 1; 3; 4 B. 4 C. 1 D. 4

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Exercise 2: Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4

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VOCABULARY: Exercise 1: Key: 1. shape and height 2. reasoning skills 3. Embarrassed 4. independence 5. self-aware 6. informed

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Vocabulary 1 .Ss work individually to complete this exercise. Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. Ss then work in pairs to compare their answers before T gives corrective feedback to the whole class. 2 Explain the phrases in the box first. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’ Share some of your personal experience from your teenage years where relevant. Exercise 3: Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions. Exercise 4 : Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these (diﬃ cult/stressful) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to

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T’s & Ss’ Activities

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I. OBJECTIVES : By the end of the lesson, Ss will be able to use the lexical items related to changes in adolescence II. TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : independence , informed , shape and height , embarrassed ,delighted selfaware , reasoning skills 2.Techniques : group work , pair work, communicative approach 3.teaching aids : Cassette, posters, pictures III. PROCEDURES:

E. 2; 1 F. 4 10’

Pronunciation:

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IV- CON SOLIDATION & HOMEWORK: 2’ 1.Consolidation : Sts practice the intonation of sentences 2.Homework : Do exercise in workbook Prepare A CLOSER LOOK 2

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Key: 1. - You aren’t worried about the exam? Good for you! - I am worried! But I try not to show it. 2. - Do you think Jack is good at Japanese? - He is. But he’s a bit shy to speak it. 3. - Isn’t badminton her favorite sport? - Yes, it is. 4. - Who’s he? (no stress) 5. - Sorry – we’re late! - Actually, you aren’t. We haven’t started yet. 6. - Is she happy at the new school? - Yes, she is. She likes it a lot.

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Pronunciation Stress on the verb be in sentences Play the recording again or say the fi rst sentence in the conversation in GETTING STARTED. Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question. Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box. 5 . Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be are unstressed. With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item. Ss then practise saying the sentences in pairs. 6 Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss work individually first to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss practise saying the sentences.

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join at least another pair to make a group discussion.

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Week: 6 - Period: 18 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

: A CLOSER LOOK 2

PERIOD 3

UNIT 3 : TEEN STRESS AND PRESSURE

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3 . Do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T.

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Exercise 2: Key: 1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept

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2 .Ss work individually to complete this exercise. Then they compare their answers in pairs before T gives corrective feedback as a whole class.

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Grammar Exercise 1 : Key: Mai: ‘I’m too tired and don’t want to go out.’ Mai: ‘I want to be a designer.’ Mai’s parents: ‘Design graduates won’t find jobs easily. We want you to get a medical degree.’

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T’s & Ss’ Activities 1. Remind Ss of what the conversation in GETTING STARTED is about. Ss then work in pairs to complete the task. If needed, give Ss a quick review of reported speech (e.g. verb tense, pronouns, time expressions, etc.) Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech.

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I. OBJECTIVES :By the end of the lesson, Ss will be able to use reported speech with confi dence , use question words before to-infi nitive II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Grammar : reported speech with confidence , use question words before to-infi nitive 2.Techniques : group work , pair work, communicative approach 3.teaching aids :, posters, pictures III. PROCEDURES:

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1.Consolidation : When the two groups have been separated and cannot hear each other, go to each group and tell them one version of the answers. Ask them to remember what you say. 2.Homework : Do exercise in workbook. Prepare COMMUNICATION

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at least 4 .Ss can work in pairs to complete this exercise. eight hours a day. Remind them they can choose from the verbs ask, Exercise 3: 7’ wonder, Key: (not) be sure, have no idea, (not) know, (not) 1. I don’t know what to wear. decide, (not) tell to report these questions. 2. Could you tell me where to sign my name? 3. I have no idea when to leave for 5 First, ask the whole class to agree on five the bus. questions they would like to ask about you. Write 4. We’re not sure where to hang the them on the painting. board. Prepare two different versions of answers 5. He wondered how to tell this news to these five questions. (The more contradictory to his parents. the two 6. They can’t decide who to go first. versions are, the more fun the game will be!) Exercise 4: Key: 10’ Write each version on a separate piece of paper 1. They wondered/couldn’t tell how so that you to use that support service. do not forget them. 2. He had no idea who to turn to for help. Then divide the class into two groups. Tell Ss that one group will stay inside the classroom and 3. Mai asked her mother when to turn off the oven. the other 4. Phong and Minh couldn’t decide outside. Each group will listen to you for the where to park their bikes. answers to the questions and the group will then 5. He was not sure whether to call have to her then. report to the other group what they have heard 6. They wondered what to do to from you. make Linh feel happier.

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V. TEACHER’S REMARKS:

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Week: 7 - Period: 19 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

UNIT 3 : TEEN STRESS AND PRESSURE PERIOD 4 : COMMUNICATION

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CONTENT Warm up: knowledge about stress and pressure

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T’s & Ss’ Activities Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills. Explain the words in the Extra vocabulary box. Use a dictionary or translate the words since they are all abstract concepts. 1. Ss work in pairs to complete this task. Go around and offer help if needed. Otherwise, T may turn this into a group competition. Prepare red paper strips with the five skill categories, and blue paper strips with the skill examples. In small groups Ss will match the red strips to the blue strips. The first group to have the correct answers is the winner. 2 . Give Ss plenty of time to look closer at each skill to discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write on the board two lists: one containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not. As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from different groups. Remember each group will need to explain their decisions. 3 Ss work in small groups to make their own list for Vietnamese teens. They can base it on the text and add their own information. Now the class needs to combine all the group lists to make a big list for the whole

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I. OBJECTIVES :By the end of the lesson, Ss will be able to talk about teen stress and pressure II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : knowledge about teen stress and pressure Grammar : 2.Techniques : group work , pair work, communicative approach 3.teaching aids :, posters, pictures III. PROCEDURES:

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10’

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class. Write this list on a poster, or on the board. 4 Ask Ss to copy down the ‘big list’ they have created in 3 in their notebooks. Ss then work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their results. If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on.

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V. TEACHER’S REMARKS:

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IV- CON SOLIDATION & HOMEWORK: 2’ 1.Consolidation : Sts can tell some more about how to react with stress and pressure . 2.Homework : Do exercise in workbook. Prepare SKILLS 1

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Week: 7 - Period: 20 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

SKILLS 1

PERIOD 5 :

UNIT 3 :TEEN STRESS AND PRESSURE

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2. Now ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions. 3 For this task, allow Ss to have another close reading (or as many times as they wish). Ss work individually first, then compare the answers with their partner. Ask them to discuss and explain each 35

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2. Key: 1. It’s a free service for counselling and protecting children and young adults in Viet Nam. 2. They were callers in the 11-14 year old and 15-18 year old groups. 3. The calls were mostly questions about family relationships, friendships, and physical and mental health. 4. Because they were cases of missing or abandoned children, or children who were suff ering from violence, traﬃ cking, or sexual abuse. 5. The helpline promotes child participation in its operations by involving children as peer communicators and decision makers. 6. It aims to create favourable conditions for children to develop physically and mentally. 3. Key: 1. T 2. T 3. F 4. F 5. F 6. T

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READING 1 a Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help. b Ask Ss to read through the text quickly to get its main ideas. Ask them to answer the question “What is the article about?” using the text title, photos, and key words.

CONTENT

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T’s & Ss’ Activities

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III. PROCEDURES:

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II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content : Vocabulary : knowledge about the work of an advice columnist, asking for advice and to give advice 2.Techniques : group work , pair work, communicative approach 3. Teaching aids : posters, pictures

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I.OBJECTIVES :By the end of the lesson, Ss will be able to - Read for general and specific information about a helpline service for teens in Viet Nam - Talk about teen stress and pressure and how to cope with them

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1.Consolidation : To revise reported speech, T may ask the student who listens and takes notes to report what his/her partner has told him/her. 2.Homework : Do exercise in exercise book. Prepare SKILLS 2

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IV- CON SOLIDATION & HOMEWORK: 2’

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Key (suggested): Caller 1 Caller: girl, from Ha Noi, last year of high school Feeling now: a bit depressed and confused Problem: wants to be a designer; but her parents want her to be a doctor Question: doesn’t know what to say to her parents Caller 2 Caller: boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried Problem: online friend asked for 5 million dong; said if he refused to give it, his life would be difficult Question: wonders whether to tell somebody about this

person’s own decision if their answers are not the same. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to find the relevant information. SPEAKING 4 Tell Ss they are going to listen to two students calling a child helpline. Ask Ss to look at the note form to get oriented about what they are going to hear. Remind Ss that these are notes so they only need to write key words or phrases and not full sentences. After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers. Ask them to use the notes for the roleplay, and remind them to put some emotional expression in their voice for the role-play.

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Teaching date: ……………… ……………….

Absence: ………………. ………………

Week: 7 - Period: 21 Class: ……………… ……………….

SKILLS 2

PERIOD 6 :

UNIT 3 :TEEN STRESS AND PRESSURE

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1. Key: 1. likes 2. no longer in 3. not easy 4. takes time 5. need 2. Key: Key: 1. She feels like she is living her teenage years again, and she loves helping readers by giving them advice. 2. She said it’s most important that we put ourselves in other people’s shoes. 3. Because language should be used sensitively so that the person can get over the negative feelings.

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LISTENING 1 a+b Ask Ss if they know what an ‘advice columnist’ does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens (or you can look them up on the Internet). Tell Ss they are now going to listen to an interview with Miss Sweetie, the advice columnist of 4Teen magazine. Ask Ss to look at the questions in Exercise 1b first. - Ss then work individually to complete the task. Play the recording once to check how much Ss understand it. Then play the recording again when providing the key. Listening 2 For this task, play the recording as many times as needed. Ss work individually first, then compare the answers with a partner. Then provide corrective feedback as a class. - 3 Ss work in pairs for this task. Ask them to explain their decision afterwards. The options that are in the ‘no’ category are because the

CONTENT

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T’s & Ss’ Activities

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III. PROCEDURES:

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I.OBJECTIVES :By the end of the lesson, Ss will be able to - listen for general and specific information about the work of an advice columnist -write a short note to ask for advice and to give advice II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content : Vocabulary : knowledge about the work of an advice columnist, asking for advice and to give advice Grammar : 2.Techniques : group work , pair work, communicative approach 3.teaching aids : posters, pictures

10’ Key (suggested): Key: 1. No 2. Yes 4. No 5. Yes

3. No

Suggested answers:

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1.Consolidation : Ss work individually first to write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends. 2.Homework : Do exercise in exercise book. Prepare LOOKING BACK

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B. I know how you feel, but I don’t think you should worry about 20’ this change. It’s normal, and it shows that you’re growing up. C. If I were you, I wouldn’t have too high expectations. I would do my best in the exam, but I don’t think it’s a good idea to feel so stressed. D. Have you thought about telling this to your parents? They might think of a good solution to help you. E . It might help to consider breaking this big task into smaller tasks and then tackle them one by one. F. It might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help?

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language is too strong or direct. WRITING Work through the Study skill box together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know. 4 Ss need to look at 2, A CLOSER LOOK 1. Then they work individually to complete this task. Remember this is a writing exercise so Ss need to write down their advice notes in full sentences. Remind them to use the expressions in the Writing Study skill box ‘Giving advice’. Ss then swap their writing for peer correction. If time allows, let Ss work in pairs when they have finished the writing. Student A will read out the notes randomly for Student B to guess which advice note is for which student in the exercise.

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Week: 8 - Period: 22 Class: ……………… ……………….

Teaching date: ……………… ……………….

LOOKING BACK & PROJECT

PERIOD 7 :

TEEN STRESS AND PRESSURE

UNIT 3 :

Absence: ………………. ………………

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Key (suggested): 1. concentrate on doing something; organize your 39

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Vocabulary: Exercise 1 : Answer key: Key: 1. excited/delighted 2. frustrated/upset 3. tense/stressed 4. worried/tense 5. disappointed/frustrated 6. emotional/depressed Exercise 2: 10’ Key (suggested): 1. ‘Congratulations!’/ ‘Well done! You did a really great job!’ 2. ‘You must have been really disappointed.’/ ‘If I were you, I would talk to my parents.’ 3. ‘Stay calm. Everything will be all right.’/ ‘It might be a good idea to have a break when you feel too stressed.’ 4. ‘I understand how you feel.’/ ‘It might help to consider talking about this to someone.’/ ‘Have you thought about calling a counselling service?’ 5. ‘I understand how you feel.’/ ‘It might help to consider focusing on the good points of the presentation rather than only the weak points.’ 6. ‘You must have been really emotional.’/ ‘I understand how you feel.’

1 Ask Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences. They work individually first and then compare with a partner. 2. Ask Ss to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. Then Ss need to look at the situations in 1 to say appropriate sentences.

Time 7’

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III. PROCEDURES: T’s & Ss’ Activities

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I. OBJECTIVES :By the end of the lesson, Ss will be able to review of what they have learnt in Unit three ( Teen stress and pressure ) II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : knowledge about Teen stress and pressure Grammar : 2.Techniques : group work , pair work, communicative approach 3.teaching aids : posters, pictures

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timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget

back at COMMUNICATION. They can write in similar skills, or add new skills as they wish.

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IV- CON SOLIDATION & HOMEWORK: 1.Consolidation : discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. 2.Homework : Do exercise in exercise book. Prepare Review 1

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4 Ss work individually then in 4.Key: pairs when they compare their 1. She said she was really stressed out, and that she answers with each other. had had three sleepless nights thinking about her exam. 2. He said he couldn’t concentrate because it was too noisy in there. 3. She said she had been very upset at first but she was fine then. 4. He said he didn’t think taking risks too often was a good idea. 5. She said he would take a cooking class before he went to college. 6. He said he really wished he could make informed decisions 5 Ss work individually to 5. Key: complete this task. 1. Today I’m going to tell you what to do in case of fire. 2. Be sure you know where to find the nearest exit or stairway. 3. You should know how to activate the fire alarm. 4. You should know what number to call to report the fire and ask for help.

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Week: 8 - Period: 23 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Review 1: UNIT 1 – 2 – 3

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1. My town is nice and peaceful, but it isn’t very big. 2. Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors. 3. A: Were you wearing a helmet when you fell off your bike? B: No, I wasn’t. 4. Son: Can I go to a party tonight, mum? Mother: OK, but please don’t make noise when you come home. 5. A: My mum’s really a good friend of mine. B: Is she? Mine is very strict towards me.

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Activity 2: Ss work in pairs first to mark the underlined words as W (weak) or S (strong). Then T plays the recording for Ss to check. Play the recording again and Ss repeat. Pause and correct their pronunciation. 1. A: Is (W) Minh happy about winning the scholarship? B: Yes, he is (S). But his parents are (W) happier. 2. A: I can’t (S) understand it! Aren’t (S) you my son? B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault. 3. A: Pho Hien is (W) a very old town in North Viet Nam. B: Is it (S)? Where is it (W) located? 4. A:It’s (W) raining. Are they (W) wearing raincoats? B: She (S) is, but he (S) isn’t.

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Activity 1: Ask Ss what kinds of words are underlined. Elicit the rule from Ss (they are content words and are stressed because they contain all the important information being conveyed). Play the recording for Ss to listen and read along silently, then they can repeat out loud trying to stress the same words. Call on some Ss to read out the sentences again. Correct their pronunciation as a class. Note: All the underlined words are stressed.

Pronunciation

Time 5’

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Content

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Teacher’s and students’ activities

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I. OBJECTIVES: • This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Lesson 1 - LANGUAGE

- reduce pollution - pull down an old building - empathise with someone Vocabulary - make a handicraft Activity 3: - set up a home business Ss do the task individually and then share their answers with a - feel worried and frustrated partner. Check Ss’ answers. - have high expectations 41

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8’

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IV- HOMEWORK: 2’ -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Review 1 ( Skills )

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4. No worries 5. If I were in your shoes

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- provide employment Activity 4: Let Ss read the passage, then do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a 1. giant 2. tallest class. 3. attractions 4. symbol 5. fascinating 6. excited 7. affordable 8. interest Grammar Activity 5: 2. deal with Ss work individually and then compare their answers with a 1. set up 3. turned down 4. look up partner. Call on some Ss to write their answers on the board. 5. give up 6. put up with Other Ss comment. T corrects as a class. 7. got over 8. keep up with Activity 6: Ss do the task individually. Tell them to write the reported 1. Trang wondered what to wear sentences in their notebooks. Call on some Ss to read their to the fancy dress party. 2. She couldn’t decide whether to sentences. T checks. help Chau with the money her mum had given to her. 3. Nick wondered where to get those traditional handicrafts. 4. Phuc had no idea who to turn to for help with his homework. 5. Hoa was not sure when to Everyday English break the sad news to him. Activity 7: Ask Ss to discuss in pairs and choose the suitable words/phrases 1. As far as I know to complete the talks. After checking their answers, have some 2. what to do pairs act out the mini-talks. 3. Cool

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Week: 8 - Period: 24 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Review 1: UNIT 1 – 2 – 3

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Activity 2: Ss work individually first. Have them read all three situations and think of the one that interests them the most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt. Go around and 1. In a (little) town. give assistance if need be. 2. In a city.

Listening

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a - found out: got information - face up to: deal with - go on with: continue - keep away from: avoid b 1. F 2. T 3. T 4. T 5. F

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Activity 1: Have Ss read the letters silently. T clarifies anything they do not understand. Choose Ss to read the letters aloud sentence by sentence. Correct their pronunciation. Then Ss do the exercise in pairs. T corrects as a class.

Time 8’

Reading

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Content

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Đ ẠO

Teacher’s and students’ activities

1. a stranger 10’ Activity 3: 2. at night a/ Play the recording once. Ss listen and write their answers. 3. downtown Play the recording again for Ss to check. Explain any 4. entertainment difficult words if necessary. Audio script: b/ Play the recording again once or twice, or as required. Ss Michelle: Hi, Mike! How’s it going? Mike: Hi. I’m good, thanks. Are you still living in write down the words/phrases as they hear them. T checks.

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I. OBJECTIVES: This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Lesson 2 - SKILLS

the same place? Michelle: Yes, I’m still in that ‘sleepy’ little town. But you know, I enjoy living there. It’s quiet, and everyone is friendly. I don’t really like the city. I feel like a stranger here. And it seems kind of dangerous, especially at night. Mike: Well, I live here in the city, as you know. We live in an apartment downtown. The city is

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big, and it doesn’t feel as safe as a small town like yours. But I think the people here are pretty friendly. My neighbourhood is like a small town with its own stores, cafés, and restaurants …and we can enjoy all kinds of entertainment: cinemas, museums … Michelle: OK, so then on weekends I should come into the city for all that. Mike: OK. Sure!

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A 45-minute Test

Đ ẠO

Activity 4: Before Ss write, brainstorm Ss’ ideas about a craft village (or a place of interest they have been to if they haven’t been to a craft village). Tell them to look at the cues given; note, they will need modifying slightly for a place of interest. Encourage them to use the words/phrases they have learnt in the units. Give Ss time to do the writing task. Then have them swap their work with a partner to check before handing it in. Collect their papers to check at home.

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15’

Writing

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Week: 8 - Period: 24 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

A 45-MINUTE TEST

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I. OBJECTIVES: By the end of this Unit, students will be able to: use the lexical items related to life in the past II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Content

Activity 1: 1 Ask Ss to look at the title of the conversation and the picture. Ask them some questions: • What do you think the people in the conversation are talking about? • How do you understand the title ‘Preserving the past’? Ss answer the questions as a class. Play the recording and have Ss follow along. a./ Ss work independently. Encourage them to answer the questions without looking back at the conversation. Then allow Ss to share answers. Check their answers as a class.

Key: 1.Fathers make kites for sons. 2.Once every two months. 3.They used to come early, trying to get a place near the screen. 4.Only wealthy households. 5.Yes, he does. He said: “Sometimes I wish I could go back to that time.

Time 13’

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Teacher’s and students’ activities

Key: b./ Ask Ss to find the expressions in the conversation and read 1.c 2.a 3. d 4.b the context where they appear to make sure that they understand the meanings of the expressions correctly. Ss then do the matching. Correct the answers as a class. Ask Ss if they can think Key: of some more expressions with the same meaning. 1. Sure. 2.I can’t imagine that. c./ Have Ss work independently to find the most suitable 3.How cool! response to each item. Ss can then exchange their answers. T 4.I wish I could go back to that checks as a class and explains the answers where necessary. time. 5. How cool! 6.I can’t imagine that. Key: Activity 2: Make sure Ss understand the meaning of the words/phrases in the 1.a 2. d 3.c 4. b 5. e 6. F box. T can ask them to give some examples to show that they understand the phrase ‘technological changes’. Ss then work

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Lesson 1 - GETTING STARTED: Preserving the past

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Đ ẠO

Unit 4: LIFE IN THE PAST

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Absence: ………………. ………………

Teaching date: ……………… ……………….

Week: 9 - Period: 25 Class: ……………… ……………….

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TEST 1

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15’

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Example: Women in Hue used to go swimming at the beach fully 15’ clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, ...

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IV- HOMEWORK: 2’ -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1

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independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Activity 3: Have Ss work in small groups to come up with as many past events and practices in their areas as possible. Give the groups a time limit, for example, five minutes. Have them present the list they have made to the class. As a whole class, decide if these practices were specific to their region or neighbourhood or were also practised elsewhere.

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Week: 9 - Period: 26 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Unit 4: LIFE IN THE PAST Lesson 2 – A CLOSER LOOK 1

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Key: 1.kept a diary 2. entertain themselves 3.preserve our traditions 4.Use your imagination 5.acting out stories 6. collect the post 7. going bare-footed 8. dance to drum music

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Activity 3: Have Ss work individually. Then they can exchange Key: 1.seniority 2.illiterate 3.street vendors their answers with a partner. Check as a class. Now ask for volunteers, or select Ss, to make new sentences 4.strict rules 5. Physical 6.face to face using these words and phrases. Let the rest of the class decide whether the sentence makes sense or not. Try to give lots of Ss a go, not just the ones who are the most extrovert in the class. Key: Activity 4: These words have similar meanings. Before doing the 1.habit 2.behaviour 3.tradition 4. habit 5. practice 6. Behaviour task, ask Ss to cover the REMEMBER!box and elicit the defi nitions if possible. Then allow them to read the defi nitions before doing the task. Have Ss read each sentence and decide what part of speech is missing from the sentence. For example, sentence 1 needs a noun because this word stands after article ‘a’. They then complete all the sentences. Confirm the

8’

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Key: 1.f 2.g 3.b 4.a 5. c 6.e 7. h 8.d

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Activity 1: Ask Ss to do the matching individually. Then allow them to share their answers with a partner. Check as a class. Note: Ss might have diffi culty with the meaning of ‘act out stories’, ‘go bare-footed’, and ‘dance to drum music’. To check comprehension, T can ask Ss to mime activities to ensure everyone has a thorough understanding of the phrases. Activity 2: Ss work individually or in pairs. Ask them to choose the correct answer for each sentence first. They then read the sentence carefully to determine the form and the tense of the verb. Check the answers as a class

Grammar

Time 7’

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Content

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: -identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly - use used/didn’t use + to-infi nitive to talk about past practices II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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10’

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5’ Key + Audio script: 1. Life will be improved in those remote areas. 2.They can see the rain coming in from the west. 3.You didmake me laugh! 4.He hasn’thanded in his assignment. 5. I don’tlike the idea of going there at night. 6.Sam doesn’t like fast food but I do Key + Audio script: 1.- The men in my village used to catch Activity 6: 5’ Have Ss work individually to stress the auxiliaries. Ask fi sh with a spear. them to refer to the REMEMBER! box as they do the - Could you do that? exercise. Then play the recording. Ss listen, check, - No, I couldn’t. and say the sentences. Call on some Ss to say the 2. I havetold you many times not to leave sentences individually. the door open. 3. We’re going to visit Howick, a historical village. 4. - You aren’tgoing to the party? Is it because you can’tdance? - I candance. Look! 5. - I hope she doesn’tdo any damage to the car. - Don’tworry. She doesknow how to drive.

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2

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correct answers as a class. Activity 5: Ask Ss to note all the auxiliaries they fi nd in the sentences fi rst. Discuss with them which ones they think will be stressed. Play the recording. Ss listen and underline the stressed auxiliaries. They then repeat the sentences with a focus on the stressed ones. Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the REMEMBER!box under exercise 5before they actually do the exercise.

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Teaching date: ……………… ……………….

Absence: ………………. ………………

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Activity 1: Have Ss underline the sentences containing used to/didn’t use to + infi nitive in the conversation in GETTING STARTED. Ask them to choose the correct answer A, B, or C. T may write the rule on the board as a reminder for Ss as they do exercise 2. Activity 2: Have Ss work individually. Then ask them to exchange their answers. Correct them as a class

Time 3’

Key: 1.used to be 2.didn’t use to 7’ transport 3. used to dye 4. used to kill 5. used to pull out 6.didn’t use to spend Key: 1.for the present 8’ 2.the past simple and past continuous

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Activity 3: Ask Ss to read the conversation in GETTING STARTED again and look for sentences containing wish. Ask them to underline the main verbs in the sentences and answer the questions. Elicit the rule for the main verbs in the wishsentences for the present. Then have them read the Look out! box. T may write the rule on the board. Activity 4: Have Ss do this exercise individually. They may refer to the Key: 10’ rule on the board. T checks the answers as a class. Correct: 1 and 4 Incorrect: 2. will →would 3.can →could Activity 5: 6.is 5. don’t →didn’t Have Ss look at the prompts first and decide whether the 15’ →was/were sentence is a wish for the present/future or for Key: something happening right at that moment. They then choose 1. I wish we could communicate the appropriate tense for each sentence. with animals. Once they have done this, ask them to write out the 2. I wish no child was/were sentences in full. If time allows, let Ss share their work suffering from hunger. with their partner. T checks as a class. 3.I wish I was/were playing on the beach.

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Content

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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Teacher’s and students’ activities

I. OBJECTIVES: By the end of this Unit, students will be able to: -use used/didn’t use + to-infi nitive to talk about past practices -express wishes for the present II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 4: LIFE IN THE PAST Lesson 3 - A CLOSER LOOK 2

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Week: 9 - Period: 27 Class: ……………… ……………….

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H H Ư TR ẦN B

10 00 A Ó -H Ý -L ÁN TO

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Đ ẠO

V. TEACHER’S REMARKS:

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION

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4.I wish there was/were/would be no more family violence in the world. 5.I wish I was/were going bushwalking with my friends. 6. I wish there were four seasons in my area.

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Week: 10 - Period: 28 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Week: 10 - Period: 29 Class: ……………… ……………….

CORRECTING THE FIRST 45-MINUTE TEST Absence: ………………. ………………

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Activity 3: This task encourages Ss to use their critical thinking skills to fi nd explanations for the questions. Ss will consequently gain a deeper understanding of what life was like for these people. Have Ss work in groups. Encourage them to use their imagination and background knowledge to explain some information from the stories. Ss then share their opinions with the class. T acts as a facilitator.

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Suggested answers: 1.It was diffi cult to reach the villagers on the mountain./There were no other means of transport available. 2. There was no school in the villages./The nearest school might be too far away. 3. There were no other materials available in that deserted

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5’

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Activity 1: a./ T can start this session by writing ‘Looking Back’ on the board and leading Ss through the discussion of the questions. Encourage Ss to give any or all ideas. There are no wrong answers at this stage. b./ Before Ss read the passages, check their understanding of the words in the Extra Vocabularybox by drawing simple pictures, giving definitions or examples of usage. Have Ss read the passages individually as quickly as possible. Then refer to their answers in 1a and see if their guesses are correct. Key: Activity 2: Have Ss read the defi nitions and look for the words in 1.illiterate 2. pass on 3.treat each story. They may do this individually or in pairs. (someone) 4.block 5. survive 6.dogsled

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: make comments on or express opinions about facts in the past II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Đ ẠO

Unit 4: LIFE IN THE PAST Lesson 4 - COMMUNICATION

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Teaching date: ……………… ……………….

12’

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10’

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DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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V. TEACHER’S REMARKS:

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IV- HOMEWORK: 3’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

Activity 4: Have Ss work in groups to match the responses with the stories. Ask them to underline the key words in the responses which help them do the matching. Activity 5: Ask Ss to work in small groups and work out a story of their own. Make sure Ss include the necessary information in the story as suggested in the task. Each group then presents the story to the class. The rest of the class can ask questions about the topic.

land./There were no easy means to transport materials from other places to the island. 4.It was impossible to build a big house with several rooms in the ice and snow./People felt safer living in communal groups Key: Story 1:2, 4 Story 2:1, 3, 5

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Teaching date: ……………… ……………….

Absence: ………………. ………………

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Content

Reading

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Activity 1: Brainstorm how teens entertained themselves in the past compared to the present. Make notes of the activities in two lists and leave them on the board while the class reads the conversation in2. Activity 2: Have Ss read the conversation individually and answer the Key: 1.They used to play outdoors, in questions. Check Ss’ answers as a class. Ask Ss the fresh air. to show where the information for each answer appears 2.They met and talked face-toSpeaking face. Activity 3: Ask Ss to read the example in 3and the expressions for 3.It kept them healthy and in opinions and comments in the REMEMBER!box at the shape. bottom of the page. Once they are clear about what 4.At home. they have to do, they can read each pastime in the list 5.You had to use your own and discuss what they think about it in groups of three or imagination. 6.No, they didn’t. four. T should move around the groups and off er guidance. Activity 4: Apart from expressing an opinion on a practice in the past, Ss have to decide whether they would like to keep the practice alive and explain why. Allow Ss some time to read the practices, make their decision, and think of the reasons for their choice. They can then start their discussion. T moves around the class to facilitate the discussions. If something interesting is expressed, T may wish to bring the whole class together to discuss it.

15’

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Teacher’s and students’ activities

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Đ ẠO

I. OBJECTIVES: By the end of this Unit, students will be able to: listen and read for specific information about school life in the past II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 4: LIFE IN THE PAST Lesson 5- SKILLS 1

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Week: 10 - Period: 30 Class: ……………… ……………….

IV- HOMEWORK: 3’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2 53

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Week: 11 - Period: 31 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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Activity 1: Ask Ss to look at the old photo and read the introduction to the listening and the questions. T may even decide to do a prediction task by asking Ss to guess if each statement is true or false before listening. T then plays the recording and Ss tick () the answers. T can play the recording at least twice. Elicit the answers from Ss. Ask them to explain their answers. Confirm the answers as a class. Activity 2: - Have Ss read the questions fi rst to determine which information they need to fi ll the blanks. Ss then listen to the recording again and write their answers. T checks the answers as a class. WRITING -Activity 3 Ss may work in groups of three or four. Together they make a list of the facilities they are using for their studies. They then tick the ones they think were not available about twenty years ago. T may have the groups write their lists on board. Leave the list there for 4. Activity 4: Ss work individually, referring to the framework while they are writing. If time allows, T can ask some Ss to share their writing with the class.

Key: 1.F 2.T 3. T 4. NG 5.F 6. T

Listening

Time 10’

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Key: 1. 15 2.bare-footed 3. maths, 5’ history (in any order) 4.strict rules 5.extra classes 28’ Sample writing: It is most likely that students twenty years ago were not able to enjoy the Internet in their studies. That’s why it took them a lot of time, energy, and even money, to do a project that we can now easily complete in one or two days. For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment. They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting of the first draft. After fi nishing the draft, they had to write a clean copy on another piece of paper for submission.

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Content

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: -listen for specifi c information about school life in the past -write a description of how children in the past studied without technology II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

ÀN

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Unit 4: LIFE IN THE PAST Lesson 6 – SKILLS 2

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

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V. TEACHER’S REMARKS:

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Teaching date: ……………… ……………….

Absence: ………………. ………………

N Ơ H N Y U .Q

I. OBJECTIVES: By the end of this Unit, students will be able to: • Use some vocabularies and structures to talk about related to life in the past II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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1.Men used to be the bread winner of the 10’ family. 2.Women didn’t use to go to work. 3.People didn’t use to travel on holiday. 4.Families didn’t use to be nuclear. 5.People used to makebanh chung at Tet themselves. 6.Children used to play outdoor games.

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Key: 1.acting out 2. die out 3.preserve 4. collecting 5.entertains

5’

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Key: 1. b 2. e 3. a 4.c 5.d

Suggested answers: 1.I wish my village had access to clean piped water. Activity 4: Have Ss complete the exercise independently. Have them 2.I wish there was/were a bridge over the share their wishes with the class. river, so we did not have to cross the river by boat twice a day to school. 3. I wish there was/were an organisation for social activities for teenagers in my town. 4. I wish I was/were tall enough to play basketball. 5.I wish there were four seasons in my area./ I wish we had spring and autumn in my area.

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Content Key: 1. B 2. A 3.C 4. A 5.B

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Teacher’s and students’ activities Activity 1: Have Ss complete this exercise individually. Check their answers as a class Activity 2: a./Ss work individually. They can then check with their partner. Confi rm the correct answers b./ Have Ss complete this exercise individually. Check their answers as a class. Grammar Activity 3: Ss complete this task independently or in pairs. Discussion may sometimes be necessary to decide if a thing was/was not practised in the past. Only then can they form the correct answers. Check as a class.

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Unit 4: LIFE IN THE PAST Lesson 7 – LOOKING BACK

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Week: 11 - Period: 32 Class: ……………… ……………….

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IV- HOMEWORK: 3’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare GETTING STARTED - Unit 5

5’

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Give instruction to ss about what to do: Divide Ss into groups of four to fi ve and instruct them on what they have to do. Encourage them to interview previous generations – either members of their family or neighbours. Tell them to - choose the pastime they most appreciate and would most like to preserve - explain their choice - work on a plan of how they can help to preserve it Have Ss present their posters in the next lesson. When all the groups have given their presentations, the whole class can vote for the best.

Project: Preserving the past This project aims to encourage Ss to do more research about the past with a focus on traditions and habits which are dying out.

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Suggested answers: 10’ Activity 5: Encourage Ss to use their imagination and work out 1.I wish it would stop raining. wishes for the situation. Have them share their 2.I wish the wind weren’t blowing so answers with the class. hard. 3.I wish the sun were shining. 4. I wish I were sitting in a warm house. Key: Order: 1-4-5-2-9-7-8-6-3 7’ Communication Activity 6: Ss work in pairs or small groups to complete the exercise. Check as a class. Then they can practise the conversation with their best pronunciation and fl uency.

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V. TEACHER’S REMARKS:

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Week: 11 - Period: 33 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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*Vocabulary - recommend( v) - rickshaw(n) - bother(v) - complex (adj) - be worth (+V- ing)

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Activity 1: Play the recording. Ss listen and read along. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension. Ask Ss questions about the picture: 1-Have you ever visited a wonder of Viet Nam? 2-What is it? Where is it? 3-What is special about it? -First, have Ss work independently. Then allow them to share their answers before discussing as a class. -Tell Ss to refer to the conversation to fid the expressions. Practise saying the expressions (play the recording again as a model if necessary). Pay attention to intonation when asking for, making, or responding to recommendations. Activity 2: -Have Ss work independently. Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. T may remind Ss to pay attention to the intonation. -Ss work independently to do the matching. Allow them to share their answers before giving comments, and make any corrections. Ask Ss to work in pairs, practising the exchanges. T may go around to provide help. Activity 3: -First, have Ss work in pairs to match the names of the places of interest to the pictures. Then check with the whole class. T may ask Ss to say the names of these places of interest in Vietnamese and where they are situated. -Ss do the exercise individually and then

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a-Read the conservation again and fill in each gap (with no more than three words). 1-Hue City 10’ 2-three 3-go by air 4-beautiful sights 5-use rickshaw 6-the museums b- Read the conversation again and find the expressions Veronica and Mi use to ask for, make, and respond to recommendations.

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Content

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Teacher’s and students’ activities

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Đ ẠO

I. OBJECTIVES: By the end of the lesson, Ss will be able to • use lexical items to describe wonders of Viet Nam II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

ÀN

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UNIT 5: WONDERS OF VIET NAM LESSON 1: Getting started

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2-a) Write the responses into the 10’ correct column

b)Match

sentences

(1-4)

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V. TEACHER’S REMARKS:

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Đ ẠO

- T gets ss to put places of interest in the correct column. Natural wonders: Ha Long, Phong Nha Cave; Cuc Phuong National Park Man-made wonders: One Pillar Pagoda, Sai Gon Notre-Dame Cathedral, Po Nagar Cham Towers

10 00

IV. HOMEWORK: 1’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1

3) a- Write places of interest under the pictures. 1-b; 2-c; 3-e; 4-a; 5-f; 6-d

sentences (a-d) to make exchanges. Then practice the exchanges with a partner. 14’ 1-b; 2-c; 3-d; 4-a

compare their answers with a partner. Check the answers with the whole class. Activity 4: Model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Note that weaker Ss can stick very closely to the model by substituting the names of different wonders in the conversation. However, it’s good to encourage more able Ss to create their own versions of the conversation. Call on some pairs to practise in front of the class, remembering that this is a fluency stage and correction should be reserved for the end and kept to a minimum so as not to deter Ss from taking risks with the language.

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Week: 12 - Period: 34 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

UNIT 5: WONDERS OF VIET NAM LESSON 2: A closer look 1

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3a-Match the nouns in A to the definitions in B. 1-b; 2-d; 3-a 4-e; 5-c b-Use the nouns in 3a to complete the sentences. 10’ 1-structure 2-measures 3-setting 4-complex 5-recognition

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-cavern(n) -fortress(n) -tomb(n) -astounding(adj) -picturesque(adj) 1-Write the words with the correct pictures. 5’ 1-B; 2-D; 3-A 4-E; 5-C; 6-F 2-Fill each blank with a suitable adj from the box. 10’ 1-located/situated 2-picturesque 3-astounding 4-geological 5-administrative

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Activity 1: -Ask Ss to do the exercise independently. Then have them share their answers with one or more partners. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life example of the nouns in the box. Activity 2: -Ss work independently and then share their answers with one or more partners. T may ask for translation of some adjectives to check their understanding. Activity 3: -Ss work in pairs to match the nouns to the definitions. Allow them to share their answers before checking with the whole class. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to make some example sentences with these words. -Have Ss complete the sentences individually, using the phrases in 3a. Then have some of them read out their answers before checking as a class. Activity 4: Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the words in red in each sentence are stressed or not. T may play the recording as many times as necessary. -Read through and explain the rule in the REMEMBER! box and ask some Ss to give some examples of the cases where the short words (a, of, the, etc.) are used in the strong form. Activity 5: -First, ask Ss to work in pairs to practise reading aloud the mini-talks and decide in which sentences the

Content

Teacher’s and students’ activities

ÀN

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I. OBJECTIVES: By the end of the lesson, Ss will be able to • identify in which situations to stress short words (a, of,…) in sentences and say them correctly. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

5’ 4-Listen and repeat, paying attention to the words in red in each

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V. TEACHER’S REMARKS:

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IV. HOMEWORK: 1’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2

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1. A: Where are you from? B: I’m from Ha Noi. 2. A: Can you come and check this paragraph for me? B: It’s OK but you shouldn’t use ‘ and’ at the beginning of the paragraph. 3. A: Did you ask her to join our group? B: I’ve asked her several times but she doesn’t want to. 4. A: Is this letter from Peter? B: No, the letter is to him, not from him.

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5-Read the mini-talks and underline the short words using the strong form.

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short words are stressed. Then play the recording. Ss listen pair of sentences. and underline the stressed words. T may pause 1. A: This is a (S) solution, but not the only one. B: Attempts to f nd a (W) solution have failed. after each sentence and ask them to repeat chorally. Correct 2. A: I’m fond of (W) bananas. their pronunciation if necessary. B: Bananas are what I’m fond of (S). 3. A: It’s not trick and (S) treat; it’s trick or (S) 9’ Activity 6: treat. -Ss practise the mini-talks in pairs. T may go around to B: I need Peter and (W) Mary or (W) John and provide help. Call on some pairs to practise the (W) Nick to help me. mini-talks in front of the class. Correct their pronunciation if 4. A: It’s good but (W) expensive. B: You shouldn’t put ‘ but’ (S) at the end of the necessary. sentence.

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Week: 12 - Period: 35 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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2-Complete the sentences using the correct passive form of the verbs in brackets. 1-It is known… 2-It is believed… 3-It is reported … 4-It is claimed… 10’ 5-It is understood… 6-It is expected... 3-Here are some things we hear about Po Nagar Cham Towers.Write sentences about it using the impersonal passive. 1-It is claimed that Po Nagar Towers ….Viet Nam. 2-It is said that The Cham people…. 3-It is believed that the Po Nagar … 4-It is understood that Po Nagar Kalan… 3’ 5-It is known that a sculpture… 6-It is thought that in the 17th century…

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1a-Read part of the conversation. Pay attention to the underlined part. b-When do we use the impersonal passive? Can you think of any rules? It+ to be +P.P+ that + S+ V

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U .Q Time 10’

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Content

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Teacher’s and students’ activities Activity 1: -First, ask Ss to study part of the conversation from GETTING STARTED. Draw Ss’ attention to how to form the impersonal passive by analysing the underlined part and the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED again and underline another impersonal passive that they can f nd. Ask them to share their findings with a partner before checking with the whole class. -First have Ss cover up the yellow box in 1b and try to work out the usage themselves for this structure. Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box. Then ask some Ss to give some more examples to check understanding. Activity 2: -Ss complete the sentences independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any correction if necessary. Activity 3: -Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say their sentences aloud. Give comments, and make any correction if needed. Activity 4: -Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then explain to Ss the structures used with the verb suggest and ask them to make some examples to illustrate. -Ask Ss to study the rules in the box. Draw Ss’ attention to the use of the verb suggest by analysing

Đ ẠO

I. OBJECTIVES: By the end of the lesson, Ss will be able to • use the impersonal passive and the verb suggest+ Ving/clause with should II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

ÀN

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UNIT 5: WONDERS OF VIET NAM LESSON 3: A closer look 2

4a-Read part of the conversation. Pay attention to the underline part.

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the examples in the box in 4b and the REMEMBER! b-When do we use suggest+ Vbox. Then ask some able Ss to give some more ing/clause with should? Can you think examples of any rules?

5-Write answers to the following 10’ questions using suggest+V-ing/clause with should and the prompts in brackets. Then practice them with your partner. The first one has been completed for you. 1-I suggest the government should limit the number of visitors every day. 10’ 2-I suggest we should control/controlling deforestation. 3-I suggest we should put/putting these valuable things in high security places. 4-I suggest we should raise/raising the money. 5-I suggest we should reduce/reducing smoke and exhaust fumes.

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V. TEACHER’S REMARKS:

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B 10 00

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IV. HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMUNICATION

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Đ ẠO

6a-Work in pairs. Tell your partners what they should do in the following situations, using suggest +V-ing/clause with should. b-Now report your partner’s ideas to another partner.

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-Ask Ss to work in pairs, reporting their previous partners’ ideas to the new ones. Then T may ask some Ss to report their previous partners’ ideas to the whole class.

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Activity 6: -First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Call some pairs to practise in front of the class.

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Activity 5: -Ask Ss to do the grammar exercise individually. Remind them to refer to the box in 4b and the REMEMBER! box and use a dictionary if necessary. Then have Ss compare their answers in pairs before checking with the whole class.

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Week: 12 - Period: 36 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

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1-Listen to the radio programme 15’ from 4Teen. Then decide whether the following statements are True or False. 1-F; 2-T 3-F; 4-T 5-F 2-Listen to the next part of the radio programme. Then fill in the gaps with the words/numbers your hear. 1-central 2-two hundred 3-park 4-discovered 5-paradise 8’

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U .Q TP Đ ẠO

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Activity 1: -Ask Ss to read the instruction carefully and remind them to remember the key words in the statements. Play the recording and ask Ss to decide whether the statements are true (T) or false (F). Elicit the answers from Ss and write them on the board. Have them correct the false statements where applicable. Play the recording again for Ss to check the answers. Activity 2: -First, have Ss read the next part of the radio programme and guess what the missing word for each gap in the conversation is. Then play the recording. The first time, ask Ss to close their books and listen only. Then play the recording again and allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers. T may ask Ss to read the conversation again, paying attention to the meaning of the words/phrases: proper name, contestant, spectacular, round. Activity 3: -Ask Ss to work individually, each writing six sentences that describe one of the wonders of Viet Nam they know. Remind them not to let anyone know their sentences.

Content Game: Matching (Words and meaning) *Vocabulary -proper name -contestant(n) -spectacular(n) -round(in a game)

Teacher’s and students’ activities

I. OBJECTIVES: By the end of the lesson, Ss will be able to • use lexical items to describe wonders of Viet Nam II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

ÀN

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UNIT 5: WONDERS OF VIET NAM LESSON 4: Communication

15’ Activity 4: -Ask Ss to work in groups of four or five to play the game 3-Write six sentences that ‘ What’s What?’ T goes around the groups to provide help. describe one of the wonders of 65

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H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN TO

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V. TEACHER’S REMARKS:

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IV. HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

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4-Work in groups. Play the game “What’s What?”

Viet Nam you know.

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Week: 13 - Period: 37 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Đ Activity 3: First, ask Ss to work in pairs, to put the things that have caused damage to the man-made wonders of Viet Nam in order of seriousness. T may go around to provide help. After Ss finish, call on some pairs to 67

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1-It is located in Huong Son 15’ Commune, My Duc District, Hanoi. 2-It includes Den Trinh (Presentation Shrine), Thien Tru and the Perfume Temple. 3-The centre of this complex, the Perfume Temple, also known as Chua Trong, is located in Huong Tich Cavern. 4-Its beauty has been used as the theme of famous songs and a topic of lyric poetry. 5-Pilgrims from all Viet Nam do.

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Activity 2: T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they f nd the information that helps them to answer the questions. Ss can compare their answers with a partner before discussing them as a class.

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Content Time Activity 1: Guessing game 8’ Ask Ss to scan the article to f nd the words: vast, pilgrims, Picture and some information theme, backdrops, and reign. Help Ss work out -vast(a): extremely large in size, the meanings of these words from the context. amount,… -pilgrims(n): a person who travels to a holy place for religious reasons. -theme(n): the subject or main idea in a talk, piece of writing, or work of art -backdrop(n): the general scene in which an event takes place -reign(n): a period during which a king, queen, emperor,etc,rules.

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of the lesson, Ss will be able to • practice their reading and speaking skills related to the topic. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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UNIT 5: WONDERS OF VIET NAM LESSON 5: Skills 1

10’

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report their choices and give the reasons for them. Example:

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H Ư

V. TEACHER’S REMARKS:

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.Q TP G

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IV. HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2

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Activity 4: a Ask Ss to work in pairs, and use the ideas in 3 to suggest ways to protect and preserve the man-made wonders of Viet Nam. Go round to provide help. b Have the representative of each pair in turn report their best ideas to the whole class. Give comments and make any correction if necessary.

A: It is reported that many of our man-made wonders have been damaged. What should we do to protect and preserve them? B: I suggest that we should limit the number of tourists visiting them every day. A: That’s a good idea. I’d like to suggest raising money to restore and preserve them...

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Week: 13 - Period: 38 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

2) 1-Northeast ; 2-UNESCO 3-picturesque ; 4-zones 5-caverns ; 6-astouding 15’

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10’

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1) 1-T ;2-F ; 3-T ; 4-T

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Activity 2 : Ss work in pairs to discuss the missing word for each gap from the information they have heard in 1. . Play the recording again and allow Ss to f ll in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers. Activity 3 : Ask Ss to make notes about a wonder of Viet Nam that they or their family members have visited in the given table. Remind them that they do not have to write full sentences and they can use abbreviations. Then ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class.

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Content Time What do you know about Ha Long 5’ Bay? -recognition(n) -situate(v) -existed(a) -unforgettable(a)

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Teacher’s and students’ activities Activity 1 : Ask Ss to read the instruction carefully and remind them to underline the key words in the statements. Play the recording and ask Ss to decide whether the statements are true or false. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers.

I. OBJECTIVES: By the end of the lesson, Ss will be able to • practice their listening and writing skills related to the topic. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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UNIT 5: WONDERS OF VIET NAM LESSON 6: Skills 2

4a. Use your notes in 3 to write a short 14’ Activity 4 : a. First, have Ss study the guidelines on how to write a article describing a wonder of Viet passage describing a place in the REMEMBER! box. Nam. Set up the writing activity. Ss should use their notes in 3 and the notes in the REMEMBER! box to help them to structure their writing. T can also help them get 69

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V. TEACHER’S REMARKS:

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U .Q TP N

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IV. HOMEWORK: 1’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

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b. Ask Ss to write the first draft. T may go around to comment or provide help. Then have Ss write their final version in class or at home. If they write in class, they can also do it in pairs or groups. T may display all or some of the work on the wall/ noticeboard. Other Ss and T give comments. Ss edit and revise their writing for homework.

4b. Swap articles with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your final article to the class.

started by writing the opening sentence on the board, based on the audio script: It is said that [wonder] is a [adjective] place …

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Week: 13 - Period: 39 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

10 00

3) 1-complex; 2-measures 3-recognition; 4-setting 5-structure

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Activity 3 -Get Ss to use the words from the box to complete the sentences. -Ss do the task.

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4) Activity 4 -Ask Ss to rewrite the following sentences using the 1/It is expected that more than….. impersonal passive. 2/It is reported that Thien Duong … -Ss write the answers on the board. 3/It is believed that the Perfume… 4/It is said that Ha Long Bay… 5/It is hoped that many defensive… Activity 5 -Ask Ss to work individually to write down four bad things that happened to them yesterday. Then have Ss discuss with a partner what they should do in each situation. Remind them to use the verb suggest to tell their ideas about what their partners should do in each situation.

5’

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H Ư

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5’

2) Activity 2 -Ask Ss to underline the correct word in each 1-fortress; 2-limestone sentence. 3-cavern; 4-tombs -Ss do the task.

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Time 5’

Teacher’s and students’ activities Content 1) Activity 1 -Have Ss match adjectives in column A to definitions 1-b; 2-d; 3-e; 4-a;5-c in column B. -Ss do the ex.

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Đ ẠO

I. OBJECTIVES: By the end of the lesson, Ss will be able to • practice review the vocabulary and grammar in unit 5. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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UNIT 5: WONDERS OF VIET NAM LESSON 7: Looking back & Project

Activity 6 Model this activity with a more able student. Ask Ss to work in pairs, one student using prompts in the box to make suggestions and another responding to them. T may have Ss refer to how to make and respond to 71

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Example: 5’ A: It’s well worth going to the Perfume Pagoda. It’s very picturesque. B: Yes, that’s what I’ve heard.

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suggestions or recommendations in GETTING STARTED. Go around to provide help. Call on some pairs to practise in front of the class. 7) Activity 7 First, ask Ss to do the task individually to choose the 1-E; 2-D; 3-F sentences (A-F) to complete the conversation. 4-A; 5-C; 6-B Then ask them to check their answers with a partner. Confirm the correct answers. Ask Ss to practise the conversation with their partner.

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IV. HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare REVISION FOR THE 45-MINUTE TEST

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10 00

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PROJECT INSTRUCTIONS Finally, ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide PROJECT further practice. The wonders of Viet Nam! 1 Ask Ss to read the brochure about the Complex of Hue Monuments and point out what information should be included in a brochure about a place of interest. 2 Ask each group to choose one of the wonders of Viet Nam they have visited and design a brochure about it. If time allows, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework. 3 When Ss have f nished their brochures, T asks them to display their leaf ets on the wall /noticeboard. T may choose some of the brochures and ask Ss to give comments. Finally, ask the whole class to vote for the best.

8’

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5’

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Week: 14 - Period: 40 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Review 2: UNIT 4 – 5 – 6

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Activity 1: Review the rules of stress on auxiliaries, articles, and prepositions with Ss as a class. Have Ss then circle the stress independently. Play the recording. Ss listen and check their answers. Confirm their answers. Ss listen again and repeat, in chorus and individually.

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1. - Which hotel are you staying at? - The Grand Hotel. It’s by the sea. - Isn’t it the one you stayed in last year? - Yes, it is. 2. - I can’t fid my key. Do you happen to see it anywhere? - It’s on the coffe table. - There’s nothing on the coffe table. - Really? I did see it there when I was tidying up the room this morning. 3. - You have to help me with this assignment. - I won’t. - Please! - Are you going to rely on others all your life? 4. - Have you seen The Tomb Raider? - No, I haven’t. But I’ve seen The Smiths. - Is that the fim you often talk about? - Yes, it is. Look. This is the trailer for it.

Note: This exercise focuses on stressed auxiliaries, articles, and prepositions only.

Vocabulary

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1. d Activity 2: Make sure Ss understand the meanings of the phrases in the box. 3. g Then have them complete the exercise individually. 5. c 7. e Activity 3: Ask Ss to read the sentences and decide what kind of word is needed for each sentence (a noun? a verb? an adjective?...). Elicit their 1. extended answers. Let Ss do the exercise independently. Ss can then share their 3. solution answers with a partner. Check and write the answers on the board. preserve 5. religious Grammar 73

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2. a 4. f 6. h 8. b

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Pronunciation

Time 10’

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Content

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Teacher’s and students’ activities

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I. OBJECTIVES: • This unit reviews the language and skills Ss have learnt in Units 4, 5, and 6. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Lesson 1 - LANGUAGE

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2. obey 4. 6.

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Activity 4: This exercise revises the use of impersonal passive, suggest, adjectives + to-infinitive/that + clauses. Have a brief revision with Ss if necessary. Then have Ss do the exercise individually. Ss exchange their answers and discuss if there is any difference in their answers. Check and explain each answer.

recognised 7. contribution 8. illiterate

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IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Review 2 ( Skills ) V. TEACHER’S REMARKS:

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

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1. I wish I was now participating in an international summer camp in Brazil. 2. I wish we still had traditional markets. 3. I wish I could visit 3’ Everyday English Nha Trang. Activity 6: 4. I wish I had time to Have Ss read the phrases and sentences carefully before they do this learn ceramic painting. exercise in pairs. Correct their answers and ask some pairs to act out 5. I wish I was not at the dialogues. home writing an essay./ I wish I was playing with my friends.

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1. B 2. D 3. B Activity 5: Have Ss read the situations and decide which type of wish is used in 4. C each sentence. Elicit their answers. Then let Ss do this exercise 5. D 6. C independently, and share their answers with the class. T checks.

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Week: 14 - Period: 41 Class: ……………… ……………….

Teaching date: ……………… ……………….

Absence: ………………. ………………

Review 2: UNIT 4 – 5 – 6

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Speaking

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Activity 2: This is an open speaking exercise. Allow Ss some time to read the ideas and form their own opinion. Ss can work in groups. Have some Ss/groups present their own opinions in front of the class.

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Activity 3: Ask Ss to carefully read the questions first. T then plays the recording. Ss listen and decide if the statements are true or false. Write Ss’ answers on the board. Don’t confirm their answers at this stage. Have them listen again and check their own answers. Then correct them.

Đ IỄ N D

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1. F 2. T 3. F 4. T 5. T 6. F Audio script: Moc Chau has recently become a popular tourist attraction that draws travellers throughout the year. People are attracted to this lovely town to admire its endless hills. The picturesque scenery here is unlike anything else in Viet Nam. Many places remain untouched by people. Apart from its fabulous scenery, Moc Chau is also famous for its local dishes, which are new to outsiders. People usually try them out of curiosity and end up falling in love with their amazing taste. Another attraction of this small town is its honest and friendly people. Visiting small villages in Moc Chau, tourists are welcomed into the locals’ homes and treated with homemade corn wine. The

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1. A Activity 1: Ss read the text and answer the questions independently. 2. D They can then compare their answers with a partner. Check 3. D and have Ss explain where in the text they found the 4. B 5. C information for the answers.

Reading

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Content

DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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Teacher’s and students’ activities

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Lesson 2 - SKILLS

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V. TEACHER’S REMARKS:

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IV- HOMEWORK: 1’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Revision for the TEST

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Activity 4: Have Ss read the notes of a traditional home first. They can then arrange their ideas and start writing. T may call on a volunteer to write on the board. Other Ss and T comment on it. Ss then refer back to their own writings and see if they want to make any changes. Collect some work to correct at home.

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Writing

warm and open hospitality of the people here has made it a delightful experience for domestic as well as international visitors. Located only 187 kilometres from Ha Noi, Moc Chau can easily be reached by both private and public transport.

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Period: 42

Week: 15

Đ c. Ss read the dialogue again to do this exercise. Ss exchange their answers with a classmate. Ask for Ss’ answers as well as the explanation for their choices. Write the correct answers on the board.

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Key: 1. Trench 2. tiled roof 3. facilities 4. photo exhibition 5. rubber sandals 6. thatched house Key: 1. anniversary 2. fascinating 3. missing 4. conditions 5. improved 6. Proper Key: 1. F (It was founded in the 1960s.) 2. T 3. F (They wore rubber sandals and straw hats.) 4. NG

20’

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b. Have Ss work independently. Ss fid the words with the given meaning in the conversation. Then have Ss share their answers with a partner before asking them to discuss as a class.

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-Students -In the library

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Activity 1: Write the words Past and Present on the board and ask Ss to give another expression for the phrase. When they have given the phrase Then and Now, ask them to look at the picture and the heading Our school in the past and ask them some questions: • Who can you see in the picture? • Where do you think they are? • Is there anything in the small pictures on the wall related to past and present? Ss give their answers as a class. T can write their ideas on the board. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue a. Ss work in pairs to label the pictures with the words given. Allow pairs to share their answers before asking them to discuss as a class. Then ask some Ss to read the words/phrases aloud and correct their pronunciation if necessary.

Time

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 6: VIET NAM:THEN AND NOW Lesson 1 - GETTING STARTED: Our School in the past

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5. T Key: 1. The conversation takes place on the school’s 60th anniversary. 2. Because it explains a lot about how the school was in the past. 3. There were trenches outside the classrooms. 4. The roof was made of tiles and some tiles were broken. The window frames were made of wood and some of them were missing. 5. They can learn that they are lucky to have such great learning facilities nowadays.

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Activity 3: Now ask Ss to think about their own school’s history. First, have pairs write a couple of questions about the school in the past that they would like to ask T. Then, as a whole class T can answer questions from Ss about the school when she/he started teaching. The aim is to generate a short discussion. Now have Ss work in small groups to talk about the changes to the school. Ask them to use the adjectives and adverbs in RemembeR! box. T can tell Ss that they can talk about: + the school principal and school teachers + the school playground + the library + the computer room + the classroom

Key: 1. slight 2. dramatically 3. signifiantly 4. considerable 5. gradual

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Activity 2: Have Ss read the RemembeR! box individually. Then go through the points as a class and see if any Ss can make sentences using these adjectives and adverbs. Afterwards, ask Ss to work individually on the gap-fil exercise. Check the answers as a class.

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d. Ask Ss to do the exercise without reading the conversation again. Ss compare their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Call on some Ss to give the answers.

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IV- HOMEWORK: 1’ -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1 V. TEACHER’S REMARKS: 78

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Period: 43

Week: 15

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Activity 1: Now have Ss turn to the book and work in pairs to label the Key: pictures. Then ask them to brief y describe 1. tram those pictures. Check the answers as a class. Then ask Ss: 2. fyover - Have you ever tried one of these means of transport or 3. elevated walkway road systems? 4. skytrain - How do you feel about using each of these means of 5. underpass transport or road systems? 6. tunnel Activity 2: Have Ss work individually to f ll in the blanks. Allow them to share answers with a partner before checking Key: 1. tunnel as a class. 2. elevated walkways 3. fyover 4. skytrain 5. underpass Activity 3: Give Ss a couple of minutes to work in pairs to do the 6. tram matching. Then check the answers as a class. Key: Ask the class these questions and ask for a show of hands: 1. f - Who lives in an extended family? 2. b - Who lives in a nuclear family? 3. e Now ask individual Ss 4. d - Can any of these adjectives be used to describe your 5. c father/mother/sister/brother? 6. A Ask more able Ss to give a quick example to illustrate their answers, e.g. My father is tolerant. He always lets us watch what we like on TV. Activity 4: Have Ss work individually to complete the sentences. Have them compare their answers in pairs. Key: 1. extended family Afterwards, check Ss’ answers as a class. 2. sympathetic 3. obedient 4. tolerant 5. nuclear family Pronunciation 6. cooperative Stress on all the words in sentences

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Unit 6: VIET NAM:THEN AND NOW Lesson 2 – A CLOSER LOOK 1

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10’

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Typically, a sentence has one word or syllable that is stressed more strongly than the rest of the stressed syllables on the content words. However, in some sentences used to show urgency or surorise, all the words are important. Therefore, we put stress on one syllable of each word. Sentences with the words stressed may have the patterns below: OO Watch out! OoO Hurry up! OOo say sorry! OOO Don’t come back Key: 1. OO – I know!, That long?, Don’t cry! 2. OoO – Go away! 3. OOo – Keep going! 4. OOO – Don’t turn left!

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Suggested answers: 1. Be quiet! OOo Don’t talk! OO 2. Don’t turn right! OOO 3. Wake up! OO Get up! OO 4. Smile please! OO Say cheese! OO 5. Don’t worry! OOo Don’t cry! OO 6. Look out! OO Look ahead! OoO

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Activity 5: StaSs write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Play the recording for Ss to check their answers. Have the whole class repeat chorally after the recording or after T.rt the less Activity 6: on This section can be done with some drama, so encourage Ss to exaggerate a little and have fun. They can also add hand gestures and facial expressions to increase the dramatic element. Have Ss work in pairs to describe the pictures quickly and to f ll the bubbles with the utterances as in the example. Then ask some pairs to read out their utterances with the correct stress. Conf rm the correct answers. Lastly, have the class read all the sentences chorally. o coIf time allows, have Ss work in groups and think of some other surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class.ont to play a quick game. Ask them to write as many adjectives and adverbs describing degree and speed of change that they have pair with the most words

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Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rules and read out the examples in the box or to give their own examples.

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2 V. TEACHER’S REMARKS: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………

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https://twitter.com/daykemquynhon plus.google.com/+DạyKèmQuyNhơn Period: 44

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Week: 16

Unit 6: VIET NAM:THEN AND NOW Lesson 3 - A CLOSER LOOK 2

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Ask Ss to read the speech bubbles from the conversation in GeTTING STARTeD, then have them read thestructures and examples in the grammar box carefully. Help them with the meaning of the adjectives ifnecessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if necessary. Activity 3: - Have Ss work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check their answers as a class. Activity 4: - Have Ss work in pairs to do the gap-fil exercise. Allow pairs to share answers with other pairs. Then check

1. Key: 1.-What family groups had Vietnamese people lived in before 1990? - They had lived in extended families. 2. -How had people in Viet Nam travelled before the f rst motorbike was imported? - They had travelled by bicycle. 3. -How had Vietnamese people lived before the open-door policy in 1986? - They had had a harder life. 4. -Where had your family spent holidaysbefore 2005? -We had spent our holidays only in Viet Nam before then. 5. -Who had ruled Viet Nam right before the Tran dynasty? -Ly Chieu Hoang had ruled the countrybefore the Tran dynasty. Adjective + to-infiitive/Adjective + that-clause Key: 1. F 2. A 3. B 4. E 5. D 6. C

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8’

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Activity 2: - Have Ss work in pairs. Together they write the questions and answers. Have some Ss write their sentences on the board. Each student may write one or two pairs of questions and answers to save time. Have other Ss give comments. Conf rm the correct sentences.

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Key: 1. had been 2.had played 3. had (you) used 4. had (only) seen 5. had had 6. had experienced

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Teacher’s and students’ activities Activity 1: - Ask Ss to work individually to f ll in the blanks. Check the answers as a class.

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II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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I. OBJECTIVES: By the end of this Unit, students will be able to: • use the past perfect correctly • use the structure adj + to-inf nitive and adj + that-clause correctly

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IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION

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Suggested answers: 1. to support the victims after the Activity 6: - Ask Ss to work individually to fiish the sentences. disaster For some classes it may be better to have Ss choose 2. be able to build the country into a just powerful one one or two sentences to focus on, rather than do 3. Viet Nam has good potential for them all. Allow them to share their ideas with a tourism partner. 4. there would be less land for agriculture in Viet Nam Then ask some Ss to read out their sentences. Correct their sentences if necessary. 5. non-academic subjects are also signifiant 6. learn that some of his students could not get scholarships

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10’

Đ ẠO

Key: 1. We were relieved that we had done well in the exam. 2. I am sorry that our parents had very poor school facilities. 3. Everyone was glad that the government had decided to invest more in education. 4. Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians. 5. All of us are delighted that life in the countryside has improved considerably.

Activity 5: - Have Ss work in groups of about four and give each group an A3-size sheet. Ask them to write the sentences leaving a large space between each one. Then tell Ss to stick the sheets on the wall. Each group moves around clockwise to read the other groups’ answers and, if necessary, correct the sentences by writing any corrections on a sticky note against each sentence. Check the answers as a class. Note that this kind of peer review is effctive and can be used in many diffrent teaching situations.

10’

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their answers as a class, noting all the possible options.

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Period: 45 Peried: 46

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Activity 3: - Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and write down a few posts on a big sheet of paper. They can pretend to be foreign visitors and use the posts in 1 as a model. Set a time limit of ten minutes. They should also decide which changes are the most benef cial. Activity 4: -When the time is up, ask the groups to stick their papers on the wall. Each group reports their best post tothe class, saying which changes have been the most benef cial for the

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Suggested answers: - Charles is from France. He said that the rst time he had been to Viet Nam was in 1965. He said that many people were/had been illiterate then but he was astonished that after nearly 30 years there was no more illiteracy although the population had nearly tripled. He was also surprised to learn that the country was one of the largest rice exporting countries. - Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/astonished to see that so much had changed over the last 18 years – yovers and high-rise buildings were mushrooming.

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Books

H Ư

Activity 1: -Have Ss skim-read the posts individually. In pairs, Ss compare how many ideas from the posts they can remember. Then they can read them a second time more slowly for detail. Activity 2: Put Ss in groups of three. Tell them that they can look back at the posts and each group member reports on one post as in the example. Afterwards, ask some Ss to retell the posts to the class. Correct them if necessary

Time 10’

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Content

Đ ẠO

Teacher’s and students’ activities

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to: • read for general and specific information about the tram system in Ha Noi then and now. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 6: VIET NAM:THEN AND NOW Lesson 4 - COMMUNICATION

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8’

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country. Vote for the best posts.

IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

V. TEACHER’S REMARKS:

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Period: 47

Week: 17

Ơ H https://daykemquynhonofficial.wordpress.com/blog/

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Đ ẠO

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Content Time Suggested answers: 15’ Activity 1: -Ask Ss to look at the two pictures and discuss the questions. - The first picture shows an old Elicit the answers from Ss. Give Ss twominutes to skim the tram. The second picture shows a article and compare their answers with the information in the modern train. article. - The tram would have been seen in a town or city. These trains can be seen nowadays in big, modern cities. - They are diferent in many ways: + the first has fewer compartments (two or three) than the second (four). + the first runs much more slowly. + the first is not air-conditioned while the second is. + the first runs along tracks on the ground at street level, while the second runs on elevated tracks. + the first is powered by overhead electricity wires, while the second runs on electromagnetics. 5’ Activity 2: -Have Ss read the article to answer the questions in pairs. Key: Ask some Ss to share their answers. 1. In the 20th century. 2. It was a major means of transport for Hanoians. 3. In 1990. 4. The population has increased dramatically. 5. New rail systems including a skytrain and a subway are under way. 6. (Students’ own opinions) Activity 3: -Ask Ss to work individually. Remind them to pay attention to key words in each statement. Then allow them to share Key: 1. F 2. T 3. F 4. T 5. F 5’ answers before checking as a class. Ask them to explain why some statements are false. 18’ Speaking

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • talk about changes in transport in the neighbourhood and express opinions about these changes II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 6: VIET NAM:THEN AND NOW Lesson 1 - SKILLS 1

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V. TEACHER’S REMARKS:

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U .Q Đ ẠO

IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2

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Activity 4: -This can be done as pair work or as a game. Divide the class into two big groups. Members of each group take turns to come to the board to add to the list of dif erent types of transport systems in Viet Nam. Set a time limit of a few minutes. The group with more words/phrases wins. Activity 5: -Ask Ss to work in pairs to do the discussion. Tell them that they can use the information from 4 and the examples in5. Ask some pairs to present their ideas to the whole class.

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Period: 48

Week: 17

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Key: 1. extended family 2. three generations 3. shared 4. their day 5.their work 6. things happening 7. to be tolerant 8. talk 9. listen 10. Compromise

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Activity 3: -Have Ss work individually to underline the key words in the statements. Ask Ss to do the exercise without listening to the recording. Write their answers on the board without confirming the correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for their answers. WRITING -Activity 4: First, check that everybody understands the meaning of all the adjectives in the box. Set a time limit for pairs to brainstorm ideas and do the discussion. Move around and help Ss if necessary. Ask Ss to refer back to the listening in 2 and 3, and the example for useful language and ideas. Ask some pairs to present their ideas to the whole class. Confirm that they should give examples to support their main points. Activity 5:

Key: 1. T 2. T 3. F 4. F 5. T 6. T 15’

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Activity 1: -Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class. Activity 2: -Tell Ss that they are going to listen to a talk between Nick and Mrs Ha, Duong’s mother, about her family in the past. Ask them to read the information in the table carefully and try to predict the answers. Tell them to decide the part of speech of the words they will need to fill in the blanks, then listen carefully to find the words from the recording. Play the recording twice. Have two Ss write their answers on the board. Confirm the correct answers.

Time 10’

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Content

Đ ẠO

Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • listen for general and specific information about life in an extended family • write about some qualities a person needs to get along in an extended family II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Unit 6: VIET NAM:THEN AND NOW Lesson 1 – SKILLS 2

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8’

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U .Q TP Đ ẠO G N H Ư

V. TEACHER’S REMARKS:

TR ẦN

IV- HOMEWORK: 2’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

- Now that Ss have talked about the topic, it’s time they wrote about it. Ss should work individually to get their ideas down on paper and check the accuracy of what they have written. Give them about 10 minutes to write and edit their work. Next they should pass their work to someone who wasn’t in their pair for them to do peer review and add their comments and corrections. It may help to give Ss ideas of comments they can write on their classmate’s work. Write some samples on the board: Positive comments – Good point/Interesting argument/Original/Good English/Very clear Suggestions – Can this be clearer?/Please give an example/Please explain more If time allows, give feedback on a few Ss’ work. If not, ask Ss to write the second draft for homework. Remind them to refer to peers’ comments and feedback.

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Period: 49

Week: 17

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Activity 4+ 5: For 4 and 5, ask Ss to work individually f rst. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep a record of their original answers so that they can use that information in their self-assessment.

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Key: 1. extended 2. nuclear 3.disobedient 4.sympathetic/understanding 5.understanding/sympathetic 6. tolerant 7. caring 8. share 4. Key: 1. necessary/important 2. certain/sure/hopeful 3. certain/sure/conf dent 4. sorry/sure 5. sorry 6. convinced/certain/sure

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5’

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Key: 1. extended 2. nuclear 3.facilities 4. Rubber sandals 5. Trenches

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Activity 3: -Have Ss work in pairs. Tell them that they should pay attention to the cues in the passage for their answers. Elicit the answers from Ss.

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5’ Then earthen road, path, trench, brick road, tunnel, alley, tramsy Now: road, underpass, concrete fyover, skytrain system, skywalk system, cable car, tunnel, alley 5’

TR ẦN

Activity 1: -Have Ss work individually to list all the words on a piece of paper. Set a time limit of three minutes. Then have them combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces of paper on the board. The group with the highest number of words/phrases wins. Activity 2: -Ask Ss to work individually, then compare their answers with a partner. Ask Ss to write their answers on the board. Confirm the correct answers.

Time

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Content

Đ ẠO

Teacher’s and students’ activities

ÀN

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

I. OBJECTIVES: By the end of this Unit, students will be able to: • use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 6: VIET NAM:THEN AND NOW Lesson 1 – LOOKING BACK

15’

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5’

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TP Đ ẠO G N H Ư

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5 Key: 1. no change 5. no change 2. take → could take 6. no change 3. no change 7. no change 4. let → to let 8. be → was

TR ẦN

Activity 6: First, ask pairs to role-play. They can then switch partners and roles and role-play again. Ask for volunteer pairs to perform in front of the class, praise their efforts at fluency and ability to communicate rather than the accuracy of their language. Finished! Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice. Project: School life in Viet Nam: Then and now - 1. First, have Ss work in groups to ask and answer the questions. Reference: P1.This is a classroom with wooden walls. The class doesn’t look spacious enough. There is no lighting system either. There are not many students. The T and Ss are all dressed simply. Ss are not wearing uniforms. P2 & 3. This is the opening ceremony of a new school year in the past. The ceremony looks simple but respectful and organised. Ss are standing in rows, listening to the principal’s speech. All are wearing straw hats and red scarves. P4. This is a modern classroom with more teaching facilities such as a good board, solid tables, bookshelves, and a projector. The room is spacious. P5&6. These are pictures of the opening ceremony of a new school year at present. Ss are standing in rows to listen to their principal’s speech. They are all wearing uniforms and red scarves. 2. Next Ss follow the instructions in the book to research and prepare a photo exhibition of their own. If resources are available, this would be best done as a computer slide show. Answer Ss’ questions if there are any. 3. Have Ss present their work in the next session, then ask the whole class to vote for the best exhibition/show. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks.

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Period: 55

ÁN

1. Nick’s mum. 2. Because it’s simple and delicious. 3. In the summertime. 4. They are versatile, and you can use lots of different ingredients in a salad. 5. Nick’s mum boils and drains the prawns. Nick washes the celery, peels the prawns, and mixes the ingredients. Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients. 6. Because he is finding it

Đ IỄ N D

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1. starter 2. versatile 3. drain 4. peel 5. chop 6. combine

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Đ ẠO

Content

Teacher’s and students’ activities Activity 1: (10’) -Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions: Who can you see in the picture? What is there on the table? Where are the people? What do you think the people in the picture are talking about? a/ Have Ss work independently to find the words with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words. Quickly write the correct answers on the board. - Have Ss look at the Watch out! box and quickly read the information. If time allows, ask Ss to make some examples with the expressions. b/ Ask Ss to work in pairs and complete the word webs. Call on one pair to write their answers on the board. Other pairs add more words if needed.

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By the end of this Unit, students will be able to: I. OBJECTIVES: • Use some vocabularies and structures to talk about their favourite dishes and recipes for dishes II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 7: RECIPES AND EATING HABITS Lesson 1 - GETTING STARTED: My favourite salad

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C. A. Cobb salad B. sushi steak pie D. fajitas E. lasagne F. mango sticky rice G. beef noodle soup H. curry

ÁN

IV- HOMEWORK: 5’ -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. Prepare A CLOSER LOOK 1

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1. beef 2. prawn, potato 3. cheese, butter, ice cream 4. strawberry, lychee, cherry, pomegranate 5. broccoli, spinach, lettuce, celery, kohlrabi

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1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi

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Đ ẠO

A. The USA B. Japan C. The UK D. Mexico E. Italy F. Thailand G. Viet Nam H. India

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difficult to wait for one hour. c/ Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Have Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss’ answers. Activity 2: (10’) - Have Ss look at the pictures. Tell Ss that in the box are some dishes from different countries in the world. - Ask Ss to write these dishes under the pictures, and then compare their answers in pairs. Play the audio for Ss to check and repeat the answers. Activity 3: (10’) a/ Have Ss work in pairs to discuss what country in the box is associated with each dish in 2. Check and confirm the correct answers. b/ Tell Ss to complete the sentences with the names of the dishes in2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board. - If time allows, T may organise a short activity to check Ss’ shortterm memory. Have Ss close their books. Point at each of Ss’ answers on the board and quickly Ss have to call out the country where the dish comes from. Activity 4: (10’) - Ask Ss to work in groups to do the quiz. The group which has the answers the fastest is invited to read out their answers. Elicit feedback from other groups and ask them to add some other answers. - If there is some time left, have Ss work in their groups and write down a similar quiz. Set a time limit of about five minutes. When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answers. Other Ss decide if their answers are correct. Continue the activity until all the groups have read out all of their questions or when time is up.

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Period: 56

Unit 7: RECIPES AND EATING HABITS Lesson 2 – A CLOSER LOOK 1

Ơ H N Y

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TR ẦN

10 00

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ÁN

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U .Q

Đ ẠO

A. chop B. slice C. grate D. marinate E. whisk F. dip G. sprinkle H. spread

IỄ N D

Content

H Ư

Teacher’s and students’ activities Activity 1: (15’) Have Ss work individually to do this exercise and then their answers with a classmate. compare Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’ explanations when needed. –whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh trứng, kem…) –slice: cut something into thin - at pieces (thái lát) –grate: rub food (e.g. cheese) against a grater in order to cut it into very small pieces (nạo) – dip: put something quickly into a drink, sauce or batter and take it out again (nhúng) –chop: cut something into pieces with a knife (chặt, cắt) –spread: put a layer of a substance evenly onto the surface of something (phết) –sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc) –marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or fish before it is cooked to add - favour or make it tender (ướp) Now have Ss look at their answers on the board and say if these are correct. Activity 2: (5’) The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation. Ask Ss to work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences. Activity 3: (10’) Have Ss do this exercise individually and then compare their answers with a partner. Check and confirm the correct answers. Have Ss give the Vietnamese translation of the words if needed. Activity 4:

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to: • use the lexical items related to dishes and ways of preparing and cooking food • ask statement questions with the correct intonation II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

1. chop; Slice 2. grates; sprinkles 3. Marinate 4. whisk 5. Dip 6. spread 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. b

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tomato sauce, onion, cheese, apple, bacon, pizza base → pizza

ÁN

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2

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10 00

TR ẦN

Suggested answer: 1. You don’t like pasta?/Don’t like pasta? 2. Add some salt?

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Đ ẠO

1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake

H Ư

a/ Ask Ss to answer the two questions. Elicit their answers. Ask them if they have ever eaten or made a pizza. If Ss have eaten pizza, ask them if they like the dish. If they have made a pizza themselves, ask them to describe the process of making one briefly. b/ Have Ss complete the instructions individually and then compare their answers with a partner. Check the answers as a class. Ask Ss who have not made a pizza before if they can make a pizza themselves after reading the instructions. Activity 5 (5’) Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. Have Ss compare their answers in pairs. Call on some pairs to read the conversations out loud. Correct any mistakes. For a more able class, have Ss work in pairs and draw the arrows first. Then play the recording for them to check their answers. Activity 6: (5’) a/ Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions. Call on some pairs to write their answers on the board. Give comments when needed. b/ Have Ss practise the mini-dialogues and act them out in front of the class with the correct intonation. Ask other Ss to comment. If time allows, let Ss write their own mini-dialogues with statement questions.

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Period: 57

Unit 7: RECIPES AND EATING HABITS Lesson 3 - A CLOSER LOOK 2

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1. 200 grams 2. an 3. tablespoons 4. teaspoon 5. teaspoon 6. some

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TR ẦN

10 00

2. a 4. c 6. b, d 8. b

1. a, g 3. f, g 5. h 7. e, f

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1. a 2. a 3. some 4. some/any 5. a 6. some 7. an 8. any 9. some

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U .Q TP

Đ ẠO

Content

H Ư

Teacher’s and students’ activities Activity 1: (5’) - Ask Ss about the use of the four quantifiers. Make any necessary comments. Have Ss do this exercise individually and then compare their answers in pairs. - Tell Ss that when talking about recipes people usually use food quantifiers and that the Look out! Box contains the most common ones. - Have Ss read the information in the Look out! box. Explain any unclear points. If time allows, ask Ss to give examples with the quantifiers. Ss may also add some more food quantifiers they know to the list. Activity 2: (10’) - Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quantifiers can go with more than one noun. Check the answers as a class. Activity 3: (5’) a/ Have Ss work in pairs to read the instructions to make a chicken salad and to ll each blank with a word/phrase from the box. Check as a class. b/ Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to make it. Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote for the best salad. - T may also organise a competition. Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have finished, each group sticks their instructions on the board. A board of five Ss act as examiners. This board reads the instructions and gives each group a mark. Activity 4: (10’) - Have Ss read the two given sentences and answer the questions. Elicit their answers and confirm the correct ones. - Ask them to give the standard form of conditional

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I. OBJECTIVES: By the end of this Unit, students will be able to: • use some quantifiers correctly • write and use conditional sentences type 1 with modal verbs II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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1. ability 2. advice

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U .Q

Đ ẠO

1. If you want to have good health, you must reduce the amount of salt in your food. 2. If my brother is hungry, he can eat three bowls of rice. 3. You can take a cooking class if it is at the weekend. 4. If I eat this undercooked pork, I may have a stomachache. 5. You should whisk the eggs for 10 minutes if you want a lighter cake.

TR ẦN

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10 00

IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION

2. e 4. b 6. d

1. c 3. a 5. f

H Ư

sentences type 1. T may call on one student to write the form on the board. Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board: If + S + V (present simple), S + can/must/may/might/should + V (infinitive). Activity 5: (5’) - Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences. Activity 6: (10’) - Have Ss work in pairs to read the situations and write appropriate if-sentences. Call on some Ss to write their sentences on the board. Give necessary correction. If time allows, organise a quick game. Ss work in groups and write down two situations. After five minutes, have a representative from one group stand up and read out one situation. This student points at a random student in another group to give a conditional sentence type 1 with a modal verb. If the sentence is correct, the group gets one point. The groups take turns to read their situations. The winner is the group with the most points. Make sure the groups have equal opportunities to give the answers.

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Period: 58

Unit 7: RECIPES AND EATING HABITS Lesson 4 - COMMUNICATION

TR ẦN

10 00

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1. b 2. e 3. f 4. c 5. a 6. d - a good source of fibre, minerals, and vitamins, especially vitamin A - improve your eyesight and protect yourself from certain cancers

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1. a kilo/one kilo 2. two 3. two sticks 4. two tablespoons 5. two tablespoons 6. a pinch 7. peel 8. chop 9. peel 10. slice 11. leaves

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1. pumpkin, celery, shallots, butter, salt, cream

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Đ ẠO

Content

H Ư

Teacher’s and students’ activities Activity 1: (10’) - Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. Do not confirm the correct answers now. Activity 2: (10’) a/ Play the first part of the recording for Ss to check their answers. Confirm the correct ones. b/ Play the recording again for Ss to do the exercise. Have them compare their answers in pairs. Call on two Ss to write their answers on the board. Ask other Ss to correct these answers if needed. Play the recording one more time for Ss to check their answers. Activity 3: (10’) - Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss to check their answers. Ask Ss to comment on the orders on the board. If there are any unclear points, play the recording a second time. - Without playing the recording again, ask Ss about the benefits of the soup. If Ss are not sure about any points, play the recording again. Have one student talk about the benefits. Activity 4: (10’) a/ Have Ss work in groups to discuss a dish they like. Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper. Move around to provide any necessary help. b/ Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to each group and listen to the group’s presentation about the dish. Have Ss vote for the best dish and explain the reasons.

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I. OBJECTIVES: By the end of this Unit, students will be able to: • discuss the recipe for a dish II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

IV- HOMEWORK: 5’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

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Period: 59

Ơ H N Y

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TR ẦN

10 00

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1. They like raw food and do not use sauces with a strong flavour. 2. They cut fresh fish. 3. Both can be served with soy sauce. 4. There are four (rice, miso soup, main dish(es), pickles). 5. Rice is the staple food and is very nutritious. 6. Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern.

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Picture A: different types of sushi Picture B: miso soup Picture C: a bowl of rice Picture D: sliced cucumber/pickled cucumber A. 3 B. 2 C. 1

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Đ ẠO

Content

H Ư

Teacher’s and students’ activities Activity 1: (5’) Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept different answers. Activity 2: (10’) Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading. Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers with a classmate. Elicit their answers. Activity 3: (10’) Have Ss read the article again to answer the questions. Ss can underline parts of the text that help them with the answers. Ask Ss to compare their answers before giving the answers to T. Ask them to give evidence when giving the answers. Speaking This part helps Ss understand more about the eating habits of Vietnamese people. Activity 4: (10’) - Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. Move around the class to provide help. Ask the groups to organise their ideas to prepare for a short presentation. Activity 5: (10’) Have one group of Ss act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. Invite comments from the examiners. Give additional comments.

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I. OBJECTIVES: By the end of this Unit, students will be able to: • read for general and specific information about the eating habits of Japanese people • talk about the eating habits of Vietnamese people II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 7: RECIPES AND EATING HABITS Lesson 5 - SKILLS 1

IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2 98

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Period: 60

Unit 7: RECIPES AND EATING HABITS Lesson 6 – SKILLS 2

Ơ H N Y

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2. hamburger 4. fried beef 6. cereal 8. slices of bread 10. steamed fish

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TR ẦN

10 00

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1. biscuits 3. crisps 5. vegetables 7. a banana 9. boiled egg

2. F 4. F 6. F

ÁN

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1. T 3. T 5. T

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U .Q TP

Đ ẠO

Content - Picture A: A boy is eating chocolate. On the table there are junk foods such as crisps, a hamburger, soft drinks, and sweets. The boy looks fat. - Picture B: A girl is having rice. On the table we can see soup, fish, vegetables, and watermelon. The girl looks slim and fit. - Meaning: They show the contrast between healthy eating and unhealthy eating.

H Ư

Teacher’s and students’ activities Activity 1: 5’ - Have Ss do this activity in pairs. They ask each other questions to find out the differences between the two pictures. Elicit the answers from Ss. Ask them to describe the underlying meaning of the pictures. Activity 2: 10’ - Tell Ss that they are going to listen to two students talking about their eating habits. Before listening, Ss read through the statements to make sure they understand them and to underline key words. Play the recording for them to do the exercise. Call on one student to write the answers on the board. Ask other Ss if they agree with them. Play the recording a second time for Ss to check. Don’t confirm the correct answers now. Activity 3: 10’ - Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. Have Ss compare their answers with a classmate before giving the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confirm the answers for both 2 and 3. WRITING -Activity 4: 15’ Ask Ss to work in pairs. They ask and answer questions about each other’s eating habits, and take notes of their partner’s answers in the table. After that give Ss a few minutes to read their notes again to answer the questions provided. T should move around to give comments as there may not be enough time for checking with the whole class. Activity 5: 5’ Ask Ss to write about their partner’s eating habits. When they have finished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss’ work to mark at home, or T may ask them to rewrite the exercise as

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I. OBJECTIVES: By the end of this Unit, students will be able to: • listen for detailed and specific information about teenagers’ eating habits • write about the eating habits of a classmate II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Sample writing: My friend, Trang, does not have healthy eating habits. She sometimes skips

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Đ ẠO

ÁN

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10 00

TR ẦN

H Ư

IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

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When she has it, homework. In this case, remember to ask for Ss’revised work breakfast. in the next lesson. she usually buys a hamburger and a soft drink from a café near our school. For lunch, her favourite is fried rice and deepfried chicken. The good thing is that she prefers to have dinner at home. However, she likes eating a lot of rice and fatty pork for dinner. She rarely eats vegetables, but loves fruits. I think Trang should change her diet. First, if she wants to have more energy for the day, she should never skip breakfast. Second, she must reduce the amount of fast food she eats. Also, eating more vegetables would be good for her. She should also eat less rice for dinner. These changes will definitely keep her fit.

100

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Period: 61

1. d 3. g 5. a 7. h

Activity 2: 10’ - Ask Ss to complete the words individually. Check Ss’ answers as a class. If time allows, call on one or two Ss to write their answers on the board.

A. steam C. stir-fry E. roast G. simmer

-H

1. slice 2. sticks Activity 4: 10’ - Have Ss do this exercise individually. Check the answers as 3. any - some 4. bag 5. clove 6. bunch a class. T may ask Ss to explain their choice.

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Activity 5: 5’ - Ask Ss to write the sentences individually. Have two Ss 1. If you keep eating fast food, you might write the sentences on the board. Ask other Ss to give become overweight. 2. If you promise to finish your comments. Correct the sentences if needed. homework tonight, you can go to the cinema with your friend. 3. He should eat less sweets if he doesn’t want to have toothache. 4. She must eat less rice and bread if she wants to lose weight. 5. If you join this cooking lesson, you can cook many delicious dishes.

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1. hamburger 2. sushi Activity 3: 10’ - Ask Ss to do this exercise individually. Have some Ss read 3. deep-fry 4. steam 5. stew out their answers. Confirm the correct ones.

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B. deep-fry D. bake F. grill H. stew

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Content 2. e 4. b 6. c 8. f

Teacher’s and students’ activities Activity 1: 5’ Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers.

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I. OBJECTIVES: By the end of this Unit, students will be able to: • use some vocabularies and structures to talk about their favourite dishes and recipes for dishes II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 7: RECIPES AND EATING HABITS Lesson 7 – LOOKING BACK

Activity 6: 5’ - Have Ss rearrange the lines to make a complete conversation, first individually and then share their answers with a partner. Ask some pairs to read out loud the conversation. -Finished! 101

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1. B 3. F 5. A 7. J 9. G

2. E 4. I 6. H 8. C 10. D

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Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary. Project: A survey on eating habits 1. Have Ss work in groups of four or five. They go to other classes and ask different Ss about their eating habits. To reduce the workload, each student interviews three other Ss and records their answers in the table. This should be done early in the unit. 2. Group members meet together and organise the answers in the form of an answer to each question. The following table can serve as an example. This summarises the answers of 12 Ss. (Ss work in groups of 4). Their findings might look like this: – Question 1: Of 12 students answered, only three usually eat fast food. Four of them sometimes eat fast food, and five never have this kind of food. – Question 2: … 3. Have groups present their findings to the class. Finally, they conclude whether Ss at the school have healthy eating habits.

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c) Sts work individually , then compare their answers with a partner. Help them find the information in the conversation. Call on some pairs ro read out the questions and give their answers. Check their answers.

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Exb)Tick ( ) true (T) or false (F) 1. F 2.T 3.T 4.F 5.F Exc) Answer the following questions. 1.It means Nick’s parents are relaxed and open-minded. 2. It’s quite warm ( warmer than in Britain) 3.Visit the Alps , and climb Mont Blanc, explore Paris , and go sightseeing in the historic city of Versailles. 4. Eat frogs’legs and snails. 5.She says “ lucky you” when Nick says he can make his own decisions.

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Exa) Find a word / phrase in the conversation that means: 1. made up your mind 2.narrowed it down 3. a package tour 4.explore 5.not my cup of tea

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1)Listen and read / p.18

Activity 1: 10’ Let sts open their book to GETTING STARTED Tell them to look at the picture and answer the questions: -What are Nick and Chau talking about? -What place/ city may they be mentioning? -What do you know about thus city country? Tell sts thay are going to listen to Nick and Chau talking about Nick’s plans for his summerholiday. Play the recording and have sts follow along. a) Play the recording twice or more Sts do the exercise individually. Check and write the correct answers on the board. T may call on an able st to write the answers on the board. Explain to sts the meaning and the use of the three expressions in the Watch out box. ASk sts to locate them in the conversation. b) Sts work in pairs. Tell them to refer back to the conversation when necessary. Explain anything difficult. T needs to explain to sts “ snails and frogs’ legs are specialities in France.

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I. OBJECTIVES: By the end of this Unit, students will be able to: use lexical items related to tourism II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 8 : TOURISM Lesson 1 - GETTING STARTED: Travel plans

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This activity aims at giving the collocations of common words related to the topic of travelling and tourism. Sts work in pairs first. Check their work,then let them read and remember each collocation.

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V- HOMEWORK: 5’ -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1

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Ex4) Quiz. 1. Da Nang City 2. The Great Wall of China 3. Jeju island 4. sts’ answers 5. sts’ answers 6. sts’ answers

Activity 4: 10’ Sts do the exercise individually, then check their answers. T may encourage each st to make a similar quiz for their partnaer to do. T may pick up any interesting questions and give them to the whole class. Praise good ideas. Sts work in groups for 4, 5, 6. Check and give comments.

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Activity 3: 10’ This exercise is a revision of words / phrases from previuos lessons. Let sts work individually to do the task. Check their answers. If time allows , call on some sts to read the passage with the correct answers.

Ex2) Collocation: Whoch word goes with which list below? 1.hoilday 2.resort 3.tour 4.trip Ex3) Fill each blank with a word / phrase from the list. 1. seaside resort 2.souvenir 3.destination 4.in advance 5. delayed 6.luggage 7.accommodation 8.price

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Period: 63

Unit 8 : TOURISM Lesson 2 – A CLOSER LOOK 1

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Give examples of the compound nouns sts already know: blackboard, swimming pool, haircut, tablespoon.. Ask them to give some more. Help sts study the Grammar box and the Look out box. Tell them to look up the spelling of words in the dictionary if they are not sure.

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Compound nouns A compound noun is a noun that is made of two or more words. Compound nouns can be formed using the following combinations. Noun + noun : toothpaste Noun + verb : rainfall Noun + particle : passer-by Verb + Particle : check out Verb-ing + noun : drving licence Adjective + noun : greenhouse Particle + noun : underground Particle + verb : output Note : A particle is a preposition or an adverb Look out

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Activity 2: 10’ Sts work in pairs. Call on some sts to write the answers on the board.Correct as a class. T may ask some sts to answer some questions about the passage: -What piece of writing is it? ( introduction of a tourist attraction? itinerary? advertisement?) -What is EcoTours? ( A travel Agency / company?) -What is special about EcoTours? ( It gives some money to protect the environment)

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Activity 1: 5’ Ss work individually, then compare their answers with a partner’s. Ask some sts to write their answers on the board. Check theirs answers as a class. Have them make sentences with the words if necessary.

VOCABULARY Adjectives Ex1) Match each word / phrase with a definition. 1.tour 2.resort 3.travel 4.tour guide 5.trip 6.expedition Ex2) Fill each blank with a word from the list. There are two extra words.. 1.travel 2.book 3.visit 4.environment 5.guides 6.holiday 7.reasonable 8.pleased

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I. OBJECTIVES: By the end of this Unit, students will be able to:use common compound nouns. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Sts work in pairs to read the conversation, and mark the questions with falling or falling-rising arrows. Call on some pairs to read aloud to the class. Do not correct their mistakes yet. Play the recording . Sts listen and check.

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Activity 5: 5’ Play the recording.once for sts to listen, then play it again sentence by sentence for them to repaet. Have sts repeat the questions as many times as necessary. Correct their pronunciation and intonation. After that have sts mark the questions with a falling or falling-rising tone. Check as a class.

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First write a finding out question and a making sure question on the board. Read the two questions to sts with the right tone ( several times if necessary) and let them give the rules.Explain the Look Out Box to them.

Activity 6: 10’

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Activity 4: 10’ Sts work in pairs. Have them read the sentences carefully and insert the compound nouns appropriately. Check their answers as a class. Explain anything difficult.

A compound nnoun can be written as a single word ( motorbike), a word with a hyphen ( passer-by) , or two words ( driving licence) Ex 3)Use the words below to complete the compound nouns that match the definitions. 1. jet lag 2.drawback 3.stopover 4.peak season 5.check-in 6.bus stop Ex 4) Complete the sentences using the compound nouns below.. 1.checkout 2.swimming pool 3.mix-up 4. pile -up 5.touchdown 6.full board PRONUNCIATION Tones in asking for information. Finding out questions ( ‘ open’ questions) usually end with a falling tone: What part of Australia have you been to? Making sure questions ( ‘ check’ questions) usually end with a falling raising tone: Have you just come back from South Africa? Ex5) Listen and reapeat the following mini-talks, paying attentions to the tone in the questions. 1.Where would you like to go sightseing? 2. What do you think of the newly discovered cave? 3. Have you been sightseeing all day? 4. Is Egypt a famous tourist attraction? Ex6) Mark the questions with falling or falling-raising arrows, and practise the conversation with a partner. Then listen to check your pronunciation. -What’s the matter, Janet? - I’m looking for my passport. It seems to be lost. - Have you already searched your purse? -Not yet. Oh, where are my glasses? -They may be in your plastic bag. Where is it?

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5’ Activity 3: Sts work individually.Tell them to look at the words given and think which of them can go with which one in each definition. When they finish, check their answers and write the words on the board. Ask sts to take notice of the spelling : whether the words are written as one word or as two separate words, or with a hyphen.

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-Oh, no. It’s not here. Have I dropped it on the plane? -Oh my God. -What should I do now? -Let’s report it to the customs office.

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 2

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Period: 64

UNIT 8 : TOURISM LESSON 3 - A CLOSER LOOK 2

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GRAMMAR Explain carefully the uses of a, an, the , and zero article in Articles : other uses ( a / an – the - zero the REMEMBER box. Give more examples article) Introduce the special use of the Look Out box. Refer back to Look out the conversation in HETTING STARTED and ask sts to find We use the with the name of a few the special use of the . countries : The UK, The USA, The Netherlands, The Philippines. We alse use the with islans groups, mountain ranges, oceans and names of rivers.: The Thames, The Pacific, The Amazon, The Danube. Ex1) Complete the text with a / an / the / Activity 1: 10’ T may have to give sts some information about the or zero article ( Ø ) . Dominican Republic. 1.a -Location: on the island of Hispaniols, in the Carbbean 2.the region. 3. the -Area: 48, 445 square kilometers. 4. the -Official language :Spanish. 5. the Have some sts work individually to compare the task. Tell 6. ( no article) them to refer the Grammar box. 7. the Have them compare their answers with a partner’s . 8. ( no article) Give the correct answers and explain the use of a certain 9. ( no article) article in some cases. 10. the 11. ( no article) 12. ( no article) 13. the 14.an Activity 2: 10’ Ex2a) Ask and answer the questions. a) Sts work in groups and study the proper names in the Choose from the list. Use ‘the’ if list, and try to agree on which of these names have necessary. the before them. Then sts ask and answer the 1.the Forbidden City questions. Check and give explanation if necessary. 2.the Thames 3. Lake Baikal 4. Ha Long Bay 5. Son Duong Cave b) Sts work in groups. Tell sts that each of them chooses 6. TheStatue of Liberty one item in 2a) and says what they know about it as Ex2b) Choose one item above and say

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I. OBJECTIVES: By the end of this Unit, students will be able to use a / an / the / and zero article. use some common phrasal verbs correctly and appropriately. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Ex 3a) Write answer to the questions, using a, an, the or zero article in each answer. Give three true answers, but two untrue ones.. 1. 2. 3. 4. 5. Ex 3b)Tell your answer to a partner and ask him / her to guess which answers are not true.

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IV- HOMEWORK: 5’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION

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Ex 4)Make full sentences from the words or phrase , adding articles as needed. Then mark them as true (T) or false (F). 1. F 2. T 3. F 4. T 5. T

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b) After sts finish 3a) , let them form pairs and swap their answers Each of them has to read carefully and huess which ones of their partner’s answers are true, and which are not. This activities should be fun , so do not try to correct the mistakes in their writing. Activity 4: 10’ Sts work invidually.to make sentences from words / phrases, and write them down.Tell sts to pay attention to the use of articles in their sentences. Then they work in pairs to check each other’s work, and discuss which of the sentences are true , and which are false.

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a tourist attraction. Give them two or three minutes to prepare before they talk. Activity 3: 10’ a) Sts work individually. Make sure they understand fully that they have to write down in their notebooks. the answers to questions 1-5 , using a, an, the , or zero article in each answer. Remind them that they answer three questions truthfully, but write untrue answers for the other two. Go around and assist where and when necessary.

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Period: 65

Unit 8 : TOURISM

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Ex 2) These are the top-ten most visited countries according to the figures published by the United Nations World Tourism Organisation ( UNWO) . Work in pairs. Complete the table by writing one or two famous things that visitors can see or do in each country. 1.France: Go up the Eiffel Tower , visit the Louvre Museum in Paris. 2.United States: visit the Staue of Liberty, visit the Grand Canyon, shop in New York, go surfing in Hawaii. 3.Spain: Pour Madrid, visit the legendary land of Don Quixote, visit the Olympic Ring in Barcelona 4.China: Climb the Great Wall, tour

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Ex 1a) Read the following information about tuorism in Viet Nam. Students’ answers Ex1b) Work in groups. Discuss the visitors’ opinions. Do you agree? Add two more reasons to the list..

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Activity 1: a)Have Sts quickly read the information about tourism in Viet nam. Tell them to look at the picturesand read that these foreign visitors say about their choice of Viet Nam as a holiday destination. b)Sts work in groups of five or six. Have them discuss the visitors’ opinions in 1a) . Sts may or may not agree with these opinions.Ask for the class’s agrreement by a show of hands for each tourist’s opinion. if any sts do not agree, ask them to explain why. Then let each of sts add two more reasons to the list. T may give some cues : -cultural diversity -beautiful beaches -easy and various means of transport -traditional festivals -natural beauty Activity 2: Have sts read the facts about the top-ten most visited countries. Sts work in pairs and complete the table by writing one or two famous things that visitors can see or do in each countries. Have them write on a large sheet of paper. As sts have already pepared for this, it will not take much time, so give them a few minutes only. After each pair finishes, they swap pairs. Continue until they have filled all the ten countries.

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Teacher’s and students’ activities

Lesson 4 - COMMUNICATION I. OBJECTIVES: By the end of this Unit, students will be able to ask questions for information with the correcr intonation. talk about important features of a city. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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Activity 3: 10’ Sts work in groups of five or six to talk about their choice of holiday. Tell them to give the reasons why , and say what they can do there. Encourage them to talk as mush as possible . Walk around to observe and give help if neeeded.

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Beijing National Stadium ( Bird’s Nest) , Tour The Forbidden City, visit the Stone Forest. 5.Italy: visit the Vatican City, visit famous Museum, Tour Florence , Tour Venice. 6. Turkey: enjoy Turkish cuisine in Istanbul, go sightseeing in the Bosphonus( the strait separating two continentsEurope and Asia) , visit Buyuk Ada ( Big island in Prince’s islands) 7.Germany : visit the “ Jewel of the Middle Ages” –Rothenburg ob der Tauber( = Rothenburg above the Tauber ) , visit the famous “ Cinderella castle” , go up the BerlinTower , take the Berlin Segway Tour. 8.United Kingdom: go sightseeing in London, visit Stonehenge, visit Liverpool, home of the Beatles 9.Russia : Tour Moscow, ( The Kremlin, Red Square, Moscow metro..) visit St. Peterburg, Hermitage Museum, Cruise on Neva river, experience the White Nights. 10Mexico: Visit the UNESCO world heritage site of Antigua,have a boat tour on the water of Rio Duice, try the delicious local speciality tapado(= seafoodcoconot soup) climb some of the tallest Mayan temples. Ex3) Work in groups. Discuss which country/ place you would like to visit for a holiday. Ex : I’d like to go to Spain for my holiday. It would be wonderful to tour Madrid, and visit the legendary land of Don Quixote.

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IV- HOMEWORK: 5’ -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

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Activity 2: 15’ T may have sts read the passge in chorus first, paying special attention to new words. Explain and clarify anything difficult. Then allow sts time to read the passage individually, silently or aloud. Call on sts to read aloud to the class. Check their pronunciation and intonation. Have them ask and answer the questions in pairs. Tell them to note where they can find the information for answering the questions or choosing the correct answers. Correct the answers as a class.

Activity 3: 10’

Ex2) Read the passage again and answer the questions, or choose the correct answers. 1.The American Broadcasting Company ( ABC) aired a live program ( featuring the magnificence of Son Duong) on ”Good morning America” 2.By river water eroding away the lime stone underneath the mountain 3.From February to August 4. C 5.D

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SPEAKING 112

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Now read the passage and check the information.

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Have sts quickly read the passage and check the information themselves. Sts write down the correct answers in their notebooks.

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b) Sts work in pairs and answer the questions with their own ideas. Sts are not allowed to read the passage. T doesn’t need to check their answers and correct mistakes.

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READING Ex1a) Work in groups . Name some famous caves in Viet Nam and in the word In Viet Nam: -Phong Nha Cave -En Cave -Thien Duong Cave -Sung Sot Cave ( Ha Long Bay) -Tam Coc –Bich Dong Cave ( Ninh Binh) In the world: Deer Cave ) Borneo , Malaysia) Onondaga Cave( Missouri, USA) -Gouffre Berger( France) -Reed Flute Cave( Gullin, China) - Fingal’s Cave( Scotland) - Cave of Crystals ( Mexico) Ex1b) Answer the questions with your own ideas. 1. 2. 3.

Activity 1: 15’ a) Sts work in groups and name some famous caves in Viet Nam and in the world that they have prepared already for homework.

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Teacher’s and students’ activities

I. OBJECTIVES: By the end of this Unit, students will be able to read for general and specefic information about a tourist attraction. and talk about their choice of holiday. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 8 : TOURISM Lesson 5 - SKILLS 1

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Have sts study the list of holiday ideas. Ask sts what they think about these ways of spending one’s holiday and whether they have done any of them. Then let them choose three things from the list.

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2

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Activity 4: 10’ Sts work in groups of five or six. Ex4) Work in groups. Talk about one of your Tell them to refer to the three things they have ticked in 3 choices,trying to persuade your group to join . Let them choose one and prepare to talk about it . Tell you. them to study the example carefully as a model. Give them some time before each group member shares his / her choice of holiday.

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Period: 67

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Activity 3: 10’ Play the recording again. Tell sts to pay special attention to the last sentence of the lecture. Then they choose the correct answers as required. Correct as a class.

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Activity 4: 10’ Have sts work in groups and discuss the negative effects of tourism on their locality .Tell sts to study the prompts given , and give some more if possible.

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Activity 5: 10’ Have sts read any of their previous work about the negative effects of something. Let them choose one negative effect that they have discussed in 4) and write a paragraph in about 100 -120 words. When they have finished , tell the to swap their writing and check each other’s work.

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WRITING Ex4) Work in groups. Talk about the negative effects of tourism on a region or country. The following ideas may be helpful to you.. Ex5) Choose one negative effect that you have discussed above and write a paragraph about it. Make sure you use the right connectiors. : -first /firstly / the first / one of the …… -second/ secondly /another …. -third/ thirdly / furthermore / in addition …. Sample writing: One of the drwabacks of tourism is the damage to the environment of a country or area. In the first pkace, tourists use a lot of local resources such as water , food, energy , etc … and this put pressure on the environment. Secondly, there is the problem of pollution. Many cities and towns become overcrowded with tourists,

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Ex2) Listentick ( ) true (T) or false (F) . 1.T 2.T 3. F 4. T 5.T 6.F Ẻx3) Listen again and choose the correct answer. Key : C

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LISTENING ex1) Work in pairs. is tourism important to viet nam? give at least one reason.

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Activity 1: 5’ Let sts work in pairs. Encourage sts to think about the importance of tourism to Viet Nam. Elicit as many ideas from them as possible. Activity 2: 10’ Play the recording one or two times.Clarify anything unclear or diffcult. Ask sts to listen carefully and tick T / F as they hear answers in the lecture. T plays the recording again for less able sts .

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Teacher’s and students’ activities

I. OBJECTIVES: By the end of this Unit, students will be able to listen for specific information about the benefits of ttourism to an area / country. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 8 : TOURISM Lesson 5 – SKILLS 2

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

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with all their vehicles causing traffic jams as well as air and noise pollution. Another bad effect of tourism is the destruction of the widelife in some places. The habitat of wild plants and animals is lost because of the building of tourist resorts, and by visitors’ activities. In short, the development of tourism has bad effects on the environment.

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Period: 68

I. OBJECTIVES: By the end of this Unit, students will be able to write a paragraph about the negative effects of tourism on an arae / country. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content

Unit 8 : TOURISM Lesson 7 – LOOKING BACK

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Activity 4: 10’ Quickly review the articles a, an, the , zero article sts have learned. Then have them do a task and write down their answers in their notebooks. Check and correct their answers as a class.

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Activity 3: 5’ Sts do the task by themselves.T check the compound nouns, then have sts write sentences in their notebooks –at least one sentence with a compound nouns, and share with a partner.

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Activity 2: 10’ Tell sts to look at the 12 elements and try to form compound nounds from them. Then have them read the sentences and fill the gaps with the compound nouns formed. Tell them to change the elements if they do not fit the gaps and do it again. Less advanced classes can complete this exercise in pairs. Check as a class.

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Activity 1: 5’ Let sts read the words in the box first , then read the passage and complete the exercise indidually. Tell them to pay attention to the common collocations related to the topic of the unit. After that , let some sts read the passage aloud – sentence by sentence . Correct as a class.

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LOOKING BACK VOCABULARY Ex1) Fill in each gap with a word from the box to complete the passage. There are two extra words. 1.safaris / expeditions 2.expeditions / safaris 3.holidays 4.touring 5.travelers 6.experience Ex 2) Form compound nouns from the following words, then fill the gaps to complete the sentences. 1.jet lag 2.checkout 3. stopover 4.sunglasses 5.holidaymaker 6. take-offs Ex3) Form compound nouns from these words, then makes sentences with them, and share with a partner. tour / return / soft / ticket / package / operator / tour / round / ware / trip -Key: package tour , return ticket , sofware, round trip

Example: Tour operator If there are any problems, you should contact your tour operator. GRAMMAR Ex4) Find and correct mistakes in the sentences using a/an/ the or zero article.. 1. My aunt and uncle love sun!.They stay in UK in summer and visit friends in Australia in winter. - the sun, the UK 2.Not much is known about how brain

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works. -the brain 3.Bicycle is among the most efficient machines invented by man. -the bicycle 4.They plan to launch expedition into interior of Australia. -an / the expedition . the interior 5. If you want to go on long trip , you should prepare properly for it. - along trip 6. I’m very interested in the history, especially history of Asian countries. -in history , the history of Activity 5: 5’ This task helps sts use the grammar and vocabulary they Ex5) Rewrite each sentence so that it has have learned in the unit to rewrite sentences. T may have a sinilar meaning using the word in some sts write sentences on the board. Let other sts give capitals.. comments. Check as a class. 1.What a terrible journey ( it was)! 2. We stayed at a lovely hotel by the sea. 3.The program I watche yesterday was interesting. 4.My friend has just bought an old guitar. 5.She needs to go on a business trip to Kyoto. COMMUNICATION Ex6a) What would you like to do most on Activity 6: 10’ a)Have sts read the things one can do on holiday, and tick the holiday? Tick ( ) three things. Share your ideas with a partner. three things they would most like to do, then share their ideas with a partner. Go camping Watch the wildfife Visit a museum Meet local people Visit historic places Make new friends Go to a theme park Ex 6b) Name three things you don’t like b)Sts work in pairs. Tell them to read the example and think to do on holiday, and say why. of the three things they do not like to do on holiday. T may Example : cook meal give prompts: I don’t like to cook meal on oliday. I like -do homework to eat out and relax. -wash clothes -do the washing –up -be online -play sports -write postcards …………. Finished now I can… +use lexical items related to tourism Finished! Ask sts to complete the self-assessements. Identify any +use common compound nouns difficulties and weak areas and provide further practice if + use an , an the and zero article necessary. +ask questions for information with the 117

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correct intonation +read for general and specific information about a tourist attraction + talk about my choice of holiday +listen for specific information about the benefits of tourism to a area / country +write a paragraph about the negative effects of tourism on an area / country PROJECT An advertisement for a tourist attraction Ex1) Read the following advertisement for a holiday in Italy. ITALY- PARADISE ON EARTH 1. Have sts read the advertisement for a holiday in Italy. Tell them to underline the features that may attract Come to sunny Italy! It is a country full of tourists and make them want to visit the country. fascinating cities and beautiful scenery. It is considered the birthplace of Western culture. High art and monuments are to be found all over the country. Moreover, the food is delicious. There are also shops full of bargains. You can spend your time sightseeing, shopping, or you can simply relax on one of the excellent beaches. Whatever you do, you are certain to have a most enjoyable holiday! Ex2)What are good ways to write an advertisement? Put a tick( ) . 1. create a striking headline ( ) 2. Sts work independently and exchange their work with a 2. Keep your ad brief ( ) partneer. T. checks. 3. WRite some drawbacks 4. Try to attract attentions ( ) 5. Ask a lot of questions 6. Give the main features. ( ) Ex3) Write a shor advertisement for a tourist attraction in your area. ……………………………………… 3. Tell sts to think of a place in their locality or neighboring ………………………………………. area to introduce to tourists. It may be a museum. a craft ……………………………………….. village, a workshop,, a temple, a church, an ancient ………………………………………. house, a wood / forest, a lake … ……………………………….. Ask sts to write their advertisement out of class. Tell them to refer to the ad. in 1) . They can also refer to exercise 1 in LOOKING BACK for a good way to write an ad. In the next lesson , have them present what they have written to the class. The class gives cooments and praise. IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. 118

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Period: 69

UNIT 9 :ENGLISH IN THE WORLD PERIOD 1: GETTING STARTED

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b. Ask Ss to convert the adjectives given into nouns. Remind them to use a dictionary to check.

Noun sadness darkness stupidity popularity happiness punctuality 3. A

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c. First, have Ss work independently. Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers. *

Exercise b: Adjective sad dark stupid popular happy punctual c.Key: 1. B 2. C

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Exercise 1 a . Key: simplicity - flexibility

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*Activity 1: 10’ a. Tell Ss to refer to the conversation to nd the nouns of the adjectives simple and flexible. Ask them to pay attention to how to form the nouns from these adjectives.

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1. Getting started: chatting 2. Listen and read Vocabulary Nouns are often formed by adding suffixes to adjectives. Two suffixes which are often added to adjectives to form nouns are ness and -ity. Example: open → openness similar → similarity

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T’s & Ss’ Activities *Warm –up 10’’ review the previous unit by asking two Ss to go to the board, each writing we compound nouns they have learnt/known. Give comments and correct any mistakes if needed.

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III. PROCEDURES:

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II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : words related to languages and language use and learning Grammar : 2.Techniques : group work , pair work, communicative approach 3.teaching aids : Cassette, posters, pictures

OBJECTIVES :By the end of the lesson, Ss will be able to use the lexical items related to languages and language use and learning.

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Exercise 2: : 10’ Ss work independently, and then share their answers with one or more partners. T 119

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Exercise c: Answer key: Veronica wishes her parents could put themselves in her situation to better understand her.

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5. e 6. d

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IV- CON SOLIDATION & HOMEWORK: 5’ 1.Consolidation : Model this activity with a more able student. Then ask Ss to work in pairs. Go around to provide help.Call on some pairs to practise in front of the class. 2.Homework : Do exercise in exercise book. Prepare A CLOSER LOOK 1

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Exercise 3: Key: Key: 1. f 2. c 3. a

Exercise 2: Key: 1. c 2. e 3. b 4. a 5. d

may ask for translation of the words/phrases in the table to check their understanding. With a stronger class, T may wish to ask Ss to nd some examples in real life with the words/phrases in the table. Exercise 3: : 10’ Have Ss work independently and then share their answers with one or more partners. T may help with the words/phrases that Ss do not know the meaning of in the sentences. If time allows, have some Ss read out loud the sentences

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Period: 70

UNIT 9 : ENGLISH IN THE WORLD PERIOD 2 : A CLOSER LOOK 1

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VOCABULARY: Exercise 1: Key: 1. b 2. e 3. a 4. d

5. f

6. c

Exercise 2: Key: 2. at 3. by 4. in 5. of 6. bit 7. up

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T’s & Ss’ Activities Vocabulary: 20’ 1 . Ss work independently and then share their answers with a partner. T may ask for translation of the words/ phrases in the first column to check their understanding. With a stronger class, T may wish to ask Ss to make sentences with the expressions. 2 . a Ss do the exercise individually. Check their answers as a class. Con rm the correct answers. b . Ss write sentences with the phrases from 2a. Ask some Ss to say their sentences in front of the class. Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss give comments. Confirm the correct sentences. Exercise 3: 3 a First, have Ss work individually to match the words/phrases. Then allow them to share their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class, T may wish to ask Ss to make some example sentences with the words/phrases. b Ss work independently to complete the passage. Check the answers as a class.

III. PROCEDURES:

Exercise 3: Key (suggested): Key: 1. e 2. h 3. g 4. b 5. a 6. c

7. d

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II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : bilingual , fluent, rusty, pick up a language, reasonably, get by in a language Grammar : 2.Techniques : group work , pair work, communicative approach 3.teaching aids : Cassette, posters, pictures

8. f

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I. OBJECTIVES : By the end of the lesson, Ss will be able to identify the correct tones for new and known information and say sentences with the correct intonation

Key: 1. know 2. guess 3. look up 4. have 5. imitate 6. make 7. correct 8. translate

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IV- CON SOLIDATION & HOMEWORK: 1.Consolidation : Sts practice the intonation of sentences 2.Homework : Do exercise in workbook Prepare A CLOSER LOOK 2

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underlined word in each sentence goes up or down

Tones in new and known information 4. Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice on the underlined word in each sentence goes up or down. T may play the recording as many times as necessary. Explain the rule in the REMEMBER! box and ask some Ss to give some more examples. 5. Play the recording and ask Ss to listen to the conversation, paying attention to whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play the recording again for Ss to listen, check and repeat. T may play the recording as many times as necessary. 6. First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary.

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Pronunciation: 20’

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Period: 71

UNIT 9 : ENGLISH IN THE WORLD A CLOSER LOOK 2

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Exercise 2: Key: 1. If my English were/was good, I would feel con dent at interviews. 2. If Minh had time, she would read many English books. 3. If I were you, I would spend more time improving my pronunciation. 4. If Mai didn’t have some friends who were/are native speakers of English, she wouldn’t be so good at the language. 5. If you could speak English, we would 123

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Key: 1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept at least eight hours a day.

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2. Have Ss work independently to write the sentences. If there isn’t much time or Ss are not so strong, allocate one or two sentences per student. Then ask them to share their answers with a partner. Ask some Ss to write their sentences on the board and discuss as a class. Give comments and make any corrections.

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CONTENTS Grammar Exercise 1 : Key: Key: 1. No 2. Yes 3. No 4. No 5. No

T’s & Ss’ Activities 1. Grammar :15’ Conditional sentences type 2: review 1. a Ask Ss to study part of the conversation. Draw Ss’ attention to how conditional sentences type 2 are formed and used by analysing the underlined part of the sentence. Draw Ss’ attention to the notes and the examples in the Look out! box. Then ask some more able Ss to give some examples to illustrate. b First, have Ss work independently, then ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. Give comments, and make any correction if necessary.

II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : Grammar : conditional sentences type 2 relative clauses 2.Techniques : group work , pair work, communicative approach 3.Teaching aids :, posters, pictures III. PROCEDURES:

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I. OBJECTIVES :By the end of the lesson, Ss will be able to use conditional sentences type 2 correctly and appropriately, use relative clauses correctly and appropriately

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PERIOD 3 :

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IV- CON SOLIDATION & HOMEWORK: 1. Consolidation : Have Ss work independently, writing true sentences about themselves. Then ask them to share their sentences with one or more partners to find out how many things they have in common. 2. Homework : Do exercise in workbook. Prepare COMMUNICATION

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TR ẦN

6. Key: 2. Parts of the palace where/in which the queen lives are open to the public. 3. English has borrowed many words which/that come from other languages. 4. I moved to a new school where/in which English is taught by native teachers. 5. There are several reasons why I don’t like English. 6. The new girl in our class, whose name is Mi, is reasonably good at English.

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Exercise 4 : Key: 1. who/that 2. where 3. whose 4. when/that 5. whom/who 6. why

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offer you the job. Exercise 3: Students’ ideas

3. Relative clauses: 30’ 3 a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined clause. Then have Ss read the REMEMBER! box and explain to Ss the words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate. b Ask Ss to study the rules in the grammar box. Draw Ss’ attention to the use of relative clauses by analysing the examples in the grammar box in 3b. 4. Ask Ss to do the exercise individually. Remind them to look back to the REMEMBER! box and the grammar box in 3b. Then have Ss compare their answers in pairs before checking with the whole class 5. Before allowing Ss to do Exercise 6, ask them to study the rules in the Look out! box. Then have Ss work independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments, and make any corrections.

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Period: 72

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Exercise 2: Students’ ideas

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Exercise 1: Students’ ideas

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Warm up: knowledge about the use of English

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CONTENT

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T’s & Ss’ Activities - Before Ss open their books, ask them to work in groups to discuss the question ‘What do you think are the best ways to master English?’ and ‘What are the things that you like and don’t like about the English language?’ Elicit Ss’ answers. Remember that this is a fluency stage of the unit with a primary goal of communication. Do not focus on accuracy at this time. Reward successful attempts at communication. 1. (15’) Give Ss about 10 minutes to work independently, making notes about themselves by answering the questions in the table in 1. 2. (15’) Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make notes on what their partners say in the table in 1. Then ask each of them to identify how many things they have in common with their partners. For a change, have Ss role-play in pairs. One student is a reporter, and the other is a student. The reporter is gathering information about learners of English. Ask for volunteer pairs to role-play in front of the class. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don’t simply read from their books – they should be in character. Give them lots of encouragement and praise

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I. OBJECTIVES :By the end of the lesson, Ss will be able to discussing experiences in learning and using English II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary : knowledge English and the usage of it in the world. Grammar : 2.Techniques : group work , pair work, communicative approach 3.teaching aids :, posters, pictures III. PROCEDURES:

UNIT 9: ENGLISH IN THE WORLD PERIOD 4 : COMMUNICATION

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2. Homework : Do exercise in workbook. Prepare SKILLS 1

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IV- CON SOLIDATION & HOMEWORK: 1. Consolidation : Sts can tell some more about how to use English in everyday activities

Exercise 3: Students’ ideas

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for their communicative efforts. 3. (15’) Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common. T moves around the class to listen to the discussions and provide help only if necessary. If time allows, ask some groups to present their ndings in front of the class. This may lead to a natural, whole-class discussion. If this happens, encourage it.

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Period: 73

UNIT 9 : ENGLISH IN THE WORLD PERIOD 5 :

SKILLS 1

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Explain - settlement (n) = the process of people making their homes in a place - immersion (n) = the language teaching method in which people are put in situations where they have to use the new language for everything - derivatives (n) = words that have been developed from other words - establishment (n) = the act of starting or creating something that is meant to last for a long time - dominant (adj) = more important, powerful or 127

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CONTENT

T’s & Ss’ Activities READING (20’) Before Ss open their books, ask them to work in groups to discuss either of these questions: 1. Who owns English? Ss may look somewhat confused by this question. If so, give them more guidance: ‘Which countries speak English around the world?’, ‘Does the English language belong to England? If not, why not?’, ‘Is the English language changing? If so, how?’ 2. Does ‘Vietglish’ exist? If necessary, explain that this is a blend of Vietnamese and English. Give some guidance: ‘Can you think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam? 1 Now open the books and ask Ss to scan the text to nd the words: settlement, immersion, derivatives, establishment and dominant. T may help Ss work out the meanings of these words out of the context.

III. PROCEDURES:

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Đ ẠO

II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content : Vocabulary: Grammar: 2.Techniques : group work , pair work, communicative approach 3.teaching aids : posters, pictures

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I.OBJECTIVES :By the end of the lesson, Ss will be able to read for general and specific information about English as a means of international communication.

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3. a

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IV- CON SOLIDATION & HOMEWORK: 1. Consolidation : T may organise a quick game. In 5 minutes, pairs write down as many ways to achieve the goal as possible. When the time is up, call on the pair with the most ideas to present their answers. Other pairs add to the list.

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SPEAKING (20’) 3 First, give Ss 5 minutes to put their own list in order of importance. Encourage Ss to think of the reasons for their order. They may add other methods they use that aren’t on the list. 4 Now in small groups, Ss compare their lists and explain their order to group members. Go around to provide help. Call on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments. 5 Ask Ss to work in pairs, taking one of the ideas in 3 and discussing the way to achieve it. Move around to provide help. Call on one pai to present their ideas. Ask other pairs to add to the list.

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Key: 1. It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today. 2. Mass immigration. 3. They do all their school subjects and everyday activities in English. 4. It is a blend of English and Hindi words and phrases. 5. They are being invented every day all over the world due to the free admissions of words from other languages and the easy creation of compounds and derivatives.

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2 a First, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph. b . T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare their answers in pairs before discussing them as a class.

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2. Homework : 5’ Do exercise in exercise book. Prepare SKILLS 2

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Period: 74

UNIT 9 : ENGLISH IN THE WORLD PERIOD 6 : SKILLS 2

I.OBJECTIVES :By the end of the lesson, Ss will be able to listen for general and specific information about some students’ experiences in learning and using languages write a paragraph about the uses of English in everyday life

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Key: 1. He went to Rome. 2. She can have a conversation in Italian, but it’s a bit rusty. 3. He used to be quite bad at English. 4. He picked up enough words and phrases to get by. 5. She thinks that she has learned a lot since she started an English course at an English centre. Writing (25’) Sample writing: 3 Ask Ss to work individually making notes I use English for different purposes in my of up to four uses of English in their daily life everyday life. and giving an Firstly, English helps me communicate with people explanation/example for each of them in the all over the world. I have made friends with some given table. Remind them that they do not have students from the UK and Australia. I use English to write to chat with them about many things. full sentences and they can use abbreviations Secondly, English helps me get information and and note-form. Then ask Ss to share their notes improve my knowledge. with their Because almost any information is available in partners. T may ask some more able Ss to read English, it is easy for me to get access to all sources out their notes to the whole class. of 4 a+b Set up the writing activity. Brainstorm information with my English. Finally, English is

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Key: Speaker 1: E Speaker 3: B

Listening (20’) 1 Ask Ss to read the instruction carefully. Have Ss read the summaries and underline the key words in each. Play the recording and ask Ss to match the summaries to the speakers. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers. 2 First, ask Ss to work in pairs to answer the questions from the information they have heard in 1. Then play the recording again and allow Ss to check if their answers are correct.

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CONTENT

T’s & Ss’ Activities

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III. PROCEDURES:

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II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content : Vocabulary : knowledge about the work of students’ experiences in learning and using languages Grammar: Sentences 2.Techniques : group work , pair work, communicative approach 3.Teaching aids : posters, pictures

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2.Homework : Do exercise in exercise book. Prepare LOOKING BACK

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1.Consolidation : Ss work individually first to write a short note then compare

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IV- CON SOLIDATION & HOMEWORK:

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useful when I want to go abroad to study. A lot of schools and universities in diff erent countries which provide scholarships and courses in English. I am learning English hard to get an IELTS score of 6.5 so that next year I can go to Australia to study. In conclusion, English is useful for me in various ways.

the language necessary for their writing with Ss: an introduction paragraph, organising ideas using connectors – Firstly, Secondly, Finally, providing examples to illustrate the points. Ask Ss to write the draft rst and then swap their writing with a partner. Based on the comments, have them write their nal version in class or at home. If they write in class, they can also do it in pairs or groups on big pieces of paper. T may display all or some of the lea- ets on the wall/notice board. Other Ss and T give comments. Ss edit and revise their writing as homework.

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Period: 75

UNIT 9 : ENGLISH IN THE WORLD PERIOD 7:

LOOKING BACK & PROJECT

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1 Vocabulary & Grammar 1. first 2. accent 3. dialect 4. second 5. Official

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1. am reasonably good 2. can also get by 3. picked up 4. am bilingual 5. also fluent in 6. can have a conversation 7. it’s a bit rusty 8. am quite bad at 9. know a few words 10. can’t speak a word

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Vocabulary & Grammar (25’) For 1, 2, 3, 4 and 5, First have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their selfassessment. For exercise 3, T may ask some Ss to write their sentences on the board and give necessary correction.

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T’s & Ss’ Activities

III. PROCEDURES:

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II . TEACHER AND STUDENTS’ PREPARATION : 1.Language content Vocabulary: knowledge about English Grammar: Relative clauses 2.Techniques : group work , pair work, communicative approach 3.Teaching aids : posters, pictures

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I. OBJECTIVES :By the end of the lesson, Ss will be able to review of what they have learnt in Unit nine(English in the world )

3 1. I can’t speak a word of French. 2. I picked up a few words of English on holiday. 3. My brother is fluent in English. 4. I am bilingual in English and French. 5. I can get by in German on holiday. 6. My Russian is a bit rusty.

4 1. accent 2. imitate 3. guess 4. look up 5. translate 6. mistakes 7. corrects communicate

5 2. Those are the stairs where I broke my arm. 3. There’s a shop where you can buy English books and CDs. 131

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2. Homework : Do exercise in exercise book. Prepare Review 3

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1. Consolidation : Ask Ss to complete the self-assessment. Identify any diffculties and weak areas and provide further practice if necessary.

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IV- CON SOLIDATION & HOMEWORK:

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4. The English couple who/that live next to us can get by in Vietnamese. 5. There’s a shop near my house which/that sells cheap DVDs. 6. Look up the new words in the dictionary which/that has just been published by Oxford University Press. Communication (20’) Communication 6. First, ask Ss to do the task individually to Key: choose sentences (A-E) to complete the 1. D 2. C 3. A 4. E 5. B conversation. Then check their answers as a class. Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class

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Period: 76

REVIEW

Review3: UNIT 7 – 8 – 9

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Vocabulary: 10’’ Activity 2: Have Ss do this exercise in pairs. Check the answers as a class.

1. marinate; tender 2. garnish 3. stew 4. jet lag 5. excursion 6. full board 7. bilingual 8. official language

1. guide Activity 3: Ask Ss to work out what kind of word each blank needs to complete 3. rusty 133

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Activity 1: - Review the use of falling, rising, and falling-rising tones in statement questions, finding out questions, making sure questions, and sentences to show new and known information. - Ask Ss to do this exercise individually and then share their answers with a partner before giving T the answers. Play the recordings for Ss to check and repeat. Have some Ss read out the conversations with correct intonation. Give comments.

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Pronunciation: 10’’

Content

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Teacher’s and students’ activities

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I. OBJECTIVES: • This unit reviews the language and skills Ss have learnt in Units 7, 8, and 9. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Lesson 1 - LANGUAGE

2. reasonable 4. fluent

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the sentence (e.g. noun, verb, adjective, etc.). Then have Ss complete 5. season the sentences individually. T can ask some Ss to write their answers 7. steam on the board. Confirm the correct answers.

6. grated 8. passer

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Everyday English: 5’’

Activity 7: Ask Ss to discuss in pairs and choose the suitable words/phrases to complete the talks. After checking their answers, have some pairs act out the mini-talks.

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Activity 6: Elicit from Ss the relative pronouns and their uses (e.g. who, whom, which, that, where). Ask Ss to do this exercise individually and compare their answers with a partner. Have some Ss read out their sentences. Correct any mistakes.

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Activity 5: Have Ss read the situations and write suitable sentences. Call on two Ss to write their sentences on the board. T and other Ss give comments. Correct any mistakes.

→ Lake Hudson → cloves → would be → breakfast → has → a Vietnamese American /Vietnamese American 1. If you want to widen your English vocabulary, you should read short stories in English. 2. You can become a tour guide if you learn more about history and culture. 3. If you want to improve your English, you may go to either The Sun or The Shine language centres. 4. If I saw a fly in my soup, I would tell the manager. 5. If I were you, I would go to Song Nhi Resort. 1. Last holiday we stayed in a resort which/that Mi recommended. 2. I don’t like people who talk loudly in public places. 3. The dishes which/that my mother has cooked are so hot. 4. Last year I visited a small town where/in which they filmed The Little Girl. 5. Ms Mai was a teacher whom/who I will never forget. 1. C 2. A 3. E 4. B 5. D

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Activity 4: Have Ss read the sentences. Then ask them to find the mistake in each sentence, and write the corrected version of the sentence. Now have Ss compare their answers in pairs. Check their answers as a class. 1. B the Lake Hudson 2. C bunches 3. D will be 4. B the breakfast 5. C have 6. D the Vietnamese American

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Grammar: 20’’

REVIEW (CONT) 134

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Teacher’s and students’ activities

Content

1. T 2. F (Nam, their classmate, also joined the Activity 1: a Have Ss read the email and decide if the statements are camp) true or false. Ask Ss to compare their answers with a partner 3. F before giving T the answers. Confirm the correct answers. (they played the games before lunch) 4. T Ask Ss to explain the false statements. 5. F (they let all the fish go) b Have Ss do these exercises individually, check their answers with a partner before giving the answers to T. Two 1. They drew lots. 2. She comes from a school in Ss can write their answers on the board if time allows. Tokyo/from Tokyo. 3. They won the first prize. 4. It’s for non-native English speaking students. 5. It’s about his tips on how to learn Speaking English. Activity 2: Ask Ss to work in groups to discuss the questions. Have Ss report their groups’ answers to the class. Give comments and summarise Ss’ ideas. 1. stories and books 2. vocabulary Listening 3. correctly Activity 3: 4. grammar books Have Ss read the notes carefully. Play the recording for the 5. international project first time. Ss listen and fill each blank with no more than 6. different cultures three words. Elicit the answers from Ss and write them on 7. self-confident the board. Play the recording a second time for Ss to check 8. activities their answers. If there are any difficulties, play the recording Audio script: a third time, stopping at difficult points. Confirm the correct My tips to learn English well are not complicated. Firstly, I usually read stories and books in English. answers. Reading them helps me widen my vocabulary and

Đ IỄ N D Writing

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understand the context where words are used. This way I can remember vocabulary longer and know how to use the words correctly. Secondly, to practice English grammar, I do lots of exercises from different grammar books. I find Grammar in Use and Active Grammar useful because they explain grammar thoroughly, and provide learners with various types of exercise. Thirdly, I take every opportunity to speak and write English because these are my weak points. I’ve joined an international project which connects students from all over the world. I’ve made friends with four students from the USA, Australia, France, and Egypt. We write each other emails and chat on Skype. That way I can not only improve my English skills but also enrich my knowledge of different cultures. My last tip is to be self-con dent. Don’t be afraid of making mistakes in the process of learning. In class, you should take part in the activities actively. If there are any things you don’t understand, ask your teacher and classmates for help. These tips have helped me to become a successful English learner.

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Reading

Activity 4: Have Ss choose one of the two topics and write a paragraph. 135

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H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN

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Period: 77: 3rd 45-minute test

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IV- HOMEWORK: -Practice reading the dialogue. -Copy the exercise into notebooks. -Prepare Review 3 ( Skills ) _____________________________

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The audio script in the Listening section can serve as a writing model. It might be useful to study its structure with Ss before they attempt their own paragraphs. Ask Ss to write individually. Ask two Ss to write their paragraph on the board. Other Ss and T give comments. Collect some paragraphs to correct at home. Alternatively, have Ss revise and rewrite their paragraph as homework. For a less able class, have Ss collectively brainstorm ideas for the topics before they write. Comment on their ideas.

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Period: 78

Unit 10: SPACE TRAVEL Lesson 1 - GETTING STARTED: A mission to Mars

1. Phuc was crazy about space. 2. He had learnt about the universe and had collected lots of books about space. 3. To show that there are more things in the list but that it’s not necessary to list everything.

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b/ Key:

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Key: 1. d 2. e 3. f 4. c 5. b 6. a

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Teacher’s and students’ activities Introduction: 10’ Before starting this lesson, do a quick game to revise the main grammar point in Unit 9: relative pronouns. Write on the board some phrases that will need relative clauses to be complete, for example: The language... This is the place... I met the girl... In groups of three, Ss take turns to complete these sentences: the first student says one of these phrases, then the second student adds a relative pronoun. The last student will add a clause to finish the sentence. For example: Student 1: The language... Student 2: ...which... Student 3: ...I would like to learn the most is Spanish. Before Ss start reading the GETTING STARTED conversation, introduce the characters Phuc and Nick and provide the context: Nick is visiting Phuc, and they are now talking in Phuc’s room. Ask Ss to focus on the picture and the heading ‘A mission to Mars’. Ask questions: What do you think Phuc and Nick are talking about? What else can you see in the room? What do you think Phuc is interested in? Why do you think so? Do not provide corrective feedback at this stage. Now play the recording. Ask the class to revise their answers if necessary. Activity 1: 10’ a/ Now tell Ss to look at the text of the conversation. Play the recording and have Ss follow along. Have Ss then work in pairs to do the matching exercise. b/ Have Ss continue to work in pairs and answer the questions. Give feedback as a class. Ask Ss to say where in the conversation they found the answers to the questions. c/ Have Ss discuss the questions: ‘Who is keener on space travel – Phuc or Nick? Why do you think so?’

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Use some vocabularies and structures to talk about space travel II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

4. He wasn’t very impressed because he thought the meteorite was like an ordinary piece of rock. 5. By scuba diving in a flight suit and by taking a parabolic flight to experience microgravity. 6. He compares it to a ride on a rollercoaster. c/ Key:

Ask Ss to give as much information in the text to support their Phuc seems keener on space travel 137

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than Nick. He was crazy about space when he was young. Phuc knows more about space and Activity 2: 5’ Have Ss work individually for this exercise. Ask them to pay astronauts. He says he’d love to attention to the photos and the key words/ content words in the experience microgravity, whereas sentences. Have Ss then compare their answers with a partner. Nick thinks microgravity sounds scary. Activity 3: 20’ Ask Ss to work in small groups for this game. Give Ss the following instructions. T may draw a bingo card on the board and fill in the first Activity 2: word as a demonstration. Key: • First, create a Bingo card of nine squares by drawing two horizontal 1. satellite lines and two vertical lines. Write ‘Bingo!’ in the middle square to 2. telescope form a ‘free space’. 3. universe • Second, create a vocabulary list that contains eight new words that 4. meteorite Ss have learnt in this lesson. 5. rocket • Third, each player fills in his or her Bingo card with the words from 6. spacecraft the list. Each player should have his or her words in different Activity 3: squares for the game to work. • Write the eight vocabulary words on small pieces of paper, shuffle the paper, and keep them face down.

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IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare A CLOSER LOOK 1

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• Players find the words in their grid as they are called, and mark them off. When a player has marked three boxes down, across, or diagonally (counting the ‘free space’), he or she calls out ‘Bingo!’ and wins the round. Ss can play several rounds with the same card. Use a different symbol to mark the card for each round.

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Then, one person turns over the pieces of paper one by one, and calls out either the actual words or the definitions. (See the illustration beside.)

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answers as possible.

138

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Period: 79

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Vocabulary Activity 1: 5’ Activity 1: Have Ss work individually to complete the exercise. Remind them Key: to modify the verbs where necessary. 1. orbit They then compare their answers in pairs. 2. experienced For a more able class, after Ss have finished, ask them which 3. launched word(s) can be used as a noun as well. Give feedback: orbit, 4. landed experience, launch. Ask Ss to make sentences with these nouns. 5. trained Activity 2: 5’ For this exercise, remind Ss of some words about space they have Activity 2: learnt earlier, for example: astronaut, jet pilot, weightlessness, water tank laboratory, microgravity. Key: Then have Ss work individually to complete the exercise. Ask Ss to 1. good health pay attention to the key words to understand the text, as well as to 2. a flight suit the part of speech of the missing words. 3. parabolic flights 4. operate 5. spacewalks Activity 3: 10’ a/ As a class, ask Ss to cover the boxes on the right so that they can attempt to guess the meaning of the idioms first. Then they uncover the boxes and do the matching exercise. Check the Activity 3: answers as a class, and make sure the idioms are understood before Key: moving on to 1. c 2. a b/ Have Ss then work in pairs to make short dialogues using the 3. d idioms they have learnt. 4. b

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Content

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Teacher’s and students’ activities

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I. OBJECTIVES: By the end of this Unit, students will be able to: • use the lexical items related to astronomy and space travel • identify continuing or finishing tones and say sentences with the correct intonation II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 10: SPACE TRAVEL Lesson 2 – A CLOSER LOOK 1

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Activity 4: 10’ This game can be played in small groups in two rounds. In the rst round, all groups will read the de nitions to guess the Activity 4: planets. The game will be timed. The group who is quickest to Key: have all correct answers is the winner. If time allows, have Ss play the second round. In this round, T writes the names of some of the 1. Venus planets on the board (one by one). In 30 seconds, each group has to 2. Mercury write on a piece of paper one fact they know about these planets, 3. Jupiter without looking at the textbook. The papers will then be cross 4. Mars checked by groups to find the group which has the most correct 139

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answers. Pronunciation

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Activity 5: 5’ Ask Ss to work in pairs to practise saying the statements and short dialogues. Play the recording and have Ss check their pronunciation. Activity 6: 5’ Have Ss work in pairs to do the task. If time allows, ask them to think of other situations when they tell other people lists of things. Ask Ss to work in pairs to play out the situations.

Play the recording from GETTING STARTED again, focussing on the part where Phuc tells Nick about what he had learnt about space. ‘I’d learnt about the planets, the stars, satellites, rockets, and stuff.’ Draw Ss’ attention to the REMEMBER! box. Give an example of saying a list of things, such as: -items on the teacher’s desk -items in your wardrobe at home -places you have visited

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Continuing or finishing tones

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Period: 80

Unit 10: SPACE TRAVEL Lesson 3 - A CLOSER LOOK 2

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N Activity 1: Key: 1. had been sent; made 2. became; had (already) been launched 3. had own; walked 4. put; had (already) sent 5. was established; had (already) travelled

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Past simple & past perfect: review Ask Ss to study the timeline to familiarise themselves with the events and when they happened. T can read out any two of the events on the timeline, and ask Ss which event happened first. Vocabulary Activity 1: 5’ 1 Remind Ss of how to use the past simple and past perfect. Have Ss then work individually to complete the exercise. Tell Ss to pay attention to the position of already in the sentences. Activity 2: 10’ Ask Ss to complete the box with T’s year of birth and their own year of birth. Then ask Ss to check where the dates fit into the timeline. Ss can write out the dates and events from the timeline along a line drawn on a piece of paper. They can then add in this task four additional dates. Have Ss now work in pairs to talk about these events. Remind them to use the word already. Walk around the class and provide help if necessary. Call on some pairs to give their questions and answers in front of the class.

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Defining relative clauses Activity 3: 10’ - Draw Ss’ attention to the grammar box and Look out! box. Give more examples if necessary. Ensure Ss have understood the rules before moving on. Have Ss work individually to complete the exercise and then compare their answers with a partner. Remind Ss that a relative pronoun may not be required to complete the sentences (indicated in the key with a cross).

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Use Past simple and past perfect correctly with confidence • Use defining relative clauses correctly and appropriately II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Activity 4: 10’ - Have Ss work individually to complete the exercise and 141

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then compare their sentences with a partner. Remind Ss that a relative pronoun may not be required to complete the sentences – this is indicated in the key with a cross (x).

IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare COMMUNICATION

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1. The film which/that/x the class watched yesterday was about the Apollo 13 space mission. 2. We read about an astronaut who travelled into space in 1961. 3. This is the man who works for NASA. 4. The team who/that plays on the left has never won the championship. 5. The ground-breaking space mission which/that/x this article describes is called Rosetta. 6. The task which/that/x the Rosetta mission has is comparable to a fly trying to land on a speeding bullet.

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Key: 1. who/that 2. where 3. which/that/x 4. which/that Activity 5: 10’ 5. which/that/ x - This activity can be done as pair work or a game between 6. when two big groups. One student or group describes the object/person/event using defining clauses for the other student or group to guess. Key:

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Activity 3:

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Period: 81: Correctiing test Period 82:

Unit 10: SPACE TRAVEL Lesson 4 - COMMUNICATION

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- After Ss have finished, ask them to study the three photos of the 155 in the textbook and connect these photos with the information in the text. If time allows, T may provide some of the latest photos and blog posts produced by astronauts who are living aboard the ISS They are available at WWW.blog.nasa.gov. Now ask Ss to come back to the question list which has been created earlier on the board and try to answer them with the information from this lesson. If there are some questions that cannot be answered with the text, encourage Ss to find more about them by themselves (using the Internet, books, etc.). T may provide the NASA blog URL above as an additional resource.

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Key: 1. X 2. 3. 4. X

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Teacher’s and students’ activities Activity 1: 10’ -Ask Ss to work in pairs to complete the exercise after they have looked at the pictures (taking a shower, sleeping in a sleeping bag, listening to music, pouring salt). Accept all answers from Ss and remember to ask them to explain their decisions. Do not give corrective feedback at this point. Now ask Ss to read the text. Tell them to pay special attention to any information that helps them to check their earlier answers. Tell them to notice any new words as well. Now give correction. Activity 2: 10’ Have Ss work individually and then in pairs for this task.

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I. OBJECTIVES: By the end of this Unit, students will be able to: • talk about space travel history and life on a space station II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Activity 3: 10’ This activity can be organised as a debate. Have Ss work in small groups and agree on the three items they 143

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will bring to the ISS for each need in 2 . When all groups are ready with their list, the class gets together

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Astronaut Scott Kelly posted this photo taken from the ISS to Twitter on Sept. 5, 2015. Credits: NASA.

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NASA astronaut Kjell Lindgren replaces items inside the ISS, Sep., 2015. Credits: NASA.

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Activity 4: 10’ Have Ss work individually and write down a personal thing they will take aboard the ISS because they cannot live without it. Then ask Ss to work in pairs to share what they have written. Ss need to explain to their partner why this item is so important to them.

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and decides on a new three-item list. Each group has to persuade the others that their items should be on this list, rather than those of the other groups.

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 1

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Period: 83

Unit 10: SPACE TRAVEL Lesson 1 - SKILLS 1

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Activity 3: -3 Have Ss work in pairs for this task to discuss the qualities and skills. First, ask Ss to look at the reading text in 2 again and try to extract the necessary characteristics/qualities/skills for astronauts from the things Pham Tuan and Christer Fuglesang said. For example: a love for nature, can eat packaged food for a long time, etc. Then tell Ss they can look at A CLOSER LOOK 1, Activity 2, as well as COMMUNICATION, for more ideas. 146

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Key: 1. Pham Tuan is Viet Nam's first astronaut, and Christer Fuglesang is Sweden's first astronaut. 2. He found that the Earth didn't look as big as he thought, and he thought we should cooperate to take care of it. 3. It seemed he didn't enjoy it much since it wasn't fresh. 4. They talked to him when he was in space and that made him happy. 5. They think the chance to fly into space is equal for everyone. 6. He thinks teamwork, social skills, and language skills are important for an astronaut.

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Key: 1. c 2. a 3. b

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Activity 2: 10’ a/ Explain to Ss they are going to read a text about two famous astronauts talking about their space travel experience. Ask Ss to guess what they think the two astronauts will talk about. T may refer back to the information about the ISS that Ss have learnt about in COMMUNICATION. Have Ss then read the text and do the exercise individually. Discuss the answers with the class but remember to ask Ss to explain their decisions. (Why do you think this quote should go in this paragraph?) b/ Have Ss work in pairs to complete the exercise. When giving feedback, ask Ss to give further information in the text to back up their answers.

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Teacher’s and students’ activities Activity 1: 5’ -Have Ss work in pairs. Ask Ss to focus on the photos and try identifying the Vietnamese astronaut (Pham Tuan). Ask if they know anything about Pham Tuan. Pairs can share what they already know about Pham Tuan. After that, have Ss turn the page upside down and read the Quick facts box, then they tell each other some more information about Pham Tuan in full sentences.

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I. OBJECTIVES: By the end of this Unit, students will be able to: • read for specific information about two famous astronauts' space travel • talk about space travel history and life on a space station II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare SKILLS 2

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Pairs get together to exchange their ideas. Then as a class, Ss Key (suggested): build up a list of qualities and skills needed to be an astronaut. • One crew member feels extremely homesick: She/ He can make phone calls to family and friends on Earth. Activity 4: 5’ 4 Have Ss work in groups for this role play and solve the She/.He can exercise, read a book, listen problems. There are no wrong answers here. to music, or play some games. Other crew Encourage Ss to be creative with their ideas. members can talk to her/him, or together they can do something fun in their free Once Ss have finished, each group may present their time, for example having a ' space party'. decisions and the class chooses the best solutions. • When looking at the monitoring system you discover a strange object approaching Earth: The crew can contact the Mission Control Centre for help. They can start watching the object, record its movements, and report back to Earth.

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Period: 84

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Activity 2: Key: 1 recreational, leisure, business 2. International Space Station 3. 'Spacewalk' 4. 'manned spaceflight' 5. costly, dangerous, unsustainable Activity 3: Key: 1. D 2 C 3. A 4. E 5. B Audio script: Dreaming of a holiday sunbathing on Mars, or playing some sports at a lunar resort and spa? While it may take decades for these ideas to come true, space tourism, which is space travel for recreational, leisure, or business purposes is becoming more realistic. Since 2001, the American company Space Adventures has flown tourists to the International Space Station to live and work alongside professional astronauts for up to 10 days. The company now offers a service called 'Spacewalk' where clients can leave the ISS and float above the Earth. It also plans to launch by 2018 its 'Circumlunar Mission', which takes clients to within 100 kilometres of the moon's surface. Virgin Galactic, the world's first spaceline, has been preparing to launch its first manned spaceflight. By 2015, almost 700 people from more than 50 different countries have paid deposits at the price of 250,000 per ticket. The possibility of travelling into space sounds wonderful, but it has been criticised as well. People say it's costly, dangerous, and unsustainable, since its growth could cause environmental problems including speeding up global warming.

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Key: The recording is about space tourism.

Activity 1: 5’ -Draw Ss' attention to the pictures. Elicit what they find interesting about them (a person relaxing on a planet in a spacesuit, people pulling suitcases for holidays in the universe, etc.) For a more able class, T may ask if Ss know anything about space tourism. Ss then may have a discussion as a class about what kind of services they think might be offered. Activity 2: 10’ -Have Ss read the questions first. Remind them that they can only write no more than three words to answer the questions. Allow Ss to listen to the recording several times and give them plenty of time to complete this task. Activity 3: 5’ -Before playing the recording again, challenge Ss to match the numbers to their references with what they remember from the last listening. Then Ss listen to either check or complete the task.

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Listen for general and specific information about some space tourism services • write a short paragraph using advertising language II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Unit 10: SPACE TRAVEL Lesson 1 – SKILLS 2

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare LOOKING BACK

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1. Watch miracles happen as our extra-mild detergent removes all your stubborn stains! An excellent way to protect your clothes. 2. Have you tried our new delicious and healthy yoghurt? Its tasty freshness will brighten your day! 3. The most stylish bicycle ever. Designed with you in mind.

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Key: 1. a bakery slogan 2. a shampoo product 3. a coffee product 4. a fuel-efficient car 5. a tourism slogan 6. a chocolate product

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Key:1 'Become a lunar explorer. Join the greatest private expedition of our time.' An amazing, life-changing experience. ''Ready To Become An Astronaut?'

advertisements -Activity 4: 5’ Explain that advertisements are written in a special way to persuade customers to buy or use a product or service. Have Ss analyse the first advertisement and underline the words or phrases that make it sound more persuasive. Then ask Ss to work in pairs to analyse the last two advertisements. If time allows, T may bring in other print advertisements or TV commercials (in English or Vietnamese) for the analysis. After Ss have completed the task, introduce the Language skills box. For a more able class, ask Ss to add more adjectives that they think may be used in advertisements. Activity 5: 10’ - Ask Ss to look out for hints in the words used when doing this task. For example, 'shine' may go with ' shampoo', 'bar' with 'chocolate', etc. Once Ss have finished, ask them to pay attention to the way the advertisements are written. Do they use any of the advertising techniques they have learnt so far? T may ask Ss to discuss which advertisements they like the most, and why. Activity 6: 15’ This task can be done as a group writing task. Ss may work in small groups of three or four to decide together what their advertisements will be like. Remind Ss to select advertising techniques they have learnt (strong adjectives, active verbs, imperatives, comparatives, questions, etc.) for their text. Then have Ss work individually to write their advertisements.

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Period: 85

Unit 10: SPACE TRAVEL Lesson 1 – LOOKING BACK

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Activity 5: 10’ - Ask Ss to follow the instructions to play this game. If time allows, both alternatives can be done to provide Ss with further practice on defining relative clauses. Activity 6: 15’ - The role-play should be done in small groups first. While Ss roleplay, go around and provide help. Later call on some volunteer groups to role play in front of the class. Finished! Now I can ... Ask Ss to complete the Finished! self-assessment. Identify any difficulties and weak areas and provide further practice.

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3/ Key: a / He had cleaned the house. He had made a cake. He had hung up balloons. He had bought candles. He had selected a nice music playlist. He had chosen a funny movie. b/ She had passed a swimming test. She had learnt about the ISS. She had taken parabolic flights. She had studied spacecraft systems. She had experienced microgravity. She had tried crew activities.

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Activity 3: 5’ Have Ss first work individually and write down the actions in full 2/Key: sentences. Then ask Ss to work in pairs and talk about these actions. 1. to launch a spacecraft 2. to orbit Earth 3. to experience microgravity Activity 4: 5’ - Have Ss work individually to complete the task and then compare 4. to live aboard the ISS their answers with a partner. A cross means no relative pronoun is 5. to train to become an astronaut 6. to do experiments required.

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10 00

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1/ key Activity 1: 5’ Have Ss work individually to fill the gaps and then compare their 1. satellite answers with a partner. Challenge them 2. parabolic flight to complete the task without using the prompts. 3. habitable 4. attach 5. spacecraft 6. meteorites Activity 2: 5’ Ask Ss to work individually to do the matching exercise. If time allows, ask them to work in pairs to make sentences using the phrases.

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Content

Teacher’s and students’ activities

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to: • Review the vocabularies and structures they have learnt to do the exercises. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

4/ key 1. X 150

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-L ÁN TO

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare GETTING STARTED - Unit 2

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10 00

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2. who 3. which Encourage Ss to design attractive posters by using graphics and 4. X impressive advertising language. 5. where Alternatively, Ss can prepare a short slide show presentation (3-4 6. that slides) to talk about their company's tour. Ss may include videos and sound files in their presentation if they wish. On the day of presentation, organise a competition. Each group shows their advertisement or slide show, while the rest of the class acts as 'customers'. During each group presentation, allow time for, and encourage, questions and answers between the 'company' and the 'customers' about the trip. Have the class vote for the presentation they find most appealing.

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

Project: A holiday out of this world

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Period: 86

Unit 11: CHANGING ROLES IN SOCIETY

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Warm up: 5’ Key: 1. Phong 2. Mai 3. Phong 4. T has Ss work independently. Encourage them to do the exercise without looking back at the conversation. Nguyen 5. Mai Presentation Vocabulary: -vision(n) -sense of participation -breadwinner(n) Practice : 20’ -externally(adv) -Ask Ss to read the questions and underline the key words in each question (e.g. purpose in 1, who in 2). bKey: 1. It’s for people to share their This helps Ss determine what information they need vision of the future. to answer those questions. Then Ss refer back to the 2- Some students from Oak Tree School in conversation and look for the answers. Correct the Happy Valley. answers as a class. 3-He says that learning will also take place outside school. 4-It will give them a sense of participation and of being part of the process. 5-No, he won’t. He may still go to work. -Ask Ss to work in groups of four or five. Ask them 6-No, he doesn’t. to look at the context around where these phrases/se Correct the answers as a class. c1. After the year 2030 2. Ideas about what life will be like in the future -Have Ss work independently to choose the correct 3. Both housework and paid work are option A or B answers in pairs. Check as a class. worthy of respect. 4. I love being with my father. -Have Ss work in groups of four or ve. Ask them to 2) look at the pictures and guess what future visions the Key: 1. B 2. A 3. B pictures represent. Encourage them to come up with as many predictions as possible. Then have them 3)

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Contents

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Đ ẠO

Teacher’s and students’ activities

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

By the end of this Unit, students will be able to know about items involved in I. OBJECTIVES: the topic. II. LANGUAGE CONTENTS: -Vocabulary: words related to the lesson. III . PREPARATIONS: • T: sub -board, pictures, casette • SS: book, notebook IV. PROCEDURES: * New lesson:

Lesson 1 – GETTING STARTED

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H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN

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Đ ẠO

Homework: prepare: A closer look 1.(vocabulary)

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Suggested answers: 1-Cars will be running on solar energy. 2-People will live in houses in the sky. 3-People will be able to talk with their pets. 4-Robots will be doing the housework. 5-Trains will be running as fast as 300km/h. 6. Land will become barren.

Production: 20’ Divide the class into two teams. One team names a service and the other team says what they think the service will be like in the future. Try to give every student a go, not just the most advanced ones in the class.

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present their ideas to the class.

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Period: 87

Unit 11: CHANGING ROLES IN SOCIETY

B 10 00 A

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Practice -T has ss use the words in the table in 1 to complete the sentences.

-Ss choose the correct answer A closest in meaning to the underlined word/phrase in the sentences.

IỄ N

-Ss complete the sentences with phrases formedwith ‘sense of’.

Verb Noun Noun (person) 1. attend attendance attendant 2. facilitate facility facilitator 3. provide provision provider 4. develop development developer 5. interview interview interviewer/interviewee 6. evaluate evaluation evaluator 7. participate participation participant 8. apply application applicant

TR ẦN

Presentation: 25’ -T gives out some words form.

-Get ss to listen carefully and tick ( ) the correct box. Then listen again and repeat. -Ss mark Mike’s sentences with falling (agreeing) or rising (disagreeing) arrows. Then listen and check.

Key: 1. attend 2. facilitate 3. provider 4. developed 5. interviews 6. evaluation 7. participation 8. apply Key: 4. B

2. C

3. A

Key: 1. sense of direction 2. sense of humour 3. sense of time 4. sense of responsibility 5. sense of style Pronunciation Agreeing and disagreeing tones Key + Audio script: 1. No one can deny it? 2. All of us can see your point. 154

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1. B 5. A

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H Ư

___Family word___

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Contents

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Đ ẠO

T’s &Ss’activities Warm up: 10’

ÀN

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By the end of this Unit, students will be able to talk about roles in the society. I. OBJECTIVES: II. LANGUAGE CONTENTS: -Vocabulary: words related to the lesson. III . PREPARATIONS: • T: sub -board, pictures, casette • SS: book, notebook IV. PROCEDURES: * New lesson:

Lesson2: A CLOSER LOOK 1

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-H B

10 00 TR ẦN G

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Production: 10’ Play game. Homework Ask sts to prepare: A closer look 2.

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ÁN

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3. We will help him with the money. 4. You will be cooking. 5. Well, you may be right.

Lucky numbers.

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Period: 88

Unit 11: CHANGING ROLES IN SOCIETY

Đ IỄ N D -Ask Ss to work individually. They can then exchange their answers with a partner. Elicit the answers from

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10 00

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-Work with Ss on the REMEMBER! box . Write the examples in the box on the board as you explain the rules. Ensure that Ss understand the rules before beginning the exercises. T may keep the examples on the board while Ss are doing the exercises.

1 -Choose the future active or passive to complete the sentences. Key: 1. A 2. B 3. B 4. A 5. A 6. B 2-Rewrite the sentences without changing their original meanings. Keys: 1. Classes will also be held in places like restaurants or supermarkets. 2. The school’s curriculum will constantly be tailored to meet changes in soc 3. Students’ academic performance will not be evaluated through exams on 4. Not all the decisions in the family will be made by men. 5. Women will be freed from most housework by high technology. 6. More flyovers will be built to reduce traffic in the city. 3-Put a comma/commas where necessary in the sentences.

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Form: S+ will be+ Past participle

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H Ư TR ẦN

Contents

T’s & Ss’activities Warm up: 5’ -T may write the two example sentences using the future active and passive on the board. Let Ss work out the difference between the two sentences. Presentation -T gives form of future passive. -Ss copy down. Practice: 15’ -T asks Ss to work individually. They then share their answers with a partner. Check the answers as a class.

Đ ẠO

*Previous lesson: Word form: vision of services in the future. * New lesson:

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to talk about roles in the society. II. LANGUAGE CONTENTS: -Vocabulary: words related to the lesson. III . PREPARATIONS: • T: sub -board, pictures, cassette • SS: book, notebook IV. PROCEDURES:

Lesson3: A CLOSER LOOK 2

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Ss and correct them if necessary. Ask Ss to explain their answers to check their understanding of the rule.

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Homework Ss prepare: communication

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10 00

Production: 25’ -Have Ss work individually. Let Ss share their writing with their partner. Check as a class, paying special attention to the commas and the relative pronouns.

Đ ẠO

4- Cross out the relative clause which can be omitted without causing confusion to the meaning of the sentence. Key: 1. Sarah works for a company that makes bikes. 2. I’ve got a sister called Caroline. 3. This morning I met my ex-classmate Janet. 4. The 6.30 bus was late today. 5. Only those who had booked in advance were allowed in. 6. The stairs which lead to the basement are rather slippery. 5-Combine two sentences into one. Use the sentence in brackets to make a non-de ning relative clause. Key: 1. We are staying at the Grand Hotel, which will be demolished for a department store. 2. The essays will be assessed by Hans de Wit, who is the President of the EAIE. 3. The Second World War, which lasted from 1939 to 1945, destroyed hundreds of cities in Europe. 4. I have read several short stories by Jack London, who is a famous American writer. 5. The Eiffel Tower, which is on the River Seine, was built over two hundred years ago.

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-Before doing this exercise, remind Ss that only non-defining relative clauses can be omitted. Have Ss do this exercise individually. They may refer to the rules on the board. Check the answers as a class.

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Period: 89

Unit 11: CHANGING ROLES IN SOCIETY

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Which response (1-4) is the most relevant to each of the posts in 1b? Key: Post 22: 4 Post 51: 3 Post 76: 1 Post 101: 2 158

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Đ - Have sts answer the question.

Key: 1. real; practical 2. focussed on a particular person; customised 3. a person who judges another person’s performance 4. reacting quickly and positively; showing interest in something 5. making the necessary changes to something to make it t a person or situation

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Đ ẠO

G N H Ư TR ẦN B

Vocabulary : -hands-on -tailoring(n) -responsive to -individually-oriented

Practice: 20’ -Have Ss read the posts individually as quickly as possible. Then refer to their predictions in 1a and see if there are any similarities. -T has ss work in groups. Look at the coloured words/phrases in the posts. Then discuss and find their meanings from the context.

IỄ N D

Contents

10 00

T’s & Ss’activities Warm up: 5’ - Ask sts to work in groups. Read the introduction to the Just imagine! forum. - Discuss and take notes of your own predictions. Presentation: 20’ -T preteaches vocabulary. -Ss listen and repeat then copy down.

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to talk about roles in the society. II. LANGUAGE CONTENTS: -Vocabulary: words related to the lesson. III . PREPARATIONS: • T: book, lesson plan • SS: book, notebook IV. PROCEDURES: *Previous lesson: Non-defining relative clauses. * New lesson:

Lesson4: COMMUNICATION

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-H B

10 00 TR ẦN G

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Đ ẠO

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Production Discuss in groups. Support your answers with specific reasons and examples. Homework T has ss prepare the next lesson: Skills 1.

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ÁN

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-H B

10 00 TR ẦN G

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Đ ẠO

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Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

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Period: 90

Unit 11: CHANGING ROLES IN SOCIETY

Lesson5: SKILLS 1

Key: 1. d 2. e 3. b 4. f 5. a 6. c

ÁN

Đ IỄ N D -Here are some predictions about the

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Key : 1. The ever increasing involvement of women in education and employment. 2. The socio-economic picture of these countries. 3. Their financial burden will be reduced. However, they will no longer be the dominant gures and will learn to share decision-making and housework. 4. They will learn to be more independent. 5. The service sector. 6. It will develop. 161

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Practice -T has ss read the passage and match the underlined words/phrases in the passage with their definitions. -Ss read the passage again and answer the questions.

-witness(v) -doubt(n) -sole(adj) -burden(n)

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Đ ẠO

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N -H

10 00

Presentation -T. preteaches vocabulary. -Ss listen and repeat then copy down.

Reading 1. What changes in society will we see in ten years’ time? 2. What will be the changes in the roles of men and women in society? 3. How will the increasing involvement of women in public life a ect society?

Warm up -T has ss discuss these questions in groups.

Contents

TR ẦN

T’s & Ss’activities

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to practice their speaking and reading skills about the topic. II. LANGUAGE CONTENTS: -Vocabulary: words related to the lesson. III . PREPARATIONS: • T: book, lesson plan • SS: book, notebook IV. PROCEDURES: *Previous lesson: Talk about changes in the role of school. * New lesson:

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Speaking

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G N H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN

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-I agree that….

Đ ẠO

changing roles of males and females in the future. Tick ( ) the one(s) you agree with. -Ss work in groups. Share the predictions you agree with in 3a in the group. Discuss if you agree with your groupmates’ choices. Give reasons and examples to support your opinion Production With more women having well-paid jobs, what changes will we see in the service sector? Make a list, and present Homework T has ss prepare: Skills 2

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Period: 91

Unit 11: CHANGING ROLES IN SOCIETY

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Practice: 15’ -T has ss listen to the description of some changes in the roles of women in Kenya. Decide if the statements are true (T) or false (F). -Ss correct. -T has ss listen to part 2 again and fill the blanks with the correct information. -Ss correct.

Key: 1. T 2. T 3. T 4. F 5.F Key: 1. 1995: 65% 2. 2010: 47% 3. 2025: 30% 4. 1995: 22% 5. 2010: 36% 6. 2025: 48% Writing

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Vocabulary -dominate(v) -male-dominated(adj) -in charge of -reliable(adj)

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TR ẦN

Listening Where is Kenya located? What do you know about this country?

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Đ ẠO

G N H Ư

Contents

10 00

T’s & Ss’activities Warm up: 5’ -T has ss look at the maps and answer the questions. Presentation: 10’ -T preteaches vocabulary. -Ss listen and repeat then copy down.

ÀN

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I. OBJECTIVES: By the end of this Unit, students will be able to practice their listening and writing skills. II. LANGUAGE CONTENTS: -Vocabulary: words related to the lesson. III . PREPARATIONS: • T: book, cassette, tape. • SS: book, notebook IV. PROCEDURES: *Previous lesson: Talk about changes in society. * New lesson:

Lesson 6: SKILLS 2

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Work in groups. How do you think the roles of teenagers will change in the future? Brainstorm and make a list of possible changes. -Choose one of your group’s ideas, and write a short paragraph about it. Production: 15’ Some ss present their writing to class. Homework 163

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-H B

10 00 TR ẦN G

H Ư

Đ ẠO

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-L

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ÁN

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T asks sts to prepare: unit 11_Looking back

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Period: 92

Unit 11: CHANGING ROLES IN SOCIETY

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Activity 4: 10’ -Ss use the correct form of the relative clause to combine the two sentences into one.

4Key: 1. Many tourists visit Liverpool, which is the home of The Beatles. 2. The town hasn’t got any parks where people can go and relax. 3. My son took part in the Beyond 2030 forum, which invited people to share their vision of the future. 4. Baron Pierre de Coubertin, who was the founder of the modern Olympic Games, was not in favour of women participating in the Games. 165

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A Ó -H Ý

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Activity 3: 10’ -T has ss choose the correct answer A, B, C, or D to complete the sentences.

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TR ẦN

Vocabulary 1Key: 1. male-dominated 2. individually-oriented hands-on 4. responsive to 5. nancially 6. facilitators 2Key: 1. supports 2. provider 3. predicting 4. tailored 5. evaluate 6. witnesses Grammar 3Key: 1. C 2. A 3. B 4. B 5. C 6. D

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Đ ẠO

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Contents

10 00

T’s & Ss’activities Activity 1: 5’ -T has ss complete the sentences with the words in the box. Activity 2: 5’ -Ss use the words in their correct forms to complete the sentences.

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I. OBJECTIVES: By the end of this Unit, students will be able to revise vocabulary and grammar from unit 11. II. LANGUAGE CONTENTS: 1-Vocabulary: review. 2-Grammar: review III . PREPARATIONS: • T: book • SS: book, notebook IV. PROCEDURES: *Previous lesson: Talk about roles of teens in the future * New lesson:

Lesson 7: LOOKING BACK AND PROJECT

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Đ ẠO G N H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN

IỄ N

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5. There will be an open discussion which will look at the main challenges and opportunities in the coming decades. 6. The changing economic role of women, which started in 1948, has greatly aff ected the role of men. Communication

Activity 5: 10’ - Match each prediction with two responses. Then practise saying them in pairs. Homework: 5’ T asks sts to prepare: unit 12_Getting started.

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Review 4: UNIT 10 – 11 – 12

Ơ H

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1. facilitators 2. development(s) 3. Activity 3: training 4. launch Make sure Ss understand the meanings of the verbs provided. Then 5. experienced 6. attendance have them complete the exercise individually. Call on some Ss to 7. evaluators 8. participants write their answers on the board. Confirm the correct answers.

ÁN

1. work flexitime Activity 4: 2. sense of direction Check if Ss remember the meaning of the phrases. Ensure all the 3. make a bundle phrases are understood before moving on. Then have them work in 4. burn the midnight oil pairs to complete the sentences. Check the answers as a class. 5. once in a blue moon 6. The sky’s the limit Grammar 7. sense of responsibility Activity 5: 8. mountains of work This exercise revises the use of V + to-infinitive and V + V-ing forms. Have a brief revision session with Ss if necessary. Then have 1. eating 2. to play Ss work individually. Ss exchange their answers. Finally, check the 3. to work/working 4. to be answers as a class.. 5. doing 6. to share Activity 6: 7. floating 8. checking Have Ss write the sentences individually on a piece of paper. Ask Ss to swap their answers with a partner. Allow Ss time to discuss if there 1. My grandfather, who has been is any difference between their answers. Check the sentences as a

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10’’

Vocabulary:

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10 00

TR ẦN

H Ư

Activity 1: Review the rule of tones (high or rising tones to check information, to indicate items in a list, to disagree with someone or for emphasis and low or falling tones to indicate that a list is finished, to agree with someone, and with Wh-questions) with Ss. Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones. Play the recording. Ss listen and check the answers. Confirm their answers as a class. Ss then listen again and repeat, in chorus and individually. Activity 2: Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones. Ask them to practice saying the conversation. Play the recording for Ss to check their answers. Check the answers as a class. Have some pairs practise saying the conversation in front of the class.

Đ ẠO

Pronunciation: 15’’

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Content

Teacher’s and students’ activities

IỄ N

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I. OBJECTIVES: • This unit reviews the language and skills Ss have learnt in Units 10, 11, and 12. Help Ss to recall the language and encourage them to contribute as much as possible. II . PREPARATION: sub -board, pictures, cassette III. PROCEDURES:

Lesson 1 - LANGUAGE

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www.facebook.com/daykem.quynhon https://daykemquynhon.blogspot.com retired for ten years now, used to be an astronaut. 2. The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA. 3. She likes the career which /that her father pursued all his life. 4. He admires the teacher who initiated building the school library. 5. I work for a man whose farm covers thousands of acres. 6. Students will have to make their own learning decisions, which will be hard for many of them.

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Activity 1: a. Have Ss work individually to skim-read the text to match the headings with the correct paragraphs. They can compare their answers with a partner. Check answers as a class. b. Ask Ss to read the text again carefully to decide whether the statements are true (T) or false (F). Tell them that they can underline the sentences that have clues for their answers. Have Ss compare their answers with a partner. Check the answers as a class. Ask Ss to explain the reasons why an answer is false.

1. C 2. A 3. D 4. B 1. T 2. F 3. F 4. F 5. T

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Reading

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Content

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Teacher’s and students’ activities

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H Ư

TR ẦN B

10 00

IV- HOMEWORK: -Practice reading the dialogue. -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare Review 2 ( Skills )

IỄ N D

1. No worries 2. I am not so sure about that 3. That’s not entirely true 4. Cool 5. Sounds interesting

Activity 7: Have Ss read the phrases and sentences carefully. Check that Ss understand the meaning of the phrases before moving on. Then Ss do this exercise in pairs. Correct their answers and ask some pairs to act out the short dialogues.

Đ ẠO

Everyday English

ÀN

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class.

Speaking Activity 2: This is an open speaking exercise. Allow Ss time to get some ideas from Unit 10 to 12, or to come up with some ideas of their own. Ss can work in groups. Have some Ss/groups come to the front to present their own choice and their reasons for the choice. 168

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I think one of the most popupar jobs in the future can be astronaut, the ‘driver’ of expensive spacecrafts. The first reason is many people are dreaming of flying into the space and are willing to pay for such ‘ trips’ if the costs are not as high as they are now. In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys. This also means the demand for spacecraft drivers will be increasing. Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher. Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth. In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future.

TR ẦN

B 10 00 A Ó -H

: 4th 45-minute test

Period: 93

ÁN

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IV- HOMEWORK: -Write new words then learn them by heart. -Copy the exercise into notebooks. -Prepare for test

1. sociable 2. dealing with 3. telephone manner 4. experience 5. night shifts

Writing Activity 4: Have Ss work in pairs to discuss the question. Ask the pairs to brainstorm an outline of the main reasons why they think their chosen job will be the most popular. Have pairs do the writing together. T may read aloud one piece of writing and ask other Ss to comment. T may also collect some of the Ss’ paragraphs to correct at home.

1. a hotel receptionist 2. two weeks

Đ ẠO

Activity 3: a Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions. Ask some Ss to give their answers. Write Ss’ answers on the board. b Have Ss read the sentences carefully and try to complete them without listening to the recording again. Do not confirm any answers at this stage. Tell Ss that they are going to listen a second time to check the answers for the questions in 3a and b. Play the recording. Ask some Ss to give answers. Let Ss listen a third time if necessary to check their answers. Confirm the correct answers as a class.

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Listening

169

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-H B

10 00 TR ẦN G

H Ư

Đ ẠO

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-L

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ÁN

Nơi bồi dưỡng kiến thức Toán - Lý - Hóa cho học sinh cấp 2+3 / Diễn Đàn Toán - Lý - Hóa Quy Nhơn 1000B Trần Hưng Đạo Tp.Quy Nhơn Tỉnh Bình Định

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Period: 94

UNIT 12 MY FUTURE CAREER GETTING STARTED

PERIOD 1 :

I. OBJECTIVES :

Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the conversation. a./ Ss work in pairs to label the pictures with the words/phrases given. Allow pairs to share their answers before asking them to discuss as a class. Then ask some Ss to read the words/phrases aloud and correct their pronunciation if necessary. b./ Have Ss work individually. Ss nd the words/phrases with the given meaning in the

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10 00

A Ó

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Elicit answers from Ss. Now, tell them to look at the picture and the heading Have Ss answer as a class.

Do you have to choose some speci c subjects to focus on if you want to do that job in the future? ‘What subjects will you choose?’and ask them these questions: Who can you see in the picture? Where do you think they are? What do you think they are talking about?

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H Ư

Đ ẠO

CONTENT

TR ẦN

T’s & Ss’ Activities *Warm –up: 10’ Before Ss open their books, review the previous unit by asking them to play a game. First, divide Ss into two equal teams. Write the phrase ‘The roles of teachers and schools in the future’on the board. Ask the two teams to write down as many words/phrases relating to the roles of teachers and schools in the future as possible. Set a time limit of three minutes. The team with more correct words/phrases wins. *Activity 1: 35’ Ask Ss what job or career they want to do in the future. Then ask them another question:

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By the end of the lesson, Ss will be able to use the lexical items related to jobs and careers II . TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.Teaching aids : Cassette, posters, pictures III. PROCEDURES:

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Key: 1.lodging manager 2. event planner 3.customer service staff 4.housekeeper 5. tour guide 6.biologist

Key: 1. GCSE 2.vocational subjects 3.

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academic subjects 4.applied approach 5.tourism 6. Leisure

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10 00

3./Ask Ss to work in groups of four. Ss take turns thinking of a job. The others ask Yes/No questions to nd out information, and guess what the job is. The aim is to have Ss ask as many questions as possible. T can tell them that they may ask questions about necessary qualifications, skills, likes, dislikes, working conditions, salary, colleagues, or people they are working with.

ÁN

IV- HOMEWORK: Do exercise in exercise book. Prepare A CLOSER LOOK 1

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H Ư

Key: 1. take/do (an English) course 2. doing a nine-to- ve job 3. Work flexitime 4.earns money/earns a living 5.did a course/took a course 6. work overtime

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Đ ẠO

Key: 1.a job 2.leisure time 3.a job 4.a living

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Key: 1. T 2. F 3. F 4.NG 5.T 6. F

TR ẦN

conversation. Then have Ss share their answers with a partner before asking them to discuss as a class. c./ Have Ss read the conversation again to tick true (T), false (F), or not given (NG). Remind Ss that they can answer NG (not given) if they don’t think the information was given as part of the conversation. Ss exchange their answers with a classmate. Ask for Ss’ answers as well as their explanation for their choices. Write the correct answers on the board. 2 a./ Have Ss work in pairs to read the phrases and complete the task. Check the answers as a class b./Ask Ss to work individually to complete the sentences with the right collocations. Then ask them to share their answers with a partner. Finally, check the answers as a class

IỄ N

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Period: 95

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3 a./ Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class b./ Have Ss work individually to complete the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class.

Key: 1. physicist 2.mechanic 3. pharmacist 4.fashion designer 5. opera singer 6.architects 7. businesswomen and businessmen 8.craftsmen and craftswomen

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Key: 1. D 2. B 3. A 4. C

Key: 1. career 2. job 3. profession 4. career path 173

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Key: 1. craftsman 2.physicist 3. opera singer 4. fashion designer 5. pharmacist 6. architect 7. businesswoman 8. mechanic

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T’s & Ss’ Activities Start by reviewing the previous lesson. Begin by asking two pairs of Ss to come to the front to play a quick game. Ask them to write as many jobs and collocations (or phrases) used to describe those jobs as possible. Set a time limit of three minutes. The pair with the most correct words and collocations wins. Vocabulary: 20’ 1./Now have Ss turn to the book and work in pairs to identify the pictures. Ask them to briefly describe the pictures. Then let them do the matching exercise. Check the answers as a class. Then ask Ss: Which of these jobs would you like to do in the future? Why would you like to do it? Ask some Ss to answer the questions. 2./ Have Ss work individually to ll the blanks. Remind Ss that the form of the word may need to be changed to t the sentence. Allow them to share their answers with a partner before checking as a class.

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I. OBJECTIVES : By the end of the lesson, Ss will be able to identify in which situations to use high tones and say sentences with the correct high tone II. TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : Cassette, posters, pictures III. PROCEDURES:

PERIOD 2 : A CLOSER LOOK 1

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Pronunciation: 25’ High tones Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out the examples in the box or to give their own examples. Ensure that Ss have understood the ideas before proceeding. Inform Ss that negative adjectives (awful, terrible) can be a- ected by tone in the same way as positive ones (excellent, brilliant). 4./ Play the recording for Ss to listen. Ask them to draw arrows to illustrate Tom’s tones. Play the recording again for Ss to repeat the short dialogues paying attention to the tones. Call on some pairs to act out the short dialogues. 5./ Have Ss work in pairs to draw arrows to show the tones before reading out. Then play the recording. Ask the pairs to listen and check their lines showing the tones. Con rm the correct answers. Ask some pairs to practise saying the pairs of dialogues. Correct them if necessary.

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IV- HOMEWORK: Do exercise in workbook Prepare A CLOSER LOOK 2 174

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Period: 96

UNIT 12 MY FUTURE CAREER

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T’s & Ss’ Activities CONTENTS Grammar (9 min/ 1 activity) Despite/In spite of: review Have Ss read the REMEMBER!box, then Key: 1. loving maths 2. studying hard ask one or two Ss to summarise the rules. T 3.laziness 4. being short 5. poor health can write the example sentences on the board. Ask Ss to give further examples. Make it clear to Ss that these expressions can be used interchangeably. They both work with all the forms: before a noun, a noun phrase, or an -ingform. 1./ Ask Ss to work individually to ll in the gaps. Check the answers as a class. Verb + to-in- nitive/Verb + V-ing Ask Ss to read the bubble quoted from the GETTING STARTEDconversation, then have them read the structures and examples in the grammar box carefully. Help them with the meanings of the verbs if necessary. Divide the board into four columns. Write Verb + to-in- nitive, Verb + V-ing, Verb + to-in- nitive/V-ing with no change in meaning in each column, and a column for Verb + to infinitive/V-ing with change in meaning. Ask four Ss to come to the board to write the verbs mentioned in the grammar box in the appropriate column. Ask other Ss to give examples with these verbs. 2&3 Have Ss work individually. Allow Ss to share their answers with a partner. Then check their answers as a class. T can Key:

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I. OBJECTIVES : By the end of the lesson, Ss will be able to use the structures Verb + to-infinitive/Verb + V-ing correctly II . TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids :, posters, pictures III. PROCEDURES:

: A CLOSER LOOK 2

PERIOD 3

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Key: 1. The boy nally managed to deal with his peers at the vocational school. 2. She attempted to cooperate with the others in the team to nish the work. 3. He wasn’t promoted in spite of his efforts. 4. The boss denied bullying the new employee. 5. Despite being quali ed for the job, he wasn’t accepted./Despite qualifying for the job, he wasn’t accepted.

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Key: 1.to lock 2.meeting 3.to contact 4. to send 5.working 6.talking 7. posting 8.to answer

2 1. to give 2.to pass 3. choosing 4.taking 5.to employ 6. to talk/talking 3 1. A 2. A 3. C 4. C 5. A& C 6. B

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remind Ss that in both these exercises more than one of the options may be correct. 4./ Firstly, have Ss work in pairs to describe what is happening in the pictures. Then Ss can attempt to complete the sentences using the ideas and actions from the pictures. Check the answers as a class. 5./ Have Ss work individually to finish the sentences. Allow them to share their answers with a partner. Call on some Ss to write their answers on the board. Correct their answers if necessary.

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Period: 97: Correcting 4th 45-minute test Period 98:

UNIT 12 MY FUTURE CAREER

PERIOD 4 : COMMUNICATION

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Sample comments on: Post from Tu: - I agree that if Tu can sing, he should enroll in a school for performing arts. - Tu is right. A singer can make a bundle. - I can’t agree with Tu’s reason. Not every singer becomes famous. - I don’t think every singer can travel all over the world. Post from Anh: - I totally agree with Anh that it is a meaningful job, because architects can help improve people’s lives. - I can’t agree with Anh that architects work flexitime. My dad is also an architect and he has to be at work at 8 a.m. every day Post from Duong: - Duong is absolutely right. If he is curious

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T’s & Ss’ Activities 10’: Before Ss open their books, ask them to work in groups to discuss the jobs they want to do in the future. Then tell Ss that they are going to read posts on the 4Teenwebsite from several teenagers who are talking about their future career paths. Check if Ss understand the meanings of the words in the Extra vocabularybox. If they do not, quickly teach the words by using de nitions, synonyms, or the equivalent phrases in Vietnamese. • can’t stand + V-ing: used to describe an activity or situation that you really don’t like, or find extremely unpleasant • make a bundle: earn a lot of money • burn the midnight oil: work very hard; work through the night 10’: 1./ Have Ss skim-read the posts individually and try to remember the reasons each teen gives for their choice of career. Then, in pairs, Ss compare the reasons that each of them gives. Then Ss can read the posts a second time more slowly for details. 10’: 2./Put Ss in groups of four. Tell them that they can look back at the posts and choose one post to discuss. Remind them that they can use the

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I. OBJECTIVES: By the end of the lesson, Ss will be able to talk about choosing future jobs and reasons for these choices II . TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids :, posters, pictures III. PROCEDURES:

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about the natural world, that job can satisfy him in many ways. - I’m sorry, I can’t agree with Duong. He wants to become a physicist because he is curious about the world, but can he be sure that he is able to do the job? Is he good at physics? Post from Dzung: - Exactly. What Dzung says is true. Student doctors do have to burn the midnight oil. They have to learn about everything related to their patients because their advice a- ects the patients’ lives. - I totally agree with Dzung because it is very hard to work in hospitals. All around you are patients waiting for your help. - Hold on... If everyone only thinks about the hardships, who will become doctors? Who will treat the patients, then?

TR ẦN

phrases to express agreeing or disagreeing in the box. Move around to observe and provide help. 10’: 3 a./ Have Ss work in pairs. Ask them to choose a couple of example careers, either from elsewhere in the unit or from ideas of their own. Ss should then gure out their own reasons why they do or do not want the chosen careers. Set a time limit of ten minutes. Tell them that they can also note down several key words/phrases related to their reasons. b./Ask several pairs to report their decisions and reasons to the whole class. Have other Ss give comments. This is an open exercise and there are no wrong answers.

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Period: 99

UNIT 12 MY FUTURE CAREER

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CONTENT Suggested answers: 1. A job is something people do to earn money. 2. A career is more than a job. It is an ongoing process of learning and development of skills and experience. 3.Very di- erent. (A job describes what you are doing now, a career describes your job choices over your working life, with the aim of improving your quality of life.) Key: 2./Have Ss read the article to do the 1.career path 2.peers 3. ongoing exercise in pairs. Ask some Ss to share 4. alternatively 5.take into account their answers 3./Ask Ss to work individually. Remind Key: 1.T 2. F 3. F 4. T 5.T 6. T them to pay attention to key words in each statement. Then allow them to share their answers before checking as a class. To check their understanding, ask some Ss to explain their answers. Speaking: 25’ 4 Have Ss work in groups. Each group should choose one job to discuss. Ideally each group would have a different job. If you have more groups than jobs on the list, Ss can contribute more jobs. Ask them to make notes on a small poster, using the example as a guide. Set a time limit. 5 Have each group present their ideas and opinions on their chosen job to the class. Once they have nished, ask the rest of the class to say whether they agree with the

T’s & Ss’ Activities Reading: 20’ 1./ Ask Ss to work in pairs to discuss the questions. Elicit the answers from Ss. Give Ss three minutes to skim the article and compare their answers with the information from the article

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I. OBJECTIVES : By the end of the lesson, Ss will be able read for general and specific information about choosing a career II . TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.Teaching aids : posters, pictures III. PROCEDURES:

PERIOD 5 : SKILLS 1

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IV- HOMEWORK: Do exercise in exercise book. Prepare SKILLS 2

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points or not and whether they should add some other points. As an extension activity, ask groups to choose another job that they didn’t work on. Have Ss read the notes from the group who chose this job in 4. Tell them to add any extra ideas their group may have. Ss report their ideas to the class.

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Period: 100

UNIT 12 MY FUTURE CAREER

PERIOD 6 : SKILLS 2

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I.OBJECTIVES :By the end of the lesson, Ss will be able to listen for general and specific information about choosing future jobs and reasons for these choices, write about the qualities one needs to be able II . TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III. PROCEDURES: T’s & Ss’ Activities CONTENT Introduction Ask Ss to say what jobs their parents do. Ask them if they are aware of any difficulties which their parents face when doing those jobs. Key: 1. mountains of work Listening (25’) 1: 5’ Ask Ss to work in pairs to answer the 2.work overtime 3. Rewarding 4. sociable questions. Ask a pair to share their ideas 5.applied skills 6. good with his with the class. 2: 10’ Tell Ss that they are going to listen to a conversation between Phong and Mrs. Warner, Nick’s mother, about jobs that he and his friends want to do in the future. Ask them to read the information in 2 carefully. Tell them to listen carefully to find out the words/phrases from the recording needed to fill in the blanks. T can play the recording twice if necessary. Have two Ss write their answers on the board. Confirm the correct answers. 3. 10’ Have Ss work individually to Key: 1. T 2.T 3. T 4. F 5. F 6.T underline the key words in the statements and predict the answers. Write their answers on the board without confirming the correct answers. Play the recording again for Ss to check. T may pause at the sentences that include the information Ss need for their answers. Con rm the correct answers. Writing: 20’ 181

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IV- HOMEWORK: Do exercise in exercise book. Prepare LOOKING BACK

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4 First check that everybody understands the meaning of the adjectives in the box. If not, T can spend some time explaining them. Set a time limit for pairs to brainstorm the ideas and do the discussion. Ask them to refer back to 2 and 3 as examples for useful language and ideas. Ask some pairs to present their ideas to the whole class. Remind Ss that they should give examples and reasons to support their main points. 5./ Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written. Give them ten minutes to write and edit their work. Swap their writing with a partner for peer review, comments, and corrections. Then ask Ss to write the second draft as homework.

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Period: 101

UNIT 12 MY FUTURE CAREER

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Communication: 20’ 6./ Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job. Give them seven minutes to work together. When the pairs have finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’. The class will together decide which ‘facts’are true, and which is untrue. Finished!

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Key: 1 1. C 2. D 3. E 4. F 5. A 6. B 2 1. H 2. E 3. F 4. A 5. D 6. G 7. C 8. B 3 1. vocational 2. dynamic 3. empathetic 4. academic subjects 5.took into account 6. professional 7.burnt the midnight oil 8. make a bundle 4 1. to lock 2. working 3. treating 4.to get 5. to nish 6. reading 5 1.working hard →to work hard 2.promised to make →no change 3.to be →being 4.refused to attend →no change 5. mind to burn →mind burning 6.managed getting →managed to get 7. admitted to study →no change 8.o- er working →o- er to work 9.prefer working →preferring to work 10.agreed to take →no change

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T’s & Ss’ Activities Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learnt during the unit to help them do the exercises. Ss should record their results for each exercise to complete the self-assessment box at the end of the unit and identify areas to review. Vocabulary & Grammar: 25’ For 1, 2, 3, 4, and 5, rst have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their selfassessment.

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I. OBJECTIVES : By the end of the lesson, Ss will be able to review of what they have learnt in Unit 12 II . TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III. PROCEDURES:

LOOKING BACK & PROJECT

PERIOD 7 :

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IV- HOMEWORK: Do exercise in exercise book. Prepare Review 4

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Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice. PROJECT (Homework) My future career path The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to do some more research about the factors they have to consider if they are going to follow that pathway. This is a topic that is of immediate importance to the Ss’ futures. Divide Ss into groups of four or ve and instruct them on what they have to do. Encourage them to think of a real path they might want to follow. Tell them to: • give reasons for the choice • consider factors like quali cations, skills, hobbies, personalities, practical issues, and even the employment market • think about who can give them good advice, and why Ask Ss to draw a picture of their career path. Have them present their posters in the next lesson. When all the groups have given their presentations, let the whole class vote for the best one.

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CẤU TRÚC ĐỀ KIỂM TRA HỌC KÌ II MÔN TIẾNG ANH LỚP 9 - CHƯƠNG TRÌNH 10 NĂM + PHẦN I: do Sở GD&ĐT ra đề. (8 điểm) - Đề kiểm tra gồm 03 kĩ năng: kiến thức ngôn ngữ, đọc hiểu, viết. - Hình thức: tự luận (4 điểm) kết hợp với trắc nghiệm khách quan 04 phương án lựa chọn, trong đó chỉ có 01 phương án đúng (16 câu, 4 điểm). - Thời gian làm bài: 45 phút.

I/ Kiến thức ngôn ngữ 1. Trắc nghiệm khách quan 4 phương án lựa chọn, trong đó chỉ có 01 phương án đúng. 2. Viết hình thức hoặc thì đúng của động từ cho trong ngoặc.

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10 00

III/ Viết 1. Hoàn thành câu theo từ gợi ý. 2. Viết lại câu sao cho nghĩa câu không thay đổi.

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II/ Đọc hiểu Các bài đọc trong sách giáo khoa lớp 9, học kì II hoặc các bài đọc khác có cùng chủ đề, mức độ tương đương. 1. Đọc đoạn văn và chọn câu trả lời đúng (trắc nghiệm khách quan 4 phương án lựa chọn, trong đó chỉ có 01 phương án đúng). 2. Đọc đoạn văn và hoàn thành câu trả lời.

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REVISION NỘI DUNG ÔN TẬP KIỂM TRA HỌC KÌ II NĂM HỌC 2016-2017 MÔN TIẾNG ANH LỚP 9 - CHƯƠNG TRÌNH 10 NĂM I/ Kiến thức ngôn ngữ 1. Pronunciation 2. Quantifiers 3. Conditional sentences type 1, 2 4. Articles 5. Relative clauses 6. Verb forms and tenses 7. Passive voice 8. Adverb clauses of concession 9. Word forms 10. Prepositions 11. Expressions 12. Question words 13. Vocabulary

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Period 102 – 103:

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II/ Đọc hiểu 1. Đọc đoạn văn và chọn câu trả lời đúng (trắc nghiệm khách quan 4 phương án lựa chọn, trong đó chỉ có 01 phương án đúng). 2. Đọc đoạn văn và hoàn thành câu trả lời.

III/ Viết 1. Hoàn thành câu theo từ gợi ý. 2. Viết lại câu sao cho nghĩa câu không thay đổi. + PHẦN II: kĩ năng nghe và nói Sở GD&ĐT giao cho các đơn vị chủ động thực hiện. (2 điểm) - HẾT 185

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- Giáo viên phổ biến đề cương ôn tập, cho học sinh ôn lại các nội dung của đề cương theo sách giáo khoa. - GV yêu cầu HS chuẩn bị trước các nội dung theo đề cương cho tiết sau. _______________________________________

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DẠY KÈM QUY NHƠN OFFICIAL ST&GT : Đ/C 1000B TRẦN HƯNG ĐẠO TP.QUY NHƠN

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SAMPLE TEST Part 1: Use of English I. Write the correct form of the verbs in brackets. (1, 0 point) 1. I will never forget (work) _______________ so hard to become an architect. 2. Well, I think the role of fathers (drastically/change) _______________ in the future. 3. He (be) _______________ an experienced salesman before he decided to set up his own business. 4. Which roles are women expected (play) _______________ in the future? II. Choose the best option for each gap to complete the sentences. (2 points) 1. My cousin is __________ university student. A. a B. an C. the D. X 2. Her mother has just bought a __________ of bananas at the market. A. pinch B. stick C. slice D. bunch 3. There are numerous jobs in tourism and hospitality for you to choose. __________. A. The sky’s the limit B. Over the moon C. Out of this word D. Once in a blue moon 4. He has a strong __________. You can always rely on him. A. sense of a time B. sense of a direction C. sense of a humour D. sense of a responsibility 5. Have you ever seen Picasso’s La Guerre, __________ is really a masterpiece? A. who B. they C. which D. that 6. My best friend couldn’t come to the party because she was suffering from __________ after her trip to the USA. A. full board B. jet lag C. checkout D. touchdown 7. As an ___________, he has many opportunities to perform in the Grand Theatre. A. tour guide B. architect C. opera singer D. mechanic 8. Choose the underlined word which has different tone from others. “On his farm, his father used to have five horses, four cows, four hens, and one cat.” A B C D PART 2: READING I. Read the dialogue below and decide which option (A, B, C, or D) best fits each space. (2.0 points) Nick’s mum: Today we’re making a prawn salad, __(1)__ is a favourite of mine. Mi: Fantastic. I love salad. Nick’s mum: This salad is simple __(2)__ delicious. Here are the ingredients: prawns, celery, spring onions, mayonnaise, lemon juice, salt and pepper. Nick: What should I do first, Mum? Nick’s mum: Get a big bowl for me. And then can you wash the celery? Nick: Sure. Mi: I can wash the spring onions __(3)__ you like, Mrs Warner. Nick’s mum: Please, do. I’ll boil the prawns. Mi: So, do English people eat lots of salad? Nick’s mum: Yes, especially __(4)__ the summertime. People often serve salad as a starter. But salads also make a healthy lunch or supper. Mi: You’re right, they’re so versatile. And you can put anything in a salad. Nick: Mum, the prawns are pink now. 186

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3. A. if

B. so

C. because

D. though

4. A. at

B. in

C. on

5. A. dip

B. sprinkle

C. grate

6. A. How

B. When

C. Where

7. A. good

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D. What D. badly

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8. A. since B. before C. for D. by II. Read the passage and answer the following questions. (1.0 points) Japanese people are famous for their well-balanced and healthy diet. That is the main reason for their longevity. 1. Components in a typical Japanese meal Typically, a Japanese meal consists of rice, miso soup, the main dish(es) and pickles. Rice is the staple and plays a central part in people’s eating habits. Japanese rice is sticky and nutritious, so when combined with the main dishes and the soup, they make a complete meal. The portions of each dish are individually served. 2. The habit of having raw food and simple sauces The most important characteristic of their eating habits is they like raw food and do not use sauces with a strong flavour. Two typical examples are sashimi and sushi. The Japanese make sashimi simply by cutting fresh fish. Then they serve it with a dipping sauce made from soy sauce and spicy Japanese horseradish (wasabi). Sushi is similar. The cooked, vinegared rice can be combined with raw fish, prawn, avocado, cucumber or egg. Sushi is usually served with soy sauce and pickled ginger. 3. The art of arranging dishes It is said that the Japanese eat with their eyes. Therefore, the arrangement of dishes is another significant feature of their eating habits. If you join a Japanese meal, you may be excited to see how the colourful dishes are arranged according to a traditional pattern. In addition, there are plates and bowls of different sizes and designs. They are carefully presented to match the food they carry. 1. What does a Japanese meal consist of? => A Japanese meal consists ______________ ______________ the main dish(es) and pickles. 2. What sauce can both sashimi and sushi be served with? => Both can ______________ with soy sauce. 3. How many components are there in a typical Japanese meal? => There are ______________ ______________ 4. Why do people say that the Japanese eat with their eyes?

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D. so

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C. or

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B. but

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Nick’s mum: They’re pink? Nick: Yes. Nick’s mum: Good, they’re ready. I’ll drain them. Nick, can you peel them? Mi, could you __(5)__ the celery and spring onions? You should be careful if you use the red knife – it’s sharp. Mi: Right, everything’s ready. __(6)__do we do next? Nick’s mum: OK, first, combine the prawns and celery in the bowl. Add two tablespoons of mayonnaise, half a teaspoon of salt, half a teaspoon of pepper and some lemon juice. Now, mix all the ingredients __(7)__. Nick: OK. Nick’s mum: Finally, add the spring onion on top. Now we cover the bowl and leave it in the fridge __(8)__ an hour. You’ve done a good job, both of you. Mi: I can’t wait to try it. Nick: Yeah, I’m starving! An hour is a long time… 1. A. who B. whose C. which D. that

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H Ư TR ẦN B 10 00 A Ó -H Ý -L ÁN TO

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=> Because ______________ and are arranged carefully according to a traditional pattern. PART 3: WRITING I. Finish the second sentence so that it has the same meaning as the first one. (1 point) 1. The school will constantly tailor its curriculum to meet changes in society. - The school’s curriculum _________________________________________________ 2. Even though he is lazy, he was given the job. - In spite of his __________________________________________________________ 3. Peter has such a lot of English homework that he won’t go to the party. - If _________________________________________________________________ 4. I have told you about the girl who won the first prize in the English speaking contest. - The girl about __________________________________________________________ II. Make sentences using the words and phrases below to help you. (1 point) 1. If / my dad / cook dinner / my mom / may / surprised. - _______________________________________________________________ 2. She / not mind / work hard / reach her career goals. - _______________________________________________________________ 3. In the next future, paper books / be / replace / e-books / school. - _______________________________________________________________ 4. We / already do / our homework / before / we / go / school.

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