Giao An 10 Moi Theo PPCT

English 10 Basic
Phan Boi Chau High School
S GIO DC O TO QUNG BNH TRNG THPT PHAN BI CHU ------------o0o-------------
GIO N TING ANH LP 10 BAN C BN
Gio vin: Phm Th Kim Hu T: Ngoi ng
Nm hc: 2011-2012
WEEK 2 The 4th Period UNIT 1: A DAY IN THE LIFE OF. . . - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - talk about daily routines by using given information and pictures. - ask for and give information from a timetable. II. Methods: Communicative approach. 2
Teacher: Pham Thi Kim Hue
English 10 Basic
III. Teaching Aids: - Textbook, small cards of class time table. . . IV. Procedures: Teacher's activities 1. Warm-up: ( 5 mins) - Aims: to revise the names of school subjects. - Ask Ss to close their books. - Deliver the first handout. A B 1. Civic education a. ton hc 2. Technology b. vt l 3. Maths c. tin hc 4. Literature d. th dc 5. Physics e. a l 6. Biology f. gio dc cng dn 7. Chemistry g. vn hc 8. Physical education h. lch s 9. Geography i. cng ngh 10. History j. sinh hc 11. Information Technology k. ho hc - Ask them to match one item in column A with one item in column B. - Ask them to work in groups in 2 minutes, then check this exercise in chorus. - Ask Ss to read aloud the names of these subjects in chorus. 2. Presentation: ( 10 mins) - Aims: to introduce the verb tense and the way to tell clock time. - Introduce briefly what Ss are going to do in this lesson. - Ask Ss about the verb tense to use in talking about daily routines. - Remind Ss of some rules of the present simple tense. - Recall the way of telling time. T: ( write on the board) 7. 30 ans ask a Ss to read it aloud. - Write some more examples and ask Ss to read aloud. - Ask Ss about the question : - Ask Ss to make question for the following sentence: " Mai goes to school at 6. 30 a. m" - Ask Ss to give more examples. 3. Practice: ( 20 mins)
Students' activities - Close their books. - Work in groups of three or four to match as quickly as poSsible. - Speak aloud their answers: 1-f ; 2-i ; 3 - a; 4 - g; 5 - b; 6 - j; 7 - k; 8 - d; 9 - e; 10 - h; 11 - c.
- Listen to the teacher
S: seven thirty or half past seven.
S: The question begins with " What time. . . . . . . . . . ?" S: What time does Mai go to school?
English 10 Basic
- Aims: Ss practise speaking in pairs + Task 1: - Ask Ss to open their books. - Introduce the requirement of the task. - Ask Ss to look at the timetable in the textbook and read through it. - Do the first example with a student. T: What time does Quan have a Civic Education leSson on Monday? T: What leSson does Quan have at 7. 15 a. m on Monday? - Ask the whole class to read these sentences again. - Ask two pairs to read again. - Ask Ss to work in pairs in 10 minutes to ask and answer about Quan basing on the timetable. - Move round to hepl Ss and to correct any mistakes if there are. - Ask five pairs to report because of the time limit.
- Open the textbook. - Listen to the teacher. - Look at the timetable and try to understand it. S: He has a Civic Education leSson at 7. 15a. m S: At 7. 15 on Monday he has a Civic Education leSson. S1: What time does Quan have a Literature leSson on Tuesday? S2: He has a literature leSson at 8. 05 a. m S3: What leSson dose Quan have at 10. 40 a. m on Thursday? S4: he has a Chemistry leSson. S5: What time does Quan have a Physics leSson on Wednesday? S6: He has a Physics leSson at 9. 55 a. m S7: What leSson does Quan have at 8. 55 on Friday? S8: He has an English leSson. S9: What time does Quan have a Class Meeting on Sarturday? S10: He has a class meeting at 10. 40 a. m. - look at pitures in task 2 and think of the phrases to talk about Quan's activities. (eg: do his wrapping, get up, etc)
- Listen and give remarks. + Task 2: - " Quan is at school in the morning, and what does he do in the afternoon? Please look at pictures in task 2" - Ask Ss to work in pairs to ask and answer about Quan's activities. - do the first example: T: ( look at picture 1) What does Quan do at 2. 00 p. m? - Ask Ss to work in the same way, remind Ss to use the present simple tense with the third person. - Move round to control the activity and to help Ss if necessary. - After Ss have discussed, T can aks a student to talk about all Quan's activities in the afternoon. 4. Futher practice: ( 8 mins) - Aims: Ss practise speaking freely, they can
S: He gets up at 2. 00 p. m " At 2. 00 p. m Quan gets up, he starts to study at 2. 15 p. m. he studies until 4. 30 and then he watches T. V. At 5. 00 he rides to the football yard. At 5. 15 he begins playing football. He goes home at about 6. 30 p. m. . . . . . . "
English 10 Basic
expreSs their own ideas. + Task 3: - Ask Ss to think about themselves, and then work in small groups to tell their friends about their daily routines. - Remind Ss that they are using the present simple with the first person. - Move round to check the activities and to make sure that Ss are working effectively. - Ask one or two Ss to report in front of the whole class. - check and give remarks. 5. Wrapping: ( 2 mins) - Summarise the main points - Write a paragraph ( about 80 words) about their daily routines in their workbook.
- Think about theit daily activities and talk to their friends. - Try to use English to talk.
The 5th Period UNIT 1: A DAY IN THE LIFE OF. . . - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, Ss will be able to: - Talk about a day in a life of a cyclo driver. - Improve listening skill by doing pictures ordering and T-F exercises. - Work in pairs to ask and answer about the information in the listening text. II. Methods: - Communicative approach III. Teaching aids: - Cassete tape, and textbook. IV. Procedure: Teachers activities Students activities 1. Wrapping checking: ( 5 mins) Two Ss tell the whole class about their daily routines 2. Before you listen: ( 10 mins Aims: focus Ss on the topic and review/ introduce the words and phrases used to describe a cyclo drivers daily activities. a. T asks Ss to work in groups and make a list of - Work in groups and recall the vehicles and vehicles and the people who operate them, then their operators then make a list on a sheet of compare their list with other groups paper 5
English 10 Basic
- Introduce the topic of the listening text: A day in the life of a cyclo driver and asks Ss to open their books. - Ask Ss to work in pairs to ask and answer the questions in the textbook Have you ever traveled by cyclo? When was it? Is it interesting to travel by cyclo? Which do you prefer, going by bicycle or by cyclo? Give reasons. - Move around to help Ss then ask some pairs to report. - Give remarks. b. VOCABULARY: - 'passenger (n): (in the pictures) khch hng - 'district (n): qun, huyn - drop (v): ch ai n ni no (when the passenger gets off the cyclo) - 'purchases (n) = the shopping: hng ha (The things someone has bought) - food stall (n) : (In the picture) th c n nhanh - Read the words aloud and asks Ss to repeat. - Ask some Ss to read the words again. 3. While you listen: ( 20 mins) + Task 1: Aims: Practise listening and ordering pictures. - Ask Ss to work in pairs, look at the pictures in the textbook and describe each picture. - Do the first example: In the first picture, a cyclo driver is cycling his cyclo and taking a woman to somewhere. - Introduce the situation about Mr. Lam, a cyclo driver in Hochiminh city talking about his daily routines. T asks Ss to listen to the tape/ teacher and number the pictures in the correct order. - play the tape/ read the text twice.

- Compare theirs notes. - listen to the T and open their books - Work in pairs to ask and answer. - Some pairs stand up and report. S1: Have you ever traveled by cyclo? S2: Yes, I have. S3: When was it? S4: Last summer holiday. . . S5: Is it interesting to travel by cycle? S6: Yes, it is. S7: Which do you prefer, going by bicycle or by cyclo? S8: I prefer traveling by cyclo because I have time to look around and Im not tired. - look at the words and read after T. - copy the words and phrases.
- listen and repeat. - Some individuals read the words aloud
- look at the pictures and listen to the T. - describe the other pictures in pairs. - listen to the teacher.
- listen to the tape / the teacher and do the - Ask Ss to share their answers in pairs. task - Get Ss answers. - play the tape once again, stop where necessary - Share their answers. - give feedback. and conduct the correction. - check their answers, and then correct their 6
English 10 Basic
+ Task 2: Aims: Practice listening for specific information by deciding if the given statements are true or false. - ask Ss to have a look at the statements and read them in pairs and make sure they understand the statements. -Ask Ss to listen to the tape/T again and tick the box to indicate if the statements are true or false. - Ask Ss to compare their answer in pairs. - Checks Ss answers. - Play the tape once again, stop where necessary and conduct the correction. 4. After you listen: ( 8 mins) - Ask Ss to work in pairs and use the suggested words to ask and answer about the cyclo driver. - Move round to check the activities and to make sure that Ss are working effectively. - Ask one or two Ss to retell the cyclo drivers routines in front of the whole class. - Check and give remarks. 5. Wrapping: (2 mins) - Summarise the main points - Write a short paragraph about Mr. Lam's routines

work if they have any wrong answers. Key: 5 6 1 3 2 4
- Read the statements, underline the key words in each sentence. - Try to gueSs whether each sentence is true or false. - Listen and do the task. - Share their answers with their partners. - Give answers. - Listen again and check. Key: 1F; 2T; 3F; 4F; 5F. - Work in pairs to ask and answer questions such as: " What is the man's name?" " What does he do?" .............
The 6th Period UNIT 1: A DAY IN THE LIFE OF. . . LESSON 3: WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, Ss will be able to: - Find out the verbs in the past simple and the connectors. - Write a narrative using the given prompt - discuss in groups to share their answers. II. Methods: - Communicative approach III. Teaching aids: - picture and textbook. IV. Procedures: Teacher's activities 1. Warm- up: ( 10 mins) Students' activities 7
English 10 Basic
GAME: Noughts and Crosses - Draw a table containing 9 words in each cell. - Devide the class into two groups: Noughts (0) and Crosses (x) - Ask ss to choose word by word in each cell and make sentences with each word. A correct answer gets one (0) or (x). The group with 3 (0) or (x) vertically, horizontally or even diagonally first will be the winner. At first Before Until Then After As soon as In the end While Since then 2. Before you write: ( 15 mins) - Aims: to provide Ss with the materials ( vocabulary, grammar, form) to write. - Ask them to read through the passage in two minutes to get the main idea. - Ask one student to report. - Explain some new words/ phrases in the passage: + stare death in the face: i mt vi t thn ( \explain the meaning of each word, then let Ss guess the meaning of the whole phrase) + 'fasten seat belt (v): + dip (v) : move to a lower level. - Ask Ss to listen and read these words again. - Ask them to read the passage again more carefully and do task 1 in 5 minutes. - Move round to make sure that all Ss are working. - Ask them to share their answers with their partners. - Check the task by asking two Ss to report. - Give remarks. - Ask Ss to read the passage again and in groups to do task 2. - Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion. - Ask Ss to work in only 2 minutes. - Ask three representatives of three groups to report. - Draw the conclusion about writing a narrative. + Form: 3 parts: - introduction. - body: events, climax - conclusion + Verb tense: the past simple tense. + Connectors: at that time, on that day, then, after

- Listen to the teacher - Choose the number and make sentence with the word in the table
- Look at Task 1. - Read through the passage individually. - S: The most frightening experience of the writer's life when he (she) travelled on a plane on 14th July 1995. - Listen and repeat: + stare death in the face + fasten + dip - Read the passage again and do task 1. + Verbs used in the past simple: stared, was, arrived, got, took off, began, thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed. + Connectors ( expressions of time): on that day, at first, then, a few minutes later. - Work in groups. - Report the answers: + The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic. + The climax: We thought we had only minutes to live. + The conclusion: the pilot that everything was all right, we landed safely; it was the most frightening experience of my life.
English 10 Basic
that, a few minutes later, until, etc. 3. While you write: ( 10 mins) - Aims: students practise cotrolled- writing. + Task 3: - Explain how to do the task - Ask Ss to build up a narrative about a hotel fire using the prompts and follow the development of writing sample in task 1. - Ask them to work individually. - Move round to conduct the activity and to note down Ss' mistakes. - Ask Ss to share their answers with their partners. 4. After you write: (8 mins) -Aims: to get feedback. - Ask Ss to report their work sentence by sentence. - Remind Ss that they should use the past simple to write. - Give comments and correct typical mistake

- Listen to the teacher - Write the passage into their notebooks. Last year I spent my summer holidays at a seaside town. The hotel was modern and comfortable. I had a wonderful holiday until the fire. It was Saturday evening and everyone was sitting in the discothequeon the ground floor. It was crowded with people. They were dancing and singing happily. Suddenly we smelt smoke. Then black smoke began to fill the room. Everybody started to scream in panic. People ran away toward the fire exits. One door was blocked. Many people began to cough and to choke. Then just as we thought we had only minutes to live, the fire brigade arrived. Firemen fought their way into the room and soon everyone was safely out of the building. Luckily, nobody was seriously hurt. It was the most frightening experience of my life.
5. Wrapping( 2mins) - Summarise the main points - Assign the homework by asking ss to complete the writing and prepare the new lesson. - Listen to the teacher DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng
English 10 Basic

WEEK 3 The 7th Period
UNIT 1: A DAY IN THE LIFE OF. . . -LANGUAGE FOCUSPreparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, Ss will be able to: - Distinguish the sound / I / from the sound /i: / and pronounce them correctly. - Use the present simple tense, the past simple tense and adverbs of frequency correctly. II. Methods: - Communicate approach III. Anticipated problems: - Students may have difficulty in pronounce /I / and /i: / correctly so T must explain carefully the difference between two sounds. IV. Teaching aids: - Pictures and textbook. V. Procedures: Teacher's activities 1. Wrapping checking. ( 7 mins) - Warm-up: (5 minutes) - Ask students to keep book close - Give the picture that has a sheep on the ship - Ask students to complete the sentence: I see a on the - Ask students to speak the sentence loudly - Let students to get their attention on pronunciation: /I/- /i: / - Introduce new lesson 2. Pronunciation: ( 8 mins) - Aims: to introduce the two sounds and to help Ss to read these sounds correctly. - Introduce two sounds / I / and /i: /. - Read each sound twice and then ask Ss to listen and repeat. - Ask Ss to look at the book, then listen and repeat. - Ask Ss to practise reading these words in groups. - Ask some Ss to read aloud and give remarks. - Ask Ss to look at part 2 and tell Ss what they are going to do. - Do the first example: ( read the sentence aloud and underline the sounds) 1. Is he coming to the cinema? // // // // Students' activities - Keep book close - Listen to the teacher - Look at the picture and complete the sentence: I see a sheep on a ship.
- Look at the board. - Listen to the teacher and then listen and repeat / / and /i: / - Listen and repeat. // / i: / hit kick heat repeat bit click beat read little interested meat eaten
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English 10 Basic
- Ask Ss to work in pairs to practise reading and to find the sounds in the rest sentences. - Remind them of the intonation of the questions. - move round to help if necessary. - Ask some Ss to read these sentences aloud. - Give remarks. 3. Grammar: ( 30 mins) - Aims: to revise the present simple tense and the past simple tense. - Ask Ss to think about the present simple tense and ask some to tell the whole class about the form and the use of the tense. - Ask Ss about the position of adverbs of frequency. - Ask Ss to do Ex 1 individually in 5 minutes, then share their answers with their partners. - Explain any new words if necessary. - Ask some Ss to report and give remarks. - Ask Ss to do Ex 2 orally in pairs in 2 minutes. - Move round to conduct the activity. - Ask 2 Ss to report. - Present the past simple tense. - Ask some students to tell the whole class about the form and the use of this tense. - Ask Ss to look at Ex 3 and explain what Ss are going to do. - Ask Ss to do this exercise in 5 minutes, then share their answers with their partners. - Ask them to pay attention to the past form of irregular verbs and some verbs are put in paSsive voice. - Ask 2 Ss to do this exercise on the board. - Move round to help Ss if necessary. - Check and give remarks. 4. Wrapping ( 2 min) - Summarise the main points - Ask ss prepare the new lesson: Unit 2 UNIT 2:

2. We'll miss the begining of the film. 3. Is it an interesting film, Jim? ( sound //) 4. The beans and the meat were quite cheap. 5. He's going to leave here for the Green Mountains. 6. Would you like to have meat, peas and cheese? (Sound / i: /) + Form: (+) S + V/ Vs/ Ves +. . . . . . . (- ) S + don't/ doesn't + V +. . . . . . (?) Do/ Does + S + V +. . . . . . . . . . ? + Use: to talk about present habits or present states. + Position: - After "to be" but before other verbs. - "As a rule" is placed at the beginning of a sentence. 1. is 7. catch 2. fish 8. go 3. worry 9. give up 4. are 10. say 5. catch 11. realise 6. am 12. am Sample answers: He always get up early. She is sometimes late for school. Lan normally practises speaking English. As a rule, Thao is a hard- working student. + Form: (+) S + V-ed/ V( irregular) +. . . . . . . . ( - ) S + didn't + V +. . . . . . . . . . ( ? ) Did + S + V +. . . . . . . . . . . . . ? + Use: to indicate that somthing happen in the past.
1. was done 7. began 13. was 2. cooked 8. felt 14. leapt 3. were 9 put out 15. hurried 4. smelt 10. crept 16. found 5. told 11. slept 17. wound 6. sang 12. woke 18. flowed The 8th period: SCHOOL TALKS 11
English 10 Basic

- READING Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, ss will be able to: - talk about the students activities and the teachers activities at school - Express likes and dislikes doing something - scan the information by doing the task 1 II. Method: - Communicative approach III. Teaching aids: - Lesson plan and textbook IV. Procedures: Teachers activities 1. Warm-up: ( 5 mins) - Activity: Discussion -Ask students to work in pairs and discuss this question: "When you meet your friends, which of the following topics do you often talk about?" - Ask Ss to look at the cues in the textbook. - Encourage them to think of other topics. - Ask them to work in 2 minutes then ask some pairs to report. - Check and give remarks. - Introduce the topic of this lesson. 2. Before you read: ( 10mins) - Aims: to introduce vocabulary and the grammatical item relating to the reading text. a. Vocabulary pre-teach: - Provide the students with these new words/phrases in this way: + Read and write each word/phrase on the blackboard then give the meaning of the word/phrase: + pro'fession (n): = ngh nghip ( the symnonym of job, occupation). + stuck(adj): b tc, b kt + 'attitude(n): quan im (what you think about or behave toward something) + mall (n): khu ph bun bn (an area containing a lot of shops). eg: a shopping mall - Ask Ss to listen and repeat, then practise with their partners. Students activities
- Work in pairs orally. - Some Ss report. S1: When I meet my friends, I often talk about films, our study, and other students. S2: I often talk about my favorite singers, some film stars, or my hobbies. S3: I usually talk sports and game.
- Copy down - Listen to the teacher then repeat. - Practise reading these words with their partners.
- Some Ss read these words aloud.
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English 10 Basic
- Ask some Ss read all the word/phrases aloud, listen and help the students to read the words/phrases correctly. b. Gerund and to- infinitive introduction: -Recall the usages of gerund and to-infinitive to the students. - Ask Ss to tell the teacher the cases to use gerund and to-infinitive. - Ask Ss to discuss quickly in 1 minute, then one of them stand up to report. - Listen and give remarks. 3. While you read: ( 20 mins) - Aims: Ss practise reading and then do the tasks relating to the text. - Introduce briefly the content of the reading text. "You are going to read three talks given by a student, a teacher and a students father about school. You read them and do the tasks aSsigned. " - Ask Ss to read through three talks and tell teacher the main ideas of these talks. Task 1: Gap-filling. - Ask the students to read again these talks, then work independently and fill each blank with one of the words in the box. There are more words than the blanks. - Have Ss compare the answer with a partner. - Get feedback and give correct answers. Task 2: Finding who. . . - Ask students to work in pairs. Read the small talks again and find out who. . . . . - Move round to check Ss'work. - Ask Ss to share their answers with other pairs'. - 9-10 pairs are required to give answers in front of the class (1 pair/ 1 time/ 1 answer). - Listen and check.
like hope love + V- ing want + to- V enjoy decide
- Listen to the teacher.
- Read through the talks, then discuss their contents. - Read the text again and do the task. - Share their ideas with their partners. - Some Ss read their answers aloud. 1. enjoy 2. traffic 3. worry 4. crowded 5. language - Work in pairs to discuss. - Share their ideas with other pairs'. - Some pairs stand up and report. * Miss Phuong * Phong * Phong * Miss Phuong * Phong * Phong * Phong * Miss Phuong * Mr Ha ........................... - Discuss in pairs. 13
English 10 Basic
Task 3: Answering questions. - Ask students to keep on working in pairs. Read the talks more carefully and answer the questions. - Move round to check the activity. - Ask some pairs to report in front of the class. - Get feedback and give correct answers.

- Some pairs report. P1: He studies at Chu Van An high school P2: He studies many subjects such as Math, Physics, and Chemistry. . . . . P3: Because it is an international language. P4: She says that teaching is hard work, but she enjoys it because she loves working with children. P5: Because his son has to ride his bike in narrow and crowded streets on the way to school
4. After you read: ( 8 mins) - Aims; to give Ss a chance to talk about themselves. - Tell students to work in groups: Choose one of the following topics and talk about it for about 5 minutes. a. What subjects you like learning best and why? b. What you like and dislike doing at school? c. What you worry about at school? - Go round to help students with their work. - Ask some Ss to talk about their topic in front of the class. - Check and give remarks. 5. Wrapping: ( 2 mins) - Summarise the main points - Ask ss to learn by heart all of new words and prepare the new lesson.
- Discuss in groups of three or four one of three topics. - Assign one member of each group to be the secretary to take notes their group's ideas. - Some Ss stand up to present their ideas.
The 9th period: UNIT 2: SCHOOL TALKS -SPEAKINGPreparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, ss will be able to: - Make conversation with a partner easily - Know how to arrange conversations sensibly II. Method: - Communicative approach III. Teaching aids: - Lesson plan and textbook IV. Procedures: 14
English 10 Basic
Teachers activities 1-Warm - up: ( 5 mins) - Aims: to focus Ss on the topic of the leSson and to raise their interest. - Introduce the situation and write a short dialogue on board: "Suppose that you meet a friend at the supermarket. You are very busy. What will you say to open and end the conversation. " A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ( 1) B: Hi Lan. How are you? A: Im fine. Thank you. And you? B: Im very well. Thanks. I havent seen you for a long time. Lets go somewhere for a drink A: Sorry, . . . . . . . . . . . . . . . . . . . . . ( 2) - Ask Ss to complete the dialogue in pairs. - Ask some pairs to report. "Today we will practice speaking conversation having starting and closing sentences. " 2. Before you speak( 12 mins) Aims: Introduce phrases used to start or to close a conversation. + Task 1: - Ask Ss to look at the phrases in the book to work in pairs to put the expressions in starting and closing a conversation - Make sure that Ss understand all the expressions. + Hows everything at school?= How 's your studying? + Catch you later = See you later. - Move round to conduct the activity. - Ask two Ss to give answers. - Get feedback and give remarks. - Ask Ss to read all the expreSsions aloud in chorus.

Students activities
- Look at the board and listen. - Work in pairs to ask and answer. - Some pairs stand up to report. (1) Hello, Mai/ Hi Mai (2) Im very busy now/ I really must go now, Perhaps another time.
- Work in pairs to put the phrases into the correct columns. - Ask two Ss to give feedback. * Starting a conversation: - good morning - Hows everything at school? - Hello. How are you? - Hello, what are you doing? - Hi, how is school? * Closing the conversation: - Sorry. Ive to go. Talk to you later - Well. Its been nice talking to you - Goodbye. See you later -Great. Ill see you tomorrow. Catch up with you later
- Read and rearrange the sentences into a conversation. - Share their ideas with their partners. 3. While you speak: ( 15 mins) Aims: Ss can practise making a conversation using the suggested words. + Task 2: - Ask Ss to read through all the sentences and rearrange them into an appropriate conversation. - Ask Ss to do the task individually and then discuss Answers: D - F - B - H - E - C - G - A. - Practise reading in pairs. - Some pairs stand up to read the dialogue aloud. - Read all the words and phrases as well as 15
English 10 Basic
with their partners. - Go around to help Ss - Get feedback and give correct answers. - Ask Ss practise reading this dialogue in pairs. - Ask some pairs to read aloud.

the dialogue.
- Work individually, then work in pairs. - Some pairs read the dialogue aloud. + Task 3: A: . . . . . . . . . . . . . . . . . . . . . Whats the - Ask Ss to read all the given expressions and the matter with you? incomplete dialogue. B: . . . . . . . I feel tired. Ive got a headache - Ask Ss to complete the conversation with suitable A: . . . . . . . . . . . . . . . . . . Youd better go words, phrases or sentences in the box. home and have a rest - Ask Ss to work individually first and then work in pairs - Get feedback and give correct answers. - Ask some pairs to practise in front of the class. - Listen to the teacher and try to brainstorm - Listen and help Ss if necessary. about the topics. 4- After you speak: ( 10 mins) Aims: Ss can make small talk on suggested topics. + Task 4: - Introduce the topics: The weather Last nights TV programmes Football Plans for the next weekend - Divide the class in to four groups. Each group gets one topic and use the starting and ending of a conversation to practise. - Ask Ss to work in pairs to make small talks about the topic they are aSsigned. - Go round to help Ss. - Call on some pairs to act out the dialogues in front of the class. - Ask others Ss to comment on their conversations. - Get feedback and correct any mistakes if there are - Listen to the teacher. - Work in pairs to make small talks. - Some of Ss act out in front of the class. 1. The weather: A: Hi, Lan. How was your trip to Vung Tau? B: Hi Hung. It was wonderful. I really enjoyed it. A: What did you like most in Vung Tau? B: The weather. A: What was the weather like in Vung Tau? B: It was warm. I prefer the weather in Vung Tau to Nha Trang. A: Oh, really? I love it, too. B: By the way, do you want to see my photos? A: Sure. . .
5- Wrapping: ( 3 mins) -Listen to the teacher - Summarise the main points - Assign the homework by asking ss write down what they have discussed. DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng 16
English 10 Basic

WEEK 4 The 10th Period UNIT 2: SCHOOL TALKS LISTENING Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, ss will be able to: - Make mini conversations about daily topics such as study at school, wheather and travelling. . . . II. Method: - Communicative Approach III. Teaching aids: - Handouts, textbook, chalk, board IV. Procedures: Teachers activities 1 Wrapping checking: ( 5 mins) Two pairs of Ss make small talks about their daily life 2. Before you listen: ( 10 mins) Matching - Ask Ss to work in pair and match a question in A with response in B - Call on some pair to read aloud the question and response in front of the class. - Feedback and give correct answers. - If time allowed, encourage Ss to discuss the topics further. Pictures description. - Keep Ss in pairs and ask them to ask and answer about the pictures. T may also directly ask Ss. Suggested question: What do you see in the pictures? Who are they? What are they doing? Make sure Ss see all the details of the pictures clearly before playing the tape. Students activities
-Work in pairs and do the matching. 1-c; 2-e; 3-a; 4-b; 5-d. - Work in pairs to ask and answer: - Some pairs stand up and present. S1: What subjects are you taking this semester? S2: Im taking maths. S1: How do you like the class? S2: I really like it ......................... - Copy the words and phrases.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Introduce some new words/ phrases - Some individuals read the words aloud + semester (n): e. g. : Semester 1: 5 Sept -> Jan. - Look at the pictures and listen to the T. Semester2: January -> May S: A hotel + enjoy oneself (n): somebody does something S: Two people and likes it. S: Maybe they are talking about the hotel or + go for a swim (v): e. g. : go for a walk/ a drive the holiday. - Read the words Ss to repeat. - Ask and answer about the pictures in pairs. - Ask Ss to read the words in pairs. - Listen to the teacher. 17
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- Ask some Ss to read the words again. 3. While you listen: ( 20 mins) - Task 1: Matching. - Ask Ss to listen to the conversations and match them with the pictures. - Play the tape more than once if necessary. - Tell Ss to listen for main ideas and key words, not for specific information in the first time. - Call on some Ss to explain their answers to class. - Feedback and give correct answers: + Task 2: - Ask Ss to read the questions in pairs and make sure they understand the statements and know what information they need to answer the questions. - Ask Ss to listen to the tape/T twice and take short notes to answer the questions. - Ask Ss to compare their answer in pairs. - Ask some Ss to report the answers. - Play the tape once again, stop the tape where necessary and conduct the correction.
- Listen to the tape / the teacher and do the task - Compare their answers and then correct their work if they have wrong answers. - Report their answers. Key: b c d a - Work in pairs to read the questions.
- Listen and do the task. - Compare their notes. - Report their answers. 1. (She is taking) English; 2. (She is) in MiSs Lan Phuongs Class; 3. (He is) at a party; 4. (He plans to stay there) for a week. 5. No, she doesnt. She travels alone. - Work in pairs to read the conversation and try to fill in the gaps before they listen. - Listen and do the task. - Compare their answer in pairs. - Report the answers. 1: it here 5: travelling 2: very nice 6: No 3: big 7: alone 4: comfortable 8: for a drink
+ Task 3: - Ask Ss to read the conversation in pairs and see what information they need to fill in the gaps. They may gueSs the answers in some gaps. - Ask Ss to listen to the tape/T once and fill in the gaps. - Ask Ss to compare their answer in pairs. - Ask some Ss to report their answers. - Play the tape once again, stop the tape where necessary and conduct the correction.
4. After you listen: ( 9mins) - Ask Ss to work in groups and talk about the problems they have experienced at school - Listen to the teacher. (difficulties in learning, having bad marks, being late for school, disobeying the regulations. . . ) Ss may use the following suggested questions to ask and answer. +What problems have you experienced at school? -Ask and answer in groups. + What are the reasons?
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+ What have you done to solve them? - Move round to check the activities and to make sure that Ss are working effectively. - Ask one or two pair to retell theirs problems in - One/ two pairs present. front of the whole class. - Check and give remarks 5. Wrapping( 1min) - Summarise the main points - Write a short paragraph about their problems at school. The 11th Period UNIT 2: SCHOOL TALKS - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, ss will be able to: -Fill some common forms such as enrolment form, simple application form, library admision form...... - use useful words and structures in some certain forms. II. Method: - Communicative Approach III. Materials Textbook, whileboard markers. . Samples of some common forms IV. Procedures: Teacher's activities 1. Wrapping checking( 5mins) - Ask one st to tell the whole class about his or her problems at school in front of the whole class. - Check and give marks. 2. Before you write: ( 10 mins) - Aims: To introduce the topic of this leSson, and to guide Ss to fill in a form. - Introduce the topic of this leSson: " Filling in a form" and ask Ss to look at the textbook. + Task 1: - Ask Ss to work in pairs to discuss two questions in 2 minutes. 1. On what occasions do you have to fill in a form? 2. What sort of information do you often have to provide when you fill in a form? - Move round to help Ss if necessary. Students' activities - Listen to their friend attentively.
- Open their books and look at the tasks.
- Pair 1: 1. When you want to send some money/ parcels at a post office. 2. Your surname, your first name, your age. 19
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- Ask some pairs to stand up to report their ideas. - Add some more ideas. - Give remarks. + Task 2: - Ask Ss to look at the introduction in task 2 and explain more clearly. - Ask them to look through column A and column B. - Explain the phrase: "'marital 'status"= Are you married or single? - Ask Ss to listen and repeat this phrase. - Ask Ss to match a line in A with a question in B individually 2 minutes. - Ask them to share their answers with their partners after completing the task. - Get feedback and check. - Ask Ss to work in pairs to ask and answer about the questions in column B. - Ask them to give short answers. - Move round to conduct the activity. - Ask some pairs to report. - Give remarks.

- Pair 2: 1. When you apply for a job or attend an examination to a high school/ a university. 2. Your addreSs, your job, your date of birth. . . . - Look at task 2 and listen to the teacher. - Read through the task. - Write this phrase in their notebooks. - listen and repeat. - Do the task individually. - discuss in pairs. - Give feedback. 1- d; 2 - f; 3 - e; 4 - g; 5 - b; 6 - c; 7 - a. S1: What do you do? S2: I'm a student. S3: Where are you living at the moment? S4: At 32 Tran Hung Dao Street. S5: Are you married or single? S6: Single. S7: What 's your first name? S8: Binh. . . . . . . . . . - Listen to the teacher. - Write these words into their notebooks. - Read these words again. - Do the task silently and the share their answers with their partners. 1. NGUYEN THI NHUNG. 2. Nhung 3. I am a student. (Delete other choices) 4. 5. - Write these words in their notebooks. - Listen and repeat.
3. While you write: ( 20 mins) + Task 3: - Tell Ss that forms ask them to do certain things so they should follow the requirements. - Ask Ss to read through five points, then explain some new words: - de'lete( v) : to omit something. - 'applicable (adj): suitable. - Ask Ss to listen and read these words again. - Ask Ss to read the task again and fill in the blanks as they are required. - Ask them to work individually in 2 minutes and then compare their answers with their partners. - Move round to check the activity. - Ask 2 two Ss to write their answers on the board. - Check and give remarks. Task 4: - Ask Ss to look at Task 4 and read through this task. - Explain some new words: - en'rol (v): to become a member/ a student in a course.
- Fill in the form. 20
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en'rolment( n) - natio'nality( n): eg: Vietnamese, French, etc - 'specify (v): tell clearly. - Ask Ss to listen and read these words again. - Aims: Ss practse filling in a form. - Ask Ss to read the form again and fill in it. - Ask them to work individually in 8 minutes. - Copy the form on the board. - Go round the classroom to make sure that all Ss are writing and they know how to do. - Ask them to share their answers with their partners.

- Discuss in pairs. + Sample : Mr/ Mrs/ Miss Surname: Nguyen First name: Bao Hung Date of birth: January 21, 1988 Nationality: Vietnamese Languages (s): Vietnamese, English and Chinese. Address in your country: 15, Kham Thien Street, Hanoi Occupation: Student Reason for learning English: Business, Pleasure, Exams/ Others (if others, please specify ) How many hours a day do you want to stay at the school? 4 hours What date do you want to start: May 22, 2006 * Delete where not applicable. - Self- correct.
4. After you write: ( 9 minutes) - Ask one st to fill in the form on the board. - Ask another st to give remarks. - Check and correct any mistakes. - Ask Ss to read their forms again and correct the mistakes if there are. 5. Wrapping: ( 1 min) Wrapping - Summarise the main points. - Assign homework.
The 12th Period UNIT 2: SCHOOL TALKS - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, ss will be able to: - Distinguish the sound / ... / from the sound /a: / and pronounce them correctly. - Distinguish the use of gerund and to infinitive. II. Method: - Communicative Approach III. Teaching aids: - Textbook, cassette, whiteboard markets. . . IV. Procedures: 21
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Teacher's activities 1. Warm up: (5 mins) Jumbled words - Divide the class into small groups - Give each group one card containing 10 words whose letters are jumbled - Ask Ss to rearrange the letters to make good words. - The group which finishes the task first with the most correct words will be the winner. 2. Pronunciation: ( 12 mins) - Play the tape and ask them to repeat - Tell Ss the difference between two sounds. - Ask them to look at the textbook, listen and repeat. - Then ask Ss to work in pairs to read the words again so that they can check for each other. - Move around to help. - Ask two Ss to read again and give remarks. b. Ask Ss to look at sentences in page 29 in the book. - Ask the to work in pairs to read the sentences and then find out the words containing sound // and the words containing sound /a: /. - Ask them to work in 4 minutes. - Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give remarks. 3. Grammar and vocabulary: ( 25 mins) a. Wh- questions: - T: What are Wh- questions? - Ask Ss to give examples. - Ask some Ss to say aloud. - Ask Ss to look at Ex 1 in page 29, then make questions for the answers. - Ask them to work individually, then work in pairs to ask and answer. - Let them work in 4 minutes and then ask some pairs to report. - Check and give remarks.

Students' activities - Listen to the teacher - Work in group and order the words - Report the answer E. g: 1. bsutcej subject 2. skat task 3. lmeeaf female 4. ctarfif traffic - Write down two sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. study far subject father cousin marvellous ................. - Read these words in pairs and check for their partners. - Look at the book and work in pairs. Answers: / / /a: / love dancing much stars cousin Martha, Charles month dark lunch garden
- S: They are questions beginning with " what, who, where, how, etc". - S1: What 's his job? - S2: How do you go to school? - S3: Who teach you maths? ................ - Look at the textbook. - Make questions then ask and answer with their partners. 22
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1. When did you come back from Ho Chi Minh City? 2. How long did you stay there? 3. Who did you come with? 4. When did you live? 5. Why do you learn English? 6. What time is it? 7. How many children have they got? V-ing: - After some verbs: Admit, avoid, admit, give up, like, love, enjoy, finish, keep, mind, postpone, practise, suggest, consider, etc. - Go + V-ing: go camping go dancing, go shopping, go swimming, etc. - After prepositions. To infinitive: - after some verbs: afford, arrange, choose, manage, refuse, promise, want, need, hope, agree, plan, decide, etc. - V + O + to infinitive: want, advise, tell, request, order, etc. EX 2: 1. to hear 6. to pay 2. going 7. to go 3. remembering 8. visiting 4. doing 9. seeing 5. worrying 10. hearing. EX 3: 1. to go 6. making 2. waiting 7. to call 3. having 8. to lend 4. to find 9. talking 5. living 10. to post.
b. V-ing and To infinitive: - Ask some Ss to tell the whole class the cases to use V-ing:
- Ask them about the cases to use to infinitive.
- Check and add any information if necessary. - Ask Ss to read the letter in Ex 2 and then give the correct form of the verbs in brackets. - Ask them to work alone in 5 minutes and then check it with their partners. - Ask two Ss to write the answers on the board. - Check and give remarks. - Ask Ss to do Ex 3 in 3 minutes. - Ask 2 Ss to do this exercise on the board. - Tell Ss to work individually, then share their answers with their parters. - Ask one st to give remarks on their friends ' task. - Check and give remarks. 4. Wrapping: (3 mins) - Summarise the main points - Assign homework
DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng
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UNIT 3:
PEOPLE'S BACKGROUND - READING Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, ss will be able to: - know more about famous scientist especially about Marie Curie, and admire her. II. Method: - Communicative Approach III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities 1. Warm-up: Network. . . ( 5 mins) + Aims: to raise Ss' interest in the reading text. - Ask students to work in groups of 3-4 students. - Ask the students to give a list of famous scientist and their inventions. - Move round to check the activity. - Ask them to work in 4 minutes and then get feedback. The group which has the longest list will be the winner 2. Before you read: ( 10 mins) - Aims; to introduce the content of the text and provide Ss with some new words. - Students are required to work in pairs to answer the following questions: + Have you ever heard of Marie Curie? + What do you know about her? - give the correct information. - Read and write new words on the board. + background (n): lai lch + ease (v): lm du + mature (adj): pht trin, trng thnh + interrupt (v): ngt qung + humanitarian (adj): nhn o + humane (adj: nhn c + tragic(adj): bi thng + ambitious(adj): tham vng + atomic(adj): thuc v nguyn t - Read each word 3 times and ask the Ss to repeat it. - Leave Ss 1 minute to self-practice. - Ask 4-5 Ss to read all the words aloud in front Students activities - Work in groups - Some Students report orally.
- Discuss in pairs and then answer the questions. - Some Ss stand up to answer.
- Listen to the teacher and Copy down
- Repeat the words. - Work in pairs to check for each other. 24
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of the class - Listen and help the Ss to read the words correctly. 3. While you read: ( 20 mins) - Aims: Ss practice reading and do the tasks + Task 1: Matching. - Ask the students to read the passage independently and match the words or phrases in A with their meaning in B. - Tell Ss to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading. - Ask them to compare the answers with their friends. - Call on some Ss to read and explain their answers aloud in front of the class. - Give feedback and correct answers: + Task 2: True or False. - Ask the Ss to read the passage more carefully and decide whether the statements are true(T) or false(F). Correct the false information. - Ask the Ss to highlight or underline the information in the passage that helps the students to find the correct answers. - Move round to help Ss if necessary, then ask them to share their answers with their partners. - Ask some Ss to give answers. - Listen and help the students to do the exercise correctly + Task 3: Answering questions. - Ask students to work in pairs to answer the questions. - Tell the students to compare their answers with other pairs. Let them discuss and correct for one another. - Call some pairs of students to read aloud the questions and answers in front of the claas. - Feedback and give correct answers.

- 1 student/ 1 time
- Work individually.
- Discuss in pairs to share their ideas. -Listen and self-correct the exercise. - Copy down * Key: 1. c 2. e 3. a 4. d 5. b - Listen to the teacher. - Students do the work individually. - Discuss the answers with their partners. - some Ss do orally while others watch + Key: 1. T 2. F( Her dream was to become a scientist) 3. T 4. F (She married Pierre Curie in 1895) 5. T - Self-correct the work - Work in pairs orally - Share their ideas. - 9-10 pairs work orally in front of the class. Key: 1. Marie Curie was born in Warsaw on November 7, 1867 2. She was a brilliant and mature student. 3. She works as a tutor to save money for a study tour abroad. 4. She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium. 5. No it wasnt. her real joy was easing human suffering - work in groups orally and try to find the 25
4. After you read: ( 9 mins) - Aims: to check Ss' understanding and to summarize the text. - Make sure students understand all the adjectives
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given in this part. - Ask Ss to describe Marie Curie, basing on these adjectives. Find the evidence from the passage to prove each of them. - Ask the students to work in groups and highlight or underline the evidence that they find in the passage. - Go round to help students with their work. - Ask presentatives of some groups to report in front of the whole class. - Listen and give remarks. 5. Wrapping: ( 1 min) - Summarise the main points - Ask students to write a passage of about 60 words about a famous scientist.

evidence in the reading text.
- Some Ss report in front of the class. - Others listen to their friends and give remarks.
UNIT 3:
The 14th Period PEOPLE'S BACKGROUND - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, ss will be able to: - Interview a person and talk about a person's background. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teachers activities 1. Warm- up: ( 5mins) - Homework checking: - Call on some ss go to the board to write down the new words of reading lesson. 2. Before you speak( 10 mins) Aims: to guide Ss how to do and to provide them with needed vocabulary and grammar. + Task 1: - Ask Ss to think about people's background, and then read the cues in this task. - Ask them to discuss in pairs to choose which items to tell about someone's background. Students activities
- Think about people's background. - Work in pairs to choose the correct items. + family + education + experience - Work in pairs to discuss the questions. - Some pairs stand up to give answers. 26
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- Get feedback and give the correct answers. - Ask Ss to continue working in pairs to discuss what questions they can ask when they want to know about these things. - Move round to conduct the activity. - Ask some pairs to give answers.
Family: - How many people are there in your family? - What do your father/ mother do? Education: - Where did you study at primary school/ junior secondary school? - What subject do you like best? - What degree do you have? Experience: - Write the questions on the board and give - How long have you been a member of our remarks. school's speaking club? - Have you ever won any prizes? 3. While you speak: ( 20 mins) Aims: Ss can practise making an interwiew and then talking about the person they have interwiewed. + Task 2: - Work in pairs to ask and answer. - Ask Ss to imagine they are journalist and ask - One pair stand up and report: them to work in pairs to interview their partners S1: Hello. Can you tell me something about about his/her background or that of a person he/ yorself? she knows well. S2: Oh, of course. What do you want to know? - Ask them to follow the stages in the textbook. S1: When and where were you born? - Go around to suggest the questions if S2: I was born on September 11th, 1991 in Hai necessary. Duong. - Ask one pair to report. S1: How many people are there in your family? - Give remarks so that other pairs can correct S2: There are four: my parents, my sister and I. their mistakes. S1: What do your parents do? S2: my dad is a doctor and my mum is a nurse. ............................... + Task 3: - Ask Ss to work in small groups to talk about the person they have learnt about from the interview. - Ask them to work in 7 minutes. - Move around to conduct the activity. 4- After you speak: ( 9 mins) Aims: Ss present what they have discussed in the previous stage. - Ask two Ss to tell the whole class about the people they interviewed about. - Listen to them attentively and correct the mistakes. - Give remarks on the whole activity. - Discuss in groups using the information they have got from the interview.
- Sample answer: "Quan's cousin, Minh, was born on November 2nd, 1985 in Hai Duong City. He is the only child in his family. His father is an engineer and his mother is a teacher. As a brilliant student, he always got good marks when he was a student at To Hieu Primary School and then at Le Quy Don Secondary School. When he was fifteen, he paSsed the exam to Nguyen Trai High School. He said he liked all subjects at school but among 27
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them he liked English best. He has attended the English Speaking Contest twice and won the fisrt prize in 2003. At the moment he is studying at a university in Australia and he is very succeSsful. . ."
5- Wrapping: ( 1 min) - Summarise the main points - Write about the people they have interviewed about. UNIT 3:
The 15th Period PEOPLE'S BACKGROUND LISTENING Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, ss will be able to: - Listen for the specific information about Olympic champions II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities 1. Wrapping checking: ( 5 mins) - Two Ss tell the whole class about two people's background. - Listen and give remarks and marks. 2. Before you listen: ( 10 mins) Aims: focus Ss on the topic and review/ introduce the words and phrases used to describe the background of a sports star. + Ask Ss to work in groups and make a list of sports and the names of the sports competitions, then compare their list with other groups Students activities - Two Ss stand in front of the class to speak.
- Work in groups and recall the names of sports and the names of the sports competitions then make a list on a sheet of paper - Compare theirs notes. - Introduce the topic of the listening text: A - Listen to the T and open the book conversation between a reporter and an Olympic Champion and ask Ss to open their books. - Work in pairs. T asks Ss to work in pairs to ask and answer the - Some pairs stand up and report. questions in the textbook S1: Can you name any Olympic champions? Can you name any Olympic champions? S2: Tran Hieu Ngan, Sergey Bubka What would you like to know about these people? S3: What would you like to know about these - Move around to help Ss. people? - Ask some pairs to present and gives remarks S4: Date and place of birth, study, family, - Ask Ss to work in pairs and recall the forms of achievements, hobbies question used to get the information. - Note down the forms of questions: 28
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- Ask some Ss to speak aloud.
When/where were you born? Where did you get a general education? What achievement have you got? + Ask Ss to look at the words in the book and read What do you like doing in your free time? after T / the tape. - Look at the words and read after T /the tape. - Introduce some new words - Olympic champion (n): (in the picture) - Copy the words and phrases. - di'ploma (n): sb receive this when he finishes a course /graduates from college or university. - ro'mantic (adj): Romeo and Juliet is a romantic - Listen and repeat. play. - Read the words in pairs and correct each - Read the words and ask Ss to repeat. others mistakes. - Ask Ss to read the words in pairs. - Some individuals read the words aloud. 3. While you listen: ( 20 mins) + Task 1: Aims: Practice listening for specific information by deciding whether the given statements are true or false. - Introduce the conversation between a reporter and an Olympic champion then ask Ss to listen to the conversation and tick on the box to indicate True or False statements. - Ask Ss to have a look at the statements and read them in pairs and make sure they understand the statements. - Ask Ss to listen to the tape/T and tick the box to indicate if the statements are true or false. - Read/ play the tape twice. - Ask Ss to compare their answer in pairs. - Check Ss answers. - Read/play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: - Aims: Ss listen for specific information to fill in the blanks. - Ask Ss to listen to the conversation again and fill in the gaps with the suitable words/ phrases. - Read the conversation twice. - Ask Ss to compare their answer in pairs. - Check Ss answers. - Read/play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen: ( 9 mins) - Aims: to check Ss'comprehension in the previous
- Work in pairs to read the statements. - Listen and do the task. - Discuss their answers in pairs. - Gives their answers: 1T; 2T; 3F; 4T; 5F. - Say their answers aloud, and then correct their work if they have the wrong answer.
- Listen to the tape / the teacher and do the task - compare their answers. - Give their answers. 1. a general education 4. love stories 2. lives; family 5. teacher's diploma 3. different; swimming - Check their answers, and then correct their work if they have the wrong answers.
- Ask and answer in pairs. 29
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stage. - One/ two Ss present. - Ask Ss to work in pairs and use the information in Task 1 and 2 to ask and answer about the Olympic champion. - Move round to check the activities and to make sure that Ss are working effectively. - Check and give remarks. - T can ask Ss to ask and answer about the sports star(s) they like 5. Wrapping: ( 1 min) - Summarise the main points - Write a short paragraph about the Olympic - Listen to the teacher champion. DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng
WEEK 6 The 16th Period UNIT 3: PEOPLE'S BACKGROUND - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, ss will be able to: - Write a simple C. V( curriculum vitae) - Write about a person's background basing on a C. V II. Method: - Communicative Approach III. Anticipated problems: - Students may not know some expressions in a curriculum vitae so teacher should teach them in advance. IV. Teaching Aids: - Textbook and lesson plan. V. Procedures: Teacher's activities Students' activities 1. Warm-up: (4 minutes) - Ask students to close the books - Work in pairs and match the words in A with - Give the papers with some words given in the the words in B column A and B - Some students do matching on the board Key: 1. e- 2. f- 3. a- 4. b- 5. c-6. d- 7g 1. Name a. Boston 30
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2. Place of birth 3. Exam passed 4. Interests 5. Date of birth 6. School attended 7. Previous jobs b. Kensington High School c. English, French, Maths d. tourist guide e. David Brown j. 12/11/1969 g. Music and dancing

- Other students speak sentences and write down in their notebooks
- The answers may be various - It is the curriculum vitae
- Ask students if they often see some information of someone - Ask: what does these information call? 2. Before you write: ( 20 mins) - Aims: to focus Ss on the topic and to introduce the structure of a simple C. V, to guide Ss to fill in the C. V. + Task 1: - Ask Ss to look at the C. V in the textbook and introduce some new words: + C. V( curriculum vitae) : a form with details about somebody's past education and jobs. + tourist guide (n): a person who goes with touriSs to point out interesting sights on a journey. + hotel telephonist (n): a person who answers the phone in a hotel. + travel agency ( n) : a busineSs of organising travelling for people. - Read these words aloud and ask Ss to listen and repeat. - Ask some Ss to read again and check. - Ask Ss to read the model C. V in the textbook about Mr. Brown and then answer the questions: T: What is his full name? T: When and where was he born? T: What school did he attend? T: What exams did he paSs? T: What did he do before? - Ask Ss another question: " What kind of information do you find in the C. V?" - Ask Ss to discuss this question in pairs then ask one st to answer. - Give remarks.
- Look at the C. V. - Copy these words into their notebooks.
- Listen to the teacher and read these words again. - Read the C. V in the textbook and answer T's questions. S1: His full name is David Brown. S2: He was born on November 12th, 1969 in Boston. S3: He attended Kensington High School. S4; He paSsed exams in English, French and Mathematics. S5: He was a tourist guide and a hotel telephonist. - Discuss the question in pairs then one of them will answer. S: We can find some information such as his name, his date of birth and his place of birth, his education and his previous jobs, etc. 31
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- Introduce the elements of a C. V: +Personal information: name, sex, date of birth, place of birth. + Education : name of a high school/ a university. . . + Previous jobs: teacher/ tourist guide/ etc. ( time) + Interest: dancing/ swimming/ etc. + Task 2: - Ask Ss to read the incomplete form in the book. - Ask them to work in pairs in 5 minutes to ask and answer about their partner's father/ mother then complete the form with suitable information. - Move round to conduct the activity and to help if necessary. - Ask some Ss to read aloud the information they have collected and ask some other Ss to give remarks. - Check and give remarks. 3. While you write: ( 10 mins) - Aims: Ss practise writing about a person's background using the information in a C. V and the cues in the textbook. - Ask Ss to look at Task 1 again. - Ask them to work independently and write a paragraph about Mr. Brown, using the suggested words and phrases. - Ask Ss to use the past simple to write. - Move around to help if necessary. - Ask Ss to write in about 9 minutes, then compare their paragraph with their partners'. 4. After you write: ( 9 mins) - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer.

- Copy this part into their notebooks.
- Read the form. - Work in pairs to ask and answer. - Complete the form with suitable information.
- Some Ss stand up and read aloud, other Ss listen and give remarks.
- Read Mr. Brown's C. V again. - Use the suggested words/ phrases to write a paragraph about Mr. Brown. - Share their paragraph with their friends'. - Some Ss stand up and read their work aloud. - Other Ss give remarks. " Mr. Brown was born on November 12th, 1969 in Boston. He went to Kensington High School and paSsed examed in English, French and Mathematics. He worked as a tourist guide in a travel agency from June 1991 to December 1998. And from 1999 to 2002, he worked as a hotel telephonist. He likes music and dancing. "
5. Wrapping: ( 1min) - Summarise the main points - Write a paragraph and a C. V about someone The 17th Period UNIT 3: PEOPLE'S BACKGROUND 32
English 10 Basic

- LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, ss will be able to: - Distinguish the sound / e / from the sound / / and pronounce them correctly. - Revise the past perfect and distinguish it from the past simple. II. Method: - Communicative Approach III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Warm-up: ( 5mins) Table completion -Work in group and complete the table. - Ask Ss to work in groups and give each group a Verb Past form Past table containing 10 verbs infinitive participle - Tell Ss to complete the table following the Take Took Taken instruction. Meet Met Met - The group which completes the table first and Leave leave Left has more correct verbs will be the winner. break broke broken Verb infinitive Past form Past participle come came come Take go went Gone met get Got got Left be Was/were Been broke Do Did done come see Saw seen Gone Got Been Do saw 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds /e/ and // and help Ss to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss the difference between two sounds. - Write down two sounds. - Ask them to look at the textbook, listen and repeat. - Listen to the teacher and repeat. - Look at the book, listen and repeat. - Then ask Ss to work in pairs to read the words men man again so that they can check for each other. said sad - Move around to help. met mat - Ask two Ss to read again and give remarks. ................. b. Ask Ss to look at sentences in page 39 in the - Read these words in pairs and check for their 33
English 10 Basic
book. - Ask the to work in pairs to read the sentences and then find out the words containing sound /e/ and the words containing sound / /. - Ask them to work in 4 minutes. - Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) - Aims: To revise the past perfect tense and the past simple tense as well as to give them some exercises to do. - Write an example on the board. "When I arrived at the cinema, the film had started" - Ask Ss to look at the example and identify the verb in the past perfect. - Ask Ss to recall the form of the past perfect tense and to tell the whole class. - Revise the use of the past perfect by giving some examples. Eg1: When the police came, the robbers had escaped. The train had left when Mary arrived at the station. - Tell Ss about the chronological order between the past perfect and the past simple. Eg 2: I was nervous because I had never spoken before an audience. ( I spoke before an audience yesterday) The house was dirty. We hadn't cleaned it for weeks. - Ask Ss to read these examples again. + EX1: - Ask Ss to read Ex 1 in page 39, then do the task. - Ask them to work individually to put the verbs into the past perfect, then compare their answers with their partners. - Let them work in 5 minutes and then ask some Ss to report. - Check and give remarks.

partners. - Look at the book and work in pairs. - Answers: /e/ / / red fat pen man sent handbag Helen apples said pans ................
- Look at the example. - One st stands up and answers: " had started" - Form: (+ ) S + had +V p. p. . . . . . . . . . . . ( - ) S + had + not + V p. p. . . . . . . . . ( ? ) Had + S + V p. p. . . . . . . . . . ? - Usage: + The past perfect refers to a past activity or situation that took place before another past activity or situation. - Copy the examples and listen to the teacher. + The past perfect can be used as the past form of the present perfect. - Copy the examples. - Listen and repeat. - Read through all sentences in this exercise. - Do the exercise and then share their answers with their partners. EX 1: 1. had broken 6. had been 2. had done 7. had left 3. had met 8. had moned 4. hadn't turned off 9. hadn't seen 5. had ever seen 10. had broken in. - Read the sentences carefully and do the exercise individually. - Share their answers with their partners. 34
English 10 Basic

EX 2: 1. had just finished. . . . . came. 2. had seldom travelled. . . . . . . went. 3. went. . . . . . had already taken. 4. Did you manage. . . . . . . . had he gone. 5. had just got. . . . phoned. . . . . . had been.
+ EX2: - Ask Ss to read the sentences in Ex 2 and then give the correct form of the verbs in brackets. - Ask Ss to pay attention to the difference between the past perfect and the past simple. - Ask them to work alone in 3 minutes and then check it with their partners. - Ask some Ss to read the answers aloud. - Check and give remarks. 4. Wrapping: (1 min) - Summarise the main points - Ask ss to do exercise 3 in text book.
The 18th Period TEST YOURSELF A Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, ss will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II. Method: - Communicative Approach III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities Wrapping checking: ( 5 mins) - Ask one st to do Ex 3 in the textbook on the board. - One ss go to the board and do the task. . - Ask one st to give remarks. - Give remarks and marks. 1. Listening(2. 5 points) (10 minutes) - Present the task: Listen and complete the table below - Tell students the topic of the table - Look at the book and listen to the task - Get students to look through the table - Understand the task - Explain the meaning of new words - Listen to the teachers reading carefully - After that read the passage aloud twice - Fill in the blanks with the words theyve just - Let students fill in the blanks with the words heard 35
English 10 Basic
they have just heard - Go round the class to control the work - Then read the passage the last time for students to check their results - Correct mistakes Keys: 1. 15th January 1929 2. In 1951, 3. for 4 years, 4. he met 5. they got married, 1. a misnister at a 2. the black freedom movement 3. heard his speech at the 4. In 1964, 10. 4th April 1968 2. Reading (2. 5 points) (10 minutes) - Present the task: Read the passgae and choose one appropriate phrase in the box for each blank. There are more phrases than needed - Get students to work in groups, discuss about the passage - Go round the class to control the discussion - State the best option - Correct mistakes 3. Grammar(2. 5 points) (8 minutes) - Present the task: Use the correct form of the verbs in brackets to complete the letter of application below - Get students to discuss the letter in groups or in pairs - Go round the class to control the sets activities - State the keys - Correct mistakes 4. Writing (10 minutes) - Present the task: Sally Green writes Phong a letter. Read the letter carefully and then in Phongs name, write her a reply - Ask students to read the letter carefully - In Phongs name, get students to write Sally Green a reply - Go round the class to control the students activities - Correct mistake. 5. Wrapping-up: (2 mins) - Summarise the main points - Ask ss to do the test again.

- Correct mistakes
- Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys Keys: 1. F: took a degree in Economics 2. C: worked hard 3. A: the chairman of Fairfield Education Committee 4. D: for two years 5. B: for the best essay on education Keys: 1. To apply, 2. am, 3. attended, 4. passed, 5. got, 6. can, 7. reading, 8. know, 9. am able, 10. hearing. - Listen to the teacher - Work in groups to complete the letter - Compare the results with the other groups - Correct mistakes - Finish the letter - Read the letter carefully - In groups or in pairs, write her a letter - Compare the results with the other groups - Correct mistakes - Study all the lessons again . 36
English 10 Basic

DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng WEEK7 The 19th Period FORTY FIVE MINUTE TEST Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, students will be able to: - Revise all the language skills and grammatical points which they have studied and used in the three units: 1, 2 and 3. - Improve their techniques of doing the simple tests - Improve their knowledge through the test. II. Method: - Communicative Approach III. Teaching aids: Written test. IV. Procedures: - T gives written test. English Written Test-Grade 10 Time allowed: 45 minutes Full name: . . Class: 10B8 A. PHN TRC NGHM: (3points) I-Pronunciation: Circle the underlined part which is pronounced differently from others. 1. A. cat B. fat C. man D. car 2. A . study B. budget C. butter D. sugar 3. A. kind B invite C. mind D. kick 4. A. pretty B. expensive C. bell D. telephone 5. A. decide B. picture C. difficult D. listen II. Circle A, B, C, D that best complete these following sentences: 6. We are interested in . . football. A. play B. playing C. to play D. played 7. He . . to London last year. A. go B. to go C. went D. goes 8. Before going to bed, Mrs Tuyet usually . something or watches TV. A. reades B reads C. to read D. reading 9. My mother wants me . a doctor. A. become B. to become C. became D. becoming 10. students are there in our class? A. How much B. How many C. Who D. Why B PHN T LUN: (7points) 37
English 10 Basic
I. Read the passage and answer the questions from number 11 to number 15 My name is John Brown. I am 21 years old. I'm pretty outgoing. There are four people in my family - my parents, my younger sister and me. My father's mane is George. He is in his early fifties. He is a doctor. He is very quiet. He likes watching sports and science programmes on TV. My mother's name is Linda. She is 50. She is a teacher of English at high school in the city. She is very outgoing . She enjoys cooking for us all. My sister, Jane, is fifteen. She is a high school student. She enjoys listening to music and drawing. She is very creative. She wants to become an artist someday. 11. How old is John Brown ? . . 12. How many people are there in John Brown's family ? 13. What does John Brown's father like ? . 14. What does John Brown's mother do ? . . 15. What does Jane want to become ? II. Complete the form below: English Now Magazine International Penfriend Service Full name: ( in capital letters). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... Home address: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . First language : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................. Age: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. / Mrs. / Miss (* Delete where not applicable) Please give the name of two English - speaking countries where you would be interested in having a penfriend. ............................................ ....................... ............................. How long have you been studying English?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Your hobbies: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................. Signature: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................... - Sts do the test in 45 mins. 38
English 10 Basic
- After 45 mins, T collects ss' test.
The 20th Period
TEST CORRECTION
Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Find out and correct the mistake they made in the test - Get more experience to do a test II. Method: - Communicative Approach III. Teaching aids: Ss' writen test. IV. Procedures: Teachers activities A. PHN TRC NGHIM: - Repeat the questions - Get student to read the test again carefully - Call some students to read out their answers, and the others give remarks if it is correct or not - Finally read the keys out aloud. I. 1. D 2. D 3. D 4. A 5. A II. 6. B 7. C 8. B 9. B 10. B II. PHN T LUN: I. Answer questions: - Repeat the questions - Show the passage again several times - Get students toread the passage again carefully - Call some students to write their answers on the Students activities - Look at their paper - Compare the results with the others - Get the correct answers from the keys
- Look at the writing again and compare it with the others - Correct the wrong sentences base on the 39
English 10 Basic
board, and the others give remarks if it is correct or not - Finally read the keys out aloud 1. He is 21 years old. 2. There are 4 people in John Brown's family. 3. He likes watching sports and science programmes on TV.

key.
4. She is a teacher of English at high school in the city. 5. She wants to become an artist someday.
II. Complete the form below: - Review the way to complete the form - Explain the way to write information for ss so that they can correct by themselves. WRAPPING UP: - Ask ss to review all all grammtical points and - Answer teacher's questions. vocabularies. By - Look at the paper's test, find out the - Prepare Unit 4 lesson 1: READING mistake and correct.
The 21th Period UNIT 4: SPECIAL EDUCATION - READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Develop such micro reading skills as scanning for specific information and guessing meaning in context. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teachers activities 1. Warm-up: ( 2 mins) - Aims: Ss get used to the topic. - Ask Ss to match an adjective in A with its meaning in B: A B 1. deaf a. unable to see. 2. dumb b. unable to hear. 3. blind c. unable to use a part of their body normally. Students activities - Look at the board and listen to the teacher.
- Work in groups to match an adjective in A with its meaning in B. 40
English 10 Basic
4. disabled d. unable to speak - Ask Ss to work in groups to match the items. - Ask one st from one group to present the ideas. - Ask other Ss to give remarks. - Check and ask Ss to read the adjectives in A aloud. 2. Before you read( 13 mins) - Aims: to prepare information and vocabularies for the topic. - Ask Ss to work in groups of three or four to list out their daily activities. - Ask some Ss from different groups to report their ideas. - Write the list on the board ask Ss to point out what activities would be difficult for disabled people to do. - Ask Ss to study the Braille Alphabet and then work in pairs to work out the meSsage below the alphabet. - Introduce some new words: + retarded ( adj) : let developed than normal. + Proper schooling(phr): enough and good study at schooling. + Opposition(n): opposing ideas/ disagreeing ideas(viewpoints). Opposed to ( adj) + Make efforts (v): try, attempt. + To be proud of. . . . . (phr): = To take pride in. . . . . + add( v) : + ; subtract ( v ) : + finger (n) ( demonstration ) - Ask Ss to listen and read the words again then ask some Ss to read again. - Listen and check. 3. While you read: ( 20 mins) - Aims: Read the passage for information to do the tasks. + Task 1: Matching. - Ask the Ss to read the passage individually and do Task 1: the words in A appear in the reading passage. Match them with their definition in B. - Encourage Ss to guess the meaning of the words in the context. - Tell Ss to compare their answers with a partner. - Call on some Ss to read their answers aloud in front of the class. - Give correct answers and explain all the words carefully to make sure the students understand the

- One st presents the ideas. 1 - b; 2 - d; 3 - a; 4 - c - Listen to the teacher's remarks. - Listen and repeat. - Work in groups to list out. Eg: get up, wash my face, have breakfast, go to school by bike, listen to the teachers, write the leSsons, talk to friends, play soccer, watch TV, etc. - Point out some activities. Eg: go to school by bike, listen to the teachers, write the leSsons, talk to friends, play soccer, watch TV, etc. - The meSsage: " We are the world" - Copy the words into their notebooks.
- listen and repeat. - some Ss stand up to read the words again.
- Read the passage and do the task individually. - Share their answers with their partners. - Some Ss give out their answers. 1. c; 2 e; 3 a;4 - b ; 5 - d. 41
English 10 Basic
meaning of the words + Task 2: Multiple choice. - Ask the students to read the passage more carefully and complete the sentences by circling the corresponding letter A, B, C, or D. - Move around to conduct the activity. - Ask Ss to share the answers with their partners. - 5-6 students are required to give answers in front of the class(1 students/ 1 time/ 1 answer). - Listen and help the Ss to do the exercise correctly - Give explanation to some words/ phrases or expressions if needed 4. After you read: ( 9 mins) - Aims: Give the summary of the topic. - Ask Ss to work individually and read the summary of the passage carefully. - Encourage them to gueSs the miSsing words. - Have Ss complete the summary. - Note: Ss may not be familiar with this kind of exercise. T should provide help when necessary. - Call on some Ss to read the completed summary aloud in front of the class. - Give feedback and correct answers: 5. Wrapping: ( 1 min) - Summarise the main points. - Ask ss to learn by heart all of new word and prepare the new lesson: Speaking.

-Listen and self-correct the exercise. - Copy down
- Students do the work individually
- Compare their answers with their partners. - 5-6 students do orally while others listen to them. 1. D 2. B 3. A 4. C 5. D - Self-correct the work
- Read the summary passage carefully. - Do the task individually. - 10 students give answers orally 1. disabled 2. read 3. write 4. efforts 5. opposition 6. time-consuming maths 8. arms 9. figures 10. proud - self-correct
7.
DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng WEEK 8 The 22th Period UNIT 4: SPECIAL EDUCATION - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... 42
English 10 Basic
I. Objectives: By the end of the lesson, students will be able to: - Talk about someones school life and actively engage in an interview II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Warm-up( 3 mins) Aims: Ss recall the words on school. - Ask Ss to work in groups and make a list of words - Work in groups. relating to school. The words must be correctly - Suggested words: spelled and related to the topic. Subjects: English, maths, literature, . . . . . - Ask some groups to report. ...... - The group with the longest list will be the winner. Test, breaks, wrapping, teacher, students, . . . . . Secondary school, high school. . . . . . 2. Before you speak: ( 15 mins) . Aims: Ss can match the words, give the correct answers - Ask Ss some questions: + What are your favourite subjects? Ss answer: + Which one dont you like? - My favourite subjects are Math, English. + How much time do you prepare for your leSsons . . . every day? - I dont like. . . . . . . . . . + Task 1: Fill in blanks with the right questions - It takes me about. . . . . . . . - Ask Ss to study the questions in the interview carefully and work in pairs. - Work in pairs to fill the right questions - Ask some Ss to give their answers in front of the into the blanks. class. - Some Ss give their answers - Listen and give the correct answers. A - 4 ; B - 1 ; C - 2 ; D -6; - Ask Ss to work in pairs and carry out the interview E - 3 ; F - 5 ; G - 7 using the right questions. - Two Ss read the interview aloud 3. While you speak: ( 15 mins) Aims: Ss can ask and answer about school life of their partner. + Task 2 - Write the questions in task 1 on board and ask Ss to work in pairs, ask and answer about their school life - Work in pairs, ask and answer the using the questions on board. questions on board using his or her own - Go round to help Ss when necessary. T can play the information to answer the questions. role of the interviewee to help Ss if necessary. - The student in role of the interviewer takes notes the information of the partner - Ask one pair to present in front of the whole class. in their notebook. - One pair stands up to present their interview. - Listen and ask other Ss to give remarks. S1: Which lowersecondary school did - Give remarks. you go to? 43
English 10 Basic
4. After you speak: (10 mins) Aims: Ss can tell about their partners school life. + Task 3: - Ask some Ss to tell the whole class what they know about their partner using the notes from the interview. - Ask other Ss to listen to their classmates and comment on presenters work. - Listen and make necessary corrections. 5 Wrapping: ( 1 min) - Summarise the mainpoints - Ask ss to write a paragraph about their partner's study at school( about 150 words)

S2: I went to Nguyen Luong Bang lowersecondary school in Thanh Mien District. ........................
- Work individually using the example in the textbook as the beginning: " Hanh went to Lequi don lower school. . . . . . "
The 23th Period UNIT 4: SPECIAL EDUCATION - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Listen better through True or False and Gap-filling exercises. II. Method: - Communicative Approach III. Teaching aids: - Textbook, lesson plan and cassete tape. IV. Procedures: Teachers activities Students activities 1. Warm-up ( 5 mins): Word form. - Ask Ss to work in groups of three to four and find the different words that derive from the following - Work in group and wirte the words derive roots: from those words. sorry: - Give answer: second: sorry - sorrow, sorrily. decide: second - secondary, secondly, able: secondhand The group with the longest list of correct words decide - decision, decisive, decisively, will be the winner. able - disabled, disability Note: Encourage Ss to find the words they have learned. - Give feedback and remark 2. Before you listen: ( 15 mins) Aims: to focus Ss on the topic and review/ introduce the words in the listening text. a. Ask Ss to discuss the following questions in - Work in groups to discuss the questions. groups: + Have you ever taken part in a club? What kind of club is it? - Some Ss present. 44
English 10 Basic
+ What are the club activities? + What do you think of the club activities? - Ask Ss to present. b. Introduce some words related to photographs: - 'photograph (n) = photo pho'tography (n) : the art of taking photos. - photog'raphic (adj) - pho'tographer (n): the person whose job is to take photos. - photo'genic(n): looking more beautiful in photos - Ask Ss to read the words after T and calls on some Ss to read individually - Ask Ss to read the text carefully and use the given words to fill in the gaps. Ss work in pairs. - Ask some Ss to give answers and give remarks. * Introduce some new words/ phrases - sur'roundings (n): everything around you/ the place where you live - 'sorrow (n): sadness - mute (v): = dumb (unable to speak) - exhi'bition (n) an exhibition of paintings/ photos. . . ex'hibit (v) - 'labourer (n): a person who does hard work (with his hands and body) - 'stimulate(v): = encourage(v) - Read the words and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 3. While you listen: ( 15 mins) +Task 1 Aims: Practice listening for specific information by deciding if the given statements are true or false. - Introduce the talk about a very special photography club: The Vang Trang Khuyet Club. T asks Ss to listen and tick on the box to indicate True or False statements. - Ask Ss to have a look at the statements and read them in pairs and make sure they understand the statements. - Ask Ss to listen to the tape/T and tick the box to indicate if the statements are true or false. T reads/plays the tape twice. - Ask Ss to compare their answer in pairs. - Check Ss answer. - Read/ play the tape once again, stop the tape where necessary and conduct the correction.
- Read the words after T and some read individually - Work in pairs read the text and do the task - Some Ss give answers and give remarks
- Copy the words and phrases.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud
- Listen to the T
- Work in pairs to read the statement. - Listen and do the task. - Compare their answers - Give their answers. Key: 1T; 2F; 3T; 4F; 5T. - Check their answers and then correct their work if they have the wrong answers. 45
English 10 Basic
+ Task 2 - Ask Ss to listen to the talk again and fill in the gaps with the suitable word. - Encourage Ss to fill in / gueSs the most suitable words to fill in the gaps - Read the conversation / play the tape twice. - Ask Ss to compare their answer in pairs. - Check Ss answers. - Read/ play the tape once again, stop the tape where necessary and conduct the correction.

- Listen to the tape / the teacher and do the task - Compare their answers. - Give their answers. 1. photography 6. simple 2. 19 7. peaceful 3. exhibition 8. chickens 4. 50 9. stimulated 5. beauty 10. escape - Check their answers, say it aloud, and then correct their work if they have the wrong answers.
IV. After you listen: ( 9 mins) - Ask Ss to work in groups and tell each other about Ss ask and answer in groups. the photography club. Ss may need to use the following suggested questions: - Who are the members? - What are they doing? - How many photos are on display? - What are the photos about? - What does the paSsion help them? - Move round to check the activities and to make sure that Ss are working effectively. - Ask one or two Ss to present in front of the whole One/ two pairs present. class. - Give remarks. IV. Wrapping: ( 1 min ) - Summarise the main points - Ask ss write a short paragraph about the Vang Trang Khuyet Club/ another club.
The 24th Period UNIT 4: SPECIAL EDUCATION - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Read and understand a simple letter of complaint. - Write a letter of complaint about the poor quatily of the service at an English centre. II. Method: - Communicative Approach III. Teaching aids: - Textbook, lesson plan. IV. Procedures: Teacher's activities Students' activities 46
English 10 Basic
1. Warm-up: ( 5 mins) - Aims: to introduce the topic and to raise Ss' interest in the topic. - Ask Ss: "What kind of letter do you write when you feel angry about something or unhappy with something?" - Suggest: "A letter of complaint or a thank-you letter?" - "Have you ever written a complaint letter?" - "Do you know how to write a complaint letter?" - Introduce the topic of the leSson. 2. Before you write: ( 15 mins) - Aims: to help Ss to prepare vocabulary and information before they write. + Ask Ss to work in pairs and read the advertisement. - Explain some new words: + native teacher (n): teacher from English speaking counties( England, The USA, Australia. . .) + free (a): cost nothing + air-con'ditioned (a): to be equipped with airconditioner. - Ask Ss to listen and repeat and then some Ss stand up to read again. - Move round to conduct the activity and to help Ss if necessary. - Ask some questions to make sure that Ss understand the advertisement. T: Do Vietnamese teachers teach in this center? T: How many students are there in a class? T: Do you have to pay for books and caSsette tapes? T: Are there air- conditioners in the classrooms. T: What time do the classes start and finish? - Give the correct answers. + Task 1: - Ask Ss to read the requirement of this task and make sure they know what they are going to do. - Ask Ss to work in pairs to complete the dialogue. - Give the first example: ( ask one st to play A's role) T: ( reply) No, I'm not happy with it at all. T: No, not all of them are native speakers. - Note Ss that their answers may vary from one to another.
- Listen to the teacher's question. - " a letter of complain" - "Yes/ No"
- Read the advertisement in pairs. - Copy these words into theit notebooks.
- Listen and read after the teacher. - Some Ss stand up and read aloud, other Ss listen and give remarks. - Answer teacher's questions: S1: No, there are only native teachers. S2: No more than 20 students. S3: No, they are free. S4: Yes, all the rooms are air- conditioned. S5: They start at 5. 30 p. m and finish at 8. 30p. m
- one st asks the teacher and other listen carefully. S: Are you happy with your study at English For Today Center? S: Are all the teachers native speakers? - Work in pairs to complete the dialogue. - Two pairs report their answers. - Sample answers: 47
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- Move round to help Ss and to encourage them to speak naturally. - Ask two pairs to report. - Ask other Ss give remarks. - Check and give the correct answers. + Task 2: - Ask Ss to read the letter of complaint in the book. - Introduce briefly the structure of a complaint letter. A letter of complaint usually includes three main parts: - Opening - Explaining the problem. - Suggesting a resolution - Ask Ss to write the second part of the letter basing on the dialogue in task 1. - Remind Ss that this is a formal letter so they should not use contractions and that they should use connectors to make their writing smoother. - Suggest some connectors: first of all, firstly, secondly, furthermore, in addition, to make the matter worse, finally. . . 3. While you write: ( 15 mins) - Aims: Ss practise writing the second part of the letter basing on the information in task 1. - Let Ss write the letter. - Move around to conduct the activity. 4. After you write: ( 8 mins) - Get feedback by asking one or two Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer.

3. that's not true. My class has over 30 students. 4. I had to pay for them. 5. only some of them. Mine is not. 6. in fact classes often start late and finish early. - Read the incomplete letter. - Listen to the teacher. - Copy to their notebooks. - Listen to the teacher. - Read the dialogue in task 1 again and prepare to write.
- Do the writing task.
- Read their writing: " First of all you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers. You also say that each class has no more than 20 students but there are over 30 students in my class. In the advertisement, you say we can have books and caSsette tapes free of charge but in fact we had to pay for them. To make the matter worse, the classroom is not air-conditioned. That is 5. Wrapping: ( 2 mins) quite different from the advertisement. - Summarisre the main points Finally, the class time is not the same as - Ask ss write the letter again and prepare the new what the advertisement says. Classes not lesson: Language focus. only start late but also finish early. " DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng 48
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WEEK 9 The 25th Period UNIT 4: SPECIAL EDUCATION - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, students will be able to: - Distinguish the sound /a/ from the sound / : / and pronounce them correctly - Use " the + adjective" as a noun, review "used to + infinitive" and combine two sentences with "which". - Talk about someones school life and actively engage in an interview II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5mins) - Ask one st to do the wrapping on the board - One does the exercise on the board. - Ask one st to give remarks. - Look at their friend's task. - check and give a mark. - Give remarks. 2. Pronunciation: ( 10 mins) - Listen to the teacher. - Aims: to introduce two sound /a/ and / : / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce them - Write down two sounds. clearly twice, then ask Ss to repeat. - Tell Ss the difference between two sounds. - Listen to the teacher and repeat. - Ask them to look at the textbook, listen and repeat. - Look at the book, listen and repeat. - Then ask Ss to work in pairs to read the words again top call so that they can check for each other. boss sport - Move around to help. doctor four - Ask two Ss to read again and give remarks. ................. b. Ask Ss to look at sentences in page 52 in the book. - Read these words in pairs and check - Ask them to work in pairs to read the sentences and for their partners. then find out the words containing sound /a/ and the - Look at the book and work in pairs. words containing sound / : /. - Ask them to work in 2 minutes. - Answers: - Move around to conduct the activity. /a/ / : / - Ask one st to report and other Ss to give remarks. socks lost - Check and give the correct answers. on doctor - Ask some Ss to read these sentences aloud. top walking - Listen and give remarks. box called 3. Grammar: ( 30 mins) job sport a. Aims: to introduce " the + adjective" as a noun and ................ have Ss do Ex 1. - Present the use of " the + adjective" by giving examples. 49
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E. g: The young are very active. Her real joy is looking after the old. - Focus Ss on the underlined words and ask them to try to guess their meaning. - Give the answer: "we use "the + adjective" to describe a group of people. " - Ask Ss to look at Ex1 and to do the task. - Explain any new words if necessary + 'ambulance (n): a kind of vehicles used to carry sick/injured people. + unemp'loyed (n) : without a paid job. - Read these words aloud and ask Ss to listen and read these words again. - Ask some Ss to read again and check. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Check the exercise sentence by sentence. - Listen and give remarks. b. Aims: to review " used to + infinitive" and get Ss to do Ex 2. - Ask Ss to recall the use of " used to" by giving an example: " She used to get bad marks when she was at primary school" - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. c. Aims: to revise the use of " which" as a connector and ask Ss to do exercise 3. - Recall Ss of the relative clauses with " which" used to refer to the whole of the earlier clause. - Ask Ss to read the requirement of Ex2 and read the example carefully. - Explain the example if necessary. - Ask Ss to do this exercise. - Go round to conduct the activity. - Ask some Ss to read sentence by sentence. - Listen and give remarks. 5. Wrapping ( 1 min) - Summarise the main points - Ask ss to do the exercise on textbook again and prepare new lesson.

- Read the examples. - Try to guess the meaning S: - The young = young people - The old = old people.
- Copy these words. - Listen and repeat. - Some Ss read again. EX 1: 1. the injured 2. the unemployed 3. the sick 4. the rich. . . . . the poor - Think about the teacher's question and answer: - S: We use " used to + infinitive" to talk about past actions or past habits that no longer exist. - Do the exercise individually and compare their answers with their partners. - Do the exercise on the board. 2. used to have 3. used to live 4. used to eat 5. used to be 6. used to take 7. used to be 8. did you use to go - Listen to the teacher. - Read the requirement and the example carefully. - Do Ex 3. 2-c 5-a 3-f 6-d 4-g 7-b The 26th Period 50
English 10 Basic
UNIT 5: TECHNOLOGY AND YOU - READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Use a number of words about computers such as CPU, VDU, CD, ROMS, floppy disks an talk about their benefits in our modern life. - Improve reading skill through Matching and Answering questions exercises. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Wrapping checking( 5 mins) - Ask two Ss to do EX2 and EX4 in the workbook on EX 2: the board. 1. stimulate 2. origin 3. disabled 4. sorrow 5. profeSsional 6. opposition 7. time - consuming 8. exhibit EX 4: - Ask other Ss to give remarks. 1. She used to play the piano but she hasn't - Give remarks and marks. played the piano for years. 2. She used to be very lazy but she works 2. Before you read( 10 mins) very hard these days. - Aims: to prepare information and vocabularies for ............................. the topic. - Look at the board and listen to the - Ask Ss to look at the textbook and work in pairs to teacher. match each numbered item with one of words or - Work in pairs to match the items with the phrases in the box. words/ phrases. - Move round to conduct the activity. - Ask some Ss to give feedback. - Key: 1- D ; 2 - E ; 3 - G ; 4 - C ; - Check and give remarks. 5-A;6-F;7-B;8-H - Introduce some new words: - Listen to the teacher's remarks. + mi'raculous ( adj ) : remarkable. + de'vice ( n ) : a thing for special purposes. - Copy the words into their notebooks. + a'ppropriate ( adj ) : suitable + 'storage ( n ) : the storing of information + 'data ( n - U ) : information. - listen and repeat. + 'memo ( n ) : a record of agreement. - Some Ss stand up to read the words + leave ( n ) : the time that a person is permitted to be again. absent from work. - Ask Ss to listen and read the words again then ask some Ss to read again. - Listen and check. 3. While you read: ( 20 mins ) - Read the passage and do the task 51
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- Aims: Read the passage for information to do the tasks. + Task 1: Matching. - Ask the Ss to read the passage individually and do Task 1: the words in A appear in the reading passage. Match them with their definition in B. - Encourage Ss to guess the meaning of the words in the context. - Tell Ss to compare their answers with a partner. - Call on some Ss to read their answers aloud in front of the class. - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words + Task 2: Passage Headings. - Ask the students to read the passage more carefully and choose the best title for it. - Move around to conduct the activity. - Let Ss discusss the answer with their partners. - Ask one st to give the answer and encourage them to explain their choice. - Give further explanation and the correct answer. - Give explanation to some words/ phrases or expressions if needed. + Task 3: Answering questions. - Ask Ss to work in pairs and answer the questions using the cues. - Go around the class and provide help if necessary. - Call on some pairs to report in front of the whole class. - Listen and give remarks. 4. After you read: ( 9 mins ) - Aims: Give Ss a chance to discuss the topic. . - Ask Ss to work in groups to discuss two questions: 1. What are the advantages of computers? 2. What are the disadvantages of computers? - Move around to conduct the activity. - Ask some representatives to report. 5. Wrapping: ( 1 min ) - Summarize the main points - Ask ss learn by heart all of new words and prepare the new lesson.

individually.
- Share their answers with their partners. - Some Ss give out their answers. 1. c; 2 - e; 3 a; 4 - b ; 5 - d. -Listen and self-correct the exercise. - Copy down
- Students do the work individually - Compare their answers with their partners. - C. What can the computer do? - Self-correct the work
- Work in pairs to ask and answer. - Answers: S1: What can the computer do to help us in our daily life? S2: It can help us visit shops, offices and places of interest; pay bills; read newspapers. S3: Why is a computer a miraculous device? S4: Because it is capable of doing anything you ask; it can speed up the calculations, ect. . . - Suggested ideas: 1. Advantages: - storing data - a means of entertainment - a useful device in many services. 2. Disadvantages - a waste of time and money on games. - being harmful to people's health 52
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- spam or electronic junk mail. The 27th Period UNIT 5: TECHNOLOGY AND YOU - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Talk about the uses of the modern inventions in daily life such as radio, TV, fax machine, air conditioner. . . - Appreciate the modern devices that help make our life comfortable and should know how to use them properly and economically II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Wrapping checking ( 5 mins ) - Ask two Ss to talk about the uses of computers in - Listen to their friend. daily life. - Listen and give the corrections. 2. Before you speak( 10 mins) Aims: Ss get used to the topic and then they ask and answer about the uses of modern inventions. - Give some pictures and writes the names of these - Look at the board and think about these inventions on board: inventions. a. Electric cooker e. Computer b. Refrigerator f. Cassette player c. Television g. Air conditioner d. Washing machine h. Fax machine - Ask Ss to give name for the each modern - Ss read the name of the inventions in invention. chorus and then individually. - Ask some Ss to read their names aloud and then give remarks. + Task 1: Asking and answering - Ask Ss to work in pairs to ask and answer about the uses of modern inventions basing on the cues. - Work in pairs. - Do the first example: -Suggested answers: + Have you got a cell phone? 1. Could you tell me what the radio is used Yes, . . . . . . / No, . . . . . . . . for? +Could you tell me what the cell phone used for? Well, its used to listen to the news and Well, it s used to talk to people when you are learn foreign languages. away from home. 2. Could you tell me what the TV is used - Give Ss the form of the questions and answer: for? * What is the. . . . . . . . . . . . . used to. . . . . . . . . . ? Well, its used to watch the news, Answer: It is used to. . . . . . . . + Infinitive or performances and football matches. infinitive phrase. 3. Could you tell me what the fax machine 53
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- Go around to help Ss if necessary. - Ask some pairs to report. - Listen and give remarks.
is used for? Well, its used to send and receive letters quickly. 4. Could you tell me what the electric 3. While you speak( 15 mins) cooker is used for? Aims: Ss practice completing the suitable verbs to Well, its used to cook rice, meat, fish and talk about the uses of modern inventions. keep food, rice warm. + Task 2: Completing sentences 5. Could you tell me what the air - Ask Ss to read all the verbs in the box and explain conditioners is used for? some of them: Well, its used to keep the air cool or cold + transmit ( v ): truyn thng tin when its hot or cold. + proceSs( v ): x l thng tin + make use of: s dng, tn dng - Ask Ss to read the new words. - ask Ss to work in pairs - Go around to help Ss. - Read all the new words and make sure - Ask some Ss to read the sentences aloud in front they know them. of the class. - Listen and give correct answers: + Task3: Ranking: - Read the new words. - Ask Ss to look at the ideas in Task 2 and rank - Work in pairs to find the suitable verbs them in order of importance. Give the reasons - Ask Ss to work in groups of three or four. - Some Ss to read the sentences - Suggest some structures in discussion: 1. store 2. transmit 3. process I think/ believe that the most important use of 4. send 5. hold 6. make information technology is. . . . because. . . . . . 7. send 8. receive 9. design - Go around to help Ss to give the reasons to support their ideas. - Work in groups to discuss. - Ask some Ss to present in front of the class. 5. After you speak( 14 mins ) Aims: Ss can talk about the uses of modern inventions - Work in group. + Task 4: - Ask Ss to work in groups to talk about the uses of information technology using the information - One or two students talk about the uses of above. information technology: - Go around to help Ss. - It allows us to. . . . . . . - Ask one or two Ss to present in front of the class. - It can help us store. . . . - Listen and give remarks. transmit. . . . . . 5. Wrapping( 1 min ) process. . . . . . . - Summarise the main points - Ask ss to Write a passage about the uses of information technology. - listen to teacher DUYT CA T TRNG Ngy ...... thng ...... nm 2011
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Phm Th Hng
55
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UNIT 5: TECHNOLOGY AND YOU - READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of this lesson. Ss will be able to: - appreciate the modern computers that help make our life comfortable and should know how to use them properly and economically - learn about how present and future computers and equipment may change our life styles II. Methods: Intergrated mainly communicative III. Teaching aids: Students book, real objects and pictures showing modern computers and the illustrations of different parts of a computer IV. Procedure: Teachers activities Students activities 1. Wrapping checking( 5 mins) - Ask two Ss to do EX2 and EX4 in the workbook on EX 2: the board. 1. stimulate 2. origin 3. disabled 4. sorrow 5. profeSsional 6. opposition 7. time - consuming 8. exhibit EX 4: - Ask other Ss to give remarks. 1. She used to play the piano but she hasn't - Give remarks and marks. played the piano for years. 2. She used to be very lazy but she works 2. Before you read( 10 mins) very hard these days. - Aims: to prepare information and vocabularies for ............................. the topic. - Look at the board and listen to the - Ask Ss to look at the textbook and work in pairs to teacher. match each numbered item with one of words or - Work in pairs to match the items with the phrases in the box. words/ phrases. - Move round to conduct the activity. - Ask some Ss to give feedback. - Key: 1- D ; 2 - E ; 3 - G ; 4 - C ; - Check and give remarks. 5-A;6-F;7-B;8-H - Introduce some new words: - Listen to the teacher's remarks. + mi'raculous ( adj ) : remarkable. + de'vice ( n ) : a thing for special purposes. - Copy the words into their notebooks. + a'ppropriate ( adj ) : suitable + 'storage ( n ) : the storing of information + 'data ( n - U ) : information. - listen and repeat. + 'memo ( n ) : a record of agreement. - Some Ss stand up to read the words + leave ( n ) : the time that a person is permitted to be again. absent from work. - Ask Ss to listen and read the words again then ask some Ss to read again. - Listen and check.
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3. While you read: ( 20 mins ) - Aims: Read the passage for information to do the tasks. + Task 1: Matching. - Ask the Ss to read the passage individually and do Task 1: the words in A appear in the reading passage. Match them with their definition in B. - Encourage Ss to guess the meaning of the words in the context. - Tell Ss to compare their answers with a partner. - Call on some Ss to read their answers aloud in front of the class. - Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words

- Read the passage and do the task individually.
- Share their answers with their partners. - Some Ss give out their answers. 1. c; 2 - e; 3 a; 4 - b ; 5 - d. -Listen and self-correct the exercise. - Copy down
- Students do the work individually - Compare their answers with their partners. - C. What can the computer do? - Self-correct the work - Listen to the teacher
* HOME WORKS: - Ask Ss to prepare the rest of lesson: Reading part
The 29th Period UNIT 5: TECHNOLOGY AND YOU - READING (cont) Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of this lesson. Ss will be able to: - appreciate the modern computers that help make our life comfortable and should know how to use them properly and economically - learn about how present and future computers and equipment may change our life styles II. Methods: Intergrated mainly communicative III. Teaching aids: Students book, real objects and pictures showing modern computers and the illustrations of different parts of a computer IV. Procedure: Teachers activities While-reading: (45 minutes) * Task 1 (10 minutes) - Look through the passage - Ask students to match the word or phrase in A - Listen to the teacher 57 Students activities
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with its definition in B - Let students work in groups
- Ask teacher some new words which cant be understood - Listen to the teacher and read the difficult words loudly in chorus - Walk round and help students if they cant do - Listen to the teacher and look at the students book and do task 1 in * Task 2 (10 minutes) groups - Ask students to decide which of the three options - Some students give correct answers: below is the best title for the passage 1.c 2.e 3.a 4.b 5.d - Let them work in groups - Introduce students to check information in the - Listen to the teacher passage for the answer - Look at the students book and do - Ask students the question: task 2 in groups Whats the best title A, B or C? - Answer the teachers question: Cwhat can the computer do? * Task 3: (10 minutes) - Ask students to use the cues below to answer the - Listen to the teacher and do task 3 questions in task 3 - Work in pairs - Let them work in pairs A: What can a computer do to help us - Walk round and help students if necessary in our daily life? B: It can help us to visit shops and place of entertainment, paybills, read books etc.; receive emails, learn and so on Post- reading: (10 minutes) A: Why is a computer a miraculous - Ask students to close their books then discuss device? other uses of the computer in our daily life B: Its a miraculous device because - Walk round and help students if they cant do its a capable of doing anything you - Let them work in pairs ask, its a... - Close the books - Listen to the teacher and discuss other uses of the computer in our daily life Homework: (5 minutes) - Work in pairs - Ask students to find out some problems that A: Computers are used in many fields people encounter when using computer, to read the in our daily life text about computers in workbook (p.26) B: Computers are used for working, - Ask students to prepare B-Speaking at home studying - Listen to the teacher and write down
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The 30th Period
UNIT 5: TECHNOLOGY AND YOU - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of this lesson, Ss will be able to: - appreciate the modern devices that help make our life comfortable and should know how to use them properly and economically II. Method: Intergrated, mainly communicative III. Teaching aids: Real objects and pictures showing various modern devices; an air conditioner, a computer, a fax machine, an electric cooker etc. IV. Procedures: Teachers activities Warm-up: (4 minutes) - Show a modern device (or a picture of a modern device) and ask students the questions: 1. Whats this? 2. What is it used for? Students activities
- Listen to the teacher - Look at the things teacher shows and answer the questions: 1. Its a fax machine 2. Its used to send and receive letters quickly - Computer, radio, T.V, electric cooker, air - Ask students to name some modern devices conditioner they know 1. Radio Pre-speaking: (5 minutes) 2. A washing machine - Ask students some questions: 1. What is used to listen to music and news? - Look at the books 2. What is used to wash the clothes? - Listen to the teacher While-speaking: (24 minutes) - Do task 1 in pairs Task 1 (8 minutes): A: Can you tell me what a radio is used for? - Ask students to ask and answer questions B: It is used to listen to music and news about the uses of modern inventions - Let them work in pairs C: Can you tell me what a T.V is used for? - Walk round, listen to the students D: It is used to watch news - Help students if necessary - Look at task 2, listen to the teacher Task 2 (8 minutes): - Work in pairs - Ask students to do task 2 Keys: - Introduce students how to do task 2 1.store; 2.transmit; 3. process; 4.send; 5.hold; - Let them work in pairs 6.make; 7.send; 8. receive; 9.design - Walk round and help students if necessary - Listen to the teacher Task 3 (8 minutes): - Work in pairs - Ask students to look at the ideas in task 2, A: In what way is information technology the then rank them in order of importance and most useful to our lives? explain why B: I think - Let them work in pairs A: Why do you think so? - Walk round, listen, check and help students B: Because if they cant do 59
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Post-speaking: (9 minutes) Task 4: - Ask students to talk about the uses of information teachnology, use the information above - Let them work in groups - Check and help students - Call some students to talk to each other then mark them Homework: (3 minutes) - Ask students to do part Speaking: exercise 1, 2 in workbook and prepare part Listening at home

- Look at Task 4 - Work in groups A: Do you think information technology is very important to our lives? why? B: Yes. Because it can help us store very large amounts of information transmit information quickly - Listen to the teacher and write down
DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng WEEK 11 The 31th Period UNIT 5: TECHNOLOGY AND YOU - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... Teachers activities Students activities 1. WARM-UP: (5mins) Ask and answer -T asks Ss to work independently and answer the question by checking the right column. - Work individually and tick () to the right *How often do you use each of the items below? answer. - Exchange answer with the partner Very sometimes never often Radio Cell phone Camcorder Computer TV Fax machine Tell ss to compare their answer with a friend and further discuss the uses of these items 2. Before you listen: (10 mins) - Work in groups and make a list of the 60
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Aims: to focus Ss on the topic and review/ introduce the words and phrases used in the listening text. - Ask Ss to work in groups and make a list of modern electronic/ digital devices that they use daily and then compare their list with other groups. - Ask Ss to discuss if it is difficult to learn how to use these devices - Ask some Ss to give their answer. - Asks S to look at the words in the book and read after T / the tape. - Introduce some new words - 'memory (n): the power to remember things - re'fuse (v): say 'no' when someone asks you to do st. - ex'cuse (n) saying sorry for doing st wrong - Read the words again and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 3. While you listen: (20 mins ) + Task 1 Aims: Practise listening and marking True/ false. - Introduce the topic: An old company director talking about his experience of learning how to use the computer. - Ask Ss to listen to the tape/ teacher reading and decide whether the given statements are true or false. - Ask Ss to read the statements to see if they understand them. - Play the tape/ read the text twice and ask Ss to tick to the box to indicate T/ F statement and underline the false information - Ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2 Aims: Practice listening for specific information by filling in the gaps. - Ask Ss to have a look at the passage and read them in pairs and make sure they understand it. T encourages Ss gueSs the word to fill in the gaps. - Ask Ss to listen to the tape/T once or twice again fill in the gaps with the miSsing words. - Ask Ss to compare their answer in pairs.

modern devices on a sheet of paper Ss compare theirs notes. - TV - radio - camcorder - computer - camera - cell phone ............................. - Discuss in groups - Some Ss stand up and give their answer. - Look at the words and read after T /the tape. - Copy the words and phrases. - Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud
- Listen to the T.
- Read the statements in pairs. - Listen to the tape / the teacher and do the task - Compare their answer. - Give their answer. 1. F 2. T 3. T 4. F 5. F 6. F - Check their answer, say it aloud, and then correct their work if they have the wrong answer.
- Work in pairs to read the passage and try to fill in the gaps. - Listen and do the task. - Give their answer. - Check their answer, say it aloud, and then correct their work if they have the wrong answer. 61
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- Check Ss answer. 1. invited 2. still 3. refused - Play the tape once again, stop the tape where 4. excuse 5. anything necessary and conduct the correction. 4. After you listen: (8 mins) - Ask Ss to work in pairs and use the suggested - Work in pairs. sentence and the information in Task 1 and 2 to retell the story about the old director. - Move round to check the activities and to make sure that Ss are working effectively. - One/ two Ss present. - Ask one or two Ss to retell the story in front of the whole class. - Check and give remarks. IV. Wrapping: (1 min) Write a short paragraph about how they learnt to use the computer
The 32th Period UNIT 5: TECHNOLOGY AND YOU - WRITINGPreparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Write simple instructions on how to use some household appliances. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Warm-up: ( 5 mins) - Aims: to introduce the topic and to raise Ss' interest in the topic. - Ask Ss to in groups to match the word in A with the - Listen to the teacher. words in B. A B - Work in groups to match. 1. insert a. long bip 2. make b. button 3. press c. card 4. hear d. a call - A st stands up to present the ideas: - Ask a member of a group to present the ideas. 1 - c ; 2 - d ; 3 - b ; 4 - a. - Listen and check. 62
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- Introduce the topic of the leSson. 2. Before you write: ( 15 mins) - Aims: to give Ss a chance read samples of some instructions and to help Ss to prepare vocabulary and information before they write. - Explain some new words: + lift ( v ) : raise something + re'ceiver ( n ) : the part of a telephone that receives the sound. + slot ( n ): a narrow opening to put a card or a coin in + 'ambulance ( n ): a special vehicle used to for carrying sick people to hospital. + remote control ( n ): ( picture ) + cord ( n ): ( realia ) - Ask Ss to listen and repeat and then some Ss stand up to read again. + Task 1: -Ask Ss to work in pairs and read the set of instructions on how to use a public telephone. - Move round to conduct the activity and to help Ss if necessary. - Ask some questions to make sure that Ss understand the instructions. T: What should I have to make a call? T: How many stages are there to operate the telephone? T: What number shoudl I dial to call the fire service? - Listen and check. + Task 2: - Ask Ss to work in pairs to read the instructions again and find out the connectors and the imperative form of the verbs. - Move around to help Ss if necessary. - Ask Ss to compare their answers with other pairs. - Ask 2 Ss to read their answers aloud. - Ask other Ss give remarks. - Check and give the correct answers. + Task 3: - Ask Ss to look at the TV and the remote control in the picture and then work in pairs to answer the questions. - Move round to conduct the activity and to help Ss if necessary. - Ask some pairs to report and check.
- Listen to the teacher. - Copy these words into theit notebooks.
- Listen and read after the teacher. - Some Ss stand up and read aloud, other Ss listen and give remarks. - Read the set of instructions in pairs.
- Answer teacher's questions: S1: You will need a phone card and the number you are calling. S2: There are four stages. S3: You should dial 114.
- Work in pairs to do the task. - Two Ss read their answers aloud: + Connectors : first, next, then, until. + Verbs : lift, insert, preSs, wait. - Check their answers and correct them if they are wrong. - Listen to the teacher and then work in pairs. - Some pairs report: S1: What do you have to make sure if you want to operate the. . . ? S2: If you want to operate. . . , you have 63
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to make sure that the cord is plugged in and the main is turned on. ............................... - Do the writing task. - Read their writing: ". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................. To turn on the TV, preSs the POWER button To turn off the TV, preSs the POWER button again. To select a programme, preSs the PROGRAMME button. To watch VTV1, preSs button number 1. To watch VTV2, preSs button number 2. ................................ ..
3. While you write: ( 15 mins) - Aims: Ss practise writing a set of instructions on how to operate a TV with a remote control. - Let Ss write the instructions. - Move around to conduct the activity. 4. After you write: ( 8 mins) - Get feedback by asking one or two Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer.
5. Wrapping: ( 2 mins) - Make the instructions on how to use an ATM card - Prepare UNIT 5: Lesson 5: LANGUAGE FOCUS
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The 33th Period
UNIT 5: TECHNOLOGY AND YOU - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Distinguishing the sounds /u: / and /u/ -Review the present perfect and present perfect passive. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5mins) - Ask one st to tell their friends how to use ATM - One st speaks aloud in front of the whole card in front of the whole class. class. - Ask one st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. 2. Pronunciation: ( 8 mins) - Aims: to introduce two sound / / and /u: / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce - Write down two sounds. them clearly twice, then ask Ss to repeat. - Listen to the teacher and repeat. - Tell Ss the difference between two sounds. - Look at the book, listen and repeat. - Ask them to look at the textbook, listen and / / /u: / repeat. - Then ask Ss to work in pairs to read the words put food again so that they can check for each other. pull school - Move around to help. full tooth - Ask two Ss to read again and give remarks. ................. b. Ask Ss to look at sentences in page 60 in the - Read these words in pairs and check for book. their partners. - Ask them to work in pairs to read the sentences and then find out the words containing sound / / and the words containing sound /u: /. - Look at the book and work in pairs. - Ask them to work in 2 minutes. - Answers: - Move around to conduct the activity. // /: / - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. could MiSs June - Ask some Ss to read these sentences aloud. put Moon - Listen and give remarks. book shoes 3. Grammar: ( 30 mins) full boots a. Aims: to revise the present perfect tense and look school have Ss do Ex 1. ................ - Ask Ss to think about the present perfect and tell the teacher the form and the use of this tense. + Form: 65
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- Ask one st to present. - Ask some Ss to give examples. - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Ask two Ss to do this task on the board. - Ask one st to give remarks. - Listen and give remarks. b. Aims: to review the present perfect paSsive and get Ss to do Ex 2. - Ask Ss to tell the teacher the form of the present perfect paSsive. - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. c. Aims: to revise the use of "who, which, that" as relative pronouns and ask Ss to do exercise 3. - Recall Ss of the relative clauses with " who, which, that". - Ask Ss to read the requirement of Ex3 and then do the task individually. - Go round to conduct the activity. - Ask some Ss to read sentence by sentence. - Listen and give remarks. 5. Wrapping ( 2 mins) - Redo exercise on the textbook and prepare new lesson.

( + ) S + have/ has + PII ( - ) S + have/has + not + PII ( ? ) Have/ Has + S + PII ? + Uses: - The present perfect expreSses the idea that something happened in the past before now at an unspecified time in the past. - Do the task individually and then share their ideas with their friends. - Two Ss do this task on the board. EX 1: 2. He has turned on the TV. 3. He has tidied the house. 4. He has cleaned the floor. ............................ - Listen and correct their work if necessary. + Form: ( + ) S + have/ has + been + PII ( - ) S + have / has + not + been + PII ( ? ) Have / Has + S +been + PII ? - Do the exercise individually and compare their answers with their partners. - Do the exercise on the board. 1. A new hospital for children has been built in our city. 2. Another man-made satellite has been sent up into space. 3. More and more trees have been cut down for wood by farmers. ................................. - Listen to the teacher. - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. 1. which 6. who 2. which 7. who 3. which 8. which/ that 4. who 9. which 5. who 10. who
DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng 66
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UNIT 5: TECHNOLOGY AND YOU - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Students should know how to write full sentences to decribe the things have been done -Review the present perfect and present perfect passive. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1.Checking old lesson 4 - Ask students to close their books - listen and answer - Write on the board two sentences: 1. Sue often goes to school on foot. 2. Look at your shoes, take them off. - Ask students to read loudly the sentences - Ask students to show / / - / u: / which appeare in the sentences 2. Grammar: (39 minutes) * The present perfect tense: (10 minutes) - Explain the form : S + have/has + P2 ( It is used to express a recently completed action) Exercise 1 - Introduce how to do exercise 1 - Ask students to do exercise 1 - Walk round and help students - Call some students to write their answers on the board - Correct mistakes * The present perfect passive (10 minutes): - Explain the form: S + have/has + been + P2 Ex: Our school has been built since 1965. Exercise 2 - Introduce how to do exercise 2 - Ask students to build sentences after the model and write in the present perfect passive - Let them work in groups - Call some students to write their answers on the board - Do exercise 1 - The students who are called to write the answers on the board: 1. Tan has opened the door. 2. Tan has turned on the T.V. 3. Tan has tidied the house. 4. Tan has cleaned the floor. 5. Tan has turned on the lights. 6. Tan has laid two bottles of water on the table. - Listen to the teacher and write down - Do exercise 2 - Work in groups - The students who are called write the answers on the board: 1. has been built 2. has been sent up 3. have been cut down 4. have been killed 67
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- Correct mistakes Exercise 3 - Explain relative pronouns: who, which, that - Introduce how to do exercise 3

- Listen to the teacher and write down - Do exercise 3 - Work in pairs Keys: 1. which -2.which -3.which -4. who -5.who -6.who -7.who -8. which/that -9.which -10.who
- Let them work in pairs - Walk round and help students - Call some students to write their answers on the board - Correct mistakes Homework: (2minutes) - Listen to the teacher and write down - Ask students to do exercise in work book homework to do at home - Ask students to prepare Unit 6 at home
The 35th Period UNIT 6: AN EXCURSION - READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Know some beautiful places in Vietnam, - Read an informal letter in English and write a letter to friend about the trip. . II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Warm-up: ( 5 mins ) Aims: Ss get used to the topic. - Ask the Ss to work in groups of three or four and - Work in groups of 3-4 students make a list of famous places in Vietnam. - 3 representatives are required to speak out the list - 3 students speak aloud. in front of the class - Check if who has the longest list wins the game. - Listen to their friends and the teacher. 2. Before you read: ( 15 mins ) Aims: to prepare information and vocabularies for the topic and to provide students with new words/phrases. a. Vocabulary: - Provide the students with new words/phrases. + Lotus (n): hoa sen - Listen and then copy down 68
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+ resort (n): ni ngh + picturesque site (n): ni p nh tranh + cave ( n ): hang ng + permiSsion (n): s cho php to get smbs permiSsion : xin php ai + persuade (v): thuyt phc - Read each word twice and ask the Ss to repeat it. - Leave the Ss 1 minute to self-practice. - Ask 1-2 Ss to read all the words/phrases aloud in front of the class - Listen and help the students to read the words/phrases correctly. b. Matching: - Ask Ss to work in pairs to match the photos with the information given. - Ask one st to report the answer and ask him/her to say the names of these places if they can. - Ask some other Ss to tell the teacher which of places they would like to visit and the reasons as well. 3. While you read: ( 15 mins ) Aims: Ss read the letter for information to do the tasks. + Task 1: Multiple choice. - Ask Ss to read the letter individually and choose the best answer ( A, B, C, or D) to complete each of the sentences. - Tell Ss to compare their answers with a friend. - Call on some Ss to report and explain their answers aloud in front of the class. - Give correct answers to the Ss Task 2: Answering questions. - Ask the students to work in pairs and answer the questions. - 5 pairs of students are required to act out orally in front of the class. - Listen and check the answers in front of the class. 4. After you read: ( 8 mins ) Aims: Give the summary of the topic. - Ask Ss to work independently and fill in each blank with a suitable group of words from the text. - Ask them to read the summary carefully before

- Listen to the teacher and repeat. - Read these words silently. - Others listen. - Self-correct.
- Work in pairs - One st report the answer: 1 - d ( Thien Mu Pagoda) 2 - b ( Ha Long Bay ) 3 - a ( One-pillar Pagoda ) 4 - c ( Da Lat ) - Some Ss stand up and speak aloud.
- Do the task individually. - Share their answers with their partners. - Report their answers: Key: 1 C 2 D 3 - A
- Work in pairs to ask and answer the questions. 1. They are going to have some days off at the end of the first term. 2. Because they want to understand more about rock formations and many of them have never been inside a cave. 3. Its only over 20 kms. 4. They are going to have a two - day trip and a night campfire. 5. Lan is anxious about her parents permiSsion. They may not want to let her stay the night away from home. 69
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doing the task. - Ask the Ss to compare the answers with a friend. - One or two Ss are required to read the completed summary. - Check and give feedback 5. Wrapping: ( 2 mins ) - Summarise the main points - Ask ss write a trip which you like best.

- Listen and self-correct.
- Work individually. - Work in pairs to compare the answers. 1. going to go on 2. some caves 3. want to see 4. have learnt 5. their trip 6. only problem 7. to persuade them 8. her classmates
The 36th Period UNIT 6: AN EXCURSION - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Know to arrange a seat on the boat suitable personal needs - Give agreement and disagreement with other people. . II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities 1. Wrapping checking: (5 mins) - Ask one st to talk about their excursion which they like best. - Listen and give corrections. 2 Before you speak: (10mins) Aims: focus Ss on the topic and introduce new words - Ask Ss to look at the picture (page 67) and give the new words: + sundeck (n): platform extending from side to side of a ship + get sunburnt (v): the skin hurt or destroyed by the sunlight + travel sickness (n): the state of being sick due to traveling + non air- conditioned >< air - conditioned + refreshment (n): room that serves food and drinks Students activities - One st talks about his/ her excursion.
- Look at their books in page 67
- Listen and take notes. - Listen and read the new words and then some Ss stand up and read again.
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to refresh in a boat + occupied (adj): being kept, in use - Read these words aloud and ask Ss to listen and repeat. + Task 1: a. Ask Ss to work in groups to get the information about the people in the pictures. - Ask Ss some questions: 1. Where doesn't Mrs. Andrews like to sit? 2. What does she want? 3. Where does Susan want to sit? 4. What doesn't she want? .................................. b. Ask Ss to list all the seats for each person - Ask Ss to work in groups. - Move around to help Ss if necessary. - Ask some Ss to report. - Check and give remarks. 3. While you speak: (20 mins) Aims: Ss practice asking and answering about the seat plan on an boat trip. + Task 2: Deciding the best seat for each person. - Ask Ss to read the model in the book. - Ask Ss to work in groups to do the task. - Give Ss some useful expressions: What do you think? / What is your idea? I think Mary should. . . . . . . Shed better. . . . . . . . . . . . . Seat . . . . . would be better . . . . . . . . Maybe you are right but I still think that. . . . . . - Ask Ss to make the conversation like the example in the book. - Go around to help if necessary. - Call on some Ss to conduct the conversation in front of the class. - Listen and check. 4. After you speak: (8mins) Aims: Ss practice making the conversation to arrange the seats on a boat trip for themselves. + Task 3: Giving reasons - Ask Ss to work in pairs and discuss : Which seat do you think the most suitable for you? Why? Use information in Task 1 as suggestions - Call on some Ss to talk about their seat preference in front of the class.

- Work in groups to read the information. - Some Ss answer the teachers questions 1. She doesn't want to sit in the sundeck. 2. She wants to see all the students. 3. She wants to be near Mary. 4. She doesn't want to get sunburn. ....................... - Work in groups to find the best seat for each person. - Some Ss report. S1: Mrs. Andrews seats arent in the sundeck but can help see all the students: seats 46, 43, 40, 45, 34. S2: Marys seats have plenty of fresh air : seats 31, 37, 19, 20, 26, 32. S3: Johns seats arent air conditioned; suitable for taking photographs: seats 10, 11, 12. S4: Tim seats are in the sundeck: 1, 6. S5: Sam seats can help a good view, safe: seats 16, 29, 34
- Look at the seat plan and read the conversation in the textbook as an example - Work in groups to call all the suitable seats for each person. - Some Ss present to give the answers. A: Now lets begin with Mrs. Andrew. Which seat seems suitable for her? B: I think she should sit in seat 12. From here she can see all the students. C: But look! Its in the sundeck and she doesnt like it. What about seat 34? A: OK. I think she will like it, so seat 34 for Mrs. Andrew. .................................. .............
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- Listen and give corrections. 5. Wrapping: (2 mins) - Redo the task 3 at your house. -Practice speaking & writing whats have learned.

- Work in pairs to discuss the seat plan. - Some Ss talk about their seat preference in front of the class.
DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng WEEK 13 The 37th Period UNIT 6: AN EXCURSION LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Listen and report the trip in the park or the Botanical Garden, - Arrange the pictures when they listen to the tape, fill in the blanks and answer the questions. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities 1. Warm-up: (5mins) Find someone who...? DO YOU........ NAME - like to go for a picnic? Hai - go with your family /friends? - always go to the beach for a picnic? - always go to the mountain for a picnic? - bring food with you when you go for a picnic? - like to take a lot of photos and sing together? 2. Before you listen: (10 mins) Aims: focus Ss on the topic and review/ introduce the words and phrases used in the listening text. a. T asks Ss to work in groups and asks each other the following questions. - Do you often go for a picnic? - Who do you go with? Students activities - The whole class - Ss go around the class and ask other Ss what used to do when they were small.If the answer is YES, write his/ her name in the table. -The winner is the first one who completes the Name column
- Work in groups to ask and answer the questions
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- When is the best time for a picnic? - Why do people go for picnic? - Ask some Ss to give their answer. b. T asks S read after T / the tape the words in the textbook without looking at them. - Introduce some new words +destination (n): e. g. : the train to Hanoi: Hanoi is the ~ + glorious (adj): famous / wonderful / beautiful. + spacious (adj) adj of space + left-overs (n): foods left after a meal + delicious (adj): good. tasty - Read the words again and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 2. While you listen: ( 20 mins) + Task 1: Aims: Practise listening and ordering pictures. - Ask Ss to work in pairs, look at the pictures in the textbook and describe each picture. - Give one example: "In the first picture is a peaceful place with green trees, a big lake and white clouds in the sky. " - Introduce the situation about a st talking about a picnic to the Botanical garden. T asks Ss to listen to the teacher reading and number the picture in the correct order. - Read the text twice. - Ask Ss to compare their answer in pairs. - Check Ss answer. - Read the text once again, stop where necessary and conduct the correction. + Task 2: Aims: Practice listening for specific information by filling in the gaps. - Ask Ss to have a look at the given sentences and read them in pairs and make sure they understand them. T encourages Ss guess the words/ phrases to fill in the gaps. - Ask Ss to listen to T once or twice again fill in the gaps with the missing words/phrases. - Ask Ss to compare their answer in pairs. - Check Ss answer. - Read the text once again, stop where necessary and conduct the correction. + Task 3: Aims: Practice listening for specific information by

-Some Ss stand up and give their answer. - Read after T. - Copy the words and phrases.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud.
- Look at the pictures and listen to the T.
- Describe the other pictures in pairs. - Listen to the teacher. - Listen to the teacher and do the task. - Compare their answer. - Give their answer. Key: 1a 2e 3b 4c 5f 6d - Check their answer and then correct their work if they have the wrong answer.
- Work in pairs to read the passage and try to fill in the gaps. - Listen and do the task. - Give their answer. 1. was just a few 2. to pay a visit 3. at the school gate 4. a short tour 5. playing some more - Check their answer, and then correct their work if they have the wrong answer. 73
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answering given questions. - Ask Ss to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions. - Ask Ss to listen to T once/twice and take short notes to answer the questions. - Ask Ss to compare their answer in pairs. - Read the text once again, stop where necessary and conduct the correction.
- Work in pairs to read the questions. - Listen and do the task. - Compare their notes. - Check their answer, and then correct their work if they have the wrong answer. 1. It was very nice. 3. After you listen: (8 mins) 2. Yes, it was. - Ask Ss to work in group and plan for their picnic this 3. It was beautiful. weekend. 4. Because it was so peaceful and quiet - Ask Ss to pay attention to the times, means of in the garden. transport, picnic sites, food, equipment. . . 5. They took pictures, played games, - Move round to check the activities and to make sure talked, sang and danced. that Ss are working effectively. - Work in groups. - Ask two Ss to report in front of the whole class. -Two Ss present. - Check and give remarks. 4. Wrapping: (2 mins) - Write a short paragraph about how they learnt to use - listen and take note the computer
The 38th Period UNIT 6: AN EXCURSION - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Write a confirmation letter responding to a request or an invitation. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about his/ her plans for the - Listen to their friend and give remarks. picnic if his/ her class could have one. - Ask other Ss to listen to their friends and give - Listen to the teacher. remarks. - Check and give remarks. 74
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2. Before you write: ( 20 mins) - Aims: to give Ss a chance read the sample letters and to help Ss to prepare vocabulary and information before they write. + Task 1: - Ask Ss to look at two letters in page 69. - Explain the definition of " request " and " confirmation " letters : + Request is the letter that asks for information or help. + Confirmation is the letter that responds to the request. It confirms whether the help is provided or the information is available or not. - Ask Ss to work in pairs to read the two letters and to find the requeSs in Nga's letter and confirmation in Hoa's. - Ask Ss to pay attention to the structure showing requeSs and confirmation. - Move round to help if necessary. - Ask Ss to compare their ideas with other pairs. - Ask two Ss to say their answers aloud. - Listen and give remarks. + Task 2: - Ask Ss to read the situations in this part. - Explain some new words: + bunch ( n ): things of the same kind grouping together. Eg: a bunch of bananas/ keys. + 'wildlife ( n ) : life of fre animals/ plants in the nature. + a'ccept ( v ): > < refuse - Ask Ss to listen and repeat and then some Ss stand up to read again. - Ask Ss to read the situations in 2 minutes and then ask them some questions to make sure they understand the situations. - Ask some Ss to answer T's questions: T: What is Lan going to do? T: What does she ask you to do? T: Will you help her? T: What does Minh want to do? ............................... - Remind Ss that these are informal letters so they can use abbreviations and that they should mention the information in requeSs again. 3. While you write: ( 10 mins) - Aims: Ss practise writing one of the two
- Listen to the teacher carefully. - Copy these words into theit notebooks.
- Read the letters in pairs.
- Share their ideas with other Ss. RequeSs: "Can you go shopping with me to buy the things we need for the trip?" Confirmation: Certainly, I will help you to prepare everything you need for the trip. I will be waiting for you at 2. 30 p. m. - Listen to the teacher. - Copy these words.
- Read after the teacher and then some Ss stand up to read them again. - Read the situations thoroughly.
S1: She 's going to have birthday party at. . . . . S2: She asks me to buy her two bunches of. . . S3: Yes, I will. S4: he wants to borrow a book about. . . . . .................................. - Listen to the teacher and take notes. - Do the writing task. - Read their writing: 1. Dear Lan, 75
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confirmation letters. - Divide the whole class into two groups and ask Ss in each group to write one letter. - Let Ss write in 8 minutes. - Move around to conduct the activity. 4. After you write: ( 8 mins) - Get feedback by asking two Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks 5. Wrapping: ( 2mins) - Summarise the main points - Ask ss to write the other letter.

It's great to hear about your birthday party. Sure, I'll help you with the shopping this Saturday. It wouldn't be a problem. And I'll bring them to your house befoer the party. I want to help you prepare the party, too. I'll see you on Saturday then. Hang. 2. Dear Minh, Sure you can have my book. I've just finished reading it. But 9 a. m. this Saturday is not a good time. I won't be home at that time. Can you come later? Is 10 a. m. good for you? Tell me what you think. Tung
The 39th Period UNIT 6: AN EXCURSION - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../........ I. Objectives: By the end of the lesson, students will be able to: - Distinguish the sound / / from the sound / : / and pronounce them correctly. - Revise the present progressive ( with a future meaning) and be going to II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask one st to read his/her confirmation letter aloud. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sound / / and / : / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss the difference between two sounds. - Ask them to look at the textbook, listen and repeat. - Then ask Ss to work in pairs to read the words again so that they can check for each other. Students' activities - One st speaks aloud in front of the whole class. - Give remarks. - Listen to the teacher. - Write down two sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. / / / : / teacher bird together work about church - Read these words in pairs and check for 76
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- Move around to help. - Ask two Ss to read again and give remarks. b. Ask Ss to look at sentences in page 60 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound / / and the words containing sound / : /. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: To revise the present progressive with a future meaning, " be going to" and have Ss do Ex 1, EX 2 and EX 3. - Give two examples: eg: Fiona is having a birthday party next Saturday. I'm feeling unwell so I'm going to see the doctor some time this week. - Ask Ss to think about the use of present progreSsive and " be going to" in these sentences. - Ask one st to present. - Remind Ss that " be going to" can also be used to predict something with some evidence. Eg: The ceiling looks unsafe. I think it's going to fall. - Notes: Avoid using the present progreSsive with " be" and " go" - Ask some Ss to give examples. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3:

their partners. - Look at the book and work in pairs. - Answers: / / / : / about heard pagoda excursion father birds teacher learning river German ................
- Read the examples. + The present progreSsive: a definite arrangement. + "Be going to": an intention to do something in the future although no definite arrangement has been made. - Listen to the T attentively and take notes. - Do the task individually and then share their ideas with their friends. EX 1: 1. are you doing 3. Are you going to 2. is getting married. 4. am going to be sick. 5. is going to - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1. is going 2. are having 3. is going to catch 4. are you putting 5. isn't going to give - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. 77
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- Ask Ss to read the requirement of Ex3 and then do the task individually. - Go round to conduct the activity. - Ask some Ss to read sentence by sentence. - Listen and give remarks. 5. Wrapping ( 1 min) - Part B ( Page 37 - workbook)

1. Are you going to see it?/ I'm visiting to see it. 2. we are going for a picnic. 3. is he going to do with it / he 's going to buy a villa. 4. It's going to rain. 5. is going to clean them.
WEEK14
The 40th Period
REVISION
Preparing date: ..../...../......... Teaching date: ...../...../....... A - GERUND AND PRESENT PARTICIPLE (Danh ng t v Hin ti phn t) I. Gerund (Danh ng t) 1. Hnh thc: V-ing 2. Chc nng: Danh ng t c th lm: - Ch t (Subject) Ex: Collecting stamps is my hobby. - Tc t ca ng t: Ex: She enjoys watching cartoons. - Tc t ca gii t: Ex: He is interested in learning English. - B ng cho ch t (Subject Complement) Ex: Her joy is helping the homeless. - Ng ng v (Appositive) Ex: My hobby, playing table tennis, makes me feel happy. - Cu to danh t ghp gerund + noun Ex: cooking-oil (du n), sleeping-pill (thuc ng) noun + gerund Ex: child-rearing (nui dy con), child-bearing (vic sinh con) II. Present participle (Hin ti phn t) 1. Hnh thc: V-ing 2. Chc nng: - Dng trong cc th tip din: be + Present participle (V-ing) Ex: It is raining now. (Present progressive) 78
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We will be studying English at this time tomorrow. (Future progressive) - Dng nh mt tnh t (mang ngha ch ng v thng miu t vt) Ex: The film is interesting. Its an exciting journey. - Thay cho mt mnh * Mnh c lp trong cu ghp: Hai s kin xy ra ng thi cng mt ch t th mt trong hai mnh c th c thay bng hin ti phn t. Ex: He washed his car and sang happily. - Washing his car, he sang happily. - He washed his car, singing happily. Hai s kin xy ra k tip nhau: s kin xy ra trc c thay bng hin ti phn t. Ex: She put on her coat and went out. - Putting on her coat, she went out. * Mnh ph trong cu: - Mnh quan h: khi i t quan h lm ch t v mnh quan h l mnh ch ng th c thay bng hin ti phn t. Ex: The girl who lent me this book is my best friend. The girl lending me this book is my best friend. - Mnh trng ng ch thi gian: Ex: Since he left school, he has worked in a restaurant. Leaving school, he has worked in a restaurant. - Mnh trng ng ch l do: hai mnh phi cng ch t Ex: Because he drove carelessly, he had an accident. Driving carelessly, he had an accident. + Cu trc cu: S + sit / stand / lie / come / run (cm t ch ni chn) + present participle Ex: He sat on the chair reading a book. + Cu trc: There + be + Noun + present participle Ex: There are many people waiting for the bus. B- PERFECT GERUND AND PERFECT PARTICIPLE. 1. Perfect Gerund: Trong mt s ng cnh rt kh m xc nh c khi no l perfect gerund v khi no l perfect parcitiple v hnh thc chnh t ca chng ging ht nhau. *Chng ta s dng perfect gerund khi mun cp n mt hnh ng trong qu kh ( ch hi c): SUBJECT + MAIN VERB (V2) + PERFECT GERUND + PARTICIPLE *Nu s kin c th , r rang ng cnh v thi gian xy ra sm hn, chng ta khng cn s dng perfect gerund m ch cn s dng gerund m thi. Chc nng l 1 danh t, do n ng v tr ca 1 Subject hay object. - Having sat there all day was a challenge for the lifeguards = A challenge for the lifeguards was having sat there all day. ( O) (Ngi trn c ngy l 1 th thch i vi nhng ngi v s ny) -I have been to South Korea. -- My having been to South Korea helped me learn the language when I took classes. (Ti tng n Hn Quc-- Vic n HQ gip ti hc c ngn ng ny khi ti tham gia cc lp hc ) Hoc hiu 1 cch n gin v dang ng t hon thnh v phn t hon thnh l: 79
English 10 Basic
- Dng perfect gerund ( having done ): khi chng ta mun nhn mnh rng hnh ng ny hon thnh trc 1 hnh ng khc. N gi chc nng nh danh ng t hoc cm danh t V d: She apologized for not having finished the project - Dng perfect participle (having done ): cho hnh ng xy ra u tin khi 1 hnh ng xy ra trc 1 hnh ng khc. V d: Having found a hotel, we looked for somewhere to have dinner ( hnh ng tm thy khch sn xy ra trc ) *Lu : c th dng After + V_ing thay cho having done trong cu trc trn. V d : After finishing the homework, she went home 2. The perfect participle: -The perfect participle: ch mt hnh ng hon tt, thng c dng: having + past participle. Chng ta s dng perfect participle ch mt hnh ng din ra xy ra k tip nhau. S vic th 2 s xy ra tc thi , ngay sau khi hon tt s vic th 1. S vic th 2 l kt qu ca s vic th 1. HAVING +V3 + SUBJECT + MAIN VERB(V2) (Sau khi) * th ph nh NOT ng trc HAVING+ V3 Ex: having done, having finished, having read, having spoken * Ngoi ra, n cn c dng th b ng: Ex: Having been heard terrible weather forecast, we ecided not to travel. * Ch : A perfect participle (past participle): dng lt bt ch ng trong cu trong trng 2 ch ng l cng 1 ngi hay 1 vt, hnh ng no xy ra trc th ta dng perfect participle trong mnh . eg: Having sat all day in the tower, the lifeguard left to find a cold drink. = The lifeguard has sat all day in the tower, he left to find a cold drink (Ngi c ngy trn pho i, anh v s b i tm nc ung) eg: Having read the instructions, he snatched up the fire extinguisher. (c xong sch hng dn, anh vi chp ly bnh cha la) C. Reported speech with Gerund * Use: We use reported speech with Gerund in order to report feelings or suggestions. ( tng thut cm xc hoc li ngh ....ca ai ,) S + V + (not) Gerund phrase S + V + O + prep + (not) Gerund phrase S + V + prep + (not) + Gerund phrase * Thng dng vi mt s ng t sau: suggest : ngh/ admit : tha nhn/ deny... : ph nhn/ insist on : ni n/ think of : suy ngh v dream of : m tng ( ch m c ch ko phi gic m) look forward to : nng lng trng mong apologize (sb) for: xin li ai v iu g accuse sb of : t co ai v ti g thank sb for : cm n ai v vic g congratulate sb on : chc mng ai v vic g prevent sb from.... : ngn cn ai khi... warn sb against: cnh bo ai khi... * Note: 80
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1. Change Subject Pronouns, Object pronouns, Possessive adjectives,... in reported speech - First person (I , We) S - Second person (You) O - Third person (He, she, it, they) unchanged 2. Change the verb tense if the introducing verb is in past tense. Eg: You didnt pay attention to what I said, the teacher said to him The teacher accused him of not paying attention to what she had said
The 41th Period TEST YOURSELF B Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: revise what they have learned in unit 4. unit 5 and unit 6. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures Teacher's activities 1. Wrapping checking: ( 5 mins) - Ask one st to do Ex 3 in the workbook on the board. - Ask one st to give remarks. - Give remarks and marks. 2. The new lesson: ( 39 minutes) - Ask Ss to do part II, part III and part IV at home in advance to save time. - Give Ss the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask Ss to do listening in class. 2. 1. Listening: - Ask Ss to read the table in the textbook. - Introduce new words: + in'habitant (n) : a person living in a place + lo'cate (v) : build in a place location (n) + stroll (v) : walk slowly - Read the text twice and ask Ss to try to complete the table in the second time. - Ask Ss to share their ideas with their partners. Students' activities EX 3: 1. is going to be 2. am not using 3. is going to rain 4. are having 5. is going to buy 6. are doing 7. are you leaving 8. is coming/ is travelling/ am meeting. - One st gives remarks.
- Look at the textbook and try to understand the information in the table. - Copy these words into their notebooks. - Listen and read after the teacher. - Listen carefully and do the task. - Work in pairs to discuss their answers. 1. 50 miles to the west of London 81
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- Read the text again so that Ss can check their task for the last time. - Ask 2 Ss to write their answers on the board. - Ask other Ss to give remarks. - Check and give feedback. 2. 2. Reading: - Ask Ss to work in groups to compare their answers. - Ask one st to report his/ her answers aloud. - Listen and check. 2. 3. Grammar: - Ask Ss to discuss their answers in groups. - Ask 2 Ss to write their answers on the board. - Ask two other Ss to give remarks. - Check and give the correct answers. 2. 4. Writing: - Ask some Ss to to read their letters aloud. - Ask some Ss to give remarks. - Listen and give remarks on: + form + grammar and vocabulary + ideas + style 3. Wrapping: ( 1 min) - Summarise the main points - Ask ss to prepare carefully for 45 minutes test.

2. 120, 000 inhabitants/ people 3. market town 4. biscuit factory. 5. computer industry 6. in central England 7. 90, 000 people 8. university 9. car factory 10. Cowley Road - Work in groups to share their ideas. - One st stands up to report. 1. F 2. F 3. T 4. F 5. T - Discuss in groups. - Answers: 1. by scientist 2. for other 3. there is 4. which attempts 5. all the 6. organizing the 7. inventions a 8. developed by 9. it is 10. it be wanted? - Read their letters aloud - Listen to the teacher's remarks.
The 42th Period FORTY FIVE MINUTE TEST Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Revise all the language skills and grammatical points which they have studied and used in the three units: 4, 5 and 6. - Improve their techniques of doing the simple tests - Improve their knowledge through the test. II. Method: - Communicative Approach III. Teaching aids: Written test. IV. Procedures:
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English Written Test-Grade 10 Time allowed: 45 minutes
Full name: . . . . . . . . . . . . . . . . . . . .Class .. I. Pronunciation: Circle the word that has the underlined letter pronounced different from the other: (1,5 points) 1) A. computer B. turn C. miraculous D. accuracy 2) A. food B. tooth C. foot D. school 3) A. part B. card C. park D. spare 4) A. other B. church C. term D. early 5) A. sport B. more C. four D. box II. Circle the best answer: (1,5 points) 6) No one has used this room for a long time. A. This room has not been used for a long time. B. This room was not used for a long time. C. This room has been used for a long time. D. This room has not used for a long time. 7) Please close the windows. The rain ________________. A. came B. is coming C. would come D. had come 8) The Harry Potter story, I have told you, is very famous. A. who B. which C. whom D. that 9) The house since 2000. A. has built B. have built C. have been built D. has been built 10) The Titanic,____________sank in 1922, was supposed to be unsinkable. A. whose B. that C. which D. who III. Rewrite the following sentences using the given words. 11) She has just made this dress. This dress............................................................................................................... .................................................. 12) The old man lives next to my house. He drives an expensive car. The old man........................................................................................................ ......................... 13) They have provided the homeless with food and clothes. The homeless . 14) The shirt doesnt fit Jane well. She bought it. The shirt........................................................................................................ ....................................... 15) They have shown her how to do this exercise. She...................................................................................................................... .................... IV. Read the passage and then answer the following questions. Camping holidays always popular with students and young people they are a cheap and easy way to see a country. People often travel by train, by coach or on foot, so one thing is important to remember before starting: a rucksack on your back. 83
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If you travel with a friend, of course some items can be shared a tent, a gas stove food. Other things must be taken by each other clothes, a sleeping bag. So you must be sure of how much you can carry. Most of people find 10 kg about right. Much more than that and you need another holiday when you get home. And remember, if the weather is wet your rucksack is heavier. Many people who go camping for the first time take too much and then find they have forgotten the essentials a tin of beans is no good without a tin opener. But with practice and good advice you can have a fantastic holiday. 16) Why are camping holidays very popular with students and young people? 17) In what ways do they often travel? ....... 18) What do they usually carry things with them? ....................................................................................................................................... 19) Does each person always have to carry everything? Why/ Why not? .................................................................................................................................... 20) What should campers remember? ...................................................................................................................................... English Written Test-Grade 10 Time allowed: 45 minutes Full name: . . . . . . . . . . . . . . . . . . . . Class 10B8 I. Pronunciation: Circle the word that has the underlined letter pronounced different from the other: (1,5 points) 1. A. mother B. love C. office D. one 2. A. family B. start C. ask D. father 3. A. school B. good C. book D. football 4. A. heavy B. headache C. weather D. each 5. A. pagoda B. church C. early D. term II. Circle the best answer: (1,5 points) 6. What is the name of the girl. . . . . . . . . . . . . . . . . . . got the prize last year. A. which B. whose C. who D. what 7. We. . . . . . . . . . . . . . . . . seen him for two years. A. didn't B. haven't C. don't D. doesn't 8. Up to the present, many novels . by Peter. A. has written B. have been written C. have written D. has been written These are the books . . . . . . . . . my father likes very much. A. which B. what C. who D. whose 10. They have just built a new house for the homeless children. A. A new house had just been built for the homeless children. B. A new house have just built been for the homeless children.
9.
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C. A new house has just built been for the homeless children. D. A new house has just been built for the homeless children. III. Rewrite the following sentences using the given words. 11. Here is the car. I told you about it. Here is the car.............................................................................................................. 12. Minh has just read the book. The book .................................................................................................................. 13. I have seen him for a long time. He............................................................................................................................... 14. The shirt doesnt fit Jane well. She bought it. The shirt........................................................................................................ ....................................... 15. They have shown her how to do this exercise. She...................................................................................................................... .................... IV. Read the passage and then answer the following questions. Camping holidays always popular with students and young people they are a cheap and easy way to see a country. People often travel by train, by coach or on foot, so one thing is important to remember before starting: a rucksack on your back. If you travel with a friend, of course some items can be shared a tent, a gas stove food. Other things must be taken by each other clothes, a sleeping bag. So you must be sure of how much you can carry. Most of people find 10 kg about right. Much more than that and you need another holiday when you get home. And remember, if the weather is wet your rucksack is heavier. Many people who go camping for the first time take too much and then find they have forgotten the essentials a tin of beans is no good without a tin opener. But with practice and good advice you can have a fantastic holiday. 21) Why are camping holidays very popular with students and young people? 22) In what ways do they often travel? ....... 23) What do they usually carry things with them? ....................................................................................................................................... 24) Does each person always have to carry everything? Why/ Why not? .................................................................................................................................... 25) What should campers remember? ...................................................................................................................................... THE END!!! DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng 85
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WEEK15
The 43th Period TEST CORRECTION Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Find out and correct the mistake they made in the test - Get more experience to do a test II. Method: - Communicative Approach III. Teaching aids: Ss' writen test. IV. Procedures: Teachers activities Students activities A. PHN TRC NGHIM: - Repeat the questions - Look at their paper - Get student to read the test again carefully - Compare the results with the others - Call some students to read out their answers, and - Get the correct answers from the keys the others give remarks if it is correct or not - Finally read the keys out aloud. I. 1. B 2. A 3. D 4. B 5. D II. 6. A 7. B 8. B 9. D 10. C II. PHN T LUN: I. Answer questions: - Repeat the questions - Show the passage again several times - Look at the writing again and compare it - Get students toread the passage again carefully with the others - Call some students to write their answers on the - Correct the wrong sentences base on the board, and the others give remarks if it is correct key. or not - Finally read the keys out aloud 1. They are a cheap and easy way to see a country. 2. People often travel by train, by coach or on foot. 3. If you travel with a friend, of course some items can be shared a tent, a gas stove food. Other things must be taken by each other clothes, a sleeping bag. 86
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4. So you must be sure of how much you can carry. Most of people find 10 kg about right. 5. Campers should remember, if the weather is wet - Answer teacher's questions. your rucksack is heavier. - Look at the paper's test, find out the II. Rewrite the sentences: mistake and correct. - Review the way to rewrite - Explain the way to write sentence for ss so that they can correct by themselves. 1. This dress has just been made WRAPPING UP: 2. The old man who drives an - Ask ss to review all all grammtical points and expensive car, lived next my house. vocabularies. By 3. The homeless have been provided - Prepare Unit 7 lesson 1: READING with food and clothes. 4. The shirt which she bough, doesn't fit Jane well. 5. She has been shown how to do this exercise.
The 44th Period UNIT 7: THE MASS MEDIA - READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Update with names of some popular TV programmes such as Quiz Show, Portrait of life - Able to talk about their favourite programmes. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities 1. Warm-up: ( 5 mins) Aims: Ss get used to the topic. + Jumbled words. - Give 5 words about the forms of mass media whose letters are in the wrong order and ask Ss to work in groups of 3-4 Ss to rearrange them in good order to make the right words. 1. enslieisov 2. rwepeapns 3. idora 4. agenmzia 5. evido - 4 representatives are required to write the words on the blackboard. - Check and give remarks. Students activities
- Work in groups of 3-4 Ss - Ss write the words individually on the blackboard 1. television 2. newspaper 3. radio 4. magazine 5. video - Listen to the teacher. 87
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2. Before you read: ( 10 mins) Aims: to prepare information and vocabularies for the topic. + Pairwork: - Ask the Ss to work in pairs to answer the question given in the part and some other questions. - For each question, 3-4 Ss are required to answer orally in front of the class ( 1 st/ 1 time). - Gather the ideas and give some background information about TV channels in Vitetnam. + VTV1: Combination of Politics, Economics and Entertainment. + VTV2: Science and Education. + VTV3: Sports and Entertainment. + VTV4: For the overseas Vietnamese. + VTV5: For the Ethnic minority groups + Vocabulary: - Provide the students with new words/phrases + channel (n) : Knh truyn hnh + Mass media (n): public institutions that report news and other stories. + Population and Development (phr): Dn s v pht trin. + TV Series (n): Phim truyn hnh di tp + Folk Songs (n): Dn ca nhc c + News Headlines (n): im tin chnh + Weather Forecast (n): D bo thi tit + Quiz Show (n): tr chi truyn hnh + Portrait of Life (phr): Chn dung cuc sng + Documentary (n): Phim ti liu + Wildlife World (n): th gii hoang d + Around The World (phr): Vng quanh th gii - Read each word/phrase twice and ask Ss to repeat it and leave Ss 1 minute to self-practice. - Ask 4-5 st to read all the word/phrases aloud in front of the class - Listen and help Ss to read the words/phrases correctly. 3. While you read: ( 20 mins) Aims: Read the passage for information to do the tasks. + Task 1: atching. - Ask Ss to read the TV programme schedules and do task 1: Match the words in A which appear in the reading passage with their definitions in B. - Ss are required to compare their results with their partners.
- Work in pairs. - Do the work orally in front of the class.
- Listen and copy down.
- Listen and then copy down
- Listen and repeat. - Some Ss stand up and read these word aloud. - Others listen. - Self-correct.
- Work in pairs to read the programmes and do the task. - Share their answers with their friends. - Some Ss present their answes: 1 c; 2 a; 3 d; 4 b - Others listen. - Work individually 1. T 2. T 3. F ( The Nature of Language is on VTV3. ) 4. T 88
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- 4 Ss are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help Ss to do the task correctly. + Task 2: True or false: - Ss are required to read the programmes carefully, individually and decide whether the statements are true (T) or false (F). - 5 Ss are required to give their answers orally, individually in front of the class with the evidence in the reading passage. - Listen and check the answers orally in front of the class. + Task 3: Answering questions. - Ask Ss to work in pairs and answer the questions in the book basing on the information in the reading passage. - 6 pairs are required to answer orally in front of the class ( 1 pair/ 1 time). - Listen and help Ss to answer the question correctly. 4. After you read: ( 10 mins) Aims: to give the summary of the topic. - Ss are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why. - 2-3 Ss are required to give short talks on the given topic. - Get feedback and help the students to give correct talks 5. Wrapping: ( 2 mins) - Write a paragraph about a programme you like best.

5. F (VTV1 starts at 5: 35 and the last programme starts at 23: 30 - Others listen and check. - Work in pairs. - Some pairs stand up and ask and answer: 1. There are five films on. 2. At 9: 00 a. m, 12: 00 at noon, 7: 00p. m, 11: 00p. m on VTV1 and 7: 00p. m on VTV3. 3. VTV2 4. The Quiz Show. 5. (You should watch) VTV1 6. Football - Work in pairs. - Some Ss talk in front of the whole class. - Others listen. - Listen and self-correct.
The 45th Period UNIT 7: THE MASS MEDIA SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../........ I. Objectives: By the end of the lesson, students will be able to: - Talk about the differences and similarities of some popular types of the mass media II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: 89
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Teachers activities 1. Wrapping checking( 5 mins) - Ask one st. to talk about the TV programme they like watching best. 2. Before you speak(10 mins) Aims: Ss distinguish the different types of the mass media from the others. - Introduce some new words: + 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Ask Ss to read the new words orally. + Task 1: - Ask Ss to work in pairs and decide which items are types of the mass media. - Ask Ss about the definition of the mass media: Mass media ( take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers. - Call on some Ss to explain their answers in front of the class. - Give Ss correct answers. 3. While you speak( 18 mins) Aims: Ss compare the features of the types of the mass media. + Task 2: Work out what features the types of the mass media has in common and what main features each of them has. Ask Ss to use the cues below. - Ask Ss to read some phrases: present receive provide information and entertainment get deliver - Give Ss the meaning of those words if they dont know. - Ask Ss to work in pairs and carry out the activity using the cues in the book. - Go around the class and help Ss if necessary. - Call on some pairs to explain their answer in front of the class.

Students activities - One student talk about the TV programme they like best.
- Write the new words and read them aloud.
- Work in pairs - Listen and take notes. - Some Ss give their answer in front of the class. 1. Television 2. Radio 3. Newspapers 4. The Internet
- Read after the teacher and ask the meaning if they dont know.
- Work in pairs to discuss some popular types of the mass media. - Some Ss give the answers in front of the class. + The mass media: - Provide information and entertainment 90
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- Ask Ss to look at the information above and talk about the different types of mass media. eg. The common feature of the mass media is that they all provide information and entertainment. Television provides information and entertainment orally and visually, and we receive them through our eyes and ears. ......................................... 4. After you speak( 10 minutes) Aims: Talking about the different types of the mass media. + Task 3: - Ask Ss to work in groups and answer the following questions: +What are the different types of the mass media?

+ The radio: - Present information and entertainment orally (through mouth) - Receive information aurally(through ears) ............................... ..
- Work in groups to answer the questions in the book. + What features do they have in common? S1: Television, radio, newspapers, the + What are their distinctive( own) features? Internet. S2: Provide/ deliver information and - Ask Ss some more questions : entertainment. Which types of the mass media do you usually get S3: TV presents information and information from? entertainment orally and visually while Which one do you like most? Why? radio provides. . . . . . . . . . . - Go around to help Ss if necessary. - Some Ss answer: - Ask some Ss to answer and give correct answers. I like TV most because I can watch films and performance on it/ I prefer 5. Wrapping: ( 2 mins) newspapers because I can choose to - Write a paragraph (about 50 words) about the read them whenever I have free time, features of the types of mass media. and I can also choose to read only what Im interested in. ................................ .................. DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng
WEEK 16 91
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UNIT 7:

The 46th Period THE MASS MEDIA - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, students will be able to: - Listen two news on radio and get information - Improve listening skill. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Warm-up: (5mins): Guessing game - The whole class listen to Ts questions and guess what it is What is it? - Give the explanation about it Questions: 1.It is one of the radio programme 2.It broadcasts daily and live from redio station 3.It updates you with the lastest information , current affairs domestically and internationally -> NEWS/ NEWS BROADCAST 1. Before you listen: (10mins) Aims: focus Ss on the topic and review/ introduce the words and phrases used in the listening text. + Pair work: - Ask Ss to work in pairs and asks each other the following questions. - How often do you listen to the radio? - Which program do you like listening to? - Do you like listening to strange stories? - Ask some Ss to give their answer. + New words + Mount (n): e. g. : Mount Everest + in spite of + N (phr): = despite + N = Although + Clause - Give some examples - Read the words and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 3. While you listen: (20mins) + Task 1: (5 mins): Aims: Practice listening and tick the word they hear. - Work in pairs to ask and answer the questions
- Some Ss stand up and give their answer. - Copy the words and phrases. - Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud.
- Listen to the teacher. - Listen to the tape and do the task 92
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- Tell Ss that they are going to listen to two news stories and the words will appear in the stories - Ask Ss to work in pairs, look at the words given and guess what the news stories about. - Ask Ss to listen to the news and tick the right column to indicate which words appear in which stories - Play the tape twice and ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: (10 mins): Gap - filling Aims: Practise listening for specific information by filling in the gaps. - Ask Ss to have a look at the stories in the textbook and read them in pairs and make sure they understand them. T encourages Ss to gueSs the words/ phrases to fill in the gaps. - Ask Ss to listen to the tape once or twice again to fill in the gaps with the miSsing words/phrases. - Ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction.

- Compare their answer. - Give their answer. News story 1: strong, cloudy. News story 2: healthy, young, highest, wonderful - Check their answer, say it aloud, and then correct their work if they have the wrong answer.
- Work in pairs to read the passages and try to fill in the gaps. - Listen and do the task. - Give their answer. News story 1 1. has caused floods 2. has left their homes 3. have risen 4. two metres 5. has stopped 6. cloudy 7. strong wind News story 2 1. twenty third 2. 4, 418 3. California 4. wonderful 5. young and healthy - Check their answer, say it aloud, and then correct their work if they have the wrong answer.
+ Task 3 (5 mins): Answer the questions Aims: Practice listening for specific information by answering given questions. - Ask Ss to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions. - Ask Ss to listen to the tape once/twice and take short notes to answer the questions. - Ask Ss to compare their answer in pairs. - Play the tape once again, stop the tape where necessary and conduct the correction. - Listen and check. 4. After you listen: (8 mins) - Ask Ss to work in pairs and each retells one news story. - Move round to check the activities and to make sure
- Work in pairs to read the questions. - Listen and do the task. - Compare their notes. - Some Ss answer the questions: 1. Heavy rain has caused floods all over the country. 2. Because the rivers have risen. 3. (The old lady has climbed Mount Whitney) 23 times. 4. Because it has kept her young and 93
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that Ss are working effectively. - Ask two Ss to present in front of the whole class. - Check and give remarks. 5. Wrapping: (2mins) Write a short paragraph about a news story they have just heard on the radio or TV.

healthy. - Check their answer, and then correct their work if they have the wrong answer. Two Ss present.
The 47th Period UNIT 7: THE MASS MEDIA - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Write a paragraph about advantages and disadvantages of television and other types of mass media. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about one of the news stories that he/she is interested in. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 15 mins) - Aims: to get Ss to read about the advantages and disadvantages of television and to help Ss to prepare vocabulary and information before they write. + Task 1: - Ask Ss to read the advantages and disadvantages of television. - Explain some new words: + 'memorable (adj) : easy to remember + en'joyable (adj) : pleasant + popu'larity (n) : the noun of " popular" + be a'ware of (v) : realize + brain (n) : part of the body inside the head + 'violent (adj) : fighting, killing, etc. + inter'fere with (v) : get in the way of something Students' activities
- Listen to their friend and give remarks. - Listen to the teacher.
- Listen to the teacher carefully.
- Copy these words into their notebooks.
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- Ask Ss listen to the teacher and repeat, then write these words into their notebooks. - Ask Ss to work in pairs to read about the advantages and disadvantages of television. - Make sure that Ss know what "advantage" and "disadvantage" are. - Ask Ss to pay attention to the basic structures used in the table. - Move round to help if necessary. - Ask Ss some questions to make sure that they understand all the advantages and disadvantages of television. What are the (dis)advantages of television? - Listen and give remarks. + Task 2: - Divide the whole class into three groups and ask each pair in group 1 to discuss the advantages and disadvantages of radio, each pair in group 2 discuss those of newspapers, and each pair in group 3 discuss those of the internet. - Ask Ss to work in 7 minutes. - Move round to help if necessary and then ask them to share their ideas with other pairs. - Ask three three Ss to present their ideas. - Ask other Ss to give remarks. - Listen and give remarks. 3. While you write: ( 15 mins) - Aims: Ss practise writing a paragraph about the advantages and disadvantages of one of the mass media. - Ask Ss to write a paragraph about the advantages and disadvantages of one of the mass media they have discussed in task 2. - Let Ss write in 8 minutes. - Move around to conduct the activity.

- Listen to the teacher and then read these words in chorus and individually. - Read the table in pairs. - Structures: + help/encourage someone to do something: help us to learn, encourage us to buy. . . + make someone/ something + adjective: make things memorable, make us aware of, make us paSsive, make people violent. . . S: Television helps us to learn more. . . . . . . . . . . . . - Work in pairs to discuss. - Some Ss stand up to give their ideas. * Radio: + Advantages: - It helps us to get updated news and information. - It helps us to listen to music, dramas, etc. - It is not harmful to people's eyes. + Disadvantages: - It is rather boring because we can't see anything. - The programmes are not very vivid, there are no games and films, etc. - Listen to the teacher and take notes.
- Do the writing task. - Read their writing: ( a sample paragraph) "The Internet is now the largest source of information and entertainment for people. Firstly, you can get a lot of information 4. After you write: ( 8 mins) about any places in the world. The Internet - Get feedback by asking three Ss to read their work provides you with the latest changes in the aloud. markets such as the increase or decrease in - Ask some other Ss to give remarks. the price of gold or oil. You can relax by - Check and give the correct answer. watching films or football matches, - If there is enough time, T can have Ss exchange listening to music on-line or chatting to their writing among Ss within a group so that they friends or relatives living thousands can check their friend's work and give remarks kilometers away. However, the Internet can be dangerous because you can be exposed 5. Wrapping: ( 2min) to harmful websites, for example, the - Write a paragraph about other types of mass websites containing violent scenes. 95
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media.

Moreover, chatting or playing games online can take you a lot of time. In short, the Internet can be good or bad so you should know how to use it properly. "
The 48th Period UNIT 7: THE MASS MEDIA - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../........ I. Objectives: By the end of the lesson, students will be able to: - Pronounce the sound / e/, /a/ and // correctly. - Master the use of the present perfect tense and use because of and in spite of approriately II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask one st to tell the whole class the advantages and disadvantages of one of the mass media. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation: ( 10 mins) - Aims: to introduce three sounds /e/, /a/ and // and help Ss to practise these sounds. a. Write three sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss how to pronounce these sounds accurately. - Ask them to look at the textbook, listen and repeat. Students' activities - One st speaks aloud in front of the whole class. - Give remarks. - Listen to the teacher.
- Write down three sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. /e/ /a/ // play time voice today wildlife noise - Then ask Ss to work in pairs to read the words again radio height toy so that they can check for each other. ........................... - Move around to help. - Read these words in pairs and check for - Ask two Ss to read again and give remarks. their partners. b. Ask Ss to look at sentences in page 79 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound /e/, /a/ and //. - Ask them to work in 2 minutes. - Look at the book and work in pairs. - Answers: /e/ /a/ // afraid ninety-nine noisiest made type Royce 96
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- Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise the present perfect and "because of" and "in spite of" and have Ss do Ex1, EX 2 and EX3. a. The present perfect tense: - Give two examples: eg: I've known her for five years. We have been here since 7. 00 a. m. - Ask Ss to think about the use of the present perfect in these sentences. - Ask one st to report and recall the use of since and for. b. Present the use of because of and in spite of through some examples. - Ask Ss to think about the use of because of and in spite of in these sentences. - Ask some Ss to report. - Distinguish because of from because and in spite of from although. - Ask some Ss to give examples. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask Ss to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Wrapping ( 1 min) - Summarise the main points.

mistake Friday oil changed like boy ............................... - Read the examples.
+ The present perfect: "How long an action has lasted up to the present. " - Listen to the T attentively and take notes. + because of + N/NP, V-ing in spite of + Because of is used as a preposition to expreSs the reason. + In spite of is used as a preposition to expreSs a conceSsion. - Listen to the teacher attentively and take notes if necessary. Eg1: Because of being ill Mary didn't go to school. In spite of being ill Tom went to school. Eg2: Because of the rain we stopped playing football. In spite of the rain they continued playing football.
- Do the task individually and then share their ideas with their friends. EX 1: 1. have been 2. has lived 3. have met 4. have done 5. have had 6. have taken 7. have watched. - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1. since 2. ago 3. for 4. for 5. since 6. for 7. ago 8. ago 9. since 10. since - Listen to the teacher. - Read the requirement carefully. 97
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- Ask ss give more example about because of and inspite of.

- Do Ex 3. 1. c, f 2. b. d 3. a, e 4. h . j 5. i, g. DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng WEEK 17 The 49th Period REVIEW LESSON 1 Preparing date: ..../...../......... Teaching date: ...../...../.......
I- Aims: By the end of this lesson, Ss will be able to review the knoledge in Unit 1,2 + Grammar: - The present simple. - The use of adverbs of frequency in the present simple tense. - The past simple. - The present perfect - The present perfect vs. past simple + Language functions: - Talking about ones daily routine. - Describing a plan or a timetable. - Talk and write about the background of someone. - Asking and answering about ones background. II- Preparing: + Pupils have to review the main grammatical points of unit 1 + Teacher has prepared some practical exercises III- Teaching procedures: Teachers activities 1- WARM-UP: - Ask pupils to work in groups to discuss about a pupils daily routine in 2 minutes. - Call 2 representatives of the groups to say about the topic which has been discussed in front of the class. - Ask some others to comment, the winner is the person who says the most fluently. 2- PRESENTATION: a. The present simple tense: - Ask pupils to work in groups to revise the formation and the use of the present simple tense. Students activities - Work in groups to discuss - The representatives say in front of the class. - Comment
- Work in groups to revise the simple present tense P1: The formation of the present simple tense: 98
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- Call 2 pupils to go to the board to write and explain the formation and the uses of the present simple tense. - Ask some others to comment. - Ask some pupils to give examples using the correct forms of verbs. - Comment and show the notes of the lesson. b. The use of Adverbs of frequency. - Ask pupils to work in groups to revise the use of the adverbs of frequency. - Call two pupils to go to the board to write some sentences with the adverbs of frequency. - Repeat the use of the adverbs of frequency. c- The past simple tense: - Call 2 pupils to go to the board to write the formation and the use of the tense. - Ask some others to comment. d- The present perfect: - Call 2 pupils to go to the board to write the formation and the use of the tense. - Ask some others to comment. e- The present perfect vs. The past simple: - Call 2 pupils to go to the board to write 2 sentences using the formation of the past simple and present perfect tenses. - Ask some others to comment. 3- PRACTICAL EXERCISES - Hang an extra board with exercises of speaking, writing and reading on the board. - Ask pupils to work in groups to do the exercises. - Ask some pupils to read the answers in front of the class. 4- HOMEWORK: - Ask pupils to do the exercises - Ask pupils to revise the grammatical points.

(+) S + V(-s) + O + A. - When the simple verbs are used in the in the present simple tense with the third personal pronouns, we have to add (-s, - es at the end of the verbs) (-) S + dont/ doesnt + V + O + A. (?) Do/ Does + S + V + O + A? - Write the forms of verbs on the board. P2: The uses of the present simple tense: - The present simple tense expresses the actions which are the hobbies, the actions which happen repeatedly or the schedule of a tour. - Work in groups to revise the use. - Say and repeat the use of the adverbs of frequency. - Write on the board: P1: The formation: (+) S + V-ed + O + A. (-) S + didnt + V + O + A. (?) Did + S + V+ O + A? P2: The use of the past simple tense. - Write on the board: P1: The formation: (+) S + have/ has + VpII + O + A (-) S + havent / hasnt + VpII + O + A (?) Have/ Has + S + VpII + O + A P2: The use of the past simple tense.
- Work in groups to do the exercises. - Read the answers in front of the class.
- Do the extras exercises the Test book - Revise the grammatical points.
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The 50th Period REVIEW LESSON 2 Preparing date: ..../...../......... Teaching date: ...../...../....... I- Aims: By the end of this lesson, Ss will be able to review the knoledge in Unit 3,4 + Grammar: - The present progressive - The present progressive vs. The present simple - The future form of the present progressive vs. be going to + Language functions: - Talking about the plans in the future. II- Preparing: + Pupils have to review the main grammatical points which they have already learnt. + Teacher has prepared some practical exercises III- Teaching procedures: Teachers activities Students activities 1- WARM-UP - Ask pupils to work in groups to prepare for - Work in groups to discuss the game of making plan for next weekend. - Call 3 representatives from the groups to - Talk about their plans in front of the talk about their plans in front of the class. class - The winner is the one who has the most detail talk about the plan. - Call on some pupils to comment in front of the class. - Give the correction if necessary. 2- PRESENTATION a. The present progressive: - Ask 2 pupils to go to the board to write the formation and talk about the uses of the present progressive tense. - Call on some pupils to comment about the formation and the uses of the present progressive tense. + Go to the board to write: P1: Formation: (+) S + is/ am/are + V -ing + O + A (+) S + is not/ am not/are not + V -ing + O+A (?) Is/ Am/Are + S + V -ing + O + A? P2: Talk about the uses of the tense.
- Work in groups to discuss. b. The present progressive vs. the present simple tense: - Ask pupils to work in groups to discuss - Talk about the differences in expression about the differences of the formation and - Ask pupils to give examples to illustrate the uses of the two tenses. the use of the complex sentences using 100
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- Call on some pupils to talk about the differences in expression - How to make a complex sentence using the present progressive and the present simple tenses.

the present simple and the present progressive tense.
- Write on the board: P1: (+) S + be + O + A(in the future). E.g: She is phoning him after finishing c. The future form of The present her work. progressive vs. be going to. P2: (+) S + be + going to + V-inf + O + A - Call 2 pupils to go to the board to write the (in the future) formation of each structure. - Ask the others to correct - Ask some pupils to give some examples for illustration. 3. PRACTICAL EXERCISES - Hang an extra board with exercises of speaking, writing and reading on the board. - Ask pupils to work in groups to do the - Work in groups to do the exercises exercises. - Read the exercises in front of the class - Ask some pupils to read the answers in front of the class. 4. HOMEWORK - Prepare the next lesson. - Ask pupils to revise the grammatical points of the next lesson.
The 51th Period REVIEW LESSON 3 Preparing date: ..../...../......... Teaching date: ...../...../....... I- Aims: By the end of this lesson, Ss will be able to review the knoledge in Unit 5,6 + Grammar: - Reported speech. - Conditional sentence type 1 II- Preparing: + Pupils have to review the main grammatical points of reported speech and the conditional sentence type 1. + Teacher has prepared some practical exercises III- Teaching procedures: Teachers activities Students activities A- GRAMMAR 1- Reported speech: - Ask pupils to work in groups to revise the - Work in groups to revise the grammar. formation of the reported speech: statement - P1: If the reporting verb is in the past 101
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- Call on some pupils to say about the regulars of the reported speech and give some examples to illustrate in front of the class. - Call on some pupils to comment. - Correct and remark.
tense such as: said, told, the verb in the reported clause will move one tense back. E.g: A- I am going to HCM city B- He told he was going to HCM city. - P2: If the reporting verb is in the present tense such as (says, asks) there is no tense change. E.g: A- The film will be on next week, B- She says the film will be on next week. - P3: one tense back is applied when we report the thoughts and feelings. E.g: I thought he was here at the moment. .... 2. Conditional sentence type 1: - Go to the board to say about the Use - Ask pupils to work in groups to revise the and the formation of the sentence. main grammatical points of the conditional P1: Formation: sentence type 1. If clause - Call on some pupils to go to the board to Main clause repeat the formation and the use of the present simple tense, sentence. Future tense - Ask some others to comment and correct if P2: Say about the differences in use necessary. between If clause and When clause - Ask pupils to work in pairs to give some give some examples. more examples about the 1st conditional + If I find your pen in my desk, Ill give sentence. you. + When I arrive at school this afternoon, Ill give that book to her. P3: + Ill phone you when I finish my work. + If I pass the exams for university, my parents will give me a motorbike. B- PRACTICAL EXERCISES - Hang an extra board with multi choice exercises and writing exercises. - Ask pupils to work in groups to do the - Work in groups to do the exercises. exercises. - Read the answers in front of the class. - Ask some pupils to read the answers in front - Do the exercises individually of the class. - Give pupils the test, ask pupils to do it individually. - Write the answers on the board. - Go around to help pupils if necessary. - Call some pupils to go to the board to write - Discuss in groups to comment the the answers. answers on the board. - Ask some pupils to comment and correct. - Give correct answers. 102
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WEEK 18 & 19 The 52&53th Period FINAL EXAMINATION Preparing date: ..../...../......... Teaching date: ...../...../.......
WEEK 20 The 54th Period UNIT 8: THE STORY OF MY VILLAGE - READING Preparing date: ..../...../......... Teaching date: ...../...../....... 103
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I. Objectives: By the end of the lesson, students will be able to: - Better their reading skill through vocabulary Matching and Table completion exercises. - Enlarge vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Warm-up: ( 5 mins) - Aims: - Get used to the topic. - Ss are required to work in groups of 3 or 4 to make a list of words related to the country in written form. - The group with the longest list will be the winner. 2. Before you read: ( 10 mins) - Aims: - Prepare information and vocabularies for the topic. - Introduce the topic of the reading passage. a. Pair work: - Ask Ss to work in pairs to answer the questions given in the part. - For each question, 3-4 Ss are required to answer orally in front of the class ( 1 st/ 1 time). - Gather the ideas and help the Ss to give correct answers. b. Vocabulary: - Provide the Ss with new words/phrases. + Straw (n): dry cut stalks of various cereals( rm). + Mud (n) : wet, soft soil (bn). + Technical high school (n): trng trung hc k thut dy ngh + Farming method(n): phng php canh tc + Brick house (n): houses made of bricks ( nh cy bng gch). + Thank to(prep): = owing to = because of (nh c - Read each word/phrase 3 times and ask Ss to repeat it. - Leave the Ss 1 minute to self-practice reading the words, then ask 4-5 Ss to read all the word/phrases aloud in front of the class - Listen and check. 3. While you read: ( 20 mins)
- Work in groups of 3-4 students - Give the lists to the teacher - Work in pairs. - Do the work orally in front of the class. Suggested answers: 1. The farmers are harvesting the crop 2. They are working very hard. 3. Its a good/ bumper crop. 4. Good farming methods, good varieties, modern technology used, people work hard. . . . .
- Listen and then copy down
- Repeat. - Read silently. - Others listen. - Self-correct.
- Read the passage and then do the task.
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- Aims: Read the passage for information to do the tasks. + Task 1: Vocabulary Matching. - Ask Ss to read the passage and do task 1: Match the words in A which appear in the reading passage with their definitions in B. - Ss are required to compare their results with their partners. - 4 Ss are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help the Ss to do the task correctly. - Explain the meaning of these words and phrases if necessary. + Task 2: Table Completion. - Ask Ss to scan the passage to get specific information to complete the table. - Let Ss to study the table carefully before doing the task. - Go round the class and provide help when necessary. - Tell Ss to discuss the answers with a friend. - Check the answers in front of the class as a whole. - Give correct answers. + Task 3: Answering Questions: - Ask Ss to work in pairs to read the passage again and answer the questions in task 3. - Ss are required to underline the information that supports the answers. - Ss are required to compare their answers with another pair. - Ask 5-6 Ss to read their answers aloud in front of the class. - Give feedback and correct answers.

- Share their answers with their partners. - Report their work. +1b +2d +3a +4e +5c - Work individually - Study the table. - Discuss the answers with a friend. - Report their answers. Areas of Before Now change House made of straw made of and mud bricks radio few families many and TV had a radio families or a TV set have a radio or a TV set farming old new methods Crops poor good/bumpe r Travel by motorbike - Work in pairs to ask and answer the questions. - Ask Ss to report their work in pairs. 1. It was poor and simple. 2. Because they hope that with an education of science and technology their children could find a way of bettering their lives. 3. They introduced new farming methods which resulted in bumper crops. They also helped grow crash crops for export. 4. He said their lives had changed a lot thanks to the knowledge their children had brought home. 5. He told his grandchildren: Study harder so that you can do more for the village than your parents did. - Listen to the teacher. - Discuss in groups. - Some representatives are required to report. - Give suggested answers: 105
4. After you read: ( 10 mins) - Aims: Give the summary of the topic.
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+ Discussion: - Ss are required to work in groups and discuss the question: How can people with an education help make the life of their community better? - Clarify some terms if needed: + People with an education: people with a university study. - Ss are required to look back to the passage to get the ideas for the questions. - Go to groups and provide help when necessary. - Ask some representatives to report the groups' ideas. 5. Wrapping: ( 1 min) - Ask Ss to write a paragraph about the topic they discussed in After you read.

+ Introduce new farming methods. + Grow crash crops for export. + Help local people apply modern technology in farming. + Help community especially young people access to ways of entertainment. + Raise peoples awareness about food safety and environmental hygiene.
The 55th Period UNIT 8: THE STORY OF MY VILLAGE - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Talk about plans to improve life of a village and their possible results. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Wrapping checking( 5 mins) - Ask one st. to tell about the life of the village in - One st. tells about the village. the text. - Listen and give remarks and marks. - Listen to the teacher. 2. Warm-up( 5 mins) - Ask Ss to work in groups and make a list of the - Work in groups ideas that carried out to improve the village life. Ss may share ideas in Vietnamese and ask T for English equivalences. - Check ideas and lead in the new lesson. - Listen to the teacher. 106
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3. Before you speak: (10 mins) Aims: Ss can match each of the plan to improve life in the village with its possible result. + Task 1: The village of Ha Xuyen is discussing plans to improve life in the village. Match the plans with possible results. ( 10 minutes) - Explain some new words: resurface (v ): put new surface on, renew widen (v ): m rng canal (n): man-made waterway for irrigation muddy(a ): full of mud - Ask Ss to do the task in pairs and give explanation for their answers - Ask some Ss to read the answers in front of the class. - Give the correct answers. 4. While you speak: ( 15 mins) Aims: Ss practice discussing the plans to improve the life in the village and the possible results. + Task 2: The villagers are discussing their plans. Read and practice the conversation in groups of three. - Read the conversation in the textbook. - Ask Ss to work in groups using conditional type 1 and "should". - Briefly explain Conditional sentence type 1 and should: If + S + V(present tense), S + will/can/may + V ( to talk about something that will or is likely to happen in the future) E. g. : If the roads are widened, cars and lorries can get to our village. Should or shouldnt: to give opinions about what is the best thing to do. - Ask Ss to practise the conversation in the textbook. - Ask some groups to practice the conversation in front of the class. 5. After you speak: ( 10 mins) Task 3: Continue the conversation, using the ideas in table in Task 1. Add some more possible if you like - Ask Ss to work in groups and continue the
- Listen and take notes.
- Work in pairs. - Read the answers aloud in front of the class. 1. b 2. g 3. d 4. e 5. f 6. c
- Listen to the T
- Listen and take notes.
- Work in groups of three.
- Some groups practice the conversation in front of the class.
- Work in groups and add some their own ideas. - Some groups present in front of the class. 107
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conversation. - Write the main phrases on board and ask Ss to look at these phrases to practice their conversation. - medical center health - cash crops export, money - bridge shorter way to town - football ground play sports, exchange ideas. - Go around to help Ss if necessary. Ss may add their own ideas in the conversation. - Comment and give necessary corrections. 6. Wrapping: ( 1 min) Write a passage about plans to improve the life in the area where you live.

A: I think we should build a football ground, too. B: I agree with you. If a football ground is built, young people can play sports in the free time. C: A football ground is also a place where people can meet and exchange ideas. A: What about a medical centre? I think its necessary to build a medical centre. B: Yes. If a medical center is built, Peoples health will be looked after better. C: Yes. And if we get sick. we wont have to go to the provincial hospital for treatment.
The 56th Period UNIT 8: THE STORY OF MY VILLAGE - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Talk about plans to improve life of a village and their possible results - Know the changes in a small town on the South coast of England. - Choose True/ False statements, fill in the gaps with one suitable word, answer the questions. - Discuss the changes in Ss' hometown/ home village II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Home work checking: (7 mins) - One st talks about what people should do to - One st presents. improve life in their village/ town. - Others listen and give remarks. 2. Before you listen: (10 mins) Aims: to focus Ss on the topic and review/ introduce the words and phrases used in the - Work in groups to ask and compare the two listening text. pictures. a. Focus Ss on the two pictures in the textbook and asks Ss to work in groups to compare them to see the changes of the town following the model in the book. 108
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E. g. : - There didn't use to be any hotel in the town - There used to be small houses - Cows used to graze in the field ........................................ - Ask some Ss to give their answer. b. Introduces some new words - atmosphere (n): khng kh - resurface(v): tri li (mt ng) - turn into (v): tr thnh - Read the words and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 3. While you listen: ( 17 mins) + Task 1: Aims: Ss practise listening and marking True/ False statements. - Tell Ss that they are going to listen to a talk about the changes in a small town in England. - Ask Ss to work in pairs, look at the statements given and gueSs if they are true or false. - Ask Ss to listen to the talk and tick the right column to indicate their answer and underline the false information. T plays the tape twice. - Ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: Aims: Ss practise listening for specific information by filling in the gaps with ONE word. - Ask Ss to have a look at the paragraph in the textbook and to read them in pairs and make sure they understand them. T encourages Ss gueSs the words to fill in the gaps. - Ask Ss to listen to the tape once or twice again to fill in the gaps with the miSsing words. - Ask Ss to compare their answer in pairs. - Check Ss answer.

- Some Ss stand up and give their answer. Ss copy the words and phrases. - Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud.
- Listen to the T. - Work in pairs to gueSs if the statements are true or false. - Listen to the tape and do the task - Compare their answer. - Give their answer. 1. F It's on the south coast of England. 2. F It's used to be a small quiet town. 3. T 4. F The big trees have been cut down. 5. F Some people don't like the changes - Check their answer and then correct their work if they have the wrong answer.
- Work in pairs to read the passages and try to fill in the gaps. - Listen and do the task. - Give their answer. 1. houses 2. hotel 3. widened 4. cut 5. car 6. shop 7. department 8. expensive - Check their answer and then correct their - Play the tape once again, stop the tape where work if they have the wrong answer. necessary and conduct the correction. 4. After you listen: (10 mins) - Ask Ss to work in pairs and tell each other about the changes in their village/ town. - Work in pairs. - Move round to check the activities and to make sure that Ss are working effectively. - Ask two Ss to present in front of the whole class. -Two Ss present. 109
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- Check and gives remarks. 5. Wrapping: (1min) Write a short paragraph about the changes in their - listen and write down village/town DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng
WEEK 21 The 57th Period UNIT 8: THE STORY OF MY VILLAGE - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Write a letter giving directions to a certain place II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about the changes in our hometown or his/her home village. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to read the sample letter and to help them to prepare vocabulary and information before they write. + Task 1: - Introduce the situation. - Explain some new words: + direction (n) : the way that a person or thing moves along + enclose (v): put something in a letter or a parcel - Ask Ss to listen to the teacher and repeat, then write these words into their notebooks. - Ask Ss to work in pairs to read about the letter and to look at the map to find Ann's house. Students' activities
- Copy these words into theit notebooks. - Listen to the teacher and then read these words in chorus and individually. - Read the letter in pairs. 110
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- Move round to help if necessary. - Ask Ss to compare their ideas with other pairs. - Ask some Ss to tell the whole class where Ann's house is. T may ask them to explain more about their answer. - Listen and give remarks. + Task 2: - Ask Ss to work in pairs to read the letter again and underline the words and phrases used to give directions. - Move round to help if necessary. - Ask 2 Ss to write these words/ phrases on the board. - Check and give remarks. - Ask Ss to make some examples with these words. 3. While you write: ( 10 mins) - Aims: Ss practise writing a letter to Jim, telling him the way to house A from Roston Railway Station. - Ask Ss to write a letter to Jim, telling him the way to house A from Roston Railway Station. - Let Ss write in 8 minutes. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks

- Share their answer with their friends. - Present their ideas. Answer: H - Listen to the teacher. - Work in pairs to read the letter and undreline the words/phrases. - Two Ss write the words and phrases on the board get out of go over ( a bridge) turn right/left walk past ( a medical centre) keep walking take the first/second. . . . .
5. Wrapping: ( 1min) - Write a letter to tell their friends the way to their house from the nearest station.
- Read their writing: ( a sample paragraph) "Dear Jim, I'm very glad that you will come here for the summer holiday. . . . . . . . . . . . . from Roston Raiway Station. Now when you come out of the station, turn right. Keep walking for about 5 minutes, you will see a small bridge ahead. Go over the bridge, go along the street, walk past a medical centre and the car park then take the second turning on the left. Walk past the Souvenir shop and you will see my house. It's on the right, next to the shop. . . . . . . . . . . . . . "
The 58th Period 111
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UNIT 8: THE STORY OF MY VILLAGE - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Know how to pronounce the sound /a/ and // correctly. - Revise reported speech and conditional sentence type 1. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Pronunciation: ( 10 mins) - Aims: to introduce three sounds /a/ and // and help Ss to practise these sounds. - Write down two sounds. a. Write two sounds on the board and pronounce - Listen to the teacher and repeat. them clearly twice, then ask Ss to repeat. - Look at the book, listen and repeat. - Tell Ss how to pronounce these sounds accurately. /a/ // - Ask them to look at the textbook, listen and repeat. - Then ask Ss to work in pairs to read the words again cow coat so that they can check for each other. town phone - Move around to help. how bone - Ask two Ss to read again and give remarks. ........................... - Read these words in pairs and check b. Ask Ss to look at sentences in page 89 in the book. for their partners. - Ask them to work in pairs to read the sentences and then find out the words containing sound /a/ and - Look at the book and work in pairs. - Answers: sound //. /a/ // - Ask them to work in 2 minutes. shout rose - Move around to conduct the activity. loudly snow - Ask one st to report and other Ss to give remarks. ours over - Check and give the correct answers. ............................. - Ask some Ss to read these sentences aloud. .. - Listen and give remarks. 3. Grammar: ( 34 mins) - Read the examples. Aims: to revise the reported speech and conditional sentence type 1 and have Ss do Ex1, EX 2, EX3and EX4. a. Reported speech: Statements - Recall the use of reported speech: to report what - Listen to the teacher. someone has said. No quotation marks are used and some parts of speech have to be changed. - Give an example: - Copy down the example. eg: "I worked late yesterday, " said Susan. Susan said she had worked late the previous day. - Ask Ss to read the example and think about the 112
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changes when we turn a sentence into reported speech. - Ask Ss to complete the table below: Direct speech Reported speech do (1) will do(2) (3) might me/you (4) last night (5) (6) there - Ask Ss to work in pairs and complete the table and then ask some Ss to report and give remarks. - Make clear the difference between say, tell and talk: Say + clause Tell + O + clause Talk (to sb) about sth b. Conditional sentence type 1: - Review the form and the use of conditional sentence type 1 by giving some examples: eg: If I have enough money, I will go to Hue for holiday. If it rains. I won't go there. - Ask Ss to read the examples and point out the form as well as the use of conditional sentence type 1. - Distinguish when-clause and if-clause: eg; When summer comes, he will go to Hue for holiday. - Ask Ss to compare this example with the first example. - Ask some Ss to give examples. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary.

- Read the example and think about the changes. - Work in pairs to complete the table. - Some Ss report. 1. did 4. him/her 2. would do 5. the night before 3. may/ might 6. here - Listen to their friends and their teacher. - Listen and copy down. - Read the examples and point out the form and the use of conditional sentence type 1: + Form: If- clause , main clause S + V( P. S) , S + V( S. F) + Use: something that may happen at present or in the future. - When-clause: something that will certainly happen in the future. - Do the task individually and then share their ideas with their friends. EX 1: 1. An old farmer said their lives had changed a lot. . . . . children had brought home 2. She said she was going to Ho Chi Minh City soon. 3. I thought the film would be interesting. ............................. .. - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1. told 2. said 3. said 4. told 5. talked 113
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- Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask Ss to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Wrapping ( 1 min) - Review the grammar structures youve just learnt in Unit 8. - Do the exercise in workbook

- Listen to the teacher. - Read the requirement carefully. - Do Ex 3. . . . . . . . If I do more wrapping, I will paSs my exam. If I paSs my exam. I'll go to medical college. If I go to medical colege, I'll study medicine. . . . . . . . . . . . . .
The 59th Period TEST YOURSELF C Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Revise what they have learned in unit 7. and unit 8. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5 mins) - Ask one st to do Ex 4 in the workbook on the EX 4: board. 1. If 2. When 3. if 4. If 5. when - Ask one st to give remarks. - One st gives remarks. - Give remarks and marks. 2. The new lesson: ( 39 minutes) - Ask Ss to do part II, part III and part IV at home in advance to save time. - Give Ss the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask Ss to do listening in class. 2. 1. Listening: - Ask Ss to read the requirement of the task. - Look at the textbook and read the statements. - Introduce new words: - Try to focus on the important words. + queue (v) : xp hng - Copy down these words into their notebooks. + traffic (n) : cars, motorbikes, traffic lights, . . . . heavy traffic - Listen and read after the teacher. - Play the tape twice and ask Ss to do the task. - Ask Ss to share their ideas with their partners. - Listen carefully and do the task. 114
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- Get feedback and play the tape again so that Ss can check their answers. - Ask Ss to read the paragraph in part B and try to gueSs what will be filled in each blank. - Play the tape again. - Ask 2 Ss to write their answers on the board. - Ask other Ss to give remarks. - Check and give feedback. 2. 2. Reading: - Ask Ss to work in groups to compare their answers. - Ask some Ss to report his/ her answers aloud. - Listen and check.

- Work in pairs to discuss their answers. 1. F 2. F 3. T 4. F 5. T - Read the paragraph. - Listen carefully and complete the paragraph. 1. aren't 2. evening 3. cinemas 4. theatres 5. knows - work in groups to share their ideas. - Some Ss stand up to report. 1. because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas. 2. People can see films, plays of every kind, political discussions and the latest exciting football matches. ........................ - Discuss in groups. - Answers: 1. have been. . . . . . . . . . . haven't had 2. haven't given. . . . . . . . . . . . . . have paid 3. said 4. had taken 5. thought. . . . . . . . . . . . would come 6. told. . . . . . . . . . . . . . . have got - Read their writing aloud " When you come out of the bus station, turn right. Go straight ahead until you see the traffic lights. Turn left to Redham Road, walk along this street in about 10 minutes. The Indian Restaurant is the pink building on the left after the Beach Parade. It is very easy to find. " - Listen to the teacher's remarks. DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 22 The 60th Period UNIT 9: UNDERSEA WORLD - READING 115
2. 3. Grammar: - Ask Ss to discuss their answers in groups. - Ask 2 Ss to write their answers on the board.
- Ask two other Ss to give remarks. - Check and give the correct answers. 2. 4. Writing: - Ask some Ss to read their writing aloud. - Ask some Ss to give remarks.
3. Wrapping: ( 1 min) - Part D ( Page 52 - workbook)
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Preparing date: ..../...../......... Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, students will be able to: - Read about the undersea world. - Get knowledge about undersea world -Use vocabulary items related to the undersea world to read and talk about the topic II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Warm-up: ( 5 mins) - Aim: Ss get used to the topic. + Networks: - Ss are required to work in groups of 3 or 4 to make a - Work in groups of 3-4 students list of words related to the names of the animals in the sea in written form. - Give the liSs to the teacher - The group with the longest list will be the winner. 2. Before you read( 10 mins) - Aim: -Prepare information and vocabularies for the topic. - Work in pairs and do the work orally. + Work with a partner 1: - Some Ss report. - Ask Ss to look at the map and give Vietnamese + Pa'cific ocean: Thi Bnh Dng names for the oceans on the map. + At'lantic ocean: i Ty Dng - Allow Ss to discuss in pairs in 2 minutes. + 'Indian ocean: n Dng + 'Arctic ocean: Bc Bng Dng + An'tarctic ocean ( southern ocean): - Get feedback and give remarks. Bin Nam Cc - Listen and copy down. + Work with a partner 2: - Ss are required to do in the same way as in work - Do as they have done in the previous with a partner 1 to name the sea animal in each part picture. - Some Ss report. - Ask some Ss to report. + Picture1: Seal + Picture2: Jellyfish - Listen and give remarks. + Picture3: Turtle + Picture4: Shark + Vocabulary: - Self- correct - Provide the Ss with new words/phrases: + Gulf(n): vnh + challenge(v): thch thc + Subma'rine(n): tu ngm + 'organism(n): c th + Biodi'versity(n): s a dng sinh hc - Listen and then copy down + at stake(phr) : c nguy c tuyt chng= in danger - Read each word/phrase 3 times and ask the Ss to repeat it. - Listen and repeat. - Leave the Ss 1 minute to self-practise reading the 116
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words. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class - Listen and help the Ss to read the words/phrases correctly. 3. While you read: ( 20 mins) - Aims: Read the passage for information to do the tasks. + Set the scene: - You are going to read a passage about undersea world. Read it and then do the tasks that follow. + Task 1: Fill in each space with a suitable from the box. - Ask Ss to read the passage and do task 1. - Ss are required to compare their results with their partners. - 5 Ss are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help Ss to do the task correctly. + Task 2: Answering Questions: - Ask Ss to work in pairs to read the passage again and answer the questions in task 2. - Require Ss to underline the information that supports the answers. - Ss are required to compare their answers with another pair. - Ask 5-6 Ss to read their answers aloud in front of the class (1 st / 1 time). - Give correct answers. 4. After you read: ( 9 mins) - Aims: Give the summary of the passage. - Ss are required to work in pairs to fill in each numbered space with a word/phrase in the box. - 8 Ss represent by reading aloud the answers. - Listen and help Ss to do their task well.

- Read these words silently. - Some Ss read these words aloud and others listen. - Self-correct.
- Listen to the teacher. - Read the passage and then do the task. - Share their answer with their partners. - Some Ss report. 1. Tiny 2. Investigate 3. Gulf 4. Biodiversity 5. samples - Work in pairs to ask and answer. - Compare their answer with other pairs. - Some pairs report. 1. 75% 2. They do that by using modern devices 3. They bring samples to the scientists to study 4. We can learn about the temperature, depth, and the marine population 5. They are : + the bottom depending + current independent + tiny organism
- Work in pairs to do the task. - 8 Ss report. 1. Three-quarters 2. Mysterious 3. Modern 4. Discovery 5. Plants and 5. Wrapping: ( 1 min) animals 6. huge - Learn the summary of the reading passage. 7. Biodiversity 8. closely connected - Others listen The 61th Period UNIT 9: UNDERSEA WORLD - SPEAKING Preparing date: ..../...../......... 117
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Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Talk about the protection of the oceans. - Know how to protect and save the sea environment II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Warm-up : (5 mins) - Ask students to keep books close - Listen to the teacher and answer the - Ask students the questions: questions: * How will you feel when your classroom is dirty? - Well feel not well. * What will you do if there are a lot of papers or A: Well put rubbish in the dustbins. plastic bags in your classroom? B: Well place papers and plastic bags in proper dustbins. 2. Before you speak: (13 mins) Aims: to focus Ss on the topic and introduce the new words and phrases used to talk about the protection of the oceans. + Task 1: There are some actions that should be taken to protect our oceans. Put the actions in order of - Listen to the T. importance and say what we should or shouldnt do. - Ask Ss to look at the task and give Ss some new words: - Ask Ss to read the new words aloud. - Ask Ss to work in pairs, using should or shouldnt to put the actions in order of importance and talk about these actions. - Go around to help Ss if necessary. - T. may give Ss some suggested phrases: What do you think of How do you feel about + V- ing Whats your opinion of Well, I think. . . In my opinion we should. . . . . - Ask some Ss to give their opinions. 3. While you speak( 15 mins) Aims: Ss practise discussing the consequences of the threats to the oceans and some solutions. - Ask Ss to skim the sentences in Task 2 and find the new words. - Explain some new words: - Write down the new words and practise reading them. - rubbish (n): rc ri - pollute (v): gy nhim - dispose (v) of sth: vt b - 'herbicides (n): thuc dit c - 'pesticide (n): thuc tr su - + to threaten (v) = endanger(v)
- Work in pairs to do the task.
- Ss may answer: I think that action (f) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect 118
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hunt (v ) them. explosive ( n) spill ( v ) tanker ( n ) -- Ask Ss to work in groups of three or four to discuss - Read the sentences and find the new the consequences of the threat to our oceans listed in words. Task 2 and offer some solutions. - Give Ss some suggestions: - Listen and take notes. Threats consequences solutions 1.beaches filled Polluted water Place plastic with plastic bags bags in proper - Work in group of three or four. dusbins 2.whales and Extinct/ Dont let hurnted for food disappear people sell whale products 3.Explossives Polluted water Be banned used to catch fish 4.oil spilled from Polluted water Punish tankers captain Go around to help Ss if necessary. 4. After you speak: ( 9 mins) Aims: Ss report what they have discussed. Task 3: Report to the class what your group has discussed. - Ask some representatives to report their groups opinions in front of the class. - Listen and ask others to listen to give their opinions. 5. Wrapping: (1min) - Write a passage about the threats to our oceans and the solutions. - Some Ss report their opinions in front of the class. - Others listen and give remarks. The 62th Period UNIT 9: UNDERSEA WORLD - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... 119
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I. Objectives: By the end of the lesson, students will be able to: - Know about the whales: how large they are, what they eat, where they live, and if they are in danger. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities 1. Wrapping checking: (7 mins) One Ss talks about what people should do to protect One st presents. Others listen and give the oceans. remarks. 2. Before you listen: (10 mins) Aims: to focus Ss on the topic and review/ - Discuss in groups. introduce the words and phrases used in the Some Ss stand up and give their answer. listening text. a. Focus Ss on the picture of a whale and ask Ss to Ss copy the words and phrases. answer the following questions: - 'mammal (n): the animal that raise the - What animal is the largest in the world? young on milk - What do you know about whales? - whaling (n): hunting whales - Why do people think whales are not fish? - krill(n): tiny shellfish found in the seas - Why do people keep hunting whales? (whales feed on krill) - Ask some Ss to give their answer. - mig'rate(v): to move from one place to another according to season b. Introduces some new words - conser'vation (n): taking care of st, the - Read the words and ask Ss to repeat. prevention of loSs, damage. . . . . - Ask Ss to read the words in pairs. - feeding / bearing ground (n): the place - Ask some Ss to read the words again. where a species of animal find food/ give - Ask Ss to refer to the map of the world in the birth. textbook (p. 94) and revise parts of the world, the - an/a/the increase/ decrease in st(phr): oceans and discuss where there are cold waters. - International whaling CommiSsion: an organization responsible for the number of whales hunted. - measure(n): an action taken to achieve a purpose 3. While you listen: ( 17 mins) + Task 1: - Listen and repeat. Aims: Ss practise listening and marking True/ - Read the words in pairs and correct each False statements. others mistakes. - Tell Ss that they are going to listen to a talk about - Some individuals read the words aloud. whales. - Look at the map, recall parts of the world, - Ask Ss to work in pairs, look at the statements the oceans and discuss where there are cold given and gueSs if they are true or false. waters. - Ask Ss to listen to the talk and tick the right column to indicate their answer and underline the - Listen to the T. false information. T plays the tape twice. - Ask Ss to compare their answer in pairs. - Work in pairs to gueSs if the statements are 120
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- Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2: Aims: Ss practise listening for specific information by answering given questions. - Ask Ss to have a look at the questions in the textbook and read them in pairs and make sure they understand them. T encourages Ss gueSs the answer to the questions. - Ask Ss to listen to the tape once or twice again to answer the questions. Ss can note down important information - Ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen: (10 mins) - Ask Ss to work in pairs and tell each other about the whales using the following information: largest- 30 -200 -most intelligent - cold water North - South- Pacific - Atlantic - krill - in danger hunting - The Eskimo - not protect - disappear. - Move round to check the activities and to make sure that Ss are working effectively. - Ask two Ss to present in front of the whole class. - Check and give remarks. 5. Wrapping: (1 min) - Summarise the main points. - Write a short paragraph about the whale

true or false. - Listen to the tape and do the task - Compare their answer. - Give their answer. 1. F. It's the largest animal on earth. 2. T 3. T 4. F. They are in danger because some people are still killing them for food 5. T - Check their answer and then correct their work if they have the wrong answer. - Work in pairs to read the questions and try to answer them. - Listen and do the task. - Gives their answer. 1. It is about 30 metres in length and over 200 tons in weight. 2. It is because there is a lot of krill - their favourite food 3. They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean. 4. Heavy hunting. 5. They have asked the International Waling CommiSsion to stop most whaling. 6. If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer. - Work in pairs to talk about whales. - Two Ss present.
DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 23 The 63th Period UNIT 9: UNDERSEA WORLD - WRITING Preparing date: ..../...../......... 121
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Teaching date: ...../...../.......
I. Objectives: By the end of the lesson, students will be able to: write a paragraph to describe information from a table. II. Methods: - Communicative approach. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about whales. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to read the sample paragraph and to help them to prepare vocabulary and information before they write. + Task 1: - Introduce the situation. - Explain some new words: + sperm whale (n): a kind of whale that is hunted for an oily substance in its head. + 'carnivore (n): an animal that eats meat + squid (n): mc + ges'tation period (n): the process of carrying the young baby inside the mother's body. + life span (n): the period from birth to death + en'trapment (n): s mc by + 'offspring (n): con chu - Ask Ss to listen to the teacher and repeat, then write these words into their notebooks. - Ask Ss to work in pairs to read the paragraph and then complete the table that follows. - Move round to help if necessary. - Ask Ss to compare their ideas with other pairs. - Draw a table on the board and ask some Ss to go to the board and complete the table. - Look at the board and give remarks. + Task 2: - Ask Ss to work in pairs in 3 minutes to read the second table with some information about the dolphin. - Move round to help if necessary. 3. While you write: ( 10 mins) - Aims: Ss practise writing a paragraph that Students' activities
- Listen to the teacher carefully. - Copy these words into theit notebooks. - Listen to the teacher and then read these words in chorus and individually. - Read the paragraph in pairs and do the task. - Share their answer with their friends. - Present their ideas. + Range and habitat: all oceans. Prefer the waters with high squid populations. + Size: Male: 18 m in length, 54, 000 kg in weight Female: 12 m in length, 17, 000 kg in weight. ................................. . - Listen to the teacher. - Work in pairs to read the table and try to understand the information. - Do the writing task. 122
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describes the facts and figures about the dolphin. . - Ask Ss to use the information in the table and write a paragraph about the dolphin basing on the information in the table. - Let Ss write in 10 minutes. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks. 5. Wrapping: ( 1min) - Part D ( page 67- workbook)
- Read their writing: ( a sample paragraph) Dolphins are not fish. They are mamals that live in the water. Dolphins among the most intelligent on Earth. Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays. The size of dolphins varies greatly. The smallest dolphin is just about 50kg in weight and 1. 2 metres in length while the largest o9ne can weigh up to 8, 200 kg and is 10 metres long. Dolphins are carnivores and they eat mostly fish. A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months. . . . . . . . . ..
The 64th Period UNIT 9: UNDERSEA WORLD - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - know how to pronounce the sound //, // and // correctly. - revise the use of "should" and conditional sentence type 2. II. Methods: - Communicative approach. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask one st to read the text about the blue whale. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation: ( 10 mins) - Aims: to introduce three sounds //, /e/ and // and help Ss to practise these sounds. a. Write three sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss how to pronounce these sounds accurately. Students' activities - One st read the text aloud in front of the whole class. - Give remarks. - Listen to the teacher. - Write down three sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. 123
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- Ask them to look at the textbook, listen and repeat.
// /e/ // here pair poor - Then ask Ss to work in pairs to read the words again dear chair sure so that they can check for each other. clear square tour - Move around to help. ........................... - Ask two Ss to read again and give remarks. - Read these words in pairs and check for their partners. b. Ask Ss to look at sentences in page 101 in the book. - Look at the book and work in pairs. - Ask them to work in pairs to read the sentences and - Answers: then find out the words containing sound //, sound // /e/ // /e/ and sound //. beer where sure - Ask them to work in 2 minutes. dear wear poor - Move around to conduct the activity. ............................... - Ask one st to report and other Ss to give remarks. - Read the sentences. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise the use of " should" and conditional sentence type 2 and have Ss do Ex1, EX 2 and EX3. - " Should " is a modal verb that is used to a. Should: give advice. - Ask Ss to tell the T the use of "should" - Some Ss give examples: eg: You should get up early in the morning. - Ask Ss to give examples with "should" and People shouldn't hunt whales. "shouldn't". - Ask Ss to do EX1. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. - Introduce the use of " I think/ I don't think. . . . . . should. . . "by using some examples: eg: Joana and Andrew are planning to go skiing this weekend. You think it's a bad idea. You; I think you should stay at home. I don't think you should go skiing thid weekend. - Explain why " I don't think. . . . . . . should. . . . " is preferred to " I think. . . . . . . shouldn't. . . . . . . . . ". - Ask Ss to do EX2. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the - Do Ex 1. - Some Ss Ss report their work sentence by sentence. 2. You should look for another job. 3. He shouldn't go to bed so late. 4. You should take a photograph. 5. She shouldn't use her car so much. 6. He should put some pictures on the wall. - Look at the examples and listen to the teacher.
- Do this EX individually. - Some Ss report. 124
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answers with their friends. - Move round to help if necessary. - Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. b. Conditional sentence type 2: - Review the form and the use of conditional sentence type 2 by giving some examples: eg: If my grandfather were still alive, he would be 100 today. If I had a lot of money, I would lend you some. - Ask Ss to read the examples and point out the form as well as the use of conditional sentence type 2. + Note: " were" is used with all persons. - Ask some Ss to give examples. - Ask Ss to do EX3. + Exercise 3: - Ask Ss to do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read sentence by sentence. - Listen and give remarks. 5. Wrapping ( 1 min) - Part B ( page 54 - workbook)

2. I think smoking should be banned, especially in restaurants. 3. I don't think you should go out this evening. 4. I think he should resign. - Listen to their friends and their teacher. - Read the examples and point out the form and the use of conditional sentence type 2: + Form: If- clause , main clause S + V( P. S) , S + would + V + Use: an unreal situation at present or in the future.
- Do Ex 3 in pairs. - Some Ss report. 3. would take 7. preSsed 4. refused 8. wouldn't be 5. wouldn't get 9. didn't come 6. closed down 10. borrowed ............................
The 65th Period UNIT 10: CONSERVATION - READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - improve their knowledge about conservation. II. Methods: - Communicative approach. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teachers activities Students activities 1. Warm-up: ( 3 mins) + Network. . - Ask Ss to work in groups of 3 or 4. - Work in groups to discuss. - Ask Ss to give a list of the animals which are in danger of extinction. - Some Ss report the list in front of the - After 3 minutes, the group which has the longest list class. 125
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will be the winner. 2. Before you read: ( 10 mins) - Ss are required to answer the questions given in the part: 1. Have you ever visited a zoo or a forest? 2. What animals are you interested in? Why? 3. Do we need to protect animals and foreSs? + For each question, 2-3 Ss are required to answer orally. + Vocabulary: - Provide the students with some new words/phrases +Variety(n): a large number of different kinds. + Species(n): = kind, type. + Eliminate(v): = disappear, remove + Destruction(n) destroy(v) destructive(Adj): s ph hy + Hydroelectric dam(n): p thy in + Circulation(n): s chuyn i. circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase 3 times and ask Ss to repeat it. - Leave Ss 1 minute to self-practise. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class - Listen and help Ss to read the words/phrases correctly. 3. While you read: ( 20 mins) + Task 1: Matching. - Ask Ss to read the passage independently and match the words or phrases in A with their meaning in B. - Tell Ss to refer to Vocabulary for help and encourage them try to gueSs the meanings of the words in the context of the reading. - Call on some Ss to read and explain their answers aloud in front of the class. - Get feedback and give correct answers. + Task 2: True or False. - Ask Ss to read the passage more carefully and decide whether the statements are true(T) or false(F). Correct the false information. - Ask Ss to highlight or underline the information in the passage that help Ss to find the correct answers. - 6 - 7 Ss are required to give answers in front of the class (1 st/ 1answer). - Listen and help Ss to do the exercise correctly
- Think of the answers.
- Students give answers orally. - others listen
- Copy down these words into their notebooks.
- Listen and repeat - Practise reading these words by themselves. - Some Ss read these words again aloud (1 student/ 1 time)
- Work individually. - Try their best to do the task. - Ask some Ss to report. 1. c 2. a 3. d 4. b
-Listen and self-correct the exercise. - Ss do the work individually - Highlight or underline the important information. - 6-7 students do orally while others watch 1. T 2. T 3. T 4. T 5. F( two last sentences of paragraph B) 6. F(last sentence of paragraph C) 126
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+ Task 3: Main ideas. - Ask Ss to work in groups of 3-4 to choose the most suitable idea for each paragraph. - Call on some representatives to read their choice for each paragraph in front of the class. - Get feedback and give correct answers. 4. After you read: ( 9 mins) Questions - Answers - Ask Ss to work in pairs to give answers to the questions. - Go round to help the students with their work. - 3-4 Ss are required to give answers to one question orally in front of the class( 1 st/1 time). - Listen and help Ss to give correct answers. 5. Wrapping: ( 1 min) - Ask Ss to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should do for the future of our planet.

- Self-correct the work - Work in groups of 3-4 students orally - Some Ss report. A. 3 B. 4 C. 2 - Self-correct - Work in pairs orally. 1. We wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in. . . 2. Mankind and most plants and animals can't survive without water. . . 3. We should stop polluting the environment and destroying plants and animals. . . . . .
DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 24 The 66th Period UNIT 10: CONSERVATION - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Ask and answering about the new kind of zoo. - Show agreement or disagreement about the new kind of zoo. - Report on discussion results. II. Methods: - Communicative approach. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teachers activities 1. Warm-up ( 5 minutes ) - Ask Ss some questions: Have you ever visited the zoo? Students activities -Ss answer: Yes, I have/ No, never 127
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What did you see there? Where are all the animals in the zoo? - Introduce the new leSson: We are going to discuss the new kind of zoo where wild animals can live in their natural habitat. 2. Before you speak: ( 10 minutes) Aims: Ss can discuss the questions about the features of the new kind of zoo. + Task 1: Read the paragraph and answer the questions - Ask Ss to read through the two paragraphs. - Give Ss some new words: + sensitive (adj): be affected by slight changes, influences: nhy cm + imprison (v): put or keep in prison: b t + reconstruct (v): build again + breed (v) : gy ging, nhn ging + reintroduce (v): put a species of animal or plant back into a former habitat: tr v mi trng t nhin - Ask Ss to read the new words orally - Ask Ss to work in pairs to discuss the questions in two paragraphs. - Go around to help Ss. - Ask some Ss to present their answers. - Get feedback and give remarks. 3. While you speak: ( 18 mins) Aims: Ss can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo. + Task 2: Put a tick in the right box and share your ideas with a partner. - Before Ss do the task T elicits some structures for asking opinions and giving the opinions. . . Asking for opinions Showing agreement Showing disagreement I agree with. . . . Yes, I think you are right. Exactly. I dont really think so. Yes, . . but. . . I would doubt that. . - Ask Ss to work individually to do the task - Ask Ss to work in pairs to share their ideas. - Go around to observe and help Ss

I saw many animals there They are in the cages.
- Read two paragraphs silently. - Listen and take notes. - Practise reading the new words. - Work in pairs. - Some Ss present in front of the class. 1. They are opened to help endangered species develop. 2. The animals are not kept in cages. They can live in their natural environment.
- Listen to the T. Giving opinions What do you think of. . . ? Do you think. . . . . . ? Do you agree with. . . . ? I think. . . I dont think. . . In my opinion. - Work individually. - Work in pairs to share the ideas. - Say their opinions aloud. I think it would be better for animals if they live in the zoo of new kind because they may have better food. ................................. 128
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- Ask some Ss to talk about their ideas. - Listen and give feedback.

............... - Listen to the teacher.
+ Task 3: Discuss the advantages and disadvantages of the new kind of zoo using the cues below. - Work in groups of three of four to - Ask Ss to work in group to discuss the advantages and discuss the advantages and disadvantages of the new kind of zoo. disadvantages of the new kind of zoo. Advantages Disadvantages - the conditions the animals are in - the animals that people can visit - the money spent on rescontructions of the animals natural environment - the dangers that keepers may have - Go around to help Ss if necessary. - Take notes of Ss mistakes for later correction. 4. After you speak: ( 10 minutes ) Aims: Ss can report on their discussion results + Task 4: Make group report, sharing your views with the rest of the class. - Call on one representative from each group to report what his/her group have discussed. - Ask other Ss to take notes and compare with their groups ideas. - Give remarks on Ss answers. 5. Wrapping ( 2 minutes ) Write a paragraph of the report that they have discussed in the class.
- Some Ss present in front of the class: "There are some advantages of the new kind of zoo. Firstly, the animals can live in a better environment and are safer than when they are in nature. . . . . . " - Listen to their friends as well as to the teacher.
The 67th Period UNIT 10: CONSERVATION - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - know how a forest fire starts and what campers have to remember to do to protect the foress. 129
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- Discuss how a forest fire may start and what every camper ought to remember. II. Methods: - Communicative approach. III. Teaching aids: - Textbook, tape, pictures of whales and other sea animals. IV. Procedures: Teachers activities Students activities 1. Wrapping checking: (5 mins) - One st tell the whole class about the advantages and Other Ss listen to their friend and give disadvantages of a zoo of the new kind. remarks - Listen and give remarks. 2. Before you listen: (10 mins) Aims: to focus Ss on the topic and review/ introduce the words and phrases used in the listening text. a. Divide Ss into 3 groups and ask each to discuss - Work in groups and discuss the one of the following questions: questions. a. How destructive can a forest fire be? b. What can cause a forest fire? c. Do you know any famous forest fire? Are there - One st from each group stands up and any forest fires in Vietnam? Which countries have gives their answer. many forest fires every year? - Ask some Ss to give their answer. b. Introduce the topic of the listening text - Introduce some new words/ expreSsions - campfire (n): the fire made on at camping trip. - Copy down the words and phrases into - forester (n): the person whose job is to take cares their notebooks. of the forest. - a heap of (n): a lot of thing on top of one another. - spread (v): to move to other places very quickly] - leave sb/ st doing: leave sb/st when it/he is Ving - Listen and repeat. - Read the words again and ask Ss to repeat. - Read the words in pairs and correct each - Ask Ss to read the words in pairs. others mistakes. - Ask some Ss to read the words again and give - Some individuals read the words aloud. remarks - Listen to the T. 3. While you listen: ( 26 mins) + Task 1: Aims: Ss practise listening and numbering the event in the correct order. - Introduce Ss that they are going to listen to the tape about forest fires and they have to number the given statements in the order they hear. - Read the statements in pairs and try to - Ask Ss to read the statements in pairs and make sure gueSs the order of the events. that they understand them. - Listen to the tape / the teacher and do the - Play the tape twice and ask Ss to put the number in task the right box to indicate the order of the events - Compare their answer. - Ask Ss to compare their answer in pairs. - Give their answer. - Check Ss answer. Key: 3 - 2 - 5 - 1 - 4 - Play the tape once again, stop the tape where - Check their answer, and then correct 130
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necessary and conduct the correction. + Task 2: Aims: Ss practise listening and marking True/ false. - Ask Ss to listen to the tape again and decide whether the given statements are true or false. - Ask Ss to read the statements to see if they understand them. - Play the tape once and ask Ss to tick to the box to indicate T/ F statement and underline the false information - Ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 3: Aims: Ss practise listening and ticking the sentences they hear. - Ask Ss to have a look at the sentences given to see if they understand them and compare the sentences in each pair to see the difference between them. - Ask Ss lo listen to the tape again and tick in the box to indicate the sentences they hear. - Play the tape once. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen: (8 mins) - Ask Ss to work in groups and use the information in Task 1 and 2 to discuss the following questions: - How can a forest fire start? - What does every camper have to remember not to cause a forest fire? - Move round to check the activities and to make sure that Ss are working effectively. - Ask one or two Ss to retell the story in front of the whole class. - Check and give remarks. 5. Wrapping: (1 min) Write a short paragraph about what people can do to protect forest from fires. UNIT 10:

their work if they have the wrong answer. - Listen to the T. - Read the statements in pairs and try to do the task. - Listen to the tape / the teacher and do the task - Compare their answer. - Give their answer. 1. F 2. F 3. T 4. T 5. F - Check their answer say it aloud, and then correct their work if they have the wrong answer.
- Read the sentences and find out the difference between sentences in each pair. - Listen to the tape and do the task. - Give their answer. Key: 1. B 2. A 3. A - Check their answer and then correct their work if they have the wrong answer. - Work in groups to discuss.
- One/ two Ss present.
The 68th Period CONSERVATION - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - know how write a letter of invitation basing on the cues. 131
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II. Methods: - Communicative approach. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about how a forest fire may start and what every camper ought to remember. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters. + Task 1: - Ask Ss to read the requirement of task 1 carefully and then work in pairs to do the task. - Ask Ss to pay attention to the meaning as well as the structure of the two halves. - Recall some structures so that Ss can do the task more easily. Shall we/ Can you/ Why don't you + V- inf. . . ? Let's + V-inf. Would you like/ Are you free + to-V. . . . . . . ? Do you feel like/ How about + V-ing. . . . . . . ? - Ask Ss to do in 4 minutes and move around to help if necessary. - Get feedback and give remarks. + Task 2: - Ask Ss to work in pairs to read the letters in pairs and to use the above expreSsion to fill each blank. - Introduce some new words/phrases: + for a while: for a period of time + 'disco (n): a club or party where people dance with pop music + 'afterwards (adv): at a later time - Ask Ss to listen to the teacher and repeat, then write these words into their notebooks. - Get Ss to do the task in 5 minutes and then get feedback letter by letter. - Listen and give remarks 3. While you write: ( 10 mins) - Aims: Ss practise writing an invitation letter. - Ask Ss to play the role of Nam's and to write a
Students' activities - Listen to their friend and give remarks. - Listen to the teacher.
- Copy the structures into theit notebooks. - Do the task in pairs. - Share their answer with their friends. - Present their ideas. 1. c 2. f/h 3. a 4. g/d 5. h/f 6. d/g 7. e 8. b - Listen to the teacher. - Work in pairs to read the letters and try to understand the content of the letters. - Listen and repeat. - Copy the words/ phrases - Report their answer: 1. 3/8 2. 3/8 - 4/6 3. 2/5- 7 - Listen to the teacher.
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letter to Lam, inviting him to spend a weekend with him. - Let Ss write in 8 minutes. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks
- Read their writing: ( a sample paragraph) "Dear Lam, We haven't met since oyu moved. And I miSs you a lot. We are both having some days- off between the two terms soon. So if you haven't made any other plans why don't we spend a weekend together? Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals. Do come if you find it poSsible and I'll make all the preparations then. 5. Wrapping: ( 1min) Please give my love to your parents. - Part D (page 63- workbook). Your friend, DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 25 The 69th Period UNIT 10: CONSERVATION - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - know how to pronounce the sound /b/ and /p/ correctly. - revise the paSsive voice. II. Methods: - Communicative approach. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5mins) - Ask one st to read the letter they wrote at home - One st reads his/her letter aloud aloud in aloud. front of the whole class. - Ask another st to give remarks. - Give remarks. - Check and give a mark. - Listen to the teacher. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds / b / and / p / and help Ss to practise these sounds. - Write down two sounds. a. Write two sounds on the board and pronounce - Listen to the teacher and repeat. them clearly twice, then ask Ss to repeat. - Look at the book, listen and repeat. 133
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- Tell Ss how to pronounce these sounds accurately. / b / : a voiced sound / p / : a voiceleSs sound - Ask them to look at the textbook, listen and repeat.
/b/ /p/ bee pea ban pan bad Paul ........................... - Then ask Ss to work in pairs to read the words again - Read these words in pairs and check for so that they can check for each other. their partners. - Move around to help. - Ask two Ss to read again and give remarks. b. Ask Ss to look at sentences in page 110 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p /. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise the paSsive voice and have Ss do Ex1, EX 2 and EX3. + The paSsive voice: - Recall the form of the paSsive by giving an example: eg: Active: We clean this window every day. PaSsive: This window is cleaned every day. - Ask Ss to pay attention to the sentence elements and to tell the T the difference between the active sentence and the paSsive sentence. - Ask Ss to tell the T the form of the paSsive. + Note: Only transitive verbs are used in the paSsive. It is impoSsible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the paSsive. - Ask Ss to give some examples. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then compare their answers in pairs. - Move round to conduct the activity. - Check the exercise sentence by sentence. - Listen and give remarks. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the - Look at the book and work in pairs. - Answers: /b/ /p/ Bill Pat big pan black paper ............................... - Read the sentences.
- Listen to the teacher, read the example and tell the whole class their ideas. + In the paSsive, the object of an active verb becomes the subject of the paSsive verb. + Form: S + V ( be + p. p ) - Listen to the teacher and take note. - Give examples. - Some Ss report. 1. were reported 2. are grown 3. be spoken 4. am not invited 5. are being built - Listen and correct their work if necessary. - Do the Ex individually. EX 2: 1. came. . . . had ( been) started. . . . . . . . . . were 134
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answers with their friends. - Move round to help if necessary. - Ask two Ss to do this exercise on the board. - Ask one st to give remarks. - Check and give remarks. + Exercise 3: - Ask Ss to read the requirement of Ex3 and then do the task in pairs. - Go round to conduct the activity. - Ask some pairs to read the dialouge. - Listen and give remarks. 5. Wrapping ( 1 min) - Part B ( page 60- workbook)

2. is standing. . . . . . . . is being photographed 3. Have the students been told 4. was being laid. . . . . . decided 5. will. . . . . . . . . . . . . . . . be planted - Listen to the teacher. - Read the requirement carefully. - Do Ex 3. EX3: 1. was organized 2. arrived 3. were met 4. taken 5. had been cleaned 6. had been put 7. was excellent 8. prepared 9. made 10. were served
The 70th Period UNIT 11: NATIONAL PARKS READING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - improve their knowledge about national parks. II. Methods: - Communicative approach. III. Teaching aids: board, textbook, chalk. IV. Procedures: WRITTEN TEST Time allowed: 10 minutes Complete the second sentence so that it it has a similar meaning to the first one. 1. My sister cleans these rooms every day. => These rooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................. 2. Somebody will meet you at Noi Bai Airport. => You. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3. They are going to build more schools for disabled children. => More schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................................................................... 4. He asked us many difficult questions. => We. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........ 5. The factory is producing more and more pollution. => More and more. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. People have used ballpoint pens for many years. => Ballpoint pens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7. Did Wright brothers build the first plane in 1903? => Was. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
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...............................? 8. Viet is going to repaint these rooms tomorrow. => These rooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Answers 1. These rooms are cleaned every day. 2. You will be met at Noi Bai Airport. 3. More schools will be built for disabled children. 4. We were asked many difficult questions. 5. More and more pollution is being produced by the factory. 6. Ballpoint pens have been used for many years 7. Was the first plane built in 1903? 8. Viet's house is going to be repainted tomorrow. Teachers activities 1. Before you read: ( 9 mins) Aims: to repare information and vocabularies for the topic. - Ask Ss to answer the question: Can you name some national parks in Vietnam and in the world? - Ask some Ss to answer the question. - Listen and give remarks. - Introduce the reading text and provide Ss with new words/phrases. + lo'cate(v): = to place ( v tr + 'butterfly(n): an insect with very big wings that can fly(con bm) + e'stablish(v): = to make/ build( thit lp + hike(v): to walk for health +sur'vive(v): to be alive after accident( sng st). . survival(n) + 'orphan(v): to be made parentleSs(m ci) orphanage(n) + Sub-tropical(Adj): cn nhit i + 'wilderness(n): = wild place( ni hoang d) + contami'nation(n) contaminate(v): to make something dirty/ polluted. - Read each word/phrase 3 times and ask Ss to repeat it. - Leave Ss 1 minute to self-practise reading the words. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class - Listen and help Ss to read the words/phrases correctly. 2. While you read: (15 mins) Aims: Read the passage for information to do the tasks. + Set the scene: - You are going to read the passages about The National Parks. Read them and then do the tasks that follow. Students activities
- Listen and think of the question. - Some Ss answer: Cuc Phuong National Park Bach Ma national Park. Nairobi National Park. Alaska National Park. - Listen and then copy down
- Listen and repeat. - Read silently to self-practise. - Some Ss read these words aloud and others listen. - Self-correct.
- Read the passages and do the task. - Compare their results with their parners. - Present their answer: 136
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+ Task 1: Fill in each space with a suitable from the passages. - Ask Ss to read the passages and do task 1. - Explain more about the definitions if necessary. - Ss are required to compare their results with their partners. - 5Ss are required to do the task orally in front of the class (1 st/ 1 time). - Listen and help Ss to do the task correctly.

2. contain 3. species 4. survival 5. sub-tropical 6. contamination - Listen to the T and correct if necessary.
- Work in pairs to read the passages again and to ask and answer. - Underline the information from the + Task 2: Answering Questions: passages. - Ask Ss to work in pairs to read the passages again and - Share their answer with other Ss. answer the questions in task 2. - Some pairs report: - Require Ss to underline the information from the 1. 200 square km: passages that supports the answers. 2. Because the rainy season is over. - Required Ss to compare their answers with another pair. 3. They can learn about the habits of - Ask 6 - 7 Ss to read their answers aloud in front of the animals and how one species is class (1 st/1 time). dependent upon another for survival. - Listen and give remarks. 4. In the orphanage, orphaned and/ or abandoned animals are taken care of. 3. After you read: ( 5 min) Everglades National Park is Aims: to give the summary of the passage. endangered because of the toxic levels - Ss are required to work in groups to give reasons for of chemicals in the water their choice from one of the three national parks in the 5. If more chemicals are released into reading passages. the water, plans and animals will die/ - One representative is required to give their talk orally in be killed/ destroyed. front of the class - Listen and help the students to do their task well. - Work in groups to talk about their 4. Wrapping: ( 1 min) choice. - Complete the talk in written form. - Present his/her ideas. - Others listen
The 71st Period UNIT 11: NATIONAL PARKS - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - know about an excursion to Huong Pagoda. II. Methods: - Communicative approach. III. Teaching aids: board, textbook, chalk, chalk, board. IV. Procedures:
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Teachers activities 1. Warm-up: ( 3 mins) - Ask Ss the questions: - Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two Ss. to answer. 2. Before you speak: ( 12 mins) Aims: tofocus Ss. on the topic and introduce the words and phrases used in the task. + Task 1: Matching Last week Ngas class went on an excursion to Huong Pagoda. Unfortunately, the excursion turned out to be a disaster. Most of the things they did went wrong. You are required to match the thing in column A with the coresponding consequences in column B. - Ask Ss to read through the sentences in the two columns. - Give Ss some new words or expreSsions: + food poisoning: ng c thc n + fine (n ): cash paid as punishment ( tin pht) + get lost: unable to find way( lc ng ) + carsick( adj ): feeling sick because of a cars movement ( say t ) - Ask Ss to read the new words orally and individualy. - Ask Ss to work in pairs to do the task. - Go around to observe Ss working. - Check Ss s answers by calling on some Ss to read out things in A and some others to read out the corresponding consequences in B. - Listen and give remarks. 3. While you speak: ( 14 mins) Aims: Ss can talk about their excursion to Huong Pagoda and expreSs their regrets. + Task 2: Imagine that you are Ngas classmates and you are not happy with the excursion to Huong Pagoda. Now you are talking with some friends about what you wish you had or hadnt done. - Before Ss do the task, T asks Ss to read the examples in the textbook and recall what grammatical structure is used in the example. - Revise the conditional sentence type 3 by giving an example:

Students activities - Some Ss answer: Yes, ew have. We prepared food, drinks, tents, cameras . .
- Listen to the T.
- Read the sentences and find some new words. - Listen and copy down these words into their notebooks.
- Read the new words. - Work in pairs. - Read the answers aloud. 1- f 2- e 3- h 4- g 5- b 6- c 7- a 8- d
- Listen to the T.
- Read the examples and listen to the T. - Look at the example and tell the whole class the form and the use: +Form: If + S + past perfect, S + would/ could +have + P II. 138
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+ Eg: If I had had money, I would have bought this car. ( But I didnt have money and so I didnt buy it. ) - Ask Ss to look at the example and tell the T the form as well as the form of the conditional sentence type 3.
+Use: The third conditional is used to talk unreal situations in the past. - Work in groups. - Compare the answers with others. 2. If we had brought enough food and drinks we wouldnt have spent a lot of - Ask Ss to work in groups. money eating in expensive restaurants. - Go around to help Ss. - Ask Ss to compare their answers with another group. 3. If some of us hadnt had food - Call on some Ss to speak out their answers in front of poisoning we could have enjoyed our visit. the class. 4. If we had had rain coats, we wouldnt have got wet and have got a cold. 5. If some of us hadnt left our luggage - Listen to Ss and give remarks. on the coach when we arrived, we could have had clothes and money with us. 4. After you speak: ( 15 mins) Aims: Ss practise telling about an excursion to Huong 6. If we had been careful when walking in Huong Pagoda, we wouldnt have got Pagoda and expreSsing the regrets. lost. + Task 3: You are Nga. You are going to work in pairs. Tell your 7. If we hadnt thrown wast in the forest, partner about your classs excursion to Huong we wouldnt have got a fine. Pagoda and expreSs your regrets about what you did 8. If we had stayed there more than one day, we could have visited all the or didnt do during the excursion. - Ask Ss to work in pairs using the third conditional to pagodas. do the task. - Go around to observe, offering help and collecting - Listen to the T. mistakes. - Ask one or more Ss to tell about their excursion in - Work in pairs. front of the class and give remarks. 5. Wrapping: ( 1 min) - Write down what they have discussed in task 3. - Some Ss tell about their excursion in front of the class. DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 26 The 72nd Period UNIT 11: NATIONAL PARKS - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../....... 139
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I. Objectives: By the end of the lesson, students will be able to: - get more information about Cuc Phuong National Park. II. Methods: - Communicative approach. III. Teaching aids: Tape, cassette, textbook, chalk, board. IV. Procedures: Teachers activities Students activities 1. Wrapping checking: (5 mins) - Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and expreSs his/her - Listen to their friend and give remarks regrets about what he/she did or did not do during the excursion. - Listen and give remarks 2. Before you listen: (10 mins) Aims: to focus Ss on the topic and review/ introduce the words and phrases used in the listening text. a. Divide Ss into small groups and ask them to discuss the following questions: a. Where is Cuc Phuong National Park? b. What is the area of the rainforest in Cuc Phuong National Park? c. When is the best time to visit Cuc Phuong National Park? d. What can be seen in Cuc Phuong National Park? - Ask some Ss to give their answer. b. Introduce the topic of the listening text. - Introduce some new words/ expressions - o'fficially (adv): formally - span (v): connect. - 'fauna (n): all the animals of an area. - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb - in'vader: (n) The French and Americans were invaders. - 'ethnic mi'nority (n): The Tay, Nung, Dao. . . . . - Read the words again and asks Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 3. While you listen: (20 mins) + Task 1: Aims: Practise listening and filling in the gaps. - Introduce Ss that they are going to listen to the tape about Cuc Phuong National Park and they have to fill in the gaps in each sentence given - Work in groups and discuss the questions.
One st from each group stands up and gives their answer. . - Copy down the words and phrases into their notebooks.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud.
- Listen to the T. - Read the statements in pairs and try to gueSs the miSsing information. - Listen to the tape and do the task - Compare their answer. 140
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- Ask Ss to read the sentences in pairs and make sure that they understand them. Ss try to gueSs the miSsing information. - Play the tape twice and ask Ss to fill in the gaps. - Ask Ss to compare their answer in pairs. - Checks Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction. + Task 2 Aims: Practise listening and Answering questions. - Ask Ss to listen to the tape again and answer the given questions. - Ask Ss to read the questions to see if they understand them. - Play the tape once and ask Ss note down the necceSsary information. - Ask Ss to compare their answer in pairs. - Check Ss answer. - Play the tape once again, stop the tape where necessary and conduct the correction.

- Give their answer. 1. 1960 2. 160 km south west of 3. 100, 000 visitors 4. 2, 000; 450 5. Quen Voi - Check their answer say it aloud, and then correct their work if they have the wrong answer. - Listen to the T.
- Read the questions in pairs and try to do the task. - Listen to the tape and do the task. - Compare their answer. - Give their answer. 1. It covers 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa. 2. It is about 160 km. 3. They come to see the work being done to protect endanger species. 4. Nguyen Hue defeated the Qing invaders in the spring of 1789 5. They live mainly on bee keeping and 4. After you listen: (8 mins) farming. - Ask Ss to work in groups and use the information in - Check their answer say it aloud, and then Task 1 and 2 and the reading text to diSscus the correct their work if they have the wrong following problems: answer. - Time founded - Area, location -Work in groups to discuss. - Numbers of visitors - Historical event - Local people. -Move round to check the activities and to make sure that Ss are working effectively. - Ask one or two Ss to present in front of the whole class. - Check and give remarks. 5. Wrapping: (1 min) Write a short paragraph about Cuc Phuong National - One/ two Ss present. Park The 73rd Period UNIT 11: NATIONAL PARKS - WRITING Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: 141
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- write a letter of acceptance or refusal. II. Methods: - Communicative approach. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about the special features of Cuc Phuong National Park. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 15 mins) - Aims: to get Ss to read the expreSsions in the table and to do task 1 and task 2. + Task 1: - Introduce the topic of the leSson: Write a letter of acceptance or refusal. - Introduce some new words: + a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse" + dec'line (v) : refuse sth offered ( politely) - Ask Ss to listen and repeat and then copy down these words into their notebooks. - Ask Ss to read the expreSsions in the table in 2 minutes. - Remind Ss of three invitation letters that they have already read in Unit 10 and ask them to work in pairs to complete three reply letters by using the expreSsions in the table. - Ask Ss to do in 3 minutes and move around to help if necessary. - Get feedback and give remarks. + Task 2: - Remind Ss of the letter Nam wrote to Lam to invite Lam to spend a weekend with him. And now Lam write a letter accepting Nam's invitation. - Ask Ss to work in pairs to rearrange the sentences into a letter. - Move round to help if necessary. - Get feedback and give remarks. 3. While you write: ( 15 mins) - Aims: Ss practise writing a letter of acceptance or refusal. - Ask Ss to read the requirement of task 3. - Ask them to write a letter accepting or declining his/her friend's invitation.
Students' activities
- Copy down the words into theit notebooks.
- Do the task in pairs. - Share their answer with their friends. - Present their ideas. 1. Accepting: Yes, I'd like/love to. 2. Refusing: I'm afraid I can't come because 3. Accepting: I'd be delighted to. - Listen to the teacher. - Listen to the teacher. - Work in pairs to rearrange the sentences into a letter. - Present their ideas: 1. d 2. e 3. c 4. a 5. f 6. b - Listen to the teacher. - Read the requirement.
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- Ask them to pay attention to the structure of a letter: greeting, organisation ( introduction, body. . . ) - Suggest that they use letters in task 1 and task 2 as sample letters. - Let Ss write in 13 minutes. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks

- Do the writing task. - Read their writing: ( a sample paragraph) "Dear Binh, It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend. Thank you for inviting me to join you but I'm afraid I can't come. My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday morning. After that, I'm going to take her to some famous places in Hai Duong. I hope that you will have a wonderful day in Cuc Phuong. Remember to show me the photos you take in Cuc Phuong whem you get home. Your friend, The 74th Period
5. Wrapping: ( 1min) - Part D (page 68- workbook).
UNIT 11: NATIONAL PARKS - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - how to pronounce the sound /t/ and /d/ correctly. - revise conditional sentence type 3. II. Methods: - Communicative approach. III. Teaching aids: board, textbook, chalk. IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask one st to read the letter they wrote at home aloud. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds /t/ and /d / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce Students' activities - One st reads his/her letter aloud aloud in front of the whole class. - Give remarks. - Listen to the teacher.
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them clearly twice, then ask Ss to repeat. - Tell Ss how to pronounce these sounds accurately. / d / : a voiced sound / t / : a voiceleSs sound - Ask them to look at the textbook, listen and repeat.
- Write down two sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. /t/ /d/ topic difficulty contain invader - Then ask Ss to work in pairs to read the words again plant spend so that they can check for each other. ........................... - Move around to help. - Read these words in pairs and check for - Ask two Ss to read again and give remarks. their partners. b. Ask Ss to look at sentences in page 119 in the book. - Ask them to work in pairs to read the sentences and - Look at the book and work in pairs. then find out the words containing sound / t / and - Answers: sound / d /. /t/ /d/ - Ask them to work in 2 minutes. next to third - Move around to conduct the activity. restaurant dear - Ask one st to report and other Ss to give remarks. counter stayed - Check and give the correct answers. ............................... - Ask some Ss to read these sentences aloud. - Read the sentences. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise conditional sentence type 3 and have Ss do Ex1 and EX2. + Conditional sentence type 3: - Recall conditional sentence type 1 and type 2. - Listen to the teacher - Revise conditional sentence type 3 by giving an - Read the example and tell the whole class example. their ideas. eg: Tom didn't study hard so he fail the exam. + Form: => I can say: " If Tom had studied hard, he would If - clause , main clause have paSsed the exam. " If + S + V( past perfect), S + would +have - Ask Ss to tell the T the form and the use of + V( PII) conditional sentence type 3. + Use: Note: - to talk about something that might have - We can use could/might/should instead of would in happened in the past but didn't. main clause. - Listen to the teacher and take note. - We can also use the past perfect continuous in If clause. - Ask Ss to give some examples. - Give examples. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise individually and then - Some Ss report. compare their answers in pairs. 1. had known 2. had had - Move round to conduct the activity. 3. would have gone 4. would have paSsed - Check the exercise sentence by sentence. 5. could have enjoyed 6. had known - Listen and give remarks. 7. had stopped 8. had called - Listen and correct their work if necessary. 144
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+ Exercise 2: - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to write the sentences on the board.

- Do the Ex individually. EX 2: Each st writes three sentences 1. . . . . hadn't stopped so suddenly, the accidents wouldn't have happened. 2. . . . . that Lam had to get up early, I would have woken him up. 3. . . . lent me the money, I would have been able to buy the car. 4. . . . been wearing a seat belt, she would have been injured. 5. . . . . . had braekfast, you wouldn't behungry now. 6. . . . had some money on me, I would have got a taxi. - Listen to the teacher.
- Ask two Ss to give remarks. - Check and give remarks. 5. Wrapping ( 1 min) - EX 3 ( page 120 - st's book)
DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 27 The 75th Period
TEST YOURSELF D
Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Revise what they have learned in unit 9, unit 10 and unit 11. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5 mins) - Ask one st to do Ex 3 in the workbook on the board. - Ask one st to give remarks. - Give remarks and marks. EX 3: 1. If I had been working at the restaurant last night, I would have waited on your table. 2. If they had been paying attention, they 145
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would have seen the sign marking. . . . 3. If Carol hadn't been studying, she would have answered the phone. 4. If the sun hadn't been shining, we wouldn't have gone to the beach yesterday. 5. If the music hadn't been playing loudly at the restaurant, I would have heard. . . - One st gives remarks. - Look at the textbook and read the statements. - Try to focus on the important words. - Copy down these words into their notebooks. - Listen and read after the teacher. - Listen carefully and do the task. - Work in pairs to discuss their answers. 1. they go to a national park to enjoy the nature. 2. It became a national park in 1872. 3. No, it isn't. It's the world's largest park. 4. It has about 70 geysers. 5. They mustn't pick the flowers, feed or hunt the animals.
2. The new lesson: ( 39 minutes) - Ask Ss to do part II, part III and part IV at home in advance to save time. - Give Ss the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask Ss to do listening in class. 2. 1. Listening: - Ask Ss to read the requirement of the task. - Introduce new words: + campground (n) : a place for camping + trail (n) : a path + geyser (n): mch nc phun - Play the tape twice and ask Ss to do the task. - Ask Ss to share their ideas with their partners. - Get feedback and play the tape again so that Ss can check their answers. - Ask other Ss to give remarks. - Check and give feedback. 2. 2. Reading: - Ask Ss to work in groups to compare their answers. - Ask some Ss to report his/ her answers aloud. - Listen and check. 2. 3. Grammar: - Ask Ss to discuss their answers in groups. - Ask 2 Ss to write their answers on the board.
- Ask two other Ss to give remarks. - Check and give the correct answers. 2. 4. Writing: - Ask some Ss to read their writing aloud.
- work in groups to share their ideas. - Some Ss stand up to report. 1. a. junk and litter c. highway b. landscape d. healthy. 2. a. T b. T c. F d. F e. T f. T . . . - Discuss in groups. - Answers: a. 1. has been cleaned. . . . . . 2. have been turned on. . . . . . . . . . 3. are waiting b. 1. knew. . . . . . 2. would help. . . . . 3. knows c. 1. decided. . . . 2. to stay. . . . . . 3. would have gone out. . . . . . 4. hadn't been - Read their writing aloud " Dear Alex, You will be delighted to know Father is giving 146
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- Ask some Ss to give remarks.

a party to celebrate the New Year. He has invited some of our relatives and his friends to make the party a succeSs. I too have invited a number of my friends in the neighbourhood. Mother has asked me to tell you to come home for the New Year celebration. I'm sure you will be here in time to share the fun with us on that day. Your sister, Helen - Listen to the teacher's remarks. The 76th Period FORTY FIVE MINUTE TEST Preparing date: ..../...../......... Teaching date: ...../...../.........
3. Wrapping: ( 1 min) - Part B ( Page 65 - workbook)
I. Objectives: By the end of the lesson, students will be able to: - Revise all the language skills and grammatical points which they have studied and used in the three units: 9, 10 and 11. - Improve their techniques of doing the simple tests - Improve their knowledge through the test. II. Method: - Communicative Approach III. Teaching aids: Written test. IV. Procedures: - T gives written test. PHAN BOI CHAU HIGH SCHOOL Name: ..
WRITTEN TEST
TIME ALLOWED: 45 minutes
I: PRONUNCIATION (1,5 ms) A. Choose the word whose underlined part is pronounced differently from that of the other words. 1. A. here B. dear C. clear D. bear 2. A. watched B. wanted C. decided D. needed 3. A. human B. study C. studio D. student B. Choose the word which is stressed differently from the rest: 4. A. effective B. maturity C. academic D. performance 5. A. marathon B. annual C. eradicate D. spirit II: VOCABULARY AND GRAMMAR ( 4,0 ms) A) Choose the best answer A, B, C or D 5. A: What a beautiful dress you are wearing B: Thank you. It _____________ especially for me by a French tailor 147
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a. is made b. has made c. made d. makes 6. Unless we ___________ throwing the garbage into the river, it will be polluted. a. stop b. dont stop c. will stop d. wont stop 7. If I had known you were in hospital , I ___________ you. a. visited b. had visited c. would visit d. would have visited 8. They are building a new zoo near my village. A. A new zoo is being built near my village. B. A new zoo will be built near my village. C. A new zoo is built near my village. D. A new zoo is being building near my village. 9. I didnt have an umbrella with me, so I got wet. A. If I had had an umbrella, I wouldnt get wet B. If I had an umbrella, I wouldnt get wet C. If I had had an umbrella, I wouldnt have got wet D. If I have an umbrella, I wont get wet 10. Cuc Phuong national park is _________________ 160 km South West of Ha Noi. a. established b. located c. surrounded d. abandoned 11. A new building ______________ built near our school next year. a. would be b. can be c. will be d. is 12. What if I pressed that red button? A. will happen B. happen C. would happen D. happened 13. The children . to be homeless. A. was reported B. were reported C. reported D. reporting 14. If I had had a map of the town, I. . A. would have got lost B. wouldn't have got lost C. would get lost D. wouldn't get lost 15. You...................work hard if you want to get good marks. A. can B. should C. will D. do 16. Lets .................something! A. to drink B. drank C. drinking D. drink B) Circle the word or phrase which is not correct: 17. What would you do if you was her? a b c d 18. English can is learned by listening English songs. A B C D 19. If I had known his telephone number, I would had given it to you. A B C D 20. I think the boss should not resign because he has made too many mistakes. A B C D 21. If you work hard, you would be successful in the exam. A B C D III. Reading: Read the passage and answer the questions. Cuc Phuong National Park is located 160 kilometres south west of Hanoi. It is the first of Vietnams nine national parks to be established and it contains over 200 square kilometres of rainforest. Tourists go there to study butterflies, visit caves, hike mountains and look at the 1,000year-old tree. The best time to visit the park is during the dry season, from October to April, when the rainy season is over. According to scientists, there are about 2,000 different species of flora and 450 species of flora. Cuc Phuong National Park has many caves. Quen Voi, also part of the park, is where 148
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Nguyen Hues army was stationed before it made its surprise attack on Thang Long and defeated the Qing invaders in the spring of 1789. Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee keeping and farming. 22) What is the area of the rainforest in Cuc Phuong National Park? ............................................................................................................................................................ 23) Why would November be a suitable time to visit this park? .............................................................................................................................................................. .............................................................................................................................................................. 24) How long is it since Nguyen Hue defeated the Qing invaders? ............................................................................................................................................................ 25) What do the Muong ethnic minority live mainly on? ............................................................................................................................................................ IV. Change the sentences into the passive. 26) Alexander Fleming discovered penicillin in 1928. Penicilin 27) Millions of people are watching this programe at the moment. This program 28) Someone will meet you at the station. You. 29) People plant rice in this field. Rice. 30) The flood destroyed many houses last year. Many houses THE END ______________________________________ The 77th Period TEST CORRECTION Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Find out and correct the mistake they made in the test - Get more experience to do a test II. Method: - Communicative Approach III. Teaching aids: Ss' writen test. IV. Procedures: Teachers activities Students activities I. PRONUNCIATION (1,5 ms) - Repeat the questions - Look at their paper - Get student to read aloud the words and find out - Speak out the words in A, B, C, D the differences. - Give the answer - Call some students to read out their answers, 1- D 2- A 3- A 4-C 5-C and the others give remarks if it is correct or not - Get the correct answers from the keys - Finally read the keys out aloud. II. VOCABULARY AND GRAMMAR 149
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- Ask ss to tell about some structures are used in the test. - Explain sentence by sentence for ss - Ask ss to give the correct answer for each sentence.

- Answer teachers questions - Listen to the teacher, give correct answer and correction if necessary. Answers: 6- B, 7- A, 8- D, 9- A, 10- C, 11- B 12- C, 13- C, 14- B, 15- B, 16- D 17- D, 18- B, 19- C, 20- C, 21- B
III. Reading: Read the passage and answer the questions. - Repeat the questions - Show the passage again several times - Get students to read the passage again carefully - Call some students to write their answers on the board, and the others give remarks if it is correct or not - Finally read the keys out aloud
- Read the text again and listen the explanation of some difficuld words. - Scan the text and give the correct answers. - Answers: 22. Cuc Phuong National Park is located 160 kilometres south west of Hanoi. 23. Because the rainy season is over. 24. 222 years 25. Muong ethnic minority live mainly on bee keeping and farming. - Look at the writing again and compare it IV. Change the sentences into the passive. with the others - Review the way to change the sentences into - Correct the wrong sentences base on the passive. key. - Explain the way to rewrite sentence for ss so Answers: that they can correct by themselves. 26) Penicilin was discovered in 1928 by Alexander Fleming 27) This program is being watched at the WRAPPING UP: moment by millions of people - Ask ss to review all all grammtical points and 28) You will be met at the station vocabularies. 29) Rice is planted in this field. - Prepare Unit 12- lesson 1: READING 30) Many houses were destroyed last year by the flood. DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 28 The 78th Period
UNIT 12: MUSIC - READING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Know more about the role of music in our life 150
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II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities 1. Warm-up: (5 mins) - Play the tape with 5 pieces of music and ask Ss to guess what types of music they are. - Get feedback and check. 2. Before you read: ( 12 mins) Aims: To provide Ss with words/phrases about music. a. Matching: - Ask Ss to work in pairs to match the descriptions to the types of music given in the part: - For each type of music, 2 Ss from 2 pairs are required to give their match orally. - Listen and help Ss to give correct match. b. Vocabulary. - Provide Ss with the new words/phrases: + Emotion (n): a strong feeling e. g. : hate, love. . . . . + Convey(v): = Show, express + Integral part(n): = necessary part + Lull sb (v): >< wake somebody up. + Delight (v): To make somebody happy. + Funeral (n): a funaral is celebrated when someone dies. + Solemn (adj): serious, not happy + Mournful (adj): sad - Read each word/phrase 3 times and ask Ss to repeat it. - Leave Ss 1 minute to self-practice. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help Ss to read the words/phrases correctly. 3. While you read: ( 18 min) Aims: Read for information to do the sentence completing, and answering excercises + Task 1: Sentence completing. - Ask Ss to read the passage indepently then use the words/ phrases in the box to complete the sentences. - Tell Ss to refer to Vocabulary for help and encourage them try to gueSs the meanings of the words in the context of the reading.
Students activities - Listen to the tape and gueSs. - Stand up and say aloud the names of the types of music. . . . . . . . . . - Work in pairs to match. - Give answers orally. 1- b 2- e 3- d 4- a 5- c - Others listen - Listen and read after the T. - Write down these words into their notebooks.
- Listen and repeat. - Read these words and check for their partner. - Read the words aloud. - Listen to the T.
- Work individually. - Report their answers sentence by sentence. 1. Communicate 2. Lull 3. delights 4. integral part 5. solemn 6. emotion 7. mournful - Listen to the T 151
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- Call on 7-8 Ss to read and explain their answers aloud in front of the class(1 st/ 1 time/ 1 sentence). - Feedback and give remarks. + Task 2: Questions answering. - Ask Ss to work in pairs to read the passage more carefully and find the answers to the questions given. - Ask Ss to highlight or underline the information in the passage that helps them to find the correct answers. - 5-6 Ss from 5-6 groups are required to give answers in front of the class (1 st/ 1 time/ 1answer). - Listen and help the students to give correct answers.
4. After you read: ( 9 mins) + Questions Answers Aims: Students' summary about the roles of music. - Ask Ss to work in pairs to give answers to the questions given in the part. - Go round to help Ss with their work. - 2-3 pairs are required to give answers to one question orally in front of the class. - Listen and help Ss to give correct answers. 5. Wrapping: ( 1 min) - Write about the roles of music and which role is the most important.
- Students do the work in pairs - Some pairs report their answers while others watch. 1. Language and music. 2. It can expreSs ideas, thoughts and feelings. 3. It adds joyfulneSs to the atmosphere of a festival and make a funeral more solemn and mournful. 4. It makes people happy and excited. It delights the senses. 5. It is a billion-dollar industry. - Self-correct the work - Work in pairs orally. - Some pairs report while others listen. 1. Students tell 5 roles. 2. Students give their own ideas.
- Listen to the T.
The 79th Period
UNIT 12: MUSIC - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Talk about their favourite kinds of music. II. Method: - Communicative Approach 152
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III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities 1. Warm- up: ( 5 mins) Aims: get used to the topic. - Give Ss some pictures of singers and ask Ss about their names. - Ask Ss what they know about these singers and name some of their songs. 2. Before you speak: ( 10 mins) Aims: focus Ss on the topic and introduce the words and phrases used in the task. + Task 1: Answering questions based on the reading text. - Introduce the situation: You are going to read what Ha Anh says about music. - Give Ss some new words: + keep sb happy: make sb happy + cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud. - Ask Ss to work in pairs to ask and answer the questions. - Go around to observe Ss working. - Ask some Ss to present their answers in front of the class. - Get feedback and give correct answers: 3. While you speak: ( 13 minutes ) Aims: Ss can talk about their favourite kind of music. Task 2: Asking and answering about music taste. - Tell Ss that they are going to ask your partners questions to get information to complete the table below. - Ask Ss to look at the first column of the table which includes 5 items they should ask their friend about. - Ask Ss what questions they can ask if they want to know about their friends favourite kind of music, reasons for listening to music, favourite band.
Students activities - Look at the pitures and give the names of some foreign singers. - Talk about these singers.
- Listen to the T. - Take notes - Listen and read the text. - Work in pairs to ask and answer the questions. - Some Ss present. 1. She likes pop music. 2. Because it keeps her happy. 3. The Backstreet Boys. 4. She listens to music all the time
- Listen to the T. - Listen to the T and read the information in the table. - Think of the questions and say aloud: + What kind of music do you like? + Why do you like it? + Who is your favourite singer/ musician? + What is your favourite song/piece of music? + When do you listen to music? - Listen and take notes. 153
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- T. may introduce some adj. and expreSsions to talk about music: + make sb excited/relaxed. + help sb forget troubles and worries - Work in groups of 3: one will be a + relaxing / peaceful. . . . . . journalist and others will be students in - Ask Ss to form groups of 3. One of them will be the class. a journalist who will interview their friends about their music taste. The journalist has to ask two Ss some questions and complete the table. Ss can change their roles if time permits. - Go around to help Ss and collect the mistakes. 4. After you speak: (15 mins) Aims: Ss make group report. + Task 3: Reporting on the information - Ask Ss to report what they have got from their friends to the whole class. - Before Ss report T asks Ss to look at the example and elicits some structures they can use: + Both A and B like . . + A likes, and so does B. + A likes and B does, too. + A likes, but B prefers. . - Ask Ss to prepare in one minute. - Ask some Ss to report what they have found out about their patners in front of the class. - Correct the Ss mistakes. 5. Wrapping: (2 mins) - Write a short paragraph about their friends' music taste.
- Listen to the T. - Listen to the T and take notes if necessary.
- Some Ss report in front of the class. E. g: " Both Hoa and Binh like pop music. Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to. Hoa's favourite band is Westlife but Binh like Lam Truong very much. . . . . . . . . . . . . " - listen to the teacher
The 80th Period UNIT 12: MUSIC - LISTENING I. Objectives: By the end of the lesson, students will be able to: - Know more about van cao and his music. - Choose True/ False statements and answer questions II. Method: - Communicative Approach 154 Preparing date: ..../...../......... Teaching date: ...../...../.........
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III. Teaching aids: - Textbook and lesson plan IV. Procedures:
Teachers activities Students activities 1. Home work checking: (7 mins) - Ask one st to talk about what kind of music he likes One st presents. Others listen and give best. remarks. 2. Before you listen: (12 mins) Aims: focus Ss on the topic and review/ introduce the words and phrases used in the listening text. a. - Focus Ss on the picture in the textbook and ask Ss - Work in groups to say about the person if they know the person in it. in the picture. - Introduce Van Cao, the most famous musician in the - Listen to the teacher and then work in history of Vietnamese music then ask Ss to work in groups to discuss Van Cao's life and groups and ask about Van Cao's life and works. career. - Possible questions: - Where and when was he born? - Ask some pairs to ask and answer. - Was he born in a rich or poor family? - When did he start writing songs? Some Ss stand up and give their answer. - Can you name some of his famous songs? What is - Sui m - Tin qun ca his most famous one? - Lng ti - Trng ca song l - Ask Ss to give their answer to the question in p. 128. b. Introduce some new words - Read the words and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. - Copy down the words and phrases into their notebooks. - Listen and repeat. - rousing (adj):ho hng, si ni - lyrical(adj): tr tnh 3. While you listen: ( 17 mins) - solemn(adj): trang nghim + Task 1: T/F statements - national anthem(n): E. g. : Tin qun Aims: Practise listening and marking True/ False ca statements. - Read the words in pairs and correct - Tell Ss that they are going to listen to a conversation each others mistakes. between Lan Huong and Quang Hung about Quang - Some individuals read the words aloud Hung's opinion towards Van Cao's music. - Ask Ss to work in pairs, look at the statements given and gueSs if they are true or false. - Ask Ss to listen to the talk and tick the right column - Listen to the T. to indicate their answer and underline the false - Work in pairs to gueSs if the information. T plays the tape twice. statements are true or false. - Ask Ss to compare their answer in pairs. - Listen to the tape and do the task - Check Ss answer. - Compare their answer. - Play the tape once again, stop the tape where - Give their answer. necessary and conduct the correction. 1. F The gueSs is Quang Hung. 2. F He likes some Vietnamese + Task 2: Answer the questions musicians 155
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Aims: Practise listening for specific information by answering given questions. - Ask Ss to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions. - Ask Ss to listen to the tape once/twice and take short notes to answer the questions. - Ask Ss to compare their answer in pairs. - Play the tape once again, stop the tape where necessary and conduct the correction. 4. After you listen: (8 mins) - Ask Ss to work in pairs and discuss Quang Hung's ideas about Van Cao's music. T may introduce some sentences to show one's opinion: + Agreeing: - I (strongly) agree with him. - I share his opinion. - I share the same point of view with him. - I think his opinion is similar to mine. + Disagreeing: - I'm sorry but I don't think so. - I don't agree with him. - I don't share his point of view. - Move round to check the activities and to make sure that Ss are working effectively. - Ask some pairs to present in front of the whole class. - Check and give remarks.

3. T 4. F It was written in 1944. 5. F ( He always. . . . . ) - Check their answer, and then correct their work if they have the wrong answer.
- Work in pairs to read the questions. - Listen and do the task. - Compare their notes. 1. It is 'My favourite Musician'. 2. He likes the song 'Tien Quan Ca' most. 3. Because it is hard and solemn, it makes him feel great and proud of his country. - Check their answer, and then correct their work if they have the wrong answer.
- Work in pairs revising Quang Hung's ideas about Van Cao's music.
5. Wrapping: (1 min) Write a short paragraph about your opinion about Van Cao's Music Two Ss present. DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 29 The 81st Period UNIT 12: MUSIC - WRITING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao. 156
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II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about his/her opinion about Quang Hung's ideas about Van Cao's music. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to recognize what a profile is like and to read the information about Van Cao. + Task 1: - Introduce the topic of the lesson: Writing a profile. - Introduce some new words: + 'profile (n): a report of a person ( usu. in a newspaper article) +'mixture (n) : s ho quyn +tune (n): giai iu + Ragtime (v) : a kind of music which is a mixture of classical European and African beats. + rag (n): a Ragtime song + beat (n): nhp + 'talent (n): a natural skill/ ability. + 'talented (a): having talent + app'reciate (v): recognize sb's good qualities. - Ask Ss to listen and repeat and then copy down these words into their notebooks. - Ask some Ss to read these words again. - Ask Ss to read the prompts in task 1 and to make up complete sentences about Scott Joplin by adding suitable auxiliaries, articles or prepositions and appropriate verb tenses. - Allow Ss to work in pairs first to make up sentences orally and the write them down into their notebooks. - Move around to help if necessary. - Ask Ss to compare their answer with other Ss.
Students' activities - Listen to their friend and give remarks. - Listen to the teacher.
- Listen to the teacher carefully. - Copy down the words into theit notebooks.
- Listen and repeat. - Some Ss stand up and read again.
- Read the prompts and do the task in pairs. - Write down the sentences into their notebooks. - Share their answer with their friends. - Present their ideas. 1. He learned to play music when he was very young. 2. Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music. 3. He quickly became famous. 4. His tune were wonderful mixture of 157
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classical European and African beats which were known as Ragtime. 5. All in all, he wrote 50 piano rags, and was called the King of Ragtime. 6. Scott Joplin died in 1917. - Listen to the teacher. - Answer T's questions: 1. We use the past simple. 2. the date of birth/death, the place of birth, family, career, personal life. - Listen to the teacher. - Work in pairs to discuss. - Do the writing task.
- Get feedback and give remarks. - Focus Ss on some points about writing a profile by asking some questions: 1. Which tense do you use? 2. What kind of information is included in a profile? + Task 2: - Ask Ss to read the information about Van Cao and to work in pairs to discuss how to write a profile about him. - Ask them to refer to their writing in task 1 as a sample. 3. While you write: ( 10 mins) - Aims: Ss practise writing about a life story of Van Cao. - Ask Ss to write down what they have discussed into their notebooks. - Let Ss write in 10 minutes. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks.
- Read their writing: ( a sample paragraph) "Van Cao was born on the fifteenth of November, 1923 in Nam Dinh. His parents were poor workers. However, he started composing music when he was very young. His first song was written in 1939 and it quickly became famous. The song " Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944. Van Cao was also very good at other artistic works like song writing, poem writing and paintings. He died on the tenth of July, 1995. He was known as a very talented musician and highly appreciated by the Vietnamese people. The 82nd Period
5. Wrapping: ( 1min) - Part D (page 73 - workbook). UNIT 12: MUSIC - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Pronounce the sound /s/ and /z/ correctly. - Revise to-infinitive and Wh-questions. 158
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II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask one st to read the passage they wrote about Eric Clapton's life aloud. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds /s/ and /z / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss how to pronounce these sounds accurately. / z / : a voiced sound / s / : a voiceleSs sound - Ask them to look at the textbook, listen and repeat. - Then ask Ss to work in pairs to read the words again so that they can check for each other. - Move around to help. - Ask two Ss to read again and give remarks. b. Ask Ss to look at sentences in page 130 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound /s / and sound /z /. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise to-infinitive and Wh-questions and have Ss do Ex1, EX2 and EX3. a. to-infinitive: - Recall the use of to-infinitive by giving an example: e. g : A: What did you buy this cassette player for? B: I bought this caSsette player to study English.
Students' activities - One st reads his/her writing aloud in front of the whole class. - Give remarks. - Listen to the teacher.
- Write down two sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. /s/ /z/ Sue zoo sip zip piece peas ........................... - Read these words in pairs and check for their partners.
- Look at the book and work in pairs. - Answers: /s/ /z/ Susan music classical jazz sound records ............................... - Read the sentences.
- Listen to the teacher - Read the example and tell the whole class their ideas. + Use: - to show purpose. - Listen to the teacher and take note. 159
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e. g : To keep fit, you have to do morning exercises every day. - Ask Ss to tell the T the use of to-infinitive in these sentences. Note: - We can put to-infinitive at the beginning or at the end of the sentence. - We can also use in order to or so as to to show purpose. - Ask Ss to give some examples. + Exercise 1: - Ask Ss to look at Ex1 and to do the task. - Ask Ss to do the exercise in pairs and then compare their answers with other pairs. - Move round to conduct the activity. - Ask some pairs to report. - Listen and give remarks. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask some Ss to report. - Check and give remarks. b. Wh-questions: - Ask one st to name some question words they have already known. + Note: - The question element generally comes first in the sentence. - There is no S - operator inversion in the Wh question asking about the S. e. g. : Who gave you that present? + Exercise 3: - Ask Ss to do Ex 3 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to write their answers on the board. - Check and give remarks. 5. Wrapping ( 1 min) - Part B( page 71 - workbook)
- Give examples. - Some pairs report. 1. I phoned her to tell her good news. 2. I'm saving money to buy a caSsette player 3. She practise singing all day to win the singing contest. ................................. .. - Listen and correct their work if necessary. - Do the Ex individually. EX 2: Each st writes three sentences 1. to read 2. to buy 3. to send 4. to invite 5. to learn - Listen to the teacher. - One st answers: Who, where, when, what, which. . . . . - Listen to the T and take note. - Two Ss write their answers on the board: 1. What will you do if it rains? 2. What sort of music does your father enjoy listening to? 3. When did he leave for Ho Chi Minh City? 4. Who wants to talk to you? ............................ The 83rd Period
UNIT 13: FILMS AND CINEMA - READING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Better Ss' reading skill through finding the word meanings in contexts, answering questions and 160
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identifying the main idea. - Know more about the history of films. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities 1. Warm-up: (5 mins) - Show Ss some pictures of famous film stars or scenes in famous films in Vietnam amd in the world. - Ask Ss to say the names of these films and film stars. - Get feedback and check. 2. Before you read: ( 12 mins) Aims: To introduce the topic and provide Ss with words/phrases about films and cinema. a. Answering questions: - Ask Ss to work in pairs to ask and answer the questions in Before you read. - Go round to help if necessary. - Ask some Ss to give answers. - Listen and check. Ss may give different answers. b. Vocabulary. - Provide Ss with the new words/phrases: + 'sequence (n):chui + motion (n): s vn ng + movement (n): s chuyn ng + 'decade (n): 10 years + au'dience (n): khn gi + spread (v): lan rng - Read each word/phrase 3 times and ask Ss to repeat it. - Leave Ss 1 minute to self-practice. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help Ss to read the words/phrases correctly. 3. While you read: ( 18 min) Aims: Read for information to find the word meaning in contexts, to answer the questions and to find the best title for the passage. + Task 1: Finding the words in the passage - Ask Ss to read the passage indepently then read the definition given in task 1 and scan the
Students activities - Look at the T's pictures. - Stand up and say aloud the names of the films and film stars. . . . . . . . . .
- Work in pairs to ask and answer. - Give answers orally. 1. I want to see a film on T. V because it is cheap and I may feel more comfortable. - I want to see a film at the cinema because I can see the latest film there. ................................... - Others listen - Listen and read after the T. - Write down these words into their notebooks.
- Work individually. 161
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passage to find the suitable words. - Tell Ss to refer to Vocabulary for help and encourage them try to gueSs the meanings of the words in contexts of the reading. - Ask Ss to share their answers with their partners. - Call on 6 Ss to read their answers aloud in front of the class. - Get feedback and give remarks. + Task 2: Answering questions. - Ask Ss to work in pairs to read the passage more carefully and find the answers to the questions given. - Ask Ss to highlight or underline the information in the passage that helps them to find the correct answers. - Move round to help is necessary. - 6 pairs are required to give answers in front of the class. - Listen and help the students to give correct answers. + Task 3: Multiple choice - Ask Ss to read the passage again individually and choose the best title for the passage. - Ask one or two Ss to give answer and to explain why they choose A, B or C. - Listen and check. 4. After you read: ( 9 mins) Aims: Students' summary about the history of cinema. - Ask Ss to look at the cues given and work in groups to talk about the history of cinema basing on the cues. - Go round to help Ss with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help Ss to give correct answers.

- Report their answers one by one. 1. cinema 2. sequence 3. a decade 4. rapidly 5. scene 6. character - Listen to the T
- Students do the work in pairs - Some pairs report their answers while others watch. 1. It began in the early 19th century. 2. They dicovered that when a sequence of still pictures were set in motion. . . . . . . . . . . . . . 3. No, they didn't. 4. Audiences were able to see long films in the early 1910s. ................................. - Self-correct the work - Read the passage again and choose the best title. Answer: B ( A brief history only) - Listen to their friends and the T.
- Work in groups orally. - Some Ss report.
5. Wrapping: ( 1 min) - Write a summary of the reading text basing on - Listen to the T. what they have discussed in After you read. DUYT CA T TRNG Ngy ...... thng ...... nm 2012
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Phm Th Hng WEEK 30 The 84th Period UNIT 13: FILMS AND CINEMA - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../.........
I. Objectives: By the end of the lesson, students will be able to: - Talk about some favorite kinds of music. - Ask and answer questions about film. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Warm- up: ( 5 minutes ) Aims : to get used to the topic. - Look at the posters and match the film - Give Ss some film posters on the board: with the correct types. + Names of the films: Shrek (1) The adventures of Sherlock Holmes. (2) The Lord of the Rings (3) - Some Ss give the answers. Pearl Habour ( 4) - Ask Ss to match the films with the correct types + Key: 1- cartoon 2- detective film of films. 3- action film 4- war film - Listen and check. 2. Before you speak: ( 8 minutes) Aims: to focus Ss on the topic and to introduce the words and phrases used in the task. + Task 1: - Ask Ss to study the table on p. 134 and tick the - Look at the table and tick. boxes that suit their preferences for a particular - Compare with their partners. - Some Ss report: type of films. - Ask Ss to compare their answers with a partner. S1: I like science fiction films very much. - Call on some Ss to report their likes and S2: I don't like cartoons very much. S3: I don't like horror films at all. dislikes. ...................... - Listen and give remarks. 3. While you speak: ( 20 minutes ) Aims: Ss can talk about their favourite type of films. . + Task 2: Find out what your friends feel about - Listen and take notes each kind of films. 163
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- Give Ss some new words: + violent (adj): bo lc + horrifying (adj): lm khip s + moving (adj): chuyn ng + find + O + Adj - Ask Ss to read the new words orally and individually - Introduce Ss some expreSsions of agreement and disagreement. + Agreement: + Disagreement: I agree I don't think so. Yes, exactly Yes, but. . . . . . . . . . . Right / Sure! I don't quite agree with you. - Ask some Ss to read the model conversation in the textbook. - Divide the class into small groups of 3 and ask Ss to find out what the others of their group feel about the given types of films. - Go around to help Ss if necessary. - Call on some groups to practise the dialogues. - Listen and give remarks. + Task 3: Find out the preferences of your friend for films. - Introduce the structure prefer st to st, which can be used to talk about ones preferences. - Ask Ss to make sentences with the structure. - Call on two Ss to read the model conversation in the textbook. - Ask Ss to work in pairs and find out about their partners preference for a particular type of films, basing on the model conversation. - Go around to offer help. - Ask some pairs to practise the dialogues. - Listen and correct their mistakes. 4. After you speak: (10 min ) Aims: Ss can talk about the film they have seen. + Task 4: Talk about a film you have seen. - Ask Ss to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook. - Ask Ss to take turns to talk about the films they have seen. - Go around to help Ss.

- Read the new individually. words orally and
- Listen to the T.
- Read the model aloud. - Work in groups and ask some Ss to present. A: What do yoy think of detective films? B: Oh, I find them exciting. C: I think so. I think they are good fun. ........................
- Listen to the T - Make sentences with the structure. - Two Ss read the model conversation. - Work in pairs to ask and answer the similar questions. S1: Which do you prefer, thrillers or science fiction films? S2: Well, I suppose I prefer science fiction films to thrillers. - Listen to the T.
- Work in groups. - Some Ss report in front of the class. E. g: I saw " Sand life" at the cinema. It is a love story film. It is about the life of a soldier after the war. He has already been married but after the war he returns with another woman. Life with two wives is 164
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- Ask some Ss present in front of the class if the definitely not easy. I feel sorry for the soldiers' life after the war. I like the film permits because of its humane value. 5. Wrapping: ( 2 min ) - Write a short paragraph about a film they have already said about.
The 85th Period UNIT 13: FILMS AND CINEMA - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Listen for the main idea and fill in the chart. - Know how some people can arrange to do st. II. Methods: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Wrapping checking: (7 mins) -Ask one Ss to talk about a film he likes best. - One st presents. - Listen and give remarks. - Others listen and give remarks. - Listen to the T. 2. Before you listen: (12 mins) Aims: to focus Ss on the topic and to review/ introduce the words and phrases used in the listening text. - Work in groups to list the a. Ask Ss to work in groups and list the types of entertainments entertainments. - Note down the list on board: - Stand up and give their answers. go to the cinema/ watch TV S1: I never go to the cinema. listen to music/. . . . . . . . . . . . . S2: I often watch T. V. - Ask Ss to read the table in the book and put a tick on S3: I sometimes listen to the radio. the right column. - Listen to their friends. - Compare their answers with a partner. - Ask some Ss to speak aloud. - Copy the words and phrases. b. Introduce some new words - ti'tanic (adj): great, huge (The name of a film) - su'ppose(v): think that st is true but not be sure - gueSs(v): predict, give an answer but do not know if it is right - instead (adv): in the place of st/ sb
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some Ss read the words aloud. 165
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- Read the words asks Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again 3. While you listen: ( 17 mins) + Task 1: True/ False statements. Aims: Ss practise listening and marking True/ False statements. - Tell Ss that they are going to listen to a conversation between two friends, Lan and Huong. - Ask Ss to work in pairs, look at the picture and gueSs what the conversation is about. - Ask Ss to listen to the talk and answer the question: "What are they planning to do?". T plays the tape once. - Ask Ss to exchange their answer in pairs. - Check Ss answer. - Play the tape once again and conduct the correction. + Task 2: Aims: to practise listening for specific information by fillingin a chart. -Ask Ss to have a look at the chart in pairs and make sure they know what information they need to fill in the blanks. - Ask Ss to listen to the tape once/twice and take short notes to fill in the chart. - Ask Ss to compare their answer in pairs. - Play the tape once again, stop the tape where necessary and conduct the correction.
- Listen to the T. -Work in pairs to gueSs what the conversation is about. -Listen to the tape and do the task - Exchange their answer. - Gives their answer. They are planning to go to the cinema together to see Titanic - Check their answer and then correct their work if necessary.
- Work in pairs to have a look at the chart. - Listen and do the task. - Compare their notes.
Lan Huong Mon see a play Tue Wed work ang go to singing club - Ask Ss to look at the chart again and find out if Thu visit grandparents there is a day when both Lan and Huong are free to Fri take Chinese classes go to the cinema together. Sat work (busy) Sun go on a picnic 4. After you listen: (8 mins) Key: Tuesday - Ask Ss to work in pairs and use the chart to talk about Lan and Huong's plan for nextweek - Check their answer, and then correct - Revise some structures to show one's plans: their work if necessary. - be going to V - Study the chart and find out a day - be Ving when both of the girls can go to the - Move round to check the activities and to make sure cinema. Ss give their answer. that Ss are working effectively. - Work in pairs talking about the two - Ask some Ss to present in front of the whole class. people' plans - Check and gives remarks. - Some Ss present. 5. Wrapping: (1 min) Write a short paragraph about your plan for next week. 166
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The 86th Period UNIT 13: FILMS AND CINEMA - WRITING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: Write a description of a film II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about Lan and Huong's plans for - Listen to their friend and give remarks. the next week. - Ask other Ss to listen to their friend and give - Listen to the teacher. remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to recognise how to describe a film and to read the information about the film Titanic. + Task 1: - Introduce the topic of the leSson: describing a film. - Listen to the teacher carefully. - Introduce some new words: +'tragic (a): bi thm +'luxury (n) : s xa hoa +'voyage (n): a long journey by sea + ad'venturer (v) : ngi thch phiu lu - Copy down the words into theit + be engaged: nh hn notebooks. + 'iceberg (n): tng bng tri - Ask Ss to listen and repeat and then copy down these words into their notebooks. - Listen and repeat. - Ask some Ss to read these words again. - Ask Ss to read the description of the film Titanic in - Some Ss stand up and read again. - Read the description of the film Titanic task 1 and to answer the questions about the film. in task 1 and to answer the questions - Allow Ss to work in pairs to ask and answer the about the film. questions orally. - Work in pairs to ask and answer and then - Move around to help if necessary. share their answer with their friends. - Ask Ss to compare their answer with other pairs. - Present their ideas. 1. The name of the film is Titanic. 2. It is a tragic love story film. 3. It is about the sinking of a luxury liner. 4. It is made in America. 5. It is based on the true story of Titanic. 167
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- Get feedback and give remarks. + Task 2: - Ask Ss to think of a film they have already seen and then work in pairs to ask and answer similar questions to those in task 1. - Allow Ss to work in pairs in 5 minutes. - Move around to help if necessary and to check. - Correct Ss' mistakes if there are any. 3. While you write: ( 10 mins) - Aims: Ss practise writing a description of a film they have seen basing on the answers. . - Ask Ss to write down what they have discussed into their notebooks. - Let Ss write in 10 minutes. - Ask them to refer to the model description in task 1 if necessary. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks.

6. The main character are Jack Dawson and Rose DeWitt Bukater. 7. Jack is a young and generous adventurer. Jack and Rose fall in love with each other. 8. It has a sad ending. - Listen to the teacher. - Think of a film that they have seen. - Work in pairs to ask and answer about the films they have seen. - Listen to the teacher.
- Do the writing task. - Read their writing: ( a sample paragraph) " Of all the films I have seen, " Gone with the wind" is the film I like best. " Gone with the wind" is a love story film. It is about the change in a woman 's life during the civil war in America. The film is made in America. It is based on the famous novel " Gone with the wind" written by Margaret Mitchell. The main character is Scallet O'hara. She is a beautiful but ambitious woman. . . . . "
5. Wrapping: ( 1min) - Part D (page 79 - workbook).
DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng WEEK 31 The 87th Period UNIT 13: FILMS AND CINEMA - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: 168
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- Know how to pronounce the sound /f/ and /v/ correctly. - Learn about: - Adjectives of attitude. - Structure: It is/was not until. . . that. . . - Articles: a/an and the II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask two Ss to talk about the films they have seen. - Ask another st to give remarks. - Check and give a mark. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds /f/ and /v / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss how to pronounce these sounds accurately. / f / : a voiceless sound / v / : a voiced sound - Ask Ss to pay attention to the length of two sounds. - Ask them to look at the textbook, listen and repeat. Students' activities - Two Ss talk about the films they have seen. . - Give remarks. - Listen to the teacher.
- Write down two sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. /f/ /v/ fan van first vine form view ........................... - Then ask Ss to work in pairs to read the words again - Read these words in pairs and check for so that they can check for each other. their partners. - Move around to help. - Ask two Ss to read again and give remarks. b. Ask Ss to look at sentences in page 139 in the - Look at the book and work in pairs. book. - Answers: - Ask them to work in pairs to read the sentences and /f/ /v/ then find out the words containing sound /f / and feels Stephen sound /v /. enough driving - Ask them to work in 2 minutes. photograph van - Move around to conduct the activity. ............................... - Ask one st to report and other Ss to give remarks. - Read the sentences. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to introduce adjectives of attitude, structure: " It is/was not until. . . that. . . ", articles: " a/an" and "the" and have Ss do Ex1, EX2, EX 3 and EX4. a. Adjectives of attitude: - Firstly ask Ss to read the instruction and the - Listen to the teacher example in task 1. - Read the instruction and the example 169
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- Ask them to do task 1. + Exercise 1: - Ask two Ss to write the adjectival forms of the verbs on the board. - Ask Ss to compare their answers with other Ss. - Move round to conduct the activity. - Look at the board and give remarks. + Tell Ss that there may be two adjectival forms of a verb. One ends in -ing and the other ends in -ed. - Ask Ss to look at the example and tell the difference E. g: interest => interesting and interested - This book is interesting. - I am interested in this book. I 've read it twice. - Ask Ss to do task 2. + Exercise 2: - Ask Ss to do Ex 2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask some Ss to report. - Check and give remarks. b. It is/was not until. . . that. . . . - Give examples so that Ss can see the use as well as the form of this structure: E. g: Mary didn't know how to make cakes until I taught her. = It was not until I taught Mary that she knew how to make cakes. I did not start to learn English until 1995. = It was not until 1995 that I started to learn English. - Ask Ss to read the examples and tell the teacher which sentences are more emphatic. + Exercise 3: - Ask Ss to do Ex 3 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to write their answers on the board. - Check and give remarks. c. A/an and the - Give an example so that Ss can revise the use of these articles: E. g: I have a cat and a dog. The cat is lazy and the

and then do task 1. Key: 1. fascinating 2. exciting 3. terrifying 4. irritating 5. horrifying 6. boring 7. surprising 8. amusing ................................ - Listen to the T. - Look at the example. - One st tells the difference: + The -ing adjectives: the nature of sth/sb + The -ed adjectives: how sb feels (about sth). - Some pairs report. 1. depreSsing - depressed 2. interested - interesting 3. boring - bored ................................. - Listen and correct their work if necessary.
- Read the examples. - Pay attention to the underlined parts. - Tell the T that the second sentences are more emphatic. - Do the Ex individually. EX3: 1. . . . 1990 that she became a teacher. 2. . . . . he was 30 that he knew how to swim. 3. . . . . 1980 that they began to learn English. ................................ . - Listen to the teacher. - Read the example and the tell the T the 170
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dog is intelligent. - Ask Ss to do Ex 4. + Exercise 4: - Ask Ss to do this execise in pairs. - Move round to help if necessary. - Ask some Ss to report. - Check and give remarks. 5. Wrapping ( 1 min) - Part B( page 77 - workbook)

use of these articles: + A/an: indefinite articles. A/an + N (sing) + The: definite article. The + N - Do the exercise in pairs. - Some Ss report: 1. a. . . the. . . the 2. an. . . a. . . a. . . the. . . the. . . the 3. the. . . the. . . the. . . the 4. an. . . a. . . a. . . the. . . . a - Listen and correct their work if necessary.
The 88th Period UNIT 14: THE WORLD CUP - READING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Know more about the World Cup. - Better Ss' reading skill through matching the words in A with the definitions in B, sentence completing and marking true/false statements. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Warm-up: (5 mins) - Show Ss some pictures of the 2006 World Cup tournament. - Look at the T's pictures. - Ask Ss what they know about the 2006 World Cup - Stand up and say aloud what they know tournament. about the latest World Cup tournament. - Get feedback and check. . . . . . . . . . 2. Before you read: ( 12 mins) Aims: To introduce the topic and provide Ss with words/phrases about the World Cup. a. Answering questions: - Ask Ss to work in pairs to ask and answer the - Work in pairs to ask and answer. questions in Before you read. - Give answers orally. - Go round to help if necessary. 1. It was held in Japan and Korea. - Ask some Ss to give answers. 2. Brazil did. 3. Germany was. ................................ - Listen and check. Ss may give different answers. . 171
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b. Vocabulary. - Provide Ss with the new words/phrases: + 'tournament (n): gii u + 'final (n): chung kt + 'witneSs (v): chng kin + elimi'nation game (n): trn u loi + 'honoured title (n): danh hiu cao qu + 'victory (n): chin thng - Read each word/phrase 3 times and ask Ss to repeat it. - Leave Ss 1 minute to self-practice. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help Ss to read the words/phrases correctly. 3. While you read: ( 18 min) Aims: Read for information to match the words in A with the definitions in B, to do sentence completing and to mark true/false statements. . + Task 1: Matching: - Ask Ss to read the passage independently then read the words as well as the definitions given in task 1 and scan the passage to match. - Tell Ss to refer to Vocabulary for help and encourage them to try to gueSs the meanings of the words in contexts of the reading. - Ask Ss to share their answers with their partners. - Call on 5 Ss to read their answers aloud in front of the class. - Get feedback and give remarks. + Task 2: Sentence completing. - Ask Ss to scan the passage independently then complete each sentence with a word or a number. - Tell Ss to refer to Vocabulary for help and encourage them to try to scan the information as fast as poSsible. - Move round to help and ask Ss to share their ideas. - Call on 5 Ss to read and explain their answers aloud in front of the class. - Feedback and give remarks. + Task 3: - Ask Ss to read the passage again individually and mark true/false statements. - Move around to help. - Ask Ss to share the answers with their friends and

- Others listen - Listen and read after the T. - Write down these words into their notebooks. - Listen and repeat. - Read these words and check for their partner. - Read the words aloud. - Listen to the T.
- Report their answers one by one. 1. - b 2 - c 3 - a 4-e 5-d - Listen to the T - Scan the passage and find the information. - Work in pairs to compare their answers. - Report their answers sentence by sentence. 1. 13 2. 32 3. Argentina 4. one 5. 26 - Listen to the T
- Read the passage again and mark true/false statements. - Present their ideas: 1. F ( in 1930) 2. F ( every four years) 172
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correct the false sentences. - Ask 5 Ss to give answers. - Listen and check. 4. After you read: ( 9 mins) Aims: Students' summary of the reading passage. - Ask Ss to look at the figures and work in groups to talk about the events mentioned in the passage. - Go round to help Ss with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help Ss to give correct answers. 5. Wrapping: ( 1 min) - Write a summary of the reading text basing on what they have discussed in After you read.

3. T 4. T 5. F ( . . . . has won the trophy 5 times ) - Listen to their friends and the T. - Work in groups orally. - Some Ss report. E. g: 13 is the number of teams that took part in the first tournament. 1930 is the year when the first World Cup was held. ................................ - Listen to the T.
The 89th Period UNIT 14: THE WORLD CUP - SPEAKING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Talk about the World Cup winners. - Ask and answer questions about the World Cup. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities 1. Warm- up: ( 5 minutes) Jumble words Aims : Ss get used to the topic. - Divide the class into small groups of 3 or 4 and introduce the games: Ss are to rearrange the letters into meaning words. - Write some groups of letters on the board. - Ask Ss to work in groups. - Ask some goups to give answers. - Introduce the new leSson: Today we will talk about the World Cups. 2. Before you speak: (12 minutes) Aims: : to focus Ss on the topic and introduce the Students activities
- Listen to the T. - Work in groups and find out the words. - Answers: winner, score, runner-up, host country, champion.
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words and phrases used in the task. + Task 1: A World Cup 2002 quiz - Ask S to name the team in the photos on page 145: - Before doing the task T give S some new words: + draw (v, n): e. g. a score of 1- 1 + lose the match to sb + defeat sb: beat sb + penalty shoot - out - Give S some handouts and in each handout T writes two questions about the four football teams: Q1. How many times has Italy won the trophy up to World Cup 2006? Q2. Who was the captain of the French national football team in World Cup 2006? Q3. What was the score of the World Cup 2006 final? Q4. Which team was the runner-up in the World Cup 2006? Q5. Who was the head coach of the German team in World Cup 2006? Q6. What nationality was the top scorer in World Cup 2006? Q7. Who was the captain of the English national football team in World Cup 2006? Q8. Who beat England in the World Cup 2006 quarter final? - Ask Ss to work in groups to answer the questions. - Go around to check that S work and speak English. - Ask some Ss to answer the questions. 3. While you speak: ( 15 minutes) Aims: Ss can talk about the World Cup tournaments. + Task 2: - Ask Ss to read the information about 17 World Cup tournaments in the table. - Read the model dialogue aloud and then ask two pairs to read the dialogue again. - Ask Ss to work in pairs to make similar dialogues about the World Cup tournaments. - Move round to make sure that Ss are working and to help if necessary. - Ask Ss to compare their answers with other pairs. - Ask some pairs to report.

- Answer the question of the T. 1- England 3- Italy 2- France 4- Germany - Listen and write down these words into their notebooks. Answer:
1. 4 times 2. Zinedine Zidane 3. 1 - 1( Italy won the game 5 - 3 in a penalty shoout- out. 4. France. 5. Jurgen Klinsmann 6. German 7. David Beckam 8. Portugal (by 3-1) - Listen to their friends and check.
- Read the table in 2 minutes. - Listen to the T and then some Ss read the model again. - Work in pairs to make similar dialogues. - Say aloud their dialogues: S1: Where was the second World Cup held? S2: It was held in Italy. S3: Which teams played in the final match? S4: Italy and Czechoslovakia. 174
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- Listen and give remarks. 4. After you speak: ( 10 minutes) Aim: S can talk about the World Cup winners + Task 3: - Introduce the task: S are going to take turns to talk about the World Cup winners in different years. - Ask Ss to read the model in the textbook. - Ask Ss to work in groups and take turns to talk about the WC winner in a certain year. - Go around to check and to offer help. - Ask some Ss to talk about different World Cup if time permit. 5. Wrapping: ( 2 minutes ) Write a paragraph to talk about World Cup 2006.

.............................. - Listen to the T. - Listen to the T. - Some Ss read the model. - Work in group to talk about the WC winners. - Some Ss present in front of the class. Suggested answer: The 17th World Cup was help in Korea and Japan in 2002. The final match was between Brazil and Germany. Brazil defeated Germany by 2 to 0. Brazil becema the champion and Germany was the runner- up.
WEEK 32 The 90th Period UNIT 14: THE WORLD CUP - LISTENING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Know some information about Pele, the most famous footballer in the world. - Listen and fill in the table, and answer the questions. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Wrapping checking: (7 mins) - Ask one st to talk about some World Cup - One st presents. tournaments. - Others listen and give remark. - Listen and give remarks. 2. Before you listen: (12mins) Aims: to focus Ss on the topic and to review/ introduce the words and phrases used in the - Work in groups to talk about their favourite 175
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listening text. a. Ask Ss to work in groups and talk about their favourite football players, the name of their football clubs, their nationalities. . . - Ask Ss to work in groups again to look at the pictures in the textbook and discuss the football players in the pictures. b. Introduce some new words - as a/ an. . . . . . : When he/ she was a/an. . . . - kick (v): ( miming) -control(v): to make people/ things do what you want. - participate in (v): take part in - ambassador(n): i s - promote(v): to help the progreSs of st. -Read the words and ask Ss to repeat. - Ask Ss to read the words in pairs. - Ask some Ss to read the words again. 3. While you listen: (17 mins) + Task 1: Complete the table Aims: Ss practise listening for specific information by filling in a table. - Tell Ss that they are going to listen to a talk about Pele. - Ask Ss to have a look at the table in pairs and make sure they know what information they need to fill in the blanks. - Ask Ss to listen to the tape twice and take short notes to fill in the table. - Ask Ss to compare their answers in pairs. - Ask some Ss to report. - Play the tape once again, stop the tape where necessary and conduct the correction.

football players - Discuss the players in the pictures - Some Ss stand up and give their answers. 1. Pele 2. Maradona 3. Zidane 4. Barthez 5. Beckham - Copy the words and phrases.
- Listen and repeat. - Read the words in pairs and correct each others mistakes. - Some individuals read the words aloud Ss listen to the T. Ss work in pairs to have a look at the table. - Listen and do the task. - Compare their notes. - Some Ss report. Year (1) 1940 Born in Brazil 1956 (2) Joined in a Brazilian football club 1962 (3) First world cup championship (4) 1974 1200th goal 1977 (5) Retired - Check their answer, and then correct their work if they have wrong answers. Ss work in pairs to read the questions
- Listen and do the task. - Compare their answer. + Task 2: - Some Ss report. Aims: Ss practsce listening for specific 1. He was fanous for his powerful kicking and information by answering questions. controlling the ball. - Ask Ss to read the questions in pairs and 2. He participated in 3 World Cups. make sure they understand the questions. 3. He played for an American football club - Ask Ss to listen to the tape twice and take before he retired. short notes to answer the questions. 4. He became an international ambaSsador for - Ask Ss to compare their answer in pairs. the sport. - Ask some Ss to report. - Check their answer, and then correct their work if they have the wrong answer. 176
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- Play the tape once again, stop the tape where necessary and conduct the correction. - Work in pairs to talk about Pele's life. 4. After you listen: (8 mins) - Ask Ss to work in pairs and use the information in the table and the answers in Task 2 to talk about important events in Pele's - Some Ss present. life - Move round to check the activities and to make sure that Ss are working effectively. - Ask some Ss to present in front of the whole class. - Check and give remarks. 5. Wrapping: (1 min) - Write a short paragraph about Pele.
The 91st Period UNIT 14: THE WORLD CUP - WRITING Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: Write an announcement II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about the milestones in Pele's life. - Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to know how to write an announcement. + Task 1: - Introduce the topic of the leSson: Writing an annoucement. - Introduce some new words: +a'nnounce (v): thng bo + a'nnouncer (n): ngi thng bo + announcement (n): thng bo + co'mmittee (n): u ban + post'pone (v): tr hon Students' activities - Listen to their friend and give remarks. - Listen to the teacher.
- Copy down the words into theit notebooks. 177
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+due to (prep): v, do + se'vere (adj) : very bad. + con'tact (v): lin lc + The Ho Chi Minh Communist Youth Union : on thanh nin cng sn H Ch Minh - Ask Ss to listen and repeat and then copy down these words into their notebooks. - Ask some Ss to read these words again. - Ask Ss to read the announcement in their notebooks and then work in pairs to answer the questions that follow. - Allow Ss to work in pairs to ask and answer the questions orally. - Move around to help if necessary. - Ask Ss to compare their answer with other pairs. - Get feedback and give remarks. - Tell Ss that these four questions are the main contents of an announcement. + Task 2: - Ask Ss to read two situations in task 2. - Ask them to work in pairs to answer the similar questions to those in task 1. - Ask Ss to create the time and the place of the meeting in the first situation. - Allow Ss to work in pairs in 5 minutes. - Move around to help if necessary and to check. - Ask Ss compare their answers with other pairs. - Ask some pairs to report.
- Listen and repeat. - Some Ss stand up and read again. - Read the announcement in pairs and then answer the questions that follow. - Work in pairs to ask and answer and then share their answer with their friends. - Present their ideas. 1. The national football championship organizing committee is. 2. The match between Nam Dinh and Binh Duong. 3. The match will be played at 3 p. m on Sunday, April 25th. 4. It will be played at My Dinh national Stadium. - Listen to the teacher. - Read two situations. - Work in pairs to discuss two situations. - Some pairs report. + Situation 1: 1. Nguyen Trai High School Football Team. 2. The team are looking for new players for the new football season. 3. The first meeting of volunteers will be at 7 p. m on Sunday, April 15th. 4. It will be at Hai Duong Central Stadium. + Situation 2: 1. The HCM Communist Youth Union of NT High School. 2. A friendly match with New Stars Football Club. 3. It will be played at 5 p. m on Sunday, April 20th. 4. It will be played in the football field of New Stars Football Club. - Listen to the teacher.
- Correct Ss' mistakes if there are any. 3. While you write: ( 10 mins) - Aims: Ss practise writing one of the two situations. - Ask Ss to write down what they have discussed into their notebooks. - Let Ss write in 10 minutes.
- Do the writing task. 178
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- Ask them to refer to the model announcement in task 1 if necessary. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud. - Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks. 5. Wrapping: ( 1min) - Part D (page 84 - workbook).
- Read their writing: ( a model announcement) " Nguyen Trai High School Football Team wishes to announce that the team are looking for new players for the new football season. Volunteers must be good at football and are students of Nguyen Trai High School. The first meeting will take place at 7 p. m on Sunday, April 15th at Hai Duong Central Stadium. If you want any further information, you can contact Nguyen Van Ba, class 10 of Chemistry or at 860. 222. "
The 92nd Period UNIT 14: THE WORLD CUP - LANGUAGE FOCUS Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: - Pronounce the sound /g/ and /k/ correctly. - Differentiate between will and be going to. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities 1. Wrapping checking: ( 5mins) - Ask two Ss to read the announcements they wrote aloud. - Ask another st to give remarks. - Check and give marks. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds /g/ and /k / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce them clearly twice, then ask Ss to repeat. - Tell Ss how to pronounce these sounds accurately. / k / : a voiceleSs sound / g / : a voiced sound - Ask Ss to pay attention to the length of two sounds. Students' activities - Two Ss read the announcements aloud. - Give remarks. - Listen to the teacher.
- Write down two sounds. - Listen to the teacher and repeat. - Look at the book, listen and repeat. /g/ /k/ group club 179
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- Ask them to look at the textbook, listen and repeat.
game kick together cup - Then ask Ss to work in pairs to read the words again ........................... so that they can check for each other. - Read these words in pairs and check for - Move around to help. their partners. - Ask two Ss to read again and give remarks. b. Ask Ss to look at sentences in page 150 in the book. - Look at the book and work in pairs. - Ask them to work in pairs to read the sentences and - Answers: then find out the words containing sound /g / and /g/ /k/ sound /k /. group scored - Ask them to work in 2 minutes. goal took - Move around to conduct the activity. Uruguay cat - Ask one st to report and other Ss to give remarks. ............................... - Check and give the correct answers. - Read the sentences. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise the difference between will and be going to, and the uses of will, and have Ss do EX1, EX2 and EX3. a. will vs. be going to: - Firstly ask Ss to look at the examples and tell the - Listen to the T. difference - Look at the examples. E. g: - One st tells the difference: - Wife: This dreSs looks beautiful. It must fit me well. + Will: to talk about the future and the Husband: Ok. I will buy it for you. decision is made at the moment of speaking. - A: Why did you buy so much paint? + Be going to: to talk about intentions/ B: I'm going to repaint my bedroom tomorrow. decisions which are made before we report - Listen to the S and give remarks. them. - Ask Ss to do task 1. + Exercise 2: - Ask Ss to do Ex 1 in pairs and then share the - Some pairs report. answers with their friends. 1. I'll get 2. I'm going to wash - Move round to help if necessary. 3. are you going to paint - Ask some pairs to report. 4. I'm going to buy 5. I'll show .................................. - Check and give remarks. . b. Will: making predictions - Listen and correct their work if necessary. - Give an example so that Ss can remember the use of will. - Read the example. E. g: A: I like that car very much but I don't have enough money to buy it. B: Ask Jack for some money, please. He is rich and - Pay attention to the underlined part. generous. I'm sure he will lend you some. - Ask Ss to read the examples and tell the teacher the use of will in this situation. - Tell the T that will is used to talk about 180
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+ Exercise 3: - Ask Ss to do Ex2 individually and then share the answers with their friends. - Move round to help if necessary. - Ask two Ss to write their answers on the board.

what the speaker predicts about the future. - Do the Ex individually. EX3: 1. . . . he will help. . . . . 2. . . . won't lend me. . . . . 3. . . . it will rain. . . . . . . ................................. - Listen to the teacher. - Read the example. - Pay attention to the underlined part. - Tell the T the use of will in this situation: to make offer/ to show willingneSs. - Do the exercise in pairs. - Some pairs report: 1. I will make you a glaSs of orange juice. 2. I'll open it. 3. I'll lend you some. .............................. Listen and correct their work if necessary.
- Check and give remarks. c. Will: making offer - Give an example so that Ss can revise the use of will: E. g: A: I'm so tired but I still have a lot of work to do. B: Oh, I will help you to finish it. - Ask Ss to do Ex 3. + Exercise 3: - Ask Ss to do this execise in pairs. - Move round to help if necessary. - Ask some Ss to report. - Check and give remarks. 5. Wrapping ( 1 min) - Part B( page 81 - workbook) DUYT CA T TRNG Ngy ...... thng ...... nm 2012 Phm Th Hng
WEEK 33 The 93th Period TEST YOURSELF E Preparing date: ..../...../......... Teaching date: ...../...../......... I. Objectives: By the end of the lesson, students will be able to: Revise what they have learned in unit 12, unit 13 and unit 14. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5 mins) - Ask one st to do Ex 4 in the workbook on the EX 4: board. 2. It will look. . . . . . . 3. you will like. . . - Ask one st to give remarks. 4. you will get. . . . . . . 5. They'll be. . . . - Give remarks and marks. 6. we'll meet. . . . . 7. she'll come. . . . . . 181
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8. I'll be. . . . . . . . . . - One st gives remarks.
2. The new lesson: ( 39 minutes) - Ask Ss to do part II, part III and part IV at home in advance to save time. - Give Ss the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask Ss to do listening in class. 2. 1. Listening: - Ask Ss to read the requirement of the task. - Introduce new words: + 'Jupiter (n): Sao Mc + senior citizen (n): ngi gi + re'duce (v): gim - Play the tape twice and ask Ss to do the task. - Ask Ss to share their ideas with their partners. - Get feedback and play the tape again so that Ss can check their answers. - Ask other Ss to give remarks. - Check and give feedback. 2. 2. Reading: - Ask Ss to work in groups to compare their answers. - Ask some Ss to report his/ her answers aloud.
- Look at the textbook and read the statements. - Try to focus on the important words. - Copy down these words into their notebooks. - Listen and read after the teacher. - Listen carefully and do the task. - Work in pairs to discuss their answers. - Some Ss report. 1. 8. 45 2. students 3. Mountain 4. are reduced 5. 7. 30 - work in groups to share their ideas. - Some Ss stand up to report. 1. He/She has to do a lot of practice and often spends a Saturday or Sunday away from home. 2. They are often played on Saturdays and Sundays. 3. To play against other school teams. 4. No. Sometimes parents, friends and other students will travel with them. 5. The whole school does. . . . - Discuss in groups. - Answers: 1. 0. . . . . . . . . . . . . . . . . 2. the. . . . . . . . . . . . . . 3. 0. . . . . . . . . . . . 4. 0 5. the. . . . . . . . . . . . . . 6. a. . . . . . . . . . . . . . . . . . 7. the. . . . . . . . . 8. the 9. the. . . . . . . . . . . . . . . . . 10. a - Compare their answers with their parners. - Write these sentences on the board. 1. I stayed in to watch a film on T. V. 2. I wrote them a letter to thank them for the weekend. 182
- Listen and check. 2. 3. Grammar: 2. 3. 1. - Ask Ss to discuss their answers in groups. - Ask some Ss to report. - Ask two other Ss to give remarks. - Check and give the correct answers. 2. 3. 2. To-infinitive: - Ask Ss to share their answers with their friends. - Ask 2 Ss to write on the board.
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3. She went to university to study egineering. 4. You should go to Britain to improve your English. 5. You should book your tickets well in advance to see that football match. - Read their writing aloud " The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7. 30 p. m on Thursday, November 23rd in the school meeting hall. The ticket price is 5, 000 VND. " - Listen to the teacher's remarks.
- Check and give remarks. 2. 4. Writing: - Ask some Ss to read their writing aloud. - Ask some Ss to give remarks.
3. Wrapping: ( 1 min) - Part A ( Page 80 - workbook)
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Period 88 FORTY FIVE MINUTE TEST
- Preparing date: 28/03/2011 Teaching date: / / (10B8) I. Objectives: By the end of the lesson, students will be able to: - Revise all the language skills and grammatical points which they have studied and used in the three units: 12, 13 and 14. - Improve their techniques of doing the simple tests - Improve their knowledge through the test. II. Method: - Communicative Approach III. Teaching aids: Written test. IV. Procedures: - T gives written test. PHAN BOI CHAU HIGH SCHOOL Name: .. Class : 10B8 -------------------------------------------------------------I. Pick out the word whose underlined part is pronounced differently from the rest: (1.0pt) 1. A. cooks B. folks C. bags D. books 2. A. study B. sky C. apply D. fly 3. A. chair B. cheap C. child D. school 4. A. call B. cup C. coat D. ceiling 5. A. pleasure B. sound C. same D. best II. Rewrite the following sentences, using the suggestion in the brackets: (3.0pts) 6. He didn't become a famous film director until he was 55. (Use It was not untilthat) .......................................................................................................................................................... 7. She didn't go to Hollywood until he was 50. ( It was not until that) .......................................................................................................................................................... 8. He turned on the radio because he wanted to listen to music ( To + V- inf) ............................................................................................................................................ 9. Jim always goes to class on time because he wants to be a good example. (To + V-inf) ......................................................................................................................................... 10. He didnt begin to learn English until 1980 (It was not until that) It was not.......................................................................................................................................... 11. Missa phoned us. She wanted to invite me to her party (to + V-inf) ......................................................................................................................................... IV. Choose the best option to complete the following sentences: (3.0pts) 12. I prefer television ________ radio. A. than B. about C. to D. on 13. I am ________ in this programme, it is ________ . 184 WRITTEN TEST Time allotted: 45 minutes
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A. interesting/ interesting B. interested/ interested C. interested/ interesting D. interested/ interest 14. It was _________ 1998 that France became the champion of a World Cup. A. after year B. not when C. until in D. not until 15. The series is watched by millions of _______ . A. view B. views C. viewers D. viewing 16. "_________ football club do you like best, Tuan?" - "Chelsea, of course." A. Which B. Who C. Why D. Whom 17. "Tien Quan Ca", the Vietnam National Anthem was _________ in 1944. A. write B. writing C. written D. wrote 18. ___________teams played in the final match? A. How B. Who C. Which D. Whom 19. Language and music make human different..all other animals A. for B. on C. of D. from 20. I went to the post office.a letter A. posting B. for post C. to post D. posted 21. It was not until 2004 that she an engineer A. become B. became C. to become D. becoming 22. We wereby the terrible accident A. horrified B. horrific C. horror D. horrible 23. I sawcar.owner of..car is over there A. a-an-the B. a-an-a C. a-the-the D. the-an-a IV. Give the correct adjective form of the given verb ( V-ing or Vp.p)(1) 24. I dont like horror film because it makes me (terrify) 25. They are very.(bore) with that game show V. Read the following passage and answer the questions below: (2.0pts) Hilary Erhard Duff, born on September 28, 1987 in Texas, is an American actress and singer. Hilary started her movie career with her sister by joining an acting class when she was at primary school. After gaining fame for her starring role on the television show Lizzie McGuire, she went on to have a film career, and her most commercially successful pictures include Cheaper by the Dozen (2003), The Lizzie McGuire Movie (2003), and A Cinderella Story (2004). Hilary is also very successful in pop music career with three RIAA certified-platinum albums. Besides, she also launched a clothing line and an exclusive perfume with Elizabeth Arden. Hilary is so popular among the youth because they find their own life in her movies and songs. 27. When and where was Hilary Erhard Duff born? .......................................................................................................................................................... 28. When did she start her movie career? .......................................................................................................................................................... 29. What did she launch with Elizabeth Arden? .......................................................................................................................................................... 30. Why is Hilary so popular among the young? .......................................................................................................................................................... -------------- THE END------------185
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The 89th Period TEST CORRECTION Preparing date: 28/03/2011
Teaching date: I. Objectives: By the end of the lesson, students will be able to: - Find out and correct the mistake they made in the test - Get more experience to do a test II. Method: - Communicative Approach III. Teaching aids: Ss' writen test. IV. Procedures: Teachers activities Students activities I. Pronunciation (1,5 ms) - Repeat the questions - Look at their paper - Get student to read aloud the words and find out - Speak out the words in A, B, C, D the differences. - Give the answer - Call some students to read out their answers, 1- C 2- A 3- D 4-D 5-A and the others give remarks if it is correct or not - Get the correct answers from the keys - Finally read the keys out aloud. II. Rewrite the following sentences, using the suggestion in the brackets: (3.0pts) - Answer teachers questions - Ask ss to tell about some structures are used in - Listen to the teacher, give correct the test. answer and correction if necessary. - Explain sentence by sentence for ss 6. It was not until he was 55 that he - Ask ss to give the correct answer for each became a famous film director. sentence. 7. It was not until he was 50 that he went to Hollywood. 8.He tu rned on the radio to listen to music 9. Jim always goes to class on time to be a good example. 10. It was not until 1980 that he began to learn English until 1980 11. Missa phoned us to invite me to her III. Choose the best option to complete the party following sentences: (3.0pts) - Explain sentence by sentence for ss - Ask ss to give the correct answer for each - Listen to the teacher and recognize the sentence. keys. - Keys: 12. C 13. C 14. D 15. C 16. A 17. C 18. C 19. D IV. Read the following passage and answer the 20. C 21. B 22. A 23. C questions below: (2.0pts) - Repeat the questions - Show the passage again several times - Get students to read the passage again carefully - Read the text again and listen the 186
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- Call some students to write their answers on the board, and the others give remarks if it is correct or not - Finally read the keys out aloud

explanation of some difficuld words. - Scan the text and give the correct answers. - Answers: 1. Hilary Erhard Duff, born on September 28, 1987 in Texas. 2. When she was at primary school. 3. She launched a clothing line and an exclusive perfume with Elizabeth Arden. 4. Because they find their own life in her movies and songs. - Look at the writing again and compare it with the others - Correct the wrong sentences base on the key.
WRAPPING UP: - Ask ss to review all all grammtical points and vocabularies. - Prepare Unit 15- lesson 1: READING
DUYT CA T TRNG NGY 02/04/2011
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WEEK 33 The 90th Period UNIT 15: CITIES - READING - Preparing date: 05/04/2011 Teaching date: / / (10B8)
I. Objectives: By the end of the lesson, students will be able to: - Know more about New York City. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Warm-up: (3 mins) - Ask Ss some questions so that they can find out - Listen to the T and find the answer. which city they are reading about. S1: New York City is the largest city in What is the largest city in the USA? the USA. Where is the Statue of Liberty situated? S2: It is situated in New York. - Introduce the topic of the leSson. - Listen to the T. 2. Before you read: ( 12 mins) Aims: To introduce the topic and provide Ss with words/phrases about New York City. a. Answering questions: - Ask Ss to look at the pictures of some well-known places in New York and then ask them some - Look at the pictures and answer the T. questions: Ss: Yes, we know. Do you know these places? S1: No 1 is the Empire State Building. What are they? S2: No 2 is the United Nations - Encourage Ss to answer freely. Headquarters. - Guide Ss to read the names of these places aloud. ................... - Ask them to match the names to the pictures. - Work in pairs to ask and answer. - Ask Ss to work in pairs to ask and answer the - Give answers orally. questions in Before you read. 1. It is in the northeast of the USA. - Go round to help if necessary. 2. Ss' answer. - Ask some Ss to give answers. ............................... - Listen and check. Ss may give different answers. .... b. Vocabulary. - Others listen - Provide Ss with the new words/phrases: + lo'cate (v): to lc + 'harbour (n): bn vng - Listen and read after the T. + 'global (a): belong to globe + 'finance (n): ti chnh + 'busineSs (n): kinh doanh - Write down these words into their +' characterise(v): c trng ho notebooks. - Read each word/phrase 3 times and ask Ss to 188
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repeat it. - Leave Ss 1 minute to self-practice. - Ask 4-5 Ss to read all the word/phrases aloud in front of the class( 1 st/ 1 time) - Listen and help Ss to read the words/phrases correctly. 3. While you read: ( 20 mins) Aims: Read and gueSs the meanings of the words from contexts, and find specific information. + Task 1: Matching: - Ask Ss to read the passage independently then read the words in column A as well as the definitions given in column B and scan the passage to match. - Tell Ss to refer to Vocabulary for help and encourage them try to gueSs the meanings of the words in contexts of the reading text. - Ask Ss to share their answers with their partners. - Call on 5 Ss to read their answers aloud in front of the class. - Get feedback and give remarks. + Task 2: True or False. - Ask Ss to read the sentences in task 2 first, and focus their attention on key words. - Ask Ss to read the passage independently and then decide whether the statements are true or false. - Tell Ss to refer to Vocabulary for help and encourage them to try to scan the information as fast as poSsible. - Move round to help and ask Ss to share their ideas and correct the false sentences. - Call on 5 Ss to read and explain their answers aloud in front of the class. - Feedback and give remarks. + Task 3: - Ask Ss to read the passage again and work in pairs to ask and answer the questions. - Move around to help. - Ask Ss to share the answers with their friends - Ask 5 pairs to give answers.

- Report their answers one by one. 1. - d 2 - c 3 - e 4-a 5-b - Listen to the T - Read the sentences first and try to focus on the key words. - Read the passage again and do the task. - Share their ideas with their friends. - Report their answers sentence by sentence. 1. T 2. F. It is ice-free in all seasons. 3. T. It is on the Hudson & PaSsaic River. 4. T 5. T - Listen to the T - Read the passage again and work in pairs to ask and answer. - Present their ideas: 1. It's in the southeastern part of New York state. 2. 7 million in the city and 19 million in the metropolitan region. 3. Because it was founded by the Dutch. ............................... - Listen to their friends and the T. 189
- Listen and check. 4. After you read: ( 9 mins) Aims: to test Ss' understanding about the reading
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passage. - Ask Ss to work in groups of three or four to discuss two questions. If you could visit New York, which place(s) of interest there would you like to see? Why?/ Why not? - Go round to help Ss with their work. - Some presentatives of the groups are required to report in front of the class. - Listen and help Ss to give correct answers. 5. Wrapping: ( 1 min) - Write a paragraph to answer the questions in After you read. Comments:
- Work in groups orally.
- Some Ss report. - Listen to the T.
The 91th Period UNIT 15: CITIES - SPEAKING - Preparing date: 05/04/2011 Teaching date: / / (10B8) I. Objectives: By the end of the lesson, students will be able to: - Know about diferent cities. - Talk about the differences between London and New York. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Warm- up: (5 minutes) Aims : get used to the topic. - Divide the class into 2 big groups and introduce the quiz: T is going to read out the questions about Hanoi - Work in groups and find the answers and Ho Chi Minh City. Ss need to listen and give the quickly. answers quickly. - The quiz: 1. Which city is larger in area- Hanoi or Ho Chi 1. Ho CHi Minh City. ( Area of HCM: Minh City? 2, 095 km2, Hanoi: 921 km20 2. Which city has a bigger population- Hanoi or Ho 2. Ho Chi Minh City. ( pop. Of HCM: Chi Minh City? 6. 2 milion, Hanoi: 3 milion) 3. Which city is older- Hanoi or Ho Chi Minh City? 3. Hanoi ( founded in 1010) 4. Which city was known by more names through 4. Hanoi history- Hanoi or Ho Chi Minh City? 190
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5. Which city has more districts- Hanoi or Ho Chi Minh City? 6. Which city is closer to the sea- Hanoi or Ho Chi Minh City? 2. Before you speak: (8 minutes) Aims: : focus Ss. on the topic and introduce the words and grammar used in the task. + Task 1: Complete each question in A with a suitable word in B - Ask S to do the task individually. - Ask some S to go and write their answers on the board. - Get feedback.

5. Ho Chi Minh City 6. Ho Chi Minh City
- Listen to the T - Work individually. - Some S write on board - Answers: 1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b.
3. While you speak: (20 minutes) Aims: Ss can ask and asnwer about the two cities. + Task 2: - Ask Ss to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities - In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task 1. - Go around to check and offer help. - Ask Ss to share their answers with other pairs. - Call on some pairs to perform in front of the class and give feedback. - Listen and give remarks.
- Work in pairs to ask and answer. S1: Do you know when NY was founded? S2: It was founded in 1624. And what about London? S1: It was founded in 43AD. Ans what is the population of New York? S2: 7 milion. What about London? S1: 7 milion, too. Whats the area of New York? S2: It covers an area of 946 km2. And how large is London? ............................... + Task 3: .................... - Introduce the task: S are going to work in pairs . again and compare the two cities they have just asked and answer about. - Read the model aloud. - Call on two students to read aloud the model conversation in the textbook. - Pay attention to the words/ phrases in - Pay attention to the words and phrases printed in bold. bold and review the comparative forms of Adjs and - Listen to the T and take notes. nouns: - Ask S to work in pairs to compare the two cities, basing on the model conversation. - Go around to help Ss. - Ask some Ss to perform in front of the class. 191
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4. After you speak: (10 minutes) Aim: S can talk about the preferences and give the reasons. + Task 4: - Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions. - Ask S to draw this table and take notes of their friends opinions. Name City preferred Reasons
- Go around to observe and offer help if necessary. - Call some S to report their findings. - Give corrective feedback. 5. Wrapping: (2 minutes ) Write a paragraph about New York and London.
- Work in pairs. - Compare the two cities. - Some pairs present in front of the class. - Work in groups to listen and take notes their opinions into the table. - some Ss present: E. g. : Hoa prefers New York to London because people are friendlier and opener. Binh prefers living in London because there are more high buildings but Nga prefers working in London because there are more holidays
The 91th Period UNIT 15: CITIES - LISTENING - Preparing date: 05/04/2011 Teaching date: / / (10B8) I. Objectives: By the end of the lesson, students will be able to: - Know about the statue of Liberty in new York - Listen for specific information - Fill in a table II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities I. Warm-up: (5 minutes) - Ask students to close the books - Close the books - Give a picture of Statue of Liberty and ask - Listen to the teacher some question about it - Work in groups 1. What can you see in the picture - Listen to the teacher and answer the question: 192
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2.Do you know where it is located ? 3.What does it look like? ........ - If you want to know more details about Statue of Liberty, we will go to Unit 15- part Listening II. Pre-listening: (10 minutes) - Ask students to look at the part: Before listening - Let them work in pairs and answer questions - Walk round, listen and help students - Listen and check pronunciation
- Listen to the teacher and open textbooks - Look at the books - Work in pairs - Give correct answer -Key 1. Its the Statue of Liberty 2. Its the statue of a woman 3. Its got a crown on its head 4. Its got a tablet in its left hand 5. Its holding a burning torch in its left hand 6. Its wearing a robe
- Keep book open III. While-listening: (20 minutes) -Listen to the teacher Task 1 - Read the sentences in task 1 and try to - Ask students to look through the sentences in understand them task 1 - Listen to the typescript and choose the correct - Ask students to listen to the typescript answers carefully and decide the correct answers - Ask students to give reasons for their answers -Listen to the teacher and do the task2 Key: 1.B- 2.A- 3.B- 4.A- 5.C -Listen again and give correct answers Task2 -Keys : -Ask students to look at the task 2 and Formal name complete the missing information about the Height 93m Statue of Liberty weight 205tons -Let students listen again more time and fill in Material Cooper,iron frame the missing information The Base Stone and concrete -Call on some students to give answers Opening 9:30-5:00p.m daily but time Christmas day -Listen and discuss
IV. After-listening: (8 minutes) - Ask students to open the books - Ask them to tell each other what they have - The students who are called stand up and learned about the Statue of Liberty, using the retell about the Statue of Liberty in front of the information in the table class: - Let them work in pairs - Walk round and help students - Ask some students to stand up and retell the 193
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Statue of Liberty to the class - Listen and correct mistakes -Listen to the teacher and write down V. Homework: (2 minutes) homework - Ask students to write a story about Statue of Liberty - Remember them to prepare Part- Writing at home Comments: NGY 08/04/2011 DUYT CA T TRNG
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1. Warm- up: (5 minutes) Aims : get used to the topic. - Divide the class into 2 big groups and introduce the quiz: T is going to read out the questions about Hanoi and Ho Chi Minh City. Ss need to listen and give the answers quickly. - The quiz: 1. Which city is larger in area- Hanoi or Ho Chi Minh City? 2. Which city has a bigger population- Hanoi or Ho Chi Minh City? 3. Which city is older- Hanoi or Ho Chi Minh City? 4. Which city was known by more names through history- Hanoi or Ho Chi Minh City? 5. Which city has more districts- Hanoi or Ho Chi Minh City? 6. Which city is closer to the sea- Hanoi or Ho Chi Minh City? 2. Before you speak: (8 minutes) Aims: : focus Ss. on the topic and introduce the words and grammar used in the task. + Task 1: Complete each question in A with a suitable word in B - Ask S to do the task individually. - Ask some S to go and write their answers on the board. - Get feedback.
- Work in groups and find the answers quickly.
1. Ho CHi Minh City. ( Area of HCM: 2, 095 km2, Hanoi: 921 km20 2. Ho Chi Minh City. ( pop. Of HCM: 6. 2 milion, Hanoi: 3 milion) 3. Hanoi ( founded in 1010) 4. Hanoi 5. Ho Chi Minh City 6. Ho Chi Minh City
- Listen to the T - Work individually. - Some S write on board - Answers: 1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b.
3. While you speak: (20 minutes) Aims: Ss can ask and asnwer about the two cities. + Task 2: - Ask Ss to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities - In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task 1. - Go around to check and offer help. - Ask Ss to share their answers with other pairs. - Call on some pairs to perform in front of the class and give feedback. - Listen and give remarks.
- Work in pairs to ask and answer. S1: Do you know when NY was founded? S2: It was founded in 1624. And what about London? S1: It was founded in 43AD. Ans what is the population of New York? S2: 7 milion. What about London? S1: 7 milion, too. Whats the area of New York? S2: It covers an area of 946 km2. And how large is London? 195
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............................... + Task 3: .................... - Introduce the task: S are going to work in pairs . again and compare the two cities they have just asked and answer about. - Read the model aloud. - Call on two students to read aloud the model conversation in the textbook. - Pay attention to the words/ phrases in - Pay attention to the words and phrases printed in bold. bold and review the comparative forms of Adjs and - Listen to the T and take notes. nouns: - Ask S to work in pairs to compare the two cities, basing on the model conversation. - Go around to help Ss. - Ask some Ss to perform in front of the class. 4. After you speak: (10 minutes) Aim: S can talk about the preferences and give the reasons. + Task 4: - Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to - Work in pairs. back up their opinions. - Compare the two cities. - Ask S to draw this table and take notes of their - Some pairs present in front of the friends opinions. class. Name - Work in groups to listen and take City preferred notes their opinions into the table. Reasons - some Ss present: E. g. : Hoa prefers New York to London because people are friendlier and opener. Binh prefers living in London because there are more high buildings but Nga prefers working in - Go around to observe and offer help if necessary. London because there are more - Call some S to report their findings. holidays - Give corrective feedback. 5. Wrapping: (2 minutes ) Write a paragraph about New York and London.
WEEK 34 The 92th Period UNIT 15: CITIES - WRITING Preparing date: 12/04/2011 196
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Teaching date: / / (10B8)
I. Objectives: By the end of the lesson, students will be able to: - Describe a city of their choice, using the structures and vocabulary they have learned in the lesson. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities I. Warm-up (5 mins) Wordsquare - Books closed R U F S C H O O L - Ss are divided into 2 groups E Z K S H O P M R - Ss in each group try to find out as S S L B O U S U O many words related to the city as T T I C S D T S T possible. A A B X P N Y E C Winners will be the group who find out U T R Q I C W U H more words. R I A Z T R L M O Answers : A O R O A P A R T Across : school, shop, park, cinema N N Y P L V P O E Down : restaurant, station, library, T O C I N E M A L hoapital, museum, hotel II. Pre-writing (10 min) * Pre-teach Vocab : - capital city (n) - situated in - famous for - square kilometre (km2) - historic building (n) - Houses of Parliament (v) - ideal place (n) - get away from (exp) * Checking : Rub out and remember III. While-writing (20 min) Task 1 . Work in pairs (p.163) Instruction : Now you read the description of London. Then write the answers to the questions on p.163. 1. Where is London situated ? 2.How big is it ? 3. What is its population ? 4. What kind of city is it ? 5. When and by whom was it founded ? 6. What is it famous for ? 7. What is best about the city ? - Eliciting - Pracising reading and copy down - Practise and rewrite on the board. - Ss work individually and compare with a partner. - Ss read the text carefully and do the task. - Ss write answers on the board.
1. It is situated in southern England, on the river Thames. 2. It covers an area of 1610 km2 3. It has a population of 7 million. 4. It is the capital city of the UK. 5. It was founded by the Romans in 43AD 6. It is famous for its historic buildings, theatres, museums and shops. 197
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7. The parks cover a large area of the city and are ideal places for people to get away from the noisy and busy city life, and relax. - Ss work individually and compare with a partner. * Suggested ideas : - Location - Area - Weather - Population - History - Famous places - The most outstanding feature
- Go around to help. - Give feedbacks and gives correct answers. Task 2. Instruction : Now write a description of a city or a town in VN you know well, using the questions above as suggestions. - T asks Ss to work individually and compare their outline with a partner. - T goes around checking and provides relevant vocabulary and structures if necessary. - T gets Ss to write up their description individually in 10 minutes. - T asks some Ss to write their paragraph on the board. IV. Post-writing (8 min) T asks some Ss to summarizes the main points in Vietnamese and in English. - T gives general comments. - T feedbacks and corrects mistakes.
Sample writing : Hanoi, which is the capital city of VN, was founded by the Ly dynasty in 1010. The city has a population of 3 million. Situated in northern VN, on the Red river, it covers an area of 921 km2. Hanoi is famous for many things. Tourists come from all over the world to see its historic monuments, such as One Pillar Pagoda, Temple of Literature, Flag Tower of Hanoi, and especially Uncle Ho Mausoleum . . . . The most special thing about Hanoi is its Old Quarter and its lakes.
V. Wrapping up: (2mins) - Summarise the main points - Ask ss to prepare the new lesson: Language focus. Comments:
The 93th Period UNIT 15: CITIES - LANGUAGE FOCUS - Preparing date: 12/04/2011 Teaching date: / / (10B8) I. Objectives: By the end of the lesson, students will be able to: - Distinguish the sounds / / and / / ; 198
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- Distinguish non-defining and defining relative clauses with which and to use structure with although II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teacher's activities Students' activities I. Warm-up (5 min) Books closed What and Where Elicit from Ss ( some new words studied in Unit 15) T asks Ss to practise reading several times Sts listen and repeat after the teacher. II. Pronunciation (10mins) * Listen and repeat T models 1 or 2 times Eliciting T calls some sts to read again and corrects if Pracising reading and copy down necessary. - Practise and rewrite on the board. * Practise these sentences (p.164) - Listen and repeat chorally several times. - Ask ss to practice sentence by sentence Some sts read again individually * Teacher corrects if necessary The same method as above Activity 2 III. Grammar : Non-defining and defining Ss look at the example carefully relative clauses (29mins) Sts work individually and then compare * Exercise 1 (p. 165) : 10min. with a partner. T asks sts to read the example in the textbook Some sts read out their answers. (p.164) : Answers: New York Harbour, which is ice-free in all 1.Washington, D.C., which is located on the seasons, is one of the largest and finest harbours East Coast of the United States, has many in the world. interesting and historical places to visit. - T elicits and presents the form, meaning and use 2. Brasilia, which is the capital of Brazil, is of non-defining vs. defining relative clauses with less than 50 years old. which 3.Mexico City, which has a population of Teacher monitors nearly 20,000,000, is the largest T asks Ss to read out their sentences metropolitan area in the world. - T & Ss check. 4. Seoul, which hosted the 1988 Summer Olympics, is well-known for its shopping centres. 5. Kyoto, which used to be the capital of Japan, has many temples. *Exercise 2 - Introduce Exercise 2 to students and explain how to do it -explain the way of using although to connect contrasting ideas Sts work individually and then compare with a partner. Some sts read out their answers. Answers: 1. Although there is not much to do in the 199
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- Ask students to do it - Let them work individually - Check, correct mistake

countryside, I prefer living in there. 2. Although there is a lot of pollution in Los Angeles, it is an ideal place to live. 3. Although the shops are crowded, people are not buying much. 4. Although the city is a favourite tourist destination for many people, it has its problems. 5. Although it is a safe neighbourhood, it is best to be careful -
IV. Wrapping-up: (2mins) - Summarise the main points - Ask ss to redo exercise in the textbook and prepare the next lesson. Comments:
The 94th Period UNIT 16: HISTORICAL PLACES - READING - Preparing date: 12/04/2011 Teaching date: / / (10B8) I. Objectives: By the end of the lesson, students will be able to: - Read for general ideas and specific information. - Choose the best suitable words and guessing in context. - Decide on True or False statements. - Discuss in group. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Warm-up: Network. . (5minutes) - Ask students to work in groups of 3-4 students. - Ask the students to name some historical places in - Work in groups Vietnam. - After 2 minutes, the group which has the longest list will be the winner 2. Before you read: (10 minutes) 200
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Aims: To provide students with words/phrases about historical places. - Students are required to work in pairs to answer the questions in the textbook. - Go around to offer help S. - Ask some S to answer the questions. - Listen and help S to give correct answers. Suggested answers: 1. Co Loa Citadel. Hoa Lu Capital. Con- SonKiep Bac Site. Den Hung Remains, Quang Tri Citadel, Hue Imperial City. Hoi An City, etc. 2. Yes, it is. It is the first university of Vietnam. 3. Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry. It is one of the most visited places in Hanoi. - Give S some new words: * The new words/phrases are: + Confucian ( a): ngi theo o Khng T + engrave ( v): khc. + stelae ( n): bia + banyan trees ( n): cy a + tortoise ( n): con ra Read each word/phrase 3 times and ask the students to repeat it. Ask 4-5 students to read all the word/phrases aloud in front of the class (1 student/ 1 time) Listen and help the students to read the words/phrases correctly. 3. While you read: (20 minutes) Aims: Read for information to do the task, and do the tasks. Task 1: Guesing in context - Ask the students to read the passage indepently then find the italicised words in task 1. - Write these words on board: Originally, representative, memorialise, engrave, flourish. - Ask S to go back to the text to locate and underline these words and try to gueSs the meanings. - T might want to check that S understand all these words by callingon some S to tell the meanings in
- Work in pairs.
- Some S answer the questions
- Read after the T and then read individually. - Listen and take notes
- Work individually - Some S do the task orally while others listen.
- Read the text and do the task 201
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Vietnamese. - S are required to compare their answers with their partner. - Call on students to read and explain their answers aloud in front of the class. - Feedback and give correct answers: * Key: 1. b 2. a 3. c 4. b 5. c Task 2: Deciding on True or False statement - Ask S read the text more carefully and decide whether the statements are true (T) or false (F). Correct the false information. - Ask s to do the task individually and then check their answers with their friend. - Ask some representatives to give their choice orally in front of the class and explain their answers. - Listen and help S to give the right answer. Answer: 1. F ( it was built in 1070) 2. T 3. F ( from 11th century to 18th century) 4. F ( it is an example of well- preseved traditional Vietnamese architecture) 5. T 6. T 4. After you read: (10 minutes) Aims: S can talk briefly about Van Mieu- Quoc Tu Giam. - Ask S to work in groups of 3 or 4 and prepare a talk about Van Mieu- Quoc Tu Giam, using the suggestions in the textbook. - Go round to help the students with their work. - Ask some S to talk in front of the class and give feedback. Suggested talk: Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year. Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi. Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam. Royal exams used to

individually - Check the answers with a partner. - Some S present.
- Listen to the T - Work in groups - S take turn to talk about Van MieuQuoc Tu Giam.
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take place here and the first comers were honoured by having their names carved on the stone stelae. These talae were carried on the backs of giant tortoises, which can still be seen today. 5. Wrapping: (2 minutes) - Write a passage about Van Mieu- Quoc Tu Giam. DUYT CA T TRNG NGY 16/04/2011
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WEEK 35

The 95th Period UNIT 16: HISTORICAL PLACES - SPEAKING - Preparing date: 12/04/2011 Teaching date: / / (10B8)
I. Objectives: By the end of the lesson, students will be able to: - Know more about the historical places. - Talk about a historical place. - Ask and answer questions about a historical place. II. Method: - Communicative Approach III. Teaching aids: - Textbook and lesson plan IV. Procedures: Teachers activities Students activities 1. Warm- up: (5 minutes) Aims : get used to the topic. - Introduce the game: You are going to work in groups to match the - Work in group. names of different historical places of interest in Hanoi with their English translatations. - Give the answers. : 1. Cha Mt Ct a. Presidential Palace 1-e 2- h 3- i 4- b 5- c 6- a 2. Ct C H Ni 7- d 8- j 9- f b. Temple of Literature 10- e 3. Bo tng Cch mng c. Ho Chi Minh Mausoleum 4. Vn Miu d. National Museum of Ethnology 5. Lng H Ch Tch e. Co Loa Citadel 6. Ph ch Tch f. National Museum of Fine Arts 7. Bo tng Dn tc hc g. One Pillar Pagoda 8. Bo tng Lch s h. Flag Tower of Hanoi
- read the fact sheet and listen to the T.
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9. Bo tng M thut i. Revolution Museum 10. Thnh C Loa j. Vietnamese National History Museum
- Go around to observe and check that S work. - Check with the whole class. 2. Before you speak: (8 minutes) Aims: : focus Ss. on the topic and introduce the words and grammar used in the task. Task 1: Ask and answer about President Ho Chi Minh Mausoleum. - Ask S to study the fact sheet of the monuments and explain new words if any. + stand : place + late( adj): nguyn, c cu + maintenance ( n): bo dng - Ask S to read the model conversation in the textbook. - Ask S some questions as examples. - Ask S to work in pairs to ask and answer about President Ho Chi Minhs Mausoleum. - Listen and take notes. - Go around to help S. - Call on some pairs to perform in front of the class. Suggested questions: + Where is it located? + When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open? + What time is it closed? + Is photography allowed inside? 3. While you speak: (20 minutes) Aims: Ss can ask and asnwer about the two historical places. Task 2: An information gap activity - Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall. - Give S some new words: + World Cultural Heritage: Di sn vn ho th gii + Comprise (v): bao gm + The Royal Citadel: Hong thnh
Read the model conversation. - Answer the teachers questions. - Work in pairs. - Some pairs present in front of the class.
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+ The Imperial Enclosure: Thnh ni + The Forbidden Purple City: T cm thnh + AdmiSsion: gi v vo ca + Reunification Hall: Dinh Thng nht + To be heavily damaged: b ph hu nng n + Air bombardment: nm bom + Chamber: phng - Ask S to work in pairs - In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task 1. - Go around to check and offer to help. - Call on some pairs to perform in front of the class and give feedback. 4. After you speak: (10 minutes) Aim: S can talk about the historical place they have been to. Task 3: - Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to. - Remind S to take notes of their friends talk while listening so that they can report in front of the class. - Go around to help S. - Call some S to report their findings. - Give corrective feedback. 5. Wrapping: (2 minutes ) Write a paragraph to talk about a historical place. Date: 07/05/07 LESSON 4: WRITING I. Objectives: 1. Education Aims: - Students can describe a chart. 2. Knowledge: a. General knowledge: - Student knows how to read the information in a chart. b. Language: - Language used to describe a chart. - The past tenses. 3. Skills: - Reading: read the model description. - Speaking: discuss in pairs. - Writing: write a description. II. Anticipated problems: - Students are not familiar with this type of writing. III. Teaching Aids: - board, textbook, chalk. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking : ( 5 mins) - Ask one st to talk about the ancient town of Hoi An. - Listen to their friend and give remarks. 206
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- Ask other Ss to listen to their friend and give remarks. - Check and give remarks. 2. Before you write: ( 20 mins) - Aims: to get Ss to know how to write a description of a chart. + Task 1: - Firstly, ask Ss to look at the chart and explain the information in the chart. - Ask them to look at the chart and then answer the questions in pairs. - Move around to help if necessary. - Ask Ss to compare their answer with other pairs.

- Get feedback and give remarks. - Introduce some useful words/expreSsions that Ss can use when describing a chart. + Beginning: Answer the question: " What does the chart show?" - Answer: The chart shows. . . . . . . . . . . . . . . . . The chart presents some information. . . . +ExpreSsions: As we can see from the chart, . . . . . . . . . . . . . It can be seen from the chart that. . . . . . . . . According to the chart, . . . . . . . . . . . . . . . . . + Verbs: increase >< decrease reduce, rise, . . . . . + Adverbs: rapidly, quickly, sharply, steadily, etc. + Comparatives and superlatives. 3. While you write: ( 10 mins) - Aims: Ss practise describing the chart. + Task 2: - Ask Ss to write a description of the chart. - Ask them to use the answers to the questions above to write. - Let Ss write in 10 minutes. - Move around to conduct the activity. 4. After you write: ( 9 mins) Aims: to get feedback and check Ss' work. - Get feedback by asking some Ss to read their work aloud.
- Read the chart and try to understand the information in the chart. - Work in pairs to ask and answer and then share their answer with their friends. - Present their ideas. 1. The USA had the biggest number of visitors to Vietnam in 2001. 2. 99, 700 visitors. 3. Australia did. 4. No, it isn't. 5. France did. 6. The number of American visitors to Vietnam in 2002 increased by 29, 497 in comparison with that in 2001. - Listen to the teacher.
- Copy down these words into their notebooks.
- Read their writing: ( a model description) " The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam 207
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- Ask some other Ss to give remarks. - Check and give the correct answer. - If there is enough time, T can have Ss exchange their writing among Ss within a group so that they can check their friend's work and give remarks.

National Administration of Tourism. It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230, 470 visitors in 2001 and 259, 967 in 2002. France ranked second with 99, 700 visitors in 2001 and 111, 546 in 2002. . . . . . ."
5. Wrapping: ( 1min) - Part D (page 95 - workbook). Date: 08/05/07 LESSON 5: LANGUAGE FOCUS I. Objectives: 1. Education Aims: - Students know how to pronounce the sound / / and / / correctly. - Students revise: - Comparatives and superlatives. 2. Knowledge: + Language: - Pronunciation: / / and/ /. - Comparatives and superlatives. - Making comparisons. 3. Skills: + Speaking: - Work in pairs to discuss the exercises. + Reading: - Read words and sentences aloud. - Read the sentences silently to do the exercises. II. Anticipated problems: - Students may forget the knowledge about comparisons. III. Teaching aids: - board, chalk, textbook. IV. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5mins) - Ask two Ss to read the description of the chart they - Two Ss read the announcements aloud. wrote at home aloud. - Ask another st to give remarks. - Give remarks. - Check and give marks. - Listen to the teacher. 2. Pronunciation: ( 10 mins) - Aims: to introduce two sounds / / and / / and help Ss to practise these sounds. a. Write two sounds on the board and pronounce - Write down two sounds. them clearly twice, then ask Ss to repeat. - Listen to the teacher and repeat. - Tell Ss how to pronounce these sounds accurately. - Look at the book, listen and repeat. / / : a voiceleSs sound // // / / : a voiced sound television shop - Ask Ss to pay attention to the length of two sounds. pleasure machine - Ask them to look at the textbook, listen and repeat. measure Swedish ........................... - Then ask Ss to work in pairs to read the words again - Read these words in pairs and check for so that they can check for each other. their partners. - Move around to help. - Ask two Ss to read again and give remarks.
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b. Ask Ss to look at sentences in page 175 in the book. - Ask them to work in pairs to read the sentences and then find out the words containing sound / / and sound / /. - Ask them to work in 2 minutes. - Move around to conduct the activity. - Ask one st to report and other Ss to give remarks. - Check and give the correct answers. - Ask some Ss to read these sentences aloud. - Listen and give remarks. 3. Grammar: ( 29 mins) Aims: to revise comparatives and superlatives, and making comparisons, and have Ss do EX1, EX2 and EX3. a. Comparatives and superlatives: - Firstly ask Ss to look at the examples and revise the comparative and superlative form of the adjectives. E. g: My house is smaller than your house. My house is the smallest in this street. Exercise 1 is more difficult than exercise 2. Exercise 1 is the most difficult in this book. - Ask Ss to tell the T the comparative and superlative form of the adjectives. - Listen to the S and give remarks. - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest - Ask Ss to do EX 1. + Exercise 1: - Ask Ss to do Ex 1 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some pairs to report. - Check and give remarks. + Exercise 2: - Ask Ss to read the requirement and the example carefully. - Ask Ss to do the Ex individually. - Move round to help if necessary. - Ask Ss to share their ideas with their friends. - Ask two Ss to write the sentences on the board. - Ask other Ss to give remarks.

- Look at the book and work in pairs. - Answers: // // pleasure shouldn't Asia shop illusions washing ............................... - Read the sentences.
- Listen to the T. - Look at the examples. - One st tells the T the comparative and superlative form of the adjectives: Adjectives Comparatives Superlatives Short adjs . . . . . - er the. . . . . - est long longer the longest hot hotter the hottest .... ..... ......... Long adjs more. . . . . the most. . . . expensive more expensive the most ex. ....... .......... ...........
- Some Ss report. 1. young => younger => the youngest 2. happy => happier => the happiest 3. big => bigger => the biggest 4. busy => busiest => the busiest .................................. . - Listen and correct their work if necessary. - Read the requirement and the example carefully. - Do the Ex individually. 2. My sister is younger than me. 3. Who is the oldest in the class? 4. Concord used to be the fastest paSsenger 209
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plane in the world. ................................. - Listen to the teacher.
b. Making comparisons: - Ask Ss to EX3. + Exercise 3: - Ask Ss to do Ex3 in pairs and then share the answers with their friends. - Move round to help if necessary. - Ask some Ss to report in front of the whole class. - Check and give remarks. 5. Wrapping ( 1 min) - Part B( page 91 - workbook)
- Do the exercise in pairs. - Some Ss report: 1. v 2. so 3. more 4. the 5. the 6. v 7. than 8. of 9. v ................................ - Listen and correct their work if necessary.
Date: 09/05/07 TEST YOURSELF F I. Objectives: 1. Aims: - Ss revise what they have learned in unit 15 and unit 16. 2. Knowledge: - General knowledge in unit 15 and unit 16. - Language: pronunciation and grammar in the above units. 3. Skills: listening, speaking and writing. II. Teaching aids: textbook, chalk, board. III. Procedures: Teacher's activities Students' activities 1. Wrapping checking: ( 5 mins) - Ask one st to do Ex 4 in the workbook on the EX 4: board. 3. larger 4. the longest 5. the worst - Ask one st to give remarks. 6. happier 7. the most popular ........................... - Give remarks and marks. - One st gives remarks. 2. The new leSson: ( 39 minutes) - Ask Ss to do part II, part III and part IV at home in advance to save time. - Give Ss the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes. - Ask Ss to do listening in class. 2. 1. Listening: - Ask Ss to read the requirement of the task. - Look at the textbook and read the statements. - Play the tape twice and ask Ss to do the task. - Listen carefully and do the task. - Ask Ss to share their ideas with their partners. - Work in pairs to discuss their answers. - Get feedback and play the tape again so that Ss - Some Ss report. can check their answers. 1. three 2. friends 3. capital - Ask other Ss to give remarks. 4. crowds 5. noisy 6. interesting - Check and give feedback. ............................ 2. 2. Reading: - Ask Ss to work in groups to compare their - work in groups to share their ideas. 210
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answers. - Ask some Ss to report his/ her answers aloud. - Listen and check. 2. 3. Grammar: 2. 3. 1. Non-defining Relative Clauses: - Ask Ss to discuss their answers in groups. - Ask some Ss to write on the board.

- Some Ss stand up to report. 1. C 2. A 3. A 4. A 5. A - Discuss in groups. - Answers: 1. Their house, which is quite big and modern, . . . . 2. The new English teacher, who I met yesterday, . . . . . 3. Sandra has got a new job with Capital Insurers, which is a much. . . . . ..................................... .....
- Ask two other Ss to give remarks. - Check and give the correct answers.
2. 3. 2. Comparisons: - Ask Ss to share their answers with their friends. - Compare their answers with their parners. - Ask some Ss to report: . - Answers: 1. bigger 2. best 3. better 4. more polluted - Check and give remarks. 5. more streSsful 2. 4. Writing: - Ask some Ss to read their writing aloud. - Read their writing aloud "Taipei, which is the capital city of Taiwan, was founded in the 18th century. It has a - Ask some Ss to give remarks. population of 2. 3 million. It is the country's most exciting city, but the weather there is very humid and not very pleasant. Taipei is a busy city, and the streets are always full of people. It 3. Wrapping: ( 1 min) is famous for excellent museums. " - Part A ( Page 85 - workbook) - Listen to the teacher's remarks.
REVISION (1) Preparing date: ..../...../......... Teaching date: ...../...../....... 211
English 10 Basic
I. Objectives: By the end of the lesson, students will be able to: - Revise the grammatical points from U1 to U8. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities Students activities I. Warmer: BINGO -T asks Ss to work in group of eight - Listen to T and write them , then -Ss listen to write on a small paper and give the Past give the past and PP form of them and Past participle form of these verbs Make finish go Leave run See Play learn II. PRESENTATION -T asks Ss to give the form of tenses that students have -Work individually learnt. - Listen to Ts instruction and -Complete in the table complete the table the form of active Tenses Active Passive and passive verbs Simple present S+V(e,es) S+is/am/are+Vpp -Give the other wexamles to illutrate Present S+is /am/are+ S+is/am/are+bein Some Ss read their answers to the continuous V-ing g+Vpp class and give their explanation Past Simple S+Ved/V2 S+was/were+Vp p Example: 1.They have provided the victims with food and clothing -> The victims have been provided with food and clothing 2.People speak English in almost every corner of the world. ->English are spoken in almost every corner of the world. III. PRACTICE: I .VERB FORM 1. We ( finish) our dinner half an hour ago. 2. How many times you (see)him since he went to Edinburgh. -Ss work individually 3. The farmers (work) in the field now. -Give the correct form of tenses of 4. Rivers usually (flow) to the sea. verbs in parentheses 5. Mrs Green always (go) to work by bus. 212
English 10 Basic
6. She (sit) under a tress when it began to rain. 7. She said she (forget) something at home yesterday. 8. When we (see) Mr. Taylor tomorrow, I (remind) him of that. II-MULTIPLE CHOICE 1. Jack ..............me that he was enjoying his new class. a. told b.said c.talked d.asked 2.We..............friends since we........ at college together. a.have been-were b.were- have been c.were-were d.had- been 3.If you..............me with this exercise ,I will do the same for you one day. a.helped b.would help c.help d.will help 4.The English ..............good traditions a.have much b.have many c.has much d.has many 5.If he .............., the results will be better a. worked b.works c.has worked d.will work III-MISTAKE CORRECTION 1.Mary is living in LonDon. She have been there for 12 years. 2.If Sarah knew you were here, she will not go out 3.I have lived in a small house near the coast for 1990. 4.I see this film three times up to now. IV. CONSOLIDATION: - Retell all grammatical points from U1 to U8. - Do all exercises again and do more in workbook

Expected answer: 1.finished 2.have you seen 3.are working 4.flow 5.goes 6.was sitting 7.had forgot 8.see/ willremind Expected answer: 1.told 2.have been were 3.help 4.havemany 5.works
Expected answer: 1.has been 2.would not 3.since 4.have seen
The 59th Period REVISION (2) Preparing date: ..../...../......... Teaching date: ...../...../....... I. Objectives: By the end of the lesson, students will be able to: - Revise the grammatical points from U1 to U8. II. Methods: - Communicative approach. III. Teaching Aids: - Textbook and lesson plan. IV. Procedures: Teachers activities
Students activities
213
English 10 Basic

-The whole class make questions for friends fine someone who used to.. If the answer isyes , you write his/her name in the column
I. WARMER:Find someone who...... Did you use to........? Name have a favourite toy when you were a child? have a nickname? cry at night when you were a child? hate school? play hide andseek? have a pet? II. PRESENTATION I SENTENCE TRANSFORMATION -T asks Ss to rewrite each sentence, beginning as shown , so that the mening stays the same. 1.She began to play the piano 3 years ago. ->She ...................................................................... 2.He doesnt play tennis any longer ->He used............................................................. 3.John has invited us to his party tonight. ->We............................................................. 4.Sharah got lost and this made her parents very worried. ->Sharah got lost .............................................. 5.Although the children was poor, they were happy. ->In spite of............................................................. 6.Look at these louds !There s no rains on the way. -> Look at these clouds! Its ................................... 7.Because he works harder, he will pass the exam. -> Because of.......................................................... II-FORM : 1.S+ began /started + V-ing /to-inf................ago ->S+has/have/+(been)+ Ving/Ved..............since/for 2.Not.....any more/any longer -> No longer/ used to + V-inf 3.Relative pronoun: replace the clause preceding 4.Although In spite of Though +S+V-> Despite + N/Ving Even though 5.Because + S+V -> because of + N/Ving 6.Used to + bare inf Be used to + Ving Be used to + Infinitive Be used for + V-ing III-MISTAKE CORRECTION 1.Im tired because Im not used to stay up late 2.Even though the extremely bad weather in the mountains, my friend decided not to cancel their trip across the mountain pass. 3.My car, that I have owned for five years , is a Ford.
-Work individually -Expected answer: 1.She has been playing the piano 3 years ago 2.He no longer plays tennis He used to play tennis 3.We have been invited to John party tonight 4.Sharah got lost which made her parents very worried. 5.In spite of being poor, the children was poor. 6.Look at these clouds! Its going to rain on the way. 7.Because of working harder, he will pass the exam -Ss give their comment s about the structures of sentences -Ss speak loudly and explanation
-Ss work individually and compare their answer with a friend -Ss give the correct answers -Expected answer: 1.to staying 2.In spite of 214
English 10 Basic
4.If a drop of oil is placed in a glass of water, it would float to the top. 5.Unless we work harder, we will finish on time 6.Is this the person whose you asked me about? 7.Lan was absent from class yesterday because of she was ill. 8.Although his illness , he managed to come to school IV. CONSOLIDATION: - Retell all grammatical points from U1 to U8. - Do all exercises again and do more in workbook.

3.which 4.was replaced 5.If 6.whom 7.because 8.In spite of
215
English 10 Basic
216

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English 10 Basic

Phan Boi Chau High School

S GIO DC O TO QUNG BNH TRNG THPT PHAN BI CHU ------------o0o-------------

GIO N TING ANH LP 10 BAN C BN

Gio vin: Phm Th Kim Hu T: Ngoi ng

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Listen to the teacher

S: seven thirty or half past seven.

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Listen to the teacher

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- listen and repeat. - Some individuals read the words aloud

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Some Ss read these words aloud.

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

like hope love + V- ing want + to- V enjoy decide

- Listen to the teacher.

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Listen to the teacher

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Open their books and look at the tasks.

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Fill in the form. 20

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

- Ask them about the cases to use to infinitive.

DUYT CA T TRNG Ngy ...... thng ...... nm 2011 Phm Th Hng

Teacher: Pham Thi Kim Hue

Phan Boi Chau High School

PEOPLE'S BACKGROUND - READING Preparing date: ..../...../......... Teaching date: ...../...../.......