Giao An Ta 11 Co Ban

LESSON PLAN Tran Phu Gifted High School
UNIT 1: Friendship
Part A: Reading
I. OBJECTIVES: By the end of the lesson Ss will be able to:
Develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context. Use the information they have read to discuss the topic. II. MATERIALS: Textbook, handouts. III. PROCEDURE: Stage / Procedure Time Warm-up Competition game network. (6)
Interaction Group work
T prepares a handout with a network of the word Friendship. Divides the class into 8 groups and give each group a handout and
ask them to complete. The winner will be the group completing the network in the shortest period of time. Discussing the picture and poem T asks the whole class to look at the picture on page 12 and asks them some questions: + What are the girls and the boys doing? + How do they feel? +what does the picture tell you?
Pre -reading
Pair work
(10)
T asks Ss to work in pairs to read the poem on page 13 and

answer the question What do you think of the friend in the poem? T calls on some Ss to answer the questions. T may give some comments and her suggestion. Pre-teaching vocabulary Whole class
Whilereading
T provides some new words on the board.

- Lasting (adj) = existing or continuing a long while - To be concerned with: quan tm ti ai, ci g
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- Constant (adj) = happening all the time or repeatedly, that does not change. (thng xuyn, khng thay i) - Rumor (n): piece of information, or a story, that people talk about, but that may not be true. (tin n) - Trust (n) s tin tng - Sorrow (n) a feeling of great sadness
Whole class
T explains the meaning. T guides Ss to read

(5) Setting the scene You are going to read the passage about the qualities of a lasting friendship. While you are reading, do the tasks in the book. Task 1. Fill each blank with one of the words in the box.
Individual work and pair work.
T writes these words on the board:

Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings. T checks that Ss understand the words correctly. T can check Ss understanding by asking them to provide the Vietnamese equivalents to the words. T asks Ss to work individually to do the task.
Whole class
T asks Ss to exchange their answers with others. T asks Ss for their answers and tells them to explain their
choices. T gives the correct answers: 1. Mutual 2. Incapable of 3. Unselfish 4. Acquaintance 5. Give-and-take 6. Loyal to 7. Suspicious Task 2. You are to read the passage again and decide which of the choices most adequately sums up the ideas of the whole passage. T gets Ss do the task individually and then find a peer to compare their answer.
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Individual work and pair work
Pair work Group work

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T calls on some Ss to give their answers and asks other to say whether they agree or disagree.
T gives feedback and gives correct answer. B

Task 3. You are required to answer the sic questions in the book
T asks Ss to do the task individually, and then discuss the answer

with their friends.
T calls on some Ss to write their answers on the board and ask

them to explain their choices.
T gives the correct answers.

1. The first quality is unselfishness. It tells us that a person who is concerned only with his / her own interests and feelings cannot be a true friend. (para 2) 2. Because they take up an interest with enthusiasm, but they are soon tired of it, and they feel the attraction of some new object. (line 2-3, para 3) 3. The 3rd is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them. (line 1-3, para 4) 4. Because if not people cannot feel safe when telling the other their secrets. 5. Because they cannot keep a secret, either of their own or of others. 6. The last quality is sympathy. It tells us that to be a true friend one must sympathize with his friend. Where there is no mutual sympathy between friends, there is no true friendship.
Postreading (10)
You are required to work in pairs to discuss the question in the book. T asks Ss to work in pairs to discuss the question in the book. T goes around to help Ss when necessary. When all pairs have finished, T asks every two pairs to share ideas. T calls on some Ss to report their ideas to the class. T gives feedback.
Pair work, group work, & whole class
Wrap-up
T summarizes the main points of the lesson.
Whole
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T asks Ss to learn by heart all of the new words and do the extra exercise as HW.
class
Part D: Writing
I. OBJECTIVES: By the end of the lesson Ss will be able to: Write about a friend, real or imaginary, using the words and expressions that they have learnt in
previous lesson. II. MATERIALS: Textbook, handouts. III.PROCEDURE: Stage/Tim Procedure e Warm up Guessing game - T introduces the game: one student goes to the board and T gives him/her a piece of paper with the name of a student in the class. Other Ss have to ask Yes/No questions to find out who the student is. Ss should 7 ask about the appearance, personalities, or clothes - Ss may ask questions such as: +Is the person a girl? +Is she tall? Presentati on 13 You are going to write about a friend, real or imaginary, using the provided guidelines. T gets Ss to read the task and guidelines silently and work out what they are required to write about. In general, Ss writing should include three parts: general information about their friend, his/her physical characteristics and personalities, what Ss like about the friend. T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friends.
Whole class
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T may also elicit/revise the adjectives and expressions Ss can use to describe their friends appearance and personalities. Practice (15) 8 - T gets Ss to write about their friend in 15 minutes. - T goes around to observe and offer help Feedback on Ss writing T asks Ss to exchange their writing with another student for peer correction. T goes around and collects mistakes and errors. T collects some writings for quick feedback. T writes Ss typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors. Individual work
Pair work & Whole class
Wrapping up
Finally, T provides general comments on the writings.
T summarises the main points of the lesson. For HW, T asks Ss to improve their writing, taking into consideration their friends and Ts suggestions and correction and do the extra exercise.
Whole class
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Part E: Language focus

I. OBJECTIVES: By the end of the lesson Ss will be able to: -Distinguish the sounds /d / and /t /. -Pronounce the words and sentences containing these sounds correctly. -Use some structures containing infinitives with and without to appropriately. II. MATERIALS: Textbook, handouts. III.PROCEDURE Stage/Tim Procedure e Presentati Pronunciation on 1 Pronouncing the two sounds separately - T models the two sounds/d /and /t / for a few times and explains the differences in producing them. 12 - T plays the tape or read once for Ss to hear the words containing these sounds. Then T plays the tape or read again and this time asks Ss to repeat. Pronouncing words containing the sounds. - T reads the words in each column all at once. - T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words. - T asks Ss to practice pronouncing the words in pairs. Grammar To-infinitive
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Interaction
Whole class, individual work & pair work
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a, Presentation T writes some sentences on the board and underline the toinfinitive: + I have letters to write + Does he get anything to eat? T asks Ss to comment on the use of to-infinitive in these examples. T reviews the form and use of to-infinitive in the examples. The infinitive can be placed after Ns / pronouns to show how they can be used or what is to be done with them. We can put to-infi after adjectives. e.g.: Im sorry to trouble you. The pie is too hot to eat.
T asks some Ss to give some similar examples.

b. Practice. Exercise 1. T asks Ss to do exercise 1 individually and then compare their answers with another student. T calls on some Ss to read out their answers. T gives correct answers. 1. Who wants something to eat? 2. I have some letters to write. 3. I am / was delighted to hear the news. 4. My mother has some shopping to do. 5. You always have too much to talk about. 6. Its lovely to see you again. 7. Its / was too cold to go out. 8. Im happy to know that you have passed the exam. 15 Infinitive without to<bare infinitive>. a. Presentation. T calls on some Ss to give out some verbs that they are followed b bare infinitives. T may clear that: + We can use a noun or pronoun object + bare infinitive after verbs of perception such as feel, hear, watch, see, notice, smellThe bare infinitive generally refers to complete action. + We use the bare infinitive after let and make: let sb do sth=allow sb to do sth; make sb do sth=force sb to do sth.
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b. Practice. Exercise 2. T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given. T asks them to compare answers with another pair. T calls on some Ss to go to the board to write their answers. T gives correct answers. ANSWER: 1. The police watched them get out of the car. 2. They let him write a letter to his wife. 3. I heard them talk in the next room. 4. The customs officer made him open the briefcase. 5. The boy saw the cat jump through the window. 6. Do you think the company will make him pay some extra money? 7. I felt the animal move towards me. 8. Do you think her parents will let her go on a picnic?
Wrapping up (3)
T summaries the main points of the lesson.
Whole class
For HW, Ss review the points that have been covered in the lesion
and do the extra exercise.
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UNIT 2 : Personal experiences

Part A: Reading
I .OBJECTIVES: By the end of the lesson ss will be able to : - scan read specific information - understand the text and express their ideas about past experiences II. MATERIALS: text book ,pictures ,charts ,hand out III. PROCEDURES: Stage/Time Procedure Interaction
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Warm up
Game : jigsaw reading :
T devides the class in 4 or 5 groups T gives each group hand out with a phrases of explaination on T tells ss to read the phrases and find out the words then combine
the first letter of all these words to form the key word The first group find it will win the game 5
Group work & whole class
T checks ss 'understanding of instructions have ss start the game

These are the phrases on the hand out 1. the biggest land animal Elephant X- mas Pen
2. 3. 4.
5.
the short form of christmas the object we use to write with
6. 7. 8. 9. 10.
PRE READING 5
part of our body that allows us to see thing Eyes the opposite of "wrong " Right another word of "sick " Ill part of our body that allows us to hear part of our body that allows us to smell the word for while ,red ,blue ,yellow Ears Nose Colours East
north ,south ,west and .. Key word: Experience
T gets Ss to work in pairs and try to make sense of the pictures on page 22. Then T gets them to put the pictures in order that they think is most appropriate. T calls on some pairs to present their ideas but should not correct them. If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts.
Pair work & whole class
WHILE READING
You are going to read a story in which a girls telling about her most embarrassing situation. Then you do the tasks that follow. TASK 1: T gets Ss to read the passage silently and then do Task 1. T asks Ss to go back to the passage to locate and read around these words so that they can guess their meanings. T might want check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vnese. Individual work & whole class
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Then T asks Ss to go back to the task and study the given sentences. T checks the answers with the whole class. 1. Glanced 2. Making a fuss 3. Embarrassing 4. Idols 5. Sneaky TASK 2 T gets Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again, this time based on the information in the text. T calls on a student to give and explain his / her answer. T gives corrective feedback. dbfeac TASK 3 Individual work, pair work & whole class
T gets Ss to do task 3 and then check their answers with a peer.

T calls on some Ss to write their answers on the board and ask them to explain their choices. T gives the correct answers. 1.A floppy cotton hat. 2. To buy a floppy cotton hat. 3. A wad of dollar notes that look exactly like those her father had given her. 4. She thought that was her own money and the boy had stolen it from her. She wanted to take it back without making a fuss. 5. She bought the hat of her dream.
Individual work, pair work & whole class
POST READING
T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions. T teaches some structures that can be used for giving suggestions. T goes around to check and offer help. T calls on the groups to tell and explain their choice.
Group work & whole class
T gives corrective feedback.
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WRAPPING - UP
T summarises the main points of the lesson. For HW, T asks Ss to learn by heart the new vocabulary and make sentences with them.
Part D: Writing
I .OBJECTIVES: By the end of the lesson ss will be able to : - write the personal letter about their memorable experience II. MATERIALS: text book ,pictures , hand out .
III. PROCEDURES: Stage/Time Procedure A quiz about writing personal letters T divides the class into 2 groups. T reads out the questions and leads the game. 1. How many parts does a personal letter normally have/ 2. What are these parts? 3. What do we normally write in the Salutation? 4. What do we normally write in the closing? 5. Where do we normally sign the letter? T gets Ss to add up the points for each group and announces the winner. Answers: 1. 5 2. The heading, the Salutation (greeting), the body, the closing and the signature. 3. Dear + Name 4. Sincerely, Yours,, Love, Cheers, 5. Under the closing PREAPRING SS TO WRITE You are going to write a friendly letter to a pen friend telling him or her about one of your most memorable past experiences. T gets Ss to read the task silently and work out what they are required to write about. T calls on a student to answer and elicits more ideas from the class. When it happened? What happened? Where? Who was involved? How? How it affected you? T elicits the verb tenses that can be used for describing a past event. (Past tense) T gets Ss to plan their stories according to the questions on the board, then compare and check with a peer. T goes around to check and offer help. Interaction
Group work
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Individual work & whole class
T collects some outlines and provides corrective feedback. T

provides relevant vocabulary and structures if necessary. WRITING T gets Ss to write their own letters in 10. T then asks Ss to get in pairs, exchange their letters and correct each other. T goes around to offer help. FEEDBACK ON SS WRITING T chooses one letter and reads it to the class.
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Individual work
Then T elicits corrective feedback from the class and gives final
comments afterwards. T should draw Ss attention to the format of the letter, the organization of ideas and language use.
Whole class
Part E: Language focus

I .OBJECTIVES: By the end of the lesson ss will be able to :
- distinguish the sound /m/ ,/n/, and / - revise simple past,past perfect , past continuous tenses and talk about the past II. MATERIALS: text book ,chart . III. PROCEDURES: Stage/Time Procedure PRONUNCIATION Distinguish sounds. T models the three sounds for a few times and explains the differences in producing them. Interaction
T plays the tape or reads once for Ss to hear the words containing these two sounds. Then T reads again and this time T asks Ss to repeat after the tape. T asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and correct if Ss pronounce the target sounds incorrectly. Practising sentences containing the target sounds. T asks Ss to work in pairs and take turn to read aloud the given sentences.
T goes around listening and takes notes of the typical errors. T calls on some Ss to read the sentences again and provides corrective feedback. Presentatio n Grammar. Exercise 1. a. Presentation T reviews the forms, meaning and uses of the present simple, present perfect and present continuous. Present simple Form: I, you, we, they + V(bare) He, she, it + V+s/es Use: Use the Simple present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, daily event, a scheduled event
or something that often happens. It can also be something a person often forgets or usually does not do. Adverbs of frequency: always, usually, often, sometimes, frequently, occasionally, seldom, rarely, never, ever, every, once, twice. Presentatio n2 Present continuous: Form: am, is are + Ving Use: Use the Present continuous with Normal Verbs to express the idea that something is happening now, at this moment. It can also be used to show that something is not happening now. Adverbs: now, at the moment, at present, presently Present perfect: Form: Have / has + PP Use: - An action has just happened. - An action happened at an unspecified time before now. - Something started in the past and has continued up until now. - An action happened in the past but its result is in the present. An action has not happened yet. just, for since, so far, up to now, never, ever, already, many times, several times, before, yet, not yet b. Practice. T gets Ss to do exercise 1 individually and then find a partner to check their answers with. T checks with the whole class and gives the answer. 1. Invites 2. Sets 3. Gets 4. Waves 5. Promises 6. Carries 7. Contains 8. Has baked 9. Is 10. Is shining 11. Are singing 12. Is
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Exercise 2. a. Presentation T reviews the forms, meanings and the uses of the past simple and past continuous. Past simple Form: V + ed or irregular verbs Use: - an action started and finished at a specific time in the past. - a series of completed actions in the past. - a duration which starts and stops in the past. - a habit which stopped in the past. - past facts or generalizations which are no longer true. Past continuous Form: was / were + V-ing Use: - a longer action in the past was interrupted. The idea that both actions were happening at the same time. Past perfect Form: had + PP Use: the idea that something occurred before another action expressed in the past simple. b. Practice. T gets Ss to do exercise 2 individually and then find a partner to check their answers with. T checks with the whole class and gives the answer. 1. Broke / was playing 2. Wrote / was 3. Was working / broke 4. Started / were walking 5. Told / were having 6. Didnt listen / was thinking 7. Phoned / didnt answer / were doing 8. Didnt wear / didnt notice / was driving Exercise 3. a. Presentation. T reviews the forms, meanings and the uses of the past perfect and compares it with other past tenses.
b. Practice.
T gets Ss do to the exercise individually and then find a partner to check their answers with. T checks the answers with the whole class and provides corrective feedback. 1. Had eaten / arrived 2. Found / had taken 3. Got / had closed 4. Got / had left 5. Got / had arrived 6. Paid / had phoned 7. Went / said / had not arrived 8. Had looked / asked / cost T summarises the main points of the lesson. For HW, Ss review the uses of different verb tenses that have been covered in the lesson
WRAPPIN G UP
Whole class
UNIT 3: A PARTY
Part A: Reading
I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Guess meaning in context. - Scan for specific information. - Use the information they have read to discuss the related topic. II. MATERIALS: Textbook, pictures, handout. III. PROCEDURE: Stages/ Time Procedure WARM-UP T divides the class into small groups of 3-4 students. Then T distributes the following handouts for Ss to do the matching task in their own groups. Which group finishes it first and has all the correct answers will be the winner. T might want to get Ss to tell if there are similar celebrations and events in Vietnamese culture to check Ss understanding of the new words. T might also give some details about these celebrations PREREADING Pair work & T gets Ss to work in pairs and try to make sense of the pics on page 32. whole class Then T gets them to answer the questions on this page. T calls on some Ss to answer the questions. T should ask Ss to give reasons for their answers. T checks with the class and asks Ss to guess what they are going to read about. PRETEACHING VOCABULARY Mark (v) : nh du Milestone (n): an important event or stage in ones life Golden (adj): made of gold Lasting (a): continuing a long time Interaction Group work
Before teaching these words, T helps Ss to pronounce them correctly. T

may want to model first and then ask Ss to repeat after him / her. T presents or elicits the meanings of these words from the class. T gets Ss to make sentences with these words. T gives corrective feedback.
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WHILE READING
Set the scene: You are going to read about how American people celebrate birthday and wedding annivanersary. Then you do the tasks that follow. Task 1: T gets Ss to read the passage silently and then do task 1
Whole class.
T divides Ss into two groups to discuss. Then call two Ss to write

their group answer on the board and compare. ( May be devide Ss in to small groups, each group one statement).
T gives the answers with the whole class.

Answer: 12 1. People sing a song. 2. People eat cakes. Birthday Individual work and whole class Wedding
3. People receive cards and gifts from friends

and relatives. 4. People joke about their ages. 5. People remember their wedding days. 6. People go out to dinner. 7. People blow out candles, one for each year.
Task 2:
T checks if Ss can identify and correct the wrong information after

their first reading of the passage. If they cant, T can simply the sentences using multiple choice. 1. Lisas family and friends are at her eight birthday party. A B C D
2. Everyone makes cake and ice cream at the birthday party. A B C D
3. Lisa opens birthday cards and food from her family & friends. A
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4. Many American over the age of 30 dont like to talk about their anniversaries. A B C D 5. Fifty months ago , Rosa and Luis got maried . A B C D th 6. People call the 5 wedding anniversary the golden anniversary. A B C D 7. Rosa and Luis are happy to be together for their silver anniversary A B C D T instructs Ss to go back to the passage and locate these words. Ss should read around these words carefully to find the answers to the questions. Then T gets Ss to check their answers with a friend. T calls on some Ss to present and explain their answers. T gives feedback and correct answers. Answer: 1. 8th -> 7th 2. Makes -> eats 3. Foods -> presents 4. Anniversaries -> ages 5. Months -> years 6. 5th -> 50th 7. Silver -> golden POST READING T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions. T teaches structures that can be used for giving comparision and contrast. T goes around to check and offer help. T calls on the groups to tell and explain their choice. T gives corrective feedback. WRAPPI NG - UP T summarises the main points of the lesson. Whole class Group work & whole class
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PART D: Writing
I. OBJECTIVES: By the end of the lesson, Ss will be able to: - Define the format and structure of an informal letter of invitation. - Write an informal letter of invitation. II. MATERIALS: Textbook, handout.
III. PROCEDURE: Stages/ Time Procedure Warm up COMPETITION GAME T prepares handdouts of a jumbled letter in advance and divides the class into groups of 4. Then T distributes the handouts & introduces the task: Ss are going to re-order the sentences into a letter of invitation. In their groups Ss discuss to complete the task. The winner will be the group which has the quickest and correct answer. After the game, T might want to get Ss to read the complete letter again & elicits the features of an informal invitation letter. T might want to tell Ss that an invitationletter normally includes: + The event( what you invite your friends to): a wedding party, a birthday party, etc. + The place: restaurant, at home. . .etc. + The time & date: + The invitation itself (Would you like to come?How about . . .etc). * The jumbled letter 1. This is my address: 142A Nguyen Du Road. 2. Its a beautiful house and it is near Ho Chi Minh square. 3. Dear Lan, 4. Guess what! Ive just moved to a new house in Vinh city. 5. Would you like to come?
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Interaction Group work & whole class
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6. Please let me know your answer as soon as possible. 7. See you! 8. My parents are giving a house - warming party this Sunday everning, around 6.30 p m. 9. Mai 10. I think Nam and Lien are coming , too. 11. Well have Pho and some other special dishes. T gives feedback. Key: 3- 4 - 2 - 8 - 11 - 5 - 10 - 1 - 6 - 7 - 9 Individual work & whole class
PREWRITING
Task 1 T sets the scene: you are going to write a friend letter to invite your classmate to aparty that you hold. T gets Ss to work out the content of their letters by answering the question in the Task 1. T calls on some Ss to answer the questions and elicitsmore ideas from the class. T writes them on the board. Eg: + Occasions for giving the party: birthday, moving to a new house, family gathering, Chrimas. . .etc + Dressing codes: - Formal: dresses , high- heel shoes for women, suits & ties for men. - Informal: anything can do: jeans , T- shirt, skirts + Presents to give: anything can do as flowers, books, CDs, hats. . . etc.
5 Task 2 T gets Ss to do the task individually & then compare their answer with a peer. T calls on Ss to give the answers & write them on the board. 1. At my house 2. To come 3. Refreshments 4. To cook 5. Winners 6. By Monday T helps Ss to revise the format of a personal / informal letter by analyzing the letter that they have just completed for Task 2. T might also want to get Ss to analyze the letter further by asking questions
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about its organization and languege. Eg: What is the purpose of the first sentence? What about the second sentence?.etc. 20 Task 3 Individual work, pair work & whole class
T gets to read Task 3 and work out the questions. Ss should note
down the answers in their notebooks. In the mean time, T goes around to check & offer help. T gets Ss to write their letters in 10 minutes , based on the outlines they have produced.
T asks Ss to get in pairs, exchange their letters & correct each

other. T goes around to offer help. T chooses one letter & read it to the class. Then T correct the mistakes & gives final comments afterwards.T should draw Ss attention to the format of the letter, the organisation of ideas & language use. WRAPPING - UP T summarises the main points of the lesson. For HW, T asks Ss to revise their letters according to their peers suggestions and submit for marking in the next lesson. Whole class
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PART E: Language Focus

I. OBJECTIVES: By the end of the lesson, Ss will be able to: Distinguish the sound / l /, / r /, and / h/ . Pronounce the words and sentences containing these the sounds correcttly. Distinguish the uses of infinitive and gerund in active and passive voices. Use these structures to solve communicative tasks. II. MATERIALS: Textbook, handout III. PROCEDURE: Stages/ Time Procedure Interaction
PRONOUNCIATION Distinguishing sounds T models the three sounds / l/, / r/ and / h/ for a few times. T plays the tape (or reads) once for Ss to hear the words containing these three sounds. T plays the tape (or read) a gain & this time asks Ss to repeat after the Individual, pairs work tape (or T ) Presentation & whole 7 class Practising sentences containing the target sounds. T asks to work in pairs and take turn to read aloud the given sentences(p.39, practise these sentences). T goes around to listen and takes notes of the typical errors. T calls some Ss to read the sentences again and provides corrective feedback.
GRAMMAR
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Exercise 1 a. Presentation: T asks S to repeat the verbs that are followed by an infinitive, a gerund,and both. If Ss cant remember, T should review some verbs. Eg: + Infinitive only: agree, arrange, ask, choose, decide, hope, plan,intend. . . . etc. + Gerund only: admit, avoid, enjoy, keep, deny. ,verbs that are followed by preposition: succeed (in), think ( about), dream ( of), look forwards ( to). . .etc. + Both: begin, start, continue, stop, love, remember . . . T should point out which verbs have different meanings when are used with an infinitive or a gerund. Eg:stop, hate, remember . . .etc. b. Practice: T gets Ss to do Exercise 1 individually and then find a partner to check their answers with. T checks with the whole class and provides corrective feedback. Answer: `1. Having 2. getting 3. to tell 4. practicing 5. to see Exercise 2 a. Presentation: If necessary, T reviews the forms of passive infinitive and gerund and emphasises their uses. + Form: * Passive infinitive: to be + Past Participle * Passive gerund: being + Past Participle + Use: to emphasise the action / event than the agent. b. Practice T gets Ss to do Exercise 2 in groups of 6 and asks Ss to mark A,B,C or D in piece of paper . When the time up T asks groups raise their key.
pairs work & whole class
10
Individual, pairs work & whole class
10
T gives feedbacks and T gives the correct answers.

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BABBA Exercise 3 T guides Ss the way to do exercise 3 the same Exercies 2
Individual, pairs work & whole class
T gives feedback and gives the correct answers

Wrapping DCBBC T summaries the main point of the lesson. For homework, Ss review the uses of different verb tenses that have been covered in the lesson. Whole class
TEST YOURSELF
I. OBJECTIVES: By the end of the lesson Ss will be able to know how to do a test II. MATERIALS: tape, cassette, book
III. PROCEDURE: LISTENING: o T plays the tape twice
o T lets Ss to do the exercise in the book. o T checks their answers o T gives feedback and gives the correct answer.
Answer: 1. A 2. D 3. B 4. D 5. C
READING: o T maybe gives out some new words of the passage.
o T asks Ss to read the passage and answer the questions in the book. o T checks their answers. o T gives feedback and gives the correct answers.
Answer: 1. Because these people had been childless for 10 years after they were married and were so thrilled to finally have a child. 2. To take some photographs of the happy family. 3. The boy was dressed in a smart, brand-new outfit and looked like a little prince. 4. Because he was interested in the toys.
5. He felt that it was delightful and looked forward to the next day to have the film developed. PRONUNCIATION AND GRAMMAR: Pronunciation o T plays the tape and ask Ss to tick in the right box.
o T checks the answers. o T gives feedback and give the correct answer.
Answer: 1. nine 2. hour 3. matching 4. jam Grammar
o T lets Ss do the exercise. o T checks their answers. o T gives Feedback and gives the correct answer.
Answer: 1. to see 2. to be 3. to phone 4. pay 5. to be met 6. to be appointed
WRITING: T asks Ss to write about their birthday party following the questions below Whose birthday party was it? Where and when was it held? What did you do there? How did you enjoy it?
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UNIT 4: VOLUNTEER WORK

PART A: Reading
I. OBJECTIVES: By the end of the lesson Ss will be able to:
develop such reading micro-skills as scanning for specific ideas, skimming for general information.
use the information they have read to discuss the topic. II.MATERIALS: Textbook, handouts. III.PROCEDURE: Stages/Time Procedure Warm-up 6 Competition game crossword. T divides the class into 2 big groups and draws each of them a gallows on the board.
T explains to Ss that they are going to play a Hangman game.

The rule is T gives a secret word the groups will take turn to guess it by telling what letters they think there are in this world. If Ss choose a letter that appears one or more times in the secret word, the letters and their position will be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss guess a letter that is NOT in the secret word, the a
Pre-reading
piece of the man being hanged will be added to the gallows and they will lose their turn to the other group. Ss will get one point for each letter they can guess correctly. When the game is over, T will count how many points each group has collected and the group with more points will win the game. T leads the game, and in this lesson, the secret word is VOLUNTEER. T draws the same number of dashes as the number of letters in this word. For this word, T would need 9 dashes like this: _________ The activity will lead to the lesson naturally. Discussing the picture and saying.
T asks the whole class to look at the picture on page 46 and asks
10 them some questions: + what is the old woman doing in the picture? +What does this mean by Little Moment Big Magic? +what does the picture tell you? T asks Ss to work in pairs to read the short poem in p.46 and answer the question and discuss its meaning.
Pair work
T calls on some Ss to present their opinion. T may give some

comments and her suggestion: The saying means that if you help somebody by giving them some money, its just a temporary solution. Its better to instruct them how to make money legally by teaching them necessary working skills. Pre-teaching Vocabulary T might elicit or teach the meanings of the following words. If there is some time left, T may ask some Ss to make sentences with the above words to check their understanding. Volunteer (n) (v): tinh nguyen, tu nguyen lam gi The aged = the old (nguoi gia) Orphanage = trai tre mo coi To overcome: vuot qua, khac phuc To participate in: tham gia Remote: xa xoi Whilereading Setting the scene You are going to read a passage about volunteer work. While you are reading, do the tasks in the book. Whole class
Whole class
Individual work and pair work.
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Task 1. Fill each blank with one part of speech of the word volunteer.
T elicits different parts of speech of the word volunteer and

5 writes these words on the board.
Then T instructs Ss to read through the sentences provided in the

task to identify the part of speech of the word to fill in each blank. T asks Ss to work individually to do the task.
T asks Ss to exchange their answers with others. T asks Ss for their answers and feedback.
8 Answer: 1. 2. 3. 4. Task 2 Voluntary Voluntarily Volunteers Volunteered
Whole class Individual work and pair work
T asks SS how to do this task. T asks Ss to work individually to do the task, and then discuss their
answers with their peers. T gives feedback and the correct answers: ADBDB Task 3
Whole class Individual work and pair work Pair work
T asks Ss to work individually to do the task, and then discuss their

answers with their peers. T calls on some Ss to write their answers on the board and ask them to explain their choices.
T gives feedback and gives the correct answers.

1. They read books to the people there, play games with them or listen to their problems. 2. They give care and comfort to them and help them to overcome their difficulties. 3. They volunteer to work in remote or mountainous areas. Post reading 8 Instruction: You are required to work in pairs to discuss the question in the book. T asks Ss to work in pair to discuss the question in the book.
T goes around helping Ss when necessary.

When all pairs have finished, T asks every two pairs to share ideas. T calls on some Ss to report their ideas to the class. T gives feedback.
PART D: Writing
I.OBJECTIVES: By the end of the lesson Ss will be able to: Write a thank-you letter to a donor to acknowledge the donors contribution II.MATERIALS: Textbook, handouts. III.PROCEDURE: Stage/Time Warm up Procedure Quiz-A formal letter (To remind Ss of some rules of writing formal letters in English). T prepares a handout with a quiz about writing formal letters in English. The quiz consists of several incomplete statements. Ss work in groups to complete these statements as quickly as possible. The group with the quickest and most correct answers will be the winner. 1. You write your address in ___ of the letter. Interaction Group work
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2. The address of the receiver should be written on ___, starting below our address. 3. You can write ___ on the right or the left on the line after the address you are writing to. 4. When the letter starts Dear Sir / Madam, you end it with ___. 5. When the letter starts Dear Dr. Smith, you end it with ___. 6. It is not a good idea to use ___ such as Im or cant. Answer: 1. 2. 3. 4. 5. 6. PREWRITING 13
The top left-handed corner. The left The date Yours sincerely, Yours sincerely, Contractions
PREPARING SS TO WRITE
T asks Ss to read the sample letter on page 52 and discuss the

purpose of the letter in pairs.
T calls on some Ss to give the answer. T gets across to Ss that: (1)

the sample letter is written to thank a donor for donating money; (2) thank-you letters to donors.
T asks Ss to read the letter again and do TASK1 individually. When

they finish, Ss exchange their answers with other Ss.
Whole work, individual work & pair work
T checks Ssanswers by asking some Ss to read their answers out

loud.
T gives feedback and gives the correct answer.

Answer: The opening of the letter: sen. 1 The donated amount: sen. 1 The way (s) the money is used: sen. 2 The way the receipt is issued: sen. 3 The gratide to the donor: sen. 4 The closing of the letter: Yours faithfully WHILE WRITING Before Ss write the letter, T asks them to read the instruction carefully. T gets Ss to write the letter in 15 minutes. Individual work
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T goes around to observe and offer help
POST WRITING
WRAPPING - UP
Feedback on Ss writing T asks Ss to exchange their writing with another student for peer correction. T goes around and collects mistakes and errors. T collects some writings for quick feedback. T writes Ss typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors. Finally, T provides general comments on the letter. T summarises the main points of the lesson. For HW, T asks Ss to improve their writing, taking into consideration their friends and Ts suggestions and correction and do the extra exercise.
Whole class
PART E: Language focus

I. OBJECTIVES: By the end of the lesson Ss will be able to: -Distinguish the sounds /w / and /j /. -Pronounce the words and sentences containing these sounds correctly. -Use gerund, present participles, perfect gerund and perfect participles appropriately. II.MATERIALS: Textbook,handouts. III.PROCEDURE: Stage/Time Presentation 10 Procedure PRONUNCIATION Pronouncing the two sounds seperately -T models the two sounds/w /and /j / for afew times and explains the differences in producing them. -T plays the tape or read once for Ss to hear the words containing these sounds.Then T plays the tape or read again and this time asks Ss to repeat. Pronoucing words containing the sounds.
Interaction Whole class Individual work Pair work
-T reads the words in each column all at once. -T reads the words once again,each time with a word in each column to help Ss distiguish the differences between the sounds in the words. -T asks Ss to practice pronouncing the words in pairs.
Presentation GRAMMAR 2 Gerund a. Presentation 10 -If necessary T reviews the form and uses of gerund. a. As the S of the sentence: b. As the C of the verb TO BE c. After prepositions d. After a number of phrasal verbs e. After the expression b. Practice. Exercise 1. -T asks Ss to do exercise 1 individually and then compare their answers with another student. -T calls on some Ss to read out their answers. -T gives correct answers. Answer: 1. Hearing 2. Bending 3. Behaving 4. Meeting 5. Spending 6. Waiting 7. Starting Present participles. a. Presentation. -If necessary T reviews the form and uses of present participles. a. as part of continous form of a verb b. after verbs of movement / position in the pattern c. after verbs of perception d. with the verbs SPEND and WASTE e. with the verbs CATCH and FIND f. to replace a sentence or part of a sentence
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10
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b. Practice. Exercise 2. - T asks Ss to do exercise 2 in pairs. - T asks them to compare answers with another pairs. - T calls on some Ss to go to the board to write their answers. - T gives eedback and give correct answers. Answer: 1. burning / rising 2. reading 3. lying 4. shopping 5. preparing 6. trying 7. modernizing 3. Perfect gerund and perfect participles. a . Presentation - If necessary T reviews the form and uses of perfect gerund and perfect participles. b. Practice. -T asks Ss to do exercise 1 individually and then compare their answers with another student. -T calls on some Ss to read out their answers. -Gives correct answers. Answer: 1. having 2. having been 3. having been 4. having tied 5. having read 6. having taken
WRAPPING - UP
T summarises the main points of the lesson. For HW, Ss review the points that have been covered in the lesson and do the extra exercises.
Whole class
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UNIT 5: ILLITERACY
PART A: Reading
I. OBJECTIVES: By the end of the lesson, Ss will be able to: Identify the main idea of the reading passage. Extract detailed information through reading comprehension II. MATERIALS: Textbooks III. PROCEDURE: Stages Procedure Lead-in T writes the word ILLITERACY on the board. T divides the class into groups of 10 and introduces the game: the groups should generate as many words related to this word as possible in 5 minutes. T divides the board into as many sections as the number of groups
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is. When time is up, T calls on the representative of each group to come to the board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points wins the game. Pre reading T gets Ss to work in pairs and try to make sense of the picture on p.56, using the given prompts. T calls on some Ss to describe the picture. If Ss have difficulty talking about the pictures, T may elicit their answers by asking questions and giving prompts. T checks with the class and asks Ss to guess what they are going to read about. TASK 1: T gets Ss to read the passage silently and then do Task 1. T may write the given phrases on the board and asks Ss to go back to the passage to locate and read around these phrases so that they can guess their meanings. T checks Ss understanding of the phrases by calling on some Ss to tell their equivalents in VNese. T checks the answers with the whole class and gives corrective feedback. Answer: 1. 2. 3. 4. 5. TASK 2: T gets Ss to read the task requirement and do the task individually and then find a peer to compare their answer with. If Ss cannot do the task without reading the passage again, T might want to give them some time to re-read the passage. T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree. T gives feedback and the correct answer. Key: D TASK 3: Groupwork Pairwork
3 Whilereading
Pairwork
Pho cap giao duc tieu hoc Hoi khuyen hoc Viet Nam Xoa mu chu Ky thuat canh tac Ke hoach hoa gia dinh
Individual Pairwork
T gets Ss to do task 3 individually.

T gets Ss to check their answers with a peer. T calls on some Ss to write their answers on the board and ask them to explain their choices. T gives the correct answers. 1. 94% of the population 2. The campaign for illiteracy eradication 3. 600 in 2000 and 800 in 2001 4. They spent their vacations teaching ethnic minority iliterate people to read and write. 5. Illiteracy will soon be eradicated. Post reading
T introduces the task: Ss work in small groups of 3 or 4 and discuss Group work
the question How to help illiterate people in the disadvantaged areas to read and write?
& whole class
T reminds Ss of some structures that can be used for giving

suggestions: perhaps we could, we might want to, How about T provides Ss necessary vocabulary. T goes around to check and offer help. T calls on the groups to tell and explain their answers. T gives corrective feedback.
PART D: Writing
I. OBJECTIVES: By the end of the lesson, Ss will be able to: Describe information from table/ transfer information from table into text II. MATERIALS: Textbook, handouts III. PROCEDURE Stages Procedure Interaction
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Warm-up
T divides the class into small groups of 3-4 students. Then T distributes the following handouts for Ss to do the matching task in their own groups. Which group finishes first and has the correct answers will be the winner. Match these expressions with the correct graphs. Add more expressions if you can. 1. 2. 3. 4. 5. 6. Fluctuate Gradually decrease Slightly increase Remain the same Drop sharply Rise considerably
Groupwork
Pre writing 10
PREPARING SS TO WRITE: TASK 1 T gets Ss to read the task requirements and work on the task with a peer. T calls on Ss to rad out their answers and checks with the class. T can use the writing in Task 1 as a model of a table description: - T asks one student to read aloud the model writing. Pairwork & Whole class
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- T elicits the features of a table description, including: 1. The organization + topic sentence + supporting sentences + concluding sentence 2. The language use + verb tenses: simple present + elixits more expressions: Increase, rise, decrease, fall, drop, remain the same, fluctuate, etc Whilewriting 20 TASK 2: T gets across to Ss that before they describe a table, they always need to spend time analysing it and organizing the information in the most logical order. T tells Ss to study the table in Task 2 and analyses it with a friend by asking these questions: 1. What is the topic of the table? Does it describe the past, the present, or the future? 2. What patterns are shown? How are the pieces of information related? a. Which region had the highest rate of literacy n 1998? 2002? 2004? 2007? b. Which region had the lowest rate in each year? c.Did the rate of literacy in the Lowland increase or decrease between 1998 and 2007? d. What about that rate for Midlands and Highlands? T checks the answers with the whole class. Based on their analysis of the table, Ss now write up a description individually. T goes around to check and offer help. T asks Ss to work in pairs and correct each others writing. FEEDBACK ON SS WRITING T chooses one description and reads it to the class. Then T elicits correctve feedback from the class and gives final comments afterwards. T should draw Ss attention to the organization of the description and the language use, especially the verb tenses and expressions of changes. T summarises the main points of the lesson.
POST WRITIN G 7
Whole class
WRAPPI
Whole class
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NG - UP
For HW, Ss need to rewrite their descriptions based on Ts and other Ss suggestions and corrections.
PART E: Language Focus

I. OBJECTIVES: By the end of the lesson, Ss will be able to: Distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly Understand reported speech with infinitive(s) and use these structures to do communicative tasks II. MATERIALS: Textbook, handouts III. PROCEDURE: Stages Pronunciat ion Procedure Distinguishing sounds - Models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains Interaction Individual work, pair
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how to produce them. - Plays the tape (or reads) once for Ss to hear the words containing these clusters. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T). - Asks Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually. Practising sentences containing the target sounds - Asks Ss to work in pairs and take turn to read aloud the given sentences (p. 63, Practise these sentences). - Goes around to listen and takes notes of the typical errors - Calls on some Ss to read the sentences again and provides corrective feedback. aPresentation: If necessary, T reviews reported speech with infinitives: FORM: V + O + (NOT) TO V Meaning and use: to report orders, requests, advice, suggestions, threats, warning, promises, agreements, disagreements and so on. b. Practice: Exercise 1: - T asks Ss do exercise 1 individually and then find a partner to check their answers with. - T checks with the whole class and provides corrective feedback. Keys: 1. They promised to come back again. 2. The lifeguard advised us not to swim too far from the shore. 3. John asked Peter to close the window. 4. The teacher encouraged Eric to join the football team. 5. John promised to give it to him tomorrow. 6. My mum wanted Lan to become a doctor. 7. My sister reminded me to lock the door before going to school 8. His boss advised him to go home and have a rest for a while. Exercise 2: T gets Ss to do Ex. 2 individually and then find a partner to check their answers with. T checks with the whole class and provides corrective feedback.
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work & whole class
Grammar
Whole class
Individualy work
Pairwork
Individual work
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Answer: 1. He advised me not to drink too much beer. 2. She invited me to come and see her whenever I want. 3. John wanted me not to smole in his car. 4. He told Sue to give him her phone number. 5. He reminded me to give the book back to Joe. 6. He promised not to do it again. 7. He agreed to wait for me. 8. John asked me to lend him some money. Wrappingup -T summarises the main points of the lesson. -For homework T asks Ss to revise reported speech with infinitives and do exercises in the workbook. Whole class
UNIT 6: Competition
Part A: Reading
I. OBJECTIVES: By the end of the lesson, Ss will be able to: Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context. Use the information they have read to discuss the related topic. II. MATERIALS: Textbook
III. PROCEDURE:
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Stages
Procedure
Interaction Pair work & whole class
Warm- PLAN gets Ss to work in pairs, matching the 4 given competitions with the -T LESSON Tran Phu Gifted High School up correct pictures on page 66. - T checks the answer with the whole class. -T might want to get Ss to tell which of these competitions they like most and why. T gets Ss to name some other competitions that they know or have ever participated in and elicits their comments on the events.
Prereading
- T introduces the topic of the lesson and get Ss to work in pairs and answer the questions on page 67. - T calls on some Ss to answer the questions. T should ask Ss to give reasons for their answers. T helps Ss to express their ideas. - T elicits comments from the class and asks Ss to guess what they are going to read about.
Whilereading
Set the scene: You are going to read about a schools competition. Then you do the tasks that follow. Task 1 - Get Ss to read the passage silently and then do Task 1. T may want to remind Ss of the strategies for guessing the meaning of new words. For example, Ss should look for the instances of the new words in the text and read around them. Ss use the context in which the words occur and their knowledge of word formation to understand the meanings. E.g. the word representative found in line 1 may refer to someone who represents a group. Ss can understand this meaning thanks to the phrase the representatives of three classes and their knowledge that representative derives from represent. - T checks the answers with the whole class. Answer: DFECBA
Task 2 - T Checks if Ss can answer the comprehension questions in Task 2 without having to read the passage again. If Ss cannot, T gets them to read the questions carefully. - T Gets Ss to check their answers with a peer - T Calls on some Ss to read aloud their answers and ask them to explain their choices. - T Provides the correct answers: 1. The representatives of three classes of the speaers school. 2. The aim was to stimulate the spirit of learning English among students. 3. The students Parents Society. 4. They had to complete 5 activities in all. 5. They had to observe and score the students performance. At the end of TRAN THI TUYET MAI the competition they will announce the total score of each group. 6. A set of CDs for studying English and an Oxford Advanced Learners Dictionary.
Individual, pair work & whole
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PART D: Writing
I. OBJECTIVES: By the end of the lesson, Ss will be able to: Write a letter to reply to the request of information. II. MATERIALS: Textbook, handouts III. PROCEDURE:
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Stages Warm up
Procedure A hang-man game - T divides the class into 2 big groups and draws each of them a gallows on the board.
Team A
Team B
- T explains to Ss that they are going to play a Hangman game which has to do with the names of Vietnams popular TV game/ talent shows and contests. The rule is each time T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word. If Ss choose a letter that appears one or more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss guess a letter that is not in the secret word, then a piece of the man being hanged will be added to the gallows and they will lose their turn to the other group. Ss will get one point for each secret word they can guess correctly and get a minus point for each complete hangman they have got. When the game is over, T will count how many points each group has collected and the group with more points will win the game. Prewriting Preparing Ss to write Task 1 - T asks Ss if they want to participate in a competition/ contest, what information about the competition/ contest they would like to know and would look for. T writes the answers on the board. - Then get Ss to read the letter in Task 1 individually. T asks Ss to identify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board. - T Gets Ss to read the requirements of Task 2 and work out with a peer what they need to include in the reply letter and what kind of language (formal? informal?) they need to use. - T Checks the answers with the class and gives feedback. If necessary, T reminds Ss of the format and language of a formal letter (e.g. it normally
Whilewriting
Individual work & pair work

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includes the senders address, it begins with Dear ...,, not Hello/ Hi and is closed with Yours sincerely/ faithfully/ truly,, or Best/ kind/ warm regards, not Bye or Cheers . - Now T gets Ss to write their own letters in 10 minutes. - Then T asks Ss to get in pairs, exchange their letters and correct each other. - T Goes around to offer help. Postwriting Feedback on Ss writing - T chooses one or two letters and reads it/ them to the class. - Then elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss attention to the format of the letter, the organisation of ideas and language use. Whole class
Wrapup
-T summarises the main points of the lesson -For homework, T asks Ss to revise their letters according to their peers suggestions and submit for marking in the next lesson.
Whole class
Part E: Language Focus

I. OBJECTIVES: By the end of this lesson, Ss will be able to: Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly Understand reported speech with gerund and use these structures to solve communicative tasks II. MATERIALS:
Textbook, handouts III. PROCEDURE: Stages Pronunci ation Procedure Distinguishing sounds - Model the three clusters /tr/, /dr/, /tw/ for a few times and explains how to produce them. E.g.: When producing /tr/, Ss should produce /t/ first and then quickly switch to /r/, and so on. - Play the tape (or reads) once for Ss to hear the words containing these clusters. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T). - Ask Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually. Practising sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences (p. 73, Practise these sentences). - Go around to listen and takes notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback. Grammar a. Presentation If necessary, T reviews reported speech with gerund + Form: Verb + (OBJECT) + Preposition + (NOT) V-ing (*) + Meaning and use: We usually use a gerund structure to report thanking, apologies, accusations, and so on. We dont use say in this structure. E.g.: I apologised the teacher for submitting my assignment late. We thank you for having helped us generously. Note: -Some verbs do not need a preposition, e.g. stop, deny, admit, suggest, and so on. -T might want to remind Ss that time and place references often have to change in reported speech. b. Practice Exercise 1: Individual work, pair work & whole class
Interaction Individual work, pair work & whole class
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- T gets Ss to do Exercise 1 individually and then find a partner to check their answers with. - T checks with the whole class and provides corrective feedback. Answer: 1. John congratulated us on passing our exam. 2. Mary apologised for not phoning me earlier. 3. Peter insisted on driving Linda to the station. 4. The teacher advised the boy of not paying attention to what he had said. 5. Bob has always dreamed of being rich.. 6. I warned Ann against staying at the hotel near the aiport. 7. Her mother prevented Jane from going out that night. 8. Miss White thanked Jack for visiting her. Exercise 2: - T Gets Ss to do Exercise 2 individually and then find a partner to check their answers with. - T Checks with the whole class and provides corrective feedback. 1. Tom insisted on paying for the meal. 2. Mr. and Mrs. Smith looked forward to meeting their children soon. 3. The boy denied breaking the window of the womans house. 4. The policeman stopped the customed from leaving the shop. 5. The thief admitted stealing Mrs. Browns car. 6. Ann suggested having a party the next Saturday. 7. John and his wife were thinking of buying the house. Wrap- up -T summarises the main points of the lesson. -For homework T asks Ss to revise reported speech with infinitives and do exercises in the workbook. Individual work, pair work & whole class
Whole class
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Date: 10/11/2008 Period 35TH
Test yourself b
I.Objectives: By the end of the lesson Ss will be able to know how to do a test II.Mareials: tape,cassette,book III. anticipated problems: Ss may need help with the exercises,so T should be ready to help them. IV.Procedure: I.Listening:-T play the tape twice - Let Ss to do the exercise in the book. - Check their answers - Feedback and give the correct answer. II.Reading: -T maybe give out some new words of the passage. -Ask Ss to read the passage and answer the questions in the book. -Check their answers. -Feedback and give the correct answers. III.Pronunciation and grammar: A.Pronunciation. -play the tape and ask Ss to tick in the right box. -check the answers. -Feedback and give the correct answer. B.Grammar. -Complete the sentences,using the right form of the infinitive. -Let Ss do the exercise. -Check their answers. -Feedback and give the correct answer. IV.Writing: Ask Ss to write about their birthday party following the questions Below. -whose birthday party was it? -Where and when was it held? -what did you do there? -How did you enjoy it? If the time is not enough,let Ss do at home.
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Period 38TH : Unit 7: world population
Date: 18/11/2008
Lesson 1 : reading I : Objectives : By the end of the lesson ,ss will be able to : - gues the meaning of words based on contexts - scan for specific information II. Materials : Text book ,hand outs III. Anticipated problems: ss may need to be provided vocabulary related to the topic so that they can complete various learning tasks IV: Procedures : Stages Procedures Interaction Warm - up 7 Team work Game : Hang man :Have ss to guess a word correcponding to 10 adashes Hinds : it is problem that India , China ,Vietnam .......have to solve POPULATION Divide the class in to 2 teams - one student from each team suggest a letter in turn - if the letter appears in the word ,the teacher write it in - if the chosen letter is not in the word , the teacher starts the contruct gallows for that team .One line is added for each wrong choice -Each team has its own gallows -Each team can also make a guess 2 4 at the word but only when it is that teams turn .A wrong guess means more line in the gallows. A correct guess finishes the game 1 7 8 - if the team win by completing 6 on guessing a word correctly member Team work Of the team takes over as the 9 10 Hang man 3 Lead - in : Questions : 1. What does population mean ? 2. What is the population of Viet Nam ?
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prereading
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3. Do you think it is larger or small ? 4. What is the world population nowdays ? Have ss to look at picture 2 in the text book and descibe them Get ss to answer the questions Go over the answers with the class Introduce : today we are going discover the world population through the 5 time Pre -teaching vocabulary 1. B.C ( before chrismast ) 2. A.D ( Anno domini ) 3. Antonym = opposite 4. Available : (n) 5. Decrease (v) = decline Checking :Rub out the words and leave the Vietnamese meaning ,synonym or explaination on the board Point and each explaination or synonym and have ss to speak out the E word Task 1: Ask ss to fill in each blank with a suitable word Ask ss to refer to the text for difficult words Move around to give help Go over the answer with the students while reading Expected answer : 1 although 2 method 3. increase 4.resouces 5. figures 6. limit 7. intonational 20 8. control Task 2 :Questions and answering : ask ss to work in pairs to answer the questions Call on some ss to read the answers in front of the class Check with the class Suggested answer : 1. the population of the world in 10,000B.C was 10 million , in 1750 it was 625 million , in 1850 it was 1300 million , in 1950 it was 2150 million , in 1985 it was 4760 million, in 2000 it was 6,6 billion 2. By the year 2015 , the population of the world is expected to be over 7 billion 3. some scientists says it can , but others say it can not 4. No, they dont 5. Because they know of no safe way to have fewer children Discussion : ask ss to work in groups of 4 or 5 to discuss the folowing questions : what are five world largest cuontries in population ? which is Post reading
TRAN THI TUYET MAI
Whole class
Individual work
Pair work
Pair work
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12 wrapping 1
the richest ? which is the poorest countries ? Give comment Group work Expected answer : 5 largest countries in population: 1. china ,india, russia ,the usa ,indonesia Ask ss to summerize the text
Period 39th
Date: 19/11/2008
Unit 7 : world population B : speaking I : Objectives : By the end of the lesson ,ss will be able to : - Talk about the causes of population explosion,problem of population booms and solutions to these problems II. Materials : text book, cards III. Anticipated problems: ss have may limited languistic resources for discussion ,so T should be ready to assist them IV: Procedures : Stages Warm - up 5 Procedures Interaction
Chatting : Whole class 1. How many children do your parents have ? 2. Do you want to have more or fewer ? why ? 3. Do you know any families that have more than 10 children nowday ? 4. Acccording to you ,what are the causes to population explosion ? Note ssideas in the board Lead _ in : Today we are going to talk about the cause to population explosion and try to find out the solutions to this problem Task 1 : -Tell ss to read the causes to population explosion in the text book to see how much of the ideas issimilar to the opinions given - get ss to put them inorder of important and explain why - Move around to help them
pre- speaking
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- Call on some pairs to explain their priority - Give comment and then introduce to ss some ways to give opinion , agreement or dis agreement Pair work Task 2: Listening the problem : Ask ss to discuss and list the problemsfacing poor and over populated countries by combining the vocabulary in the useful language Ex : poor living condition Low living standard Not enoug/ expensive food Lack / shortage of School / hospital /teacher ......... Whole class Encuorage ss to think of more problems to add to their list -Within 4 minutes which pair gives the most reasonable ideas will receive good mark Move around to help them Ask ss to report their results to the class in front of the class Ask other ss to give comments Give feed back Declare the best pair Task 3 : Ask ss to work in group of 4 to find out the solutions to the problem of overpopulation Get ss to read useful language Individual work Elicit some words and phrases to teach To exercise :thc thi / p dng To carry out : tin hnh Teacher go aroud to help ss Call on some ss to present their groups ideas Group work Elicit feed back from the class and give final comments Answer : raise an awarnessof the problems of over population raise the people s living standard exrcise / implement reward and punishment policy carry out population education program /famiy plaining program use birth control methods Task 4 : ask ss to work in groups to talk about the problems of over
while speaking
20
population and offer solutions , using result ofs task 2 and 3 Ask ss to give a short presentation of the problem of population and the solutions to them Encourage ss to use transition signals to make their presentation coherent first / firstly/ second /next ...... also /besides / moreover /in addition /further more on the other hand ./one one hand / however / but ........ Post speaking 10 Call some groups prsent and ask other to comment Feed back wrapping 1 Summarize the content of the lesson
Whole class
Whole class
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Period 40th :
Date: 21/11/2008
Unit 7 : world population C : listening I Objectives : By the end of the lesson ,ss will be able to : - develop such listening skill - use the information they have listened to for other communicative tasks II. Materials : Text book, cassette tape III. Anticipated problems: ss have may not also be familiar with the note taking task so T should provide them some tips to deal with the task IV: Procedures : Stages Warm - up 7 Procedures Interaction
pre- listening
Game : Bingo : Whole class - Ask ss to list the populous countries population -Note down their names on the board -Ask ss to take out a piece of paper and coppy down 3 countries from the list on the board - Choose 3 countries by marking them - Right after the teacher mark the last country ,any ss to have all the same choices as the T will say Bingoand they win the game - Checking ss understanding of the instructions - Ask ss to start the game Lead -In : ask ss to work in pairs and discuss the questions 1. do you think that the third world has high population density ? 2. Do you think that our world over population ? 3. What continent has the largest population ? Ask ss to present their answer Ask other ss to add more ideas You are going to listen to Dr Brown talk about the population . Pre -teaching vocabulary Before preteaching the new words , T help ss to pronounce the word given in text book .Y may read aloud first or play the tape and ask ss to repeat in chorus and individually 1. Latin America : Chu m Latinh 2. Rate of population growth :T l tng dn s 3. To rank :to have A position on a scale according to quality , importance , success ....xp hng 4. Generation : All the people who were born at about the same
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TRAN THI TUYET MAI
time Whole class Ask ss to make sentences with words and give corective feed back Task 1 : Multiple choice Ask ss to read the statements and the question carefly and work out information they need to conentrate on while listening while listening Check with the whole class Get ss to read the option in each question carefully and underling the words that make them different 20 Individual work Get ss to guess the answer to each questions Have ss listen to the interviw once for ss to do the task Get ss to compare their answer with the whole lass .If many ss can not answer the questions , play the tape one or more times and pause at the answer for them to catch Task 2 : Questions and answering : ask ss to work in pairs to answer the questions Check if ss can answer the questions in task 2 with listening a gain Have ss read through the questions , underline the keywords Pair work Ask ss predict the answer Let ss listenthe tape again to answer the questions by noting down the answers Have ss heck their answer with the partner Check with the whole class Play the tape again and pause at the difficult points if ss can not answer the questions Ask ss to work in groups of 4 or 5 to summarise the main point of the passage Assign home work Post lisening 10 wrapping 3 Group work
wholeclass
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Period 41st Date: 24/11/2008 Unit 7 : world population D : writing I : Objectives : By the end of the lesson ,ss will be able to : Read and describe the information in a chart II. Materials : Text book , hand outs III. Anticipated problems: Ss have may not have sufficient vocabulary to talk about the toppic , so teacher should be ready to assist them IV: Procedures : Stages Warm - up 5 Procedures Interaction
Pre- writing
12
Continent recognition : Team work Divide the class in to 2 teams Copy, cut up and shuffle the continents and their names .Make enough sets for the class working in pairs of groups of 3 or 4 Give each group a set of cards and tell them they have to match the continents with their names in 2 minutes Ask the representative of each group to go to the board and write down their answers The group who write faster nad hqace more correct answers will be the winner Lead -in : Questions : -According to you , Which continent has the largest population and which one has the smallest populaion ? Instuction :In order to know about the distribution of the world population by region , lets study the chart on p.86 carefullythen write a paragraph of 100- 120 words describing the information in the chart Activity 1 :Discovering the distribution : Get ss to open the books working in pairs ,one asks the information in the chart and the other answers Sugguested ideas : 1. What is the topic of the chart ? 2. How many regions are there ? 3. Which continent has the largest population ? 4. Which continent has the smallest population? Whole class 5. Is the poplation of Europe larger or smaller than Africa ?
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while writing
17
Activity 2 : Make questions about the outline and the useful language of a chart description 1.How many parts are there in a chart description ? What are they ? 2. What should we put in each part? 3.How should we put the figures, in random, or logical order ? 4. What information should we pay attention to a chart ? (Caption words , time reported , general trend............) 5.Should we use personal language or impersonal language ? ( impersonal language ) 6.Which of the following statements should we use ? a. wecan see that............ b.I could realize that ...... c.As can be seen from the chart ......... Individual work d. It can be seen from th chart .............. ( Expected answer c , d ) 7.What are the expressions that are often used in the chart describing ? Outlining 1. Introduction : Tell the chart is about ( time , loction ,things , decribed in the chart ) 2. Body :- Begin with a sentense to sum up the overall trend Describe the chart in detail ( in a logical order ) Conclusion :Summarize the main points Describing a chart : - Ask ss to write a paragraph of 100- 120 words , describing he information in the chart , based on the analysis of the chart above -Remain ss of the organization of a chart description nad useful language give - Revise the coparative and superlative forms os adjectives and nouns - Get ss to work in pairs and correct each others writing Feed back on sswriting Call on some ss to go and copy their writing on the board Ask other to give comments Give feedback and comments Get ss to review the outline of a chart description Rewrite the paragraph base on the Ts and other ss suggestion and corrections
Post writing 10 Wrapping

Individual work
Whole class
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Period 42nd Unit 7 : world population E : language focus
Date: 25/11/ 2008
I .Objective : By the end of the lesson ss will be able to : - Distinguish the clusters / kl /,/gl /, /kr/ ,/gr /and pronoun the words and sentences containing them correctly - Use conditional ( type 1, 2, 3 ) and conditional sentences in repored speech appropriately II. Materials : Text book , hand outs III. Anticipated problems: ss may find it difficult with the clusters because they don't exist in Vietnamese IV: Procedures:
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Steps/ Procedures Time Warm up Game : Find the other halves Divide the class in to 2 teams 7 Let ss work in groups of 4 or 5 Deliver to each group a set of halves of 3 hearts Let ss match the halves to make 3 meaningful hearts The representative of each group will go to the board and match the 6 halves to make 3 correct sentences Which group finishes first an give more correct answer will be the winner Check ss understanding of the instructions Give corrections if necessary Declare te winner Lead -in : 1. What grammar poits is that? Conditional type 2. Do you remember the structure and he usage of conditional types ? Introduce the lesson : Presentation To day we are going to review the 3 types of conditional sentences 1 Introduce the clusters / kl/ , /gl / , /kr /, /gr /and / kw/ T models the clusters / kl/ , /gl / , /kr /, /gr /and / kw/ for a few times and explains the differences in producing them T plays the tape once for ss to hear the words containing these two sounds .Then T plays the tape again and this time asks ss to repeat after the tape Pronouncing the words containing the sounds T reads the words once again ,each time with a word in each column to help ss distinguish the differences between the sound in the words T reads the words and asks ss to repeat them Ask ss to read aloud all words Practice the sentences: Ask ss to work in pairs to practice reading the sentences Call on some ss to read aloud
Interaction Team work
Whole class
Individual work
Period 43rd Unit 7 : world population

TRAN THI TUYET MAI
Date: 26/11/ 2008

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language focus
I .Objective : By the end of the lesson ss will be able to : - Distinguish the clusters / kl /,/gl /, /kr/ ,/gr /and pronoun the words and sentences containing them correctly - Use conditional ( type 1, 2, 3 ) and conditional sentences in repored speech appropriately II. Materials : Text book , hand outs III. Anticipated problems: ss may find it difficult with the clusters because they don't exist in Vietnamese IV: Procedures:
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Steps/ Procedures Time Presentation PLAN LESSON Gifted High School 1 Tran PhuGrammar : Revision of conditional types( 1,2,3 ) Consist of 2 clauses : If clause and main clause Type If clause Main clause
I ( real )
s. present
Will/can /shall/may + bare - inf
II ( unreal Past subjunctive (s. past be Would /could /should/ in present -> were ) might + bare -inf )
III ( unreal in the past ) Presentation 2
Past Perfect subjunctive ( had + PII) Would / could / should + Have + PII Whole class
Practice : verb tenses : Exercise 1 and 2 : Ask ss to put the verbs in brackets in to the correct form Ask them check with their parner Go over the answer with the class Key : exercise 1 : 1. would drive 2. could 3. is 4. will take 5.closed 6. will come Individual work Exercise 2 : 1 .had been told 2. had realised 3 wouldnthave been 4. would have bought 5. had studied Conditional in reported specch 10 Eliciting: 1. If I hear any news , I will let you know she said -She said that if she heard any news , she would let you know 2. If I did not have so much home work , I d go out with you yesterdayLan said to Nam Lan told Nam that she did not have so much home work , sh d go out with him yesterdayLan said to Nam 3. If Alice behaved well , she would not have needed to put things right he said Pair work He said That If Alice behaved well , she would not have needed to put things right Practice : Get ss to do exercise 3 by changing the conditional sentences in to reportd speech TRAN THI TUYET MAI Page 68 Ask ss to go to board to write their answers .Give feed back
Date:28/11/08 unit 8: celebrations A. reading. I.Objectives: By the end of the lesson Ss will be able to: - develop such reading micro-skills as scanning for specific ideas,skimming for general information,and guessing meaning in context. -use the information they have read to discuss the topic. II.Mareials: Textbook,handouts. III. anticipated problems: Ss may need help with the discussion task,so T should be ready to help them. IV.Procedure: Stage/Time Procedure Interaction Warm-up Competition game network. Groupwork T prepare a handout with a network of the word Celebration. 6 Divides the class into 8 groups and give each group a handout and ask them to complete. Dicussing Tet holiday Pre-reading -T asks the whole class to look at the picture on page 90 and Pair work discuss 3 questions in pairs. -T goes around to offer help. -Call on some Ss to present their answers -Gives feedback if necessary. 10 Pre-teaching Vocabulary Should only teach the words which do not appear in Task 1. -If there is some time left,asks Ss to make sentences with the Whole class new words. Task 1. Instruction:Find the meaning of the words.You can also use While-reading the dictionary. -T writes these words on the board. Whole class -Then T instruct Ss to read the passage quickly and stop at the
Period 44 :
th
lines that contain these words to guess their meanings. Individual -Feedback and give the correct answers. work and Task 2. pair work. Instruction:you are to read the passage and decide whether the statements are true or false. -T asks Ss to work individually to do the task and discuss their answers with their pairs. -Call some Ss to give their answers and ask them to explain their choices. -Give the correct answers. Task 3. Answer the seven questions in the book. Whole class -T asks Ss how to do this task. -asks Ss to do the task individually,then discuss the answer with their friends. Individual -Calls on some Ss to answer. work and -Feedback. pair work T asks Ss to work in groups to tell each other about their last Tet holiday.Asks SS what verb tense(simple past)they should use. T goes around to help Ss when necessary. Calls on some Ss to report their ideas to the class. Feedback Group work -Summarise the main points -Assign homework
Post-reading
10
Wrapping Whole class 2 Date:1/12/08 Period 45 celebrations b. speaking I.Objectives: By the end of the lesson Ss will be able to: Talk about the celebration of Tet and other festivalsactivities II.Mareials: Textbook,handouts. III. anticipated problems: Ss may not have enough vocabulary to talk about the topic,so T should be ready to provide help. IV.Procedure:
th
unit 8:
Stage/Time Warm up
8 Present
Procedure Interaction Competition game-Word search Ask Ss to work in groups to work out all the celebrations in Group work Viet Nam. After 4 minutes,the groups that has the most words will be the winner. Task 1. Instruction:you are going to practise the dialogue on page 93. Whole class -Asks the whole class to read the dialogue silently and asks Pair work them what points are mentioned in the dialogue. -Ss then practice the dialogue in pairs.t encourages Ss to remember the dialogue so that they can act out more naturally. -Call on some pairs to act out the dialogue and give comments. Task 2. Instruction:you are going to match the holidays with its description and activities. -Before Ss do the task,T asks Ss to look at the three pictures on Whole class page 93 and work out the name of each holiday.Ss may be asked to give the Vietnamese equivalent to each holiday. Pair work -T checks with the whole class and gives out the correct answers. -Now turn to the next page and do the task in pairs.They match the holiday with its main purpose and activities. -Call on some Ss to give their answers. -Feedback and give the correct answers. Task 3. Instruction:You are going to ask and answer about the holidays in Task 2,using the dialogue in Task 1 as the model. -T gets Ss to work in pairs to ask and answer about the holidays in Task 2.Ask Ss to add any information about the holiday Whole class they know to make the dialogue more interesting. Pair work -T goes around to offer help. -Call on some pairs to act out the conversation and ask other Ss to comment -Feedback Summarise the main points Assign homework.
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Practice
14
Product
13
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Whole class Wrapping 2
Date:3/12/08 celebrations c. listening I.Objectives: By the end of the lesson Ss will be able to: Develop such listening micro-skills as intensive listening for specific information and taking notes while listening. II.Mareials: Textbook,cassette tapes,handouts. III. anticipated problems: Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task. IV.Procedure: Stage/Time Procedure Interaction Warm up Competition game-crossword Group work -the aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson. 7 -T divides the class into small groups.Then T distributes the following 5 crossword handout for Ss to do in their own groups.Which group finish first and has all the correct answers will be the winner. Guessing Pre-listening -T asks Ss to work in pairs to guess which of the activities on page 94 the Japanese often do on their New years Day. -Calls on some Ss to give their answers and write them on the board.T Whole class
Period 46 :
th
unit 8:
10
While-listening 10
also asks Ss to add any other activities that they think the Japanese do at the New Year. Pre-teaching vocabulary Before eliciting the new words,T helps Ss to pronounce the words given in the book. -T teaches some of these words and some taken from the listening passage. Task 1. Instruction:you are going to listen to two people talking about how the New year celebrated in Japan.listen and tick the things you hear. -T plays the tape once for Ss to do the task. -Asks for Ssanswers and writes them on the board. -Play the tape the second time for Ss to check their answer. -Feedback and give the correct answers. Task 2. Instruction:you are going to listen to the tape again and answer the questions. -Before Ss listen to the tape again,T may ask them to try to answer the questions with the things they remember from the previous times of listening. -T play the tape again for Ss to do the task. -Get Ss to work in pairs and check their answers. -Call on some Ss to give the answers. -Feedback and give correct answers.
Pair work
Individual work Group work Whole class Individual work Pair work Whole class
Post-listening
Whole class Pair work
8 Wrapping 2
-T gets Ss to work in pairs to compare the aspects of the Vietnamese New Year with those of the Japanese one. Whole class -Call on some pairs to present their answers. -Elicit feedback from the class and give final comment. Summarise the main points Assign homework Date:8/12/08
Period 47 :
celebrations d. writing I.Objectives: By the end of the lesson Ss will be able to: Write a description of a popular celebration. II.Mareials: Textbook,handouts. III. anticipated problems: Ss may not have sufficient vocabulary to write about the topic,so T should be ready to assist them.
th
unit 8:
IV.Procedure: Stage/Time Warm up
Procedure Interaction Guessing game Group work -T introduces the game:one student goes to the board and T gives him/her a piece of paper with the name of a celebration/holiday in Viet Nam.Other Ss have to ask Yes/No questions to find out the celebration/holiday .The question may relate to the purposes and the activities. T sets the sence:you are going to write a description of one the popular celebrations in Viet Nam. -To prepare Ss for the writing task,T uses the passage that prepare at home as a model. -T gets Ss to read the passage again and discuss the main points included in the passage in pairs. -After 5 minutes,T calls on two Ss to go to the board to write their answers. Writing -T gets Ss to write their friend in 15 minutes. -T goes around to observe and offer help feedback on Ss writing -T asks Ss to exchange their writing with another student for peer correction. -Collects some writing for quick feedback Summarise the main points Assign homework Whole class
Present
Whole class Pair work
13
Practice 15 Product 8
Individual work Pair work Whole class
Wrapping 2
Date:11/12/08 Period 48 : unit 8: celebrations E. language focus I.Objectives: By the end of the lesson Ss will be able to: -Distinguish the cluster/ fl/ , /fr / and / r/ -Pronounce the words and sentences containing these clusters correctly. -Use one(s),someone,no one,anyone,and everyone appropriately. -Use vocabulary about holidays and celebrations appropriately.
th
II.Mareials: Textbook,handouts,picture. III. anticipated problems: Ss may find it difficult to pronounce the three clusters,so T should prepare a lot of practice. IV.Procedure: Stage/Time Procedure Interaction Presentation 1 Pronunciation Whole class Pronouncing the three clusters seperately Individual work -T models the three clusters / fl/ , /fr / and / r/ for afew times and explains the differences in producing them. Pair work -T plays the tape or read once for Ss to hear the words containing these clusters.Then T plays the tape or read again 12 and this time asks Ss to repeat. Pronoucing words containing the clusters. -T reads the words in each column all at once. -T reads the words once again,each time with a word in each column to help Ss distiguish the differences between the sounds in the words. -T asks Ss to practice pronouncing the words in pairs. Grammar a.presentation. -T writes some sentences on the board and asks Ss to comment on the uses of one(s),someone,no one,anyone,and everyone. -Ss work in pairs to work out the use of pronoun. -T checks with the whole class. b,practice. Exercise 1. -T asks Ss to do exercise 1 individually and then compare their answers with another student. -T calls on some Ss to read out their answers. -Gives correct answers. Exercise 2. -Asks Ss to do the exercise 2 in pairs.Ss have to write the sentences,using the pronoun one/ones. -T asks them to compare answers with another pair. -T calls on some Ss to go to the board to write their answers. -Asks others to feedback and gives correct answers. Production -Role play -T asks Ss to work in pairs and gives each student a role card. -Gets Ss to act the conversation,using as many one(s),someone,no one,anyone, and everyone as possible.
Presentation 2
10
Group work Whole class
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10
Vocabulary Instruction:You are going to complete the sentences by filling Whole class each blank with one word from the box. Pair work -Ss work individually to finish the exercise and then compare their answers with the person sitting next to them. -T calls on some Ss to give the answers and gives feedback. Summarise the main points of the lesson. Assign homework
Individual work
Wrapping 2 Whole class
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Period 55 :
Date:
12/1/ 2009
Unit 9 : THE POST OFFICE READING I. OBJECTIVES : By the end of the lesson ,ss will be able to : guess the meaning of words based on the contexts scan for specific information II. MATERIALS : Text book ,hand outs III. PROCEDURES : Stages / time Warm - up 7 Procedures Interaction
Chatting : ask ss some questions dealing with the post office Whole class Show ss a letter and ask them : What is this ? ( it is a letter ) Where can you post a letter ? ( at the post office ) How far is it from your house to the nearest post office ? ( ........km) How often do you go to the post office ? What for ? ( once / twice e week / to post letter / to make a phone call / to buy phone card .......) What services do you think the post office offer ? ( mail / phone call...) Lead - in : Today we are going to read a text a bout postal service of Thanh Ba post office Pre- reading Pre -teaching vocabulary 1.Equip: supply with what is needed in a company or an office ........ trang b 2.express : = very fast Whole class 3.transfer : to hand over from one person or one place to another 4.notify : = announce 5. recipient (n) : My friend sent me a letter .She was the sender .I 10 received the leteer .I was the recipient: Nguoi nhan 6.subcribe to( magazines or newspapers ....) : arrange to receive regularly Checking :Rub out the words and leave the Vietnamese meaning, synonym or explaination on the board Point and each explaination or synonym and have ss to speak out the E While reading word Task 1: guesing the meaning from the context Ask ss to read he text individually , try to guess the meaning 20 of some words ( spacious / courteous / speedy /and original ) from the context and do exercise 1 .Get them compare the answers with
their friends 1.c 2. b
3. d
4. c
Post reading
12
Wrapping 1
Task 2 :Questions and answering : Ask ss to work in pairs to answer the questions Call on some ss to read the answers in front of the class Pair work Check with the class Suggested answer : 1. It is equiped with advanced technology and a spacious and pleasant from office 2. Mail and parcel service , express money transfer , phone call and faxes ,press distribution are offered at Thanh Ba post office 3. They are sending letters by air ,surface mail or express mail 4. It is used for notifying the recipient of the time and place to receive the call 5. I will have subcribe to my favourit newspapers or magazines Task 3 :Finding envidences in the text to support these satements Ask ss to work in pairs again and find envidence in the text to support these satements Get ss to report answers chorally Feed back and give correct answes Pair work 1. It opens daily from 7 a.m to 9 p.m 2. They offer a very competitive rate for parcels under 15kilos 3. They have express Mail service and your EMS mail will be delivered in the shortest possible time 4. The money wil send in less than 24 hours Discussion: Ask ss to work in groups and discuss 2 questions 1. Which service proviced by Thanh Ba post office do you think is most important and why ? 2. What service do you think Thanh Ba post office should have in future ? Go around and help them if necessary Call some ss of each groups to report their opinions Check their mistakes and give them marks Group work Ask ss to summerize the tex
Period 56th UNIT 9 : THE POST OFFICE SPEAKING

TRAN THI TUYET MAI
Date: 13/1/2009
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I. OBJECTIVES : By the end of the lesson ,ss will be able to : make requests and talk a bout different postal service II. MATERIALS : text book III. PROCEDURES : Stages / time Warm - up 5 Procedures Interaction
Jumbled words : Whole class Give ss a list of jumbled words ( prepared before hand on a poster ) Get ss to work individually in 2 minutes to prepare the jumbled words and go to board to write down their answers 1. mali 3. xaf 2. repss deervyli 4. nomey tranfers Give feed back 1 mail 2. money transfer 3. fax 4. press deliver Lead _ in : Today we are going to talk a bout some postal services Activity 1 : Listening task : Give instructions : Pre- speaking Aman is at the post office and he is talking a posal services .Listen for the first time and answer the following questions 1. What service is the man talking ?( fax transmission) 7 Ask ss to listen a gain and answrer more questions 2. What does he want to fax ?( a document ) 3. what is his fax number ?( 047223898 ) 4. How much is this service ? ( 5000dongs ) 4. what exactly did the man say to make the request ? Pair work 5. ( Could you help me to send this document to my office by fax?) Ask ss to give answer Give feed back Ask ss to practice the dialogue a gain betweent the man and the clerk in open pairs , then inclosed pairs Activity 2 Draw on the board two faces and introduce the scene This is Mr Minh This is the clerk at a post office While Mr Minh want to Have a telephone line installed at his home speaking - elicit the dialogue from ss Whole class Good morning good .......can I ............? 20
Id ......telephone line install ............ ......address ....?
234 Tran Hung Dao strreet
.....When .........? ..... one week .........
.....Friday ? . ...... have .........telephone ? How much ....? ..........fill in the form? .....here you are Thanks Get ss to practice the dialogue in open pairs , then in closed pairs Activity 3 : Ask ss to work in pairs and make a similar dialogue using one of the two situations given in their books Go around the class and give them help Call on some pairs qand ask ss yo act out the conversation Pair works Post speaking Role play :ask ss to think of stuations that they themselves need to go to the 10 post office Get ss to act out the conversations that may happen there Call on some pairs to the front of class to act out the conversation Ask ss to find some more expression to make request Wrapping 1 Period 57th : Date: 14/1/2009 UNIT 9 : THE POST OFFICE LISTENING I. OBJECTIVES : By the end of the lesson ,ss will be able to : listen a monologue about the development of Viet nams telephone system for details use the information they have listened to for other communicative tasks II. MATERIALS : Text book, cassette tape , small boxes III. PROCEDURES :
Stages / time Warm - up 7
Pre- listening
10
While listening
18
Procedures Guessing game:What is it ? T gives cues and ss guess what the thing is by raising Yes / No questions Cues : 1. It was invented in 1870 2.It was invented by Alexander Graham 3. It is used to transmit speech in a long distance Example exchange : Is it invented in 1870 ? Is it the telegraph ? No , it is not Chatting : 1. Is your family on the telephone ? 2. What is your number phone ? 3. When did your family have the telephone line installed ? 4. Did many families have it at that time ? 5. How about now ? 6. Does any member of your family have a cell phone ? Lead -In :.you can seen the telephone system has developed quikly in the last few years .Today we are going to listen to a monologue a bout such a development Pre -teaching vocabulary Before preteaching the new words , T help ss to pronounce the word given in text book .Y may read aloud first or play the tape and ask ss to repeat in chorus and individually 1. commune ( n) x thn country -> province -> village -> ward -> ? communal( a) cng cng , chung 2. Rural network ( n) The telephone network in the country side is called .....( mng li nng thn ) 3. capacity (n) cng sut , nng sut 4. subscriber ( n) thu bao Ask ss to make sentences with words and give corective feed back Task 1 : Multiple choice Ask ss to read the statements and the question carefully and work out information they need to concentrate on while listening and predict the answers Check with the whole class Get ss to read the option in each question carefully and underling the words that make them different Get ss to guess the answer to each questions
Interaction Whole class
Whole class
Individual work
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Post lisening 10
Wrapping
Have ss listen to the interview once for ss to do the task Get ss to compare their answer with the whole class .If many ss can not answer the questions , play the tape one or more times and pause at the answer for them to catch Key : 1.b 2.d 3.c 4.d 5. c Task 2 :: Questions and answering : ask ss to work in pairs to answer the questions Check if ss can answer the questions in task 2 on page 106 with listening a Pair work gain Have ss read through the questions , underline the keywords Ask ss predict the answer Let ss listenthe tape again to answer the questions by noting down the answers Have ss heck their answer with the partner Check with the whole class Play the tape again and pause at the difficult points if ss can not answer the questions Expected answer :. 1. china has the best growth in telephone mumber s 2. In the early 1990s there was only 140000 telephones in Viet nam 3. In 1996 The fixed telephone numbers were changed from six to 7 digits in Hanoi and Ho Chi Minh city as well as five to six digits in other provinces 4. in 2001 Team work 5. There are 6014 communal post offices in Viet Nam Game : Lucky boxes : Prepare 7 small boxes in which there are small pieces of papers with questions on them , questions are about the content if the lisening task above .Not all boxes have questions .There are some lucky boxes Ask ss to play this game in 2 teams Let ss to choose a box Open it and give 5 marks for the correct answers If ss choose the lucky box , they get 10 marks and have the right to choose another box The game goes on untill all boxes are opened The team with more marks wins the game Box 1 : lucky box Box 2 : How many telephones were there in Viet Nam in 1996 ? Box 3 : Which country has the highest growth in telephone numbers ? Box 4 : lucky box Box 5 : lucky box
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Box 6 : how many percent of communes in Viet Nam have telephone services ? Box 7 :What is the rank of Viet Nam for growth in telephone numbers ? Ask ss to summarise the main point of the passage Assign home work
Period 58th : Date: 15/1/2009 UNIT 9: THE POST OFFICE WRITING I. OBJECTIVES : By the end of the lesson ,ss will be able to : Write a letter to express satisfaction or dissastisfaction II. MATERIALS : Text book , hand outs III. PROCEDURES :
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Stages / time Procedures
Interaction
LESSON PLAN Warm - up Game : Shark attack ( the word to find : post office ) Team work Tran Phu Gifted High School 5 Draw 10 dashes on the board ---------Period 59th : Date: 16/1/2009 Give the clue : this is a place Ask ss to guess each letter of the whole word Give one mark for each correct letter For each wrong guess , the boy has to move down one step .If the boy is at the last step , the shark will attack him The game goes on till the word uncovered Ss will lose if the shark reaches the boy before the word is found Lead -in : Questions : -Do you often go to the post office ? PreWhat do you go to the post office for ? writing Activity 1 :Class discussion : Set the scene and give out the topic for the discussion : 12 T: tell me some services at Thanh Ba post office ? Ss : mail and parcel services . phone call , press distribution ...... T : now , imagine you have been using some of these services .Tell me what you are dissatisfied with Act as an instructor and write shortly ssideas on the board
Satisied The opening hours ? The security condition ? V
Dissatisfied V( close too early ) V ( no one looks after the motorbikes ) Whole class
The attitude of the staff ?
V ( polite , thoughful) ......... ............... ........................
The prices ? The punctuallity of delivery of letters and newspaper ? .................. The position of the post office ............... ? The quality of the e quipment ........... ................ TRAN THI TUYET MAI .............. ............ .............. .......................... ............................... Individual work
................. ..................... ...........................
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Activity 2 : Clarity the writing task: The director of Thanh Ba post office invited you to write a letter to him
UNIT 9 : THE POST OFFICE LANGUAGE FOCUS I . OBJECTIVES : By the end of the lesson ss will be able to : Distinguish the clusters / sp /,/st /, /kr/ ,/sk / and pronoun the words and sentences containing them correctly Use defining and non- defining relative clauses appropriately II. MATERIALS : Text book , hand outs III. PROCEDURES:
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Steps/Ti Procedures me Warm up PLAN Divide the class in to two teams and ask ss to close their books LESSON Tran Phu Gifted High team to write on the board : Ask each School 7 4 words containing the sound / sp / like speak 4 words containing the sound / st / like street 4 words containing the sound / sk / like ask and skim Set the time limited in 2 minutes The group who first finishes wins
.Presentation 1
Presentation 2
10
Introduce the clusters / sp/ , /st/ , /sk/ T models the clusters / sp/ , /st / , /sk / for a few times and explains the differences in producing them T plays the tape once for ss to hear the words containing these two sounds .Then T plays the tape again and this time asks ss to repeat after the tape Pronouncing the words containing the sounds T reads the words once again ,each time with a word in each column to help ss distinguish the differences between the sound in the words T reads the words and asks ss to repeat them Ask ss to read aloud all words Practice the sentences: Whole class Ask ss to work in pairs to practice reading the sentences v Grammar : Revision of defining relative clause and non -defining relative clause Ask ss some questions dealing with the content of the lesson to help ss to review : 1. what is the positions and functions of Who , Whom ,Which, That and whose ? 2. which relative clause can be omitted without making nonsense of Individual work the main information ?( non -defining relative clauses ) 3. what is the position of a non -defining pnonoun ? ( after a defining pronoun Ex : Lan , this book , my father and between 2 commas ) 4. Can we omit whom or which and that when they function as objects ? ( yes ) Relative clause N/ Pro (person) who (s) Non-defining relative clause Clause : Definite noun
N/ Pro (object)
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whom (o)
My father / Lan / this Book.....
Pair work
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N/ Pro (object)
which ( s o)
Period 60th TEST YOURSELF C I. OBJECTIVES: to review 4 skills: listening, reading, writing, grammar. to summarize the content they have learnt in 3 units. II. TEACHING AIDS: tape, cassette, work book, guide book. III. PROCEDURES: Time TS ACTIVITIES I. LISTENING - asks Ss to listen and choose the correct answers - asks Ss to read the statements before listening - explains Ss some new words. - reads the passage twice -asks Ss to work in pairs and check the answers - asks Ss to give answers - corrects the mistakes II. READING - asks Ss to read the passage and decide T or F. * key words: - mementoe:(n): vat k niem - astrays: gat tan thuoc - mugs: coc, ca - toast racks: gia ng banh m nng -reads and asks Ss to repeat the words -gives the meanings -asks Ss to read the words and corrects -asks Ss to read the passage carefully and decide T or F -asks Ss to work in pairs and check the answer - asks Ss to give answers and explains - corrects the mistakes III. GRAMMAR Complete the following sentences with Who or That - asks Ss to work in pairs and read the sentences - asks ss to compete by using Who or That - asks Ss to give answers and explain - corrects the mistakes IV. WRITING SS ACTIVITIES
10
-read the statements -listen -check the answer -work in pairs and answer -give answer -take notes
-write some words on the board -give the meaning - listen - repeat -read the passage - read the statements carefully - decide T or F - check the answer with a partner - give answers -listen -take notes
10
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- asks Ss to write a paraghaph of 120 words about one of your hobbies, following these guidelines from the book - asks Ss to work in groups of 4 and write to it - goes round to help Ss if necessary - asks Ss to write on the board - corrects the mistakes HOME WORK Asks Ss to learn the lesson Prepare the English test 2 10
-look at the sentences - work in pairs and read the sentences carefully - complete to it by using Who or That - give answers - listen to explain - take notes - read the sentences and complete it - work in pairs and check the answers - give answer - listen - take note - work in groups of 4 and write the letter - exchange the letter - write on the board -listen -take notes - listen - take notes
UNIT 10: NATURE IN DANGER READING I. OBJECTIVES: By the end of the lesson Ss will be able to:
develop such reading micro-skills as scanning for specific ideas,skimming for general information,and
guessing meaning in context. use the information they have read to discuss the topic. II. MATERIALS: Textbook, pictures. III. PROCEDURE: Stage/Time Procedure Interaction Warm-up Competition game network. Groupwork T prepare a handout with a network of the word Nature. 6 Divides the class into 8 groups and give each group a handout and ask them to complete.
Pre-reading
10
Whilereading
Dicussing the questions. -T asks Ss to work in pairs to read the facts about endangered species and discuss the questions: + what do you understand from the facts above? +can you explain why the numbers of these animals have become small? Pre-teaching vocabulary. -provide some new words on the board. -Explain the meaning . -Guide Ss to read Setting the scene You are going to read the passage about the nature that is in danger.While you are reading ,do the tasks in the book. Task 1. Fill each blank with one of the words in the box. -T writes these words on the board: -Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings. -T asks Ss to work individually to do the task. -asks Ss to exchange their answers with others. -asks Ss for their answers and feed back Task 2. Decide which of the choices A,B,C or D most adequately sum up the ideas of each passage. -T gets Ss do the task individually and then find a peer to compare their answer. -T calls on some Ss to give their answers and asks other to say whether they agree or disagree. -Feedback and gives correct answer. Task 3. Answer the six questions in the book. -T asks Ss how to do this task. -asks Ss to do the task individually,then discuss the answer with their friends. -Calls on some Ss to answer. -Feedback.
Pair work
Whole class
Whole class Individual work and pair work.
Whole class Individual work and pair work
Intruction:you are required to work in groups to find out why some animals have become extinct. -When the time run out,calls some groups to share ideas. -Feedback. Pair work Group work
Post-reading -Summarise the main points -Assign homework 10 Whole class Wrapping 2
UNIT 10 : NATURE IN DANGER SPEAKING I. OBJECTIVES : By the end of the lesson ,ss will be able to :
Talk about the reasons why nature is threatened and gives out some measures to solve these
reasons. II. MATERIALS : text book, cards III. PROCEDURES : Stages Procedures Warm - up Game : 5 Asks Ss to work in groups of six to write down the reasons why nature is in danger. Pre- Speaking After five minutes,the groups that have the most and correct reasons will be the winner. Lead _ in : 10 Today we are going to talk about the reasons why nature is treatened and some measures to solve these reasons. Task 1 : -Tell ss to read the reasons why nature is treatened in the text book to see While how much of the ideas is similar to the opinions given Speaking - get Ss to put them inorder of important and explain why - Move around to help them - Call on some pairs to explain their priority 10 - Give comment and then introduce to Ss some ways to give opinion , agreement or dis agreement Task 2: Matching : Ask ss to work in pairs to match the reasons in Task 1 with possible measures for protecting the environe in the box. Ex : Killing endangered animals for fur,skin and food Post speaking Killing endangered animals for fur,skin and food should be banned. 18 Encuorage ss to match quickly and understand the meaning of these
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Interaction Whole class
Pair work
Whole class
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Wrapping
measures . Individual work -The pair that has the most quickly matching will be give good marks. Move around to help them Ask ss to report their results to the class in front of the class Ask other ss to give comments Give feed back Group work Declare the best pair Whole class Task 3 : Ask ss to work in pairs to state the negative impacts made by people on the environment and suggest measure to protect. Ex:A:People are killing endangered animals for fur,skin and food. Whole class B:killing animals for fur,skin and food should be banned. Call some pairs to present and ask others to comment Feed back Summarize the content of the lesson
Date:2/2/09 Period 63rd C : Listening Unit 10: nature in danger
I. Objectives: By the end of the lesson, Ss will be able to: Develop extensive listening skills Use the information they have listened to for other communicative tasks II. Materials: Textbook, cassette tapes, handouts III. Anticipated problems: Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them. IV. Procedure: Stages Warm-up Procedure Interaction Jumbled words Group work (To teach vocabulary and leads Ss to the topic) - Divide the class into groups of 3 or 4 - Give each group one card containing 10 words whose letters are jumbled and asks Ss to rearrange the letters to make good words. The group which finishes the task first with the most correct words will be
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the winner. Pre-listening Ask Ss to work in groups of six to name some national parks in Viet Whole class Nam. After four minutes the group that has the most words will be the winner. Listen and repeat - Help Ss to pronounce the words in their book correctly. T may want to play the tape or model first and then ask Ss to repeat after the tape or after him/ her in chorus and individually. T corrects errors, if any. - Check that Ss know the meaning of these words. - Ask Ss to make sentences with some important words. Task 1 Instruction: You are going to listen about the national parks in the Individual work, United Staten. Listen and answer True or False questions. Put a tick pair work & whole class () in the appropriate box. - Before Ss listen and do the task, get them to read through the statements to understand them and underline key words. For example, the key words in the first statement are protect and preserve. - Play the tape (or reads the tapescript) once for Ss to listen and do the task. - Check the answers with the whole class. If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch. Task 2 - Play the tape again for Ss to listen and answer the questions. While Ss Individual work, are listening, T should encourage them to note down the answers. T pair work & should remind Ss to write down only the main points in note forms but whole class not full sentences. - Get Ss to check their answers with a partner. Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task.
While listening
Post-listening - Introduce the task: Ss summarise the passage ,musing the informations Group work in task 1 and 2. - Put Ss in small groups of 3 or 4. Each group will summarise on a paper.
-After 4 minutes,calls some groups to present . - Listen and take note of Ss errors. T provides corrective feedback after that. Wrap- up -T summarises the main point of the lesson. Whole class -For homework, Ss learn by heart new words and make sentences with them.
UNIT 10: NATURE IN DANGER WRITING I. OBJECTIVES: By the end of the lesson Ss will be able to: Write about a description of Cat Ba national park using the given facts and figerues. II. MAREIALS: Textbook,handouts., III. PROCEDURE: Stage/Time Procedure Interaction Warm up Ask and answer: Group work -T ask Ss some questions about Cat Ba national park Such as:-Have you ever been to Cat Ba national park? -when? 7 -Where is it? -Can you list something especial in Cat Ba national park? Present T sets the sence:you are going to write about description of Cat Ba national park,using the facts and figures. T gets Ss to read the facts and figures given in the book. The writing must have:-the opening -the content -the closing T elicits the verb tenses that may be useful when Ss want to write about . Whole class T may also elicit/revise the adjectives and expressions Ss can use to 13 describe about Cat Ba nayional park. Writing -T gets Ss to write their friend in 15 minutes. -T goes around to observe and offer help feedback on Ss writing -T asks Ss to exchange their writing with another student for peer correction. -Collects some writing for quick feedback Summarise the main points Assign homework
Practice 15 Product
Individual work
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8 Wrapping 2 Pair work Whole class Whole class
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Date:5/2/09 UNIT 10: NATURE IN DANGER LANGUAGE FOCUS I. OBJECTIVES: By the end of the lesson, Ss will be able to:
Distinguish the clusters /sl/, /sm/, /sn/, /sw/ and pronounce the words and sentences containing
them correctly.
Understand relative pronouns with prepositions and use these structures to do communicative
tasks II. MATERIALS: Textbook, handouts. III. PROCEDURE: Stages Warm up
Procedure Jumbled words - Ask Ss to arrange the words into a meaningful sentence. Snowy/but/looks/snores/sleeps/small/when/he/he/sweet. Key: when small snowy sleeps,he snores but he looks sweet.
Interaction Individual
- Ask Ss to read aloud the sentence and pay attention to the underlined words to lead into the lesson. Pronunciation Distinguishing sounds Individual work, pair work & - Model the three clusters /sl/, /sm/, /sn/, /sw/ for a few times and whole class explains how to produce them. - Play the tape (or reads) once for Ss to hear the words containing these clusters. Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T). - Ask Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects if Ss pronounce the target words incorrectly. If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually. Practising sentences containing the target sounds - Ask Ss to work in pairs and take turn to read aloud the given sentences (p. 121, Practise these sentences).
- Go around to listen and takes notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback. Grammar a- Presentation: T and Ss T gives some examples to elicite the uses of relative pronouns with prepositions. -The shop is closed for decoration.we usually go to the shop. the shop to which we usually go is closed for decoration. -these are the people.we went on holiday with them last summer. these are the people with whom we went on holiday Teacher-led -Relative pronoun can be complement of a preposition. -We use prepositions before WHICH and WHOM in some sentences.we dont use prepositions before other relative pronouns. b. Practice: Exercise 1: - Ask Ss do exercise 1 in individually. - Provide feedback -gives the correct answers.
Individual work Exercise 2: Individual work Ask Ss to work in individually to combine the sentences,using Pair work preposition+whom or which Ask Ss to look at examples and do the others. After finishing,asks them to compare with the others, - Feedback - Gives correct answers. Exercise 3: Individual work Complete the sentences using who,whom,which,or that. Pair work Ask Ss to do the exercise in 4 minutes. Compare the answers with the others. T calls some Ss go to the board to do the exercise. Feedback and give the correct answers. Wrap- up -T summarises the main points of the lesson. -For homework T asks Ss to revise reported speech with infinitives and do exercises in the workbook.
Teacher-led
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Period 66 :
Date: 9/2/2009
UNIT 11 : SOURCES OF ENERGY READING I. OBJECTIVES : By the end of the lesson ,ss will be able to : understand the passage identify the main ideas
guess the meaning of the context

express their own ideas about sources of energy II. MATERIALS : Text book ,hand outs, pictures III. PROCEDURES :
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Stages
Procedures
Interaction
Warm - up PLAN : word grid Game Whole class LESSON 7 Tran Phu Gifted High School Prepare a poster of aword grid with 6 rows Ask ss to work in groups and take turns to choose a number row.Teacher gives the hins If ss guess the word correctly , they will get one mark .If not , another group can give the answer and score the point The group that has more points will win the game Ss find out the vertical word : energy Declare the winner CUES : 1. in modern world , this kind of weapon is often used in wars 2. it makes trees swing and we fell comfortable if we have it on hot summer days 3. something like gas .coal , oil........ 4. It cover two- third of the earth Whole class 5. nowadays people like to se it to cook 6. we cannot have light if it goes out Lead -in : What sources of energy do you know ? Coal oil sources of energy wind
natural nuclear Look at the pictures of the sources of energy on page 124 and name them Wind turbine -> wind power , solar panel -> solar energy , Dam -> water power Pre- reading Pre- question s : 1. what is our major sources of energy ? 2. is this major sources limited ? why ? 3. How many sources of energy are mentioned in the text ? 4. Which one do you think is alternative sources of energy ? Pre -teaching vocabulary 1. alternative (adj) That can be used instead of something else 10 2. resever : ( n ) supply of something that is available to be used in the Pair work future or when it is needed: s d tr 3. to exhaust (v ) to run out of , to weeken. To empty :lm cn kit 4. released : be free : phng thch 5. limited: ( adj ) c hn Checking : Ask ss to work in pairs and fill in each blank with a suitable word from the vocabulary in task 1 Key:1. released 2. alternative 3. exhausted 4. limited 5. reserve Activity 1:Questions and answering : Ask ss read the text silently and to work in pairs to answer the prequestions TRAN THI TUYET MAIwith a parner Page 99 Call on some ss to read the answers in front of the class Check with the class Suggested answer :
Period 67th
Date: 18/2/2009
UNIT 11 : SOURCES OF ENERGY SPEAKING I. OBJECTIVES : By the end of the lesson ,ss will be able to : talk about the advantages and disadvantages of energy sources express their own ideas about alternative sources of energy II. MATERIALS : text book, pictures III. PROCEDURES : Stages Warm up 5 Procedures Interaction
Jumbled words : Whole class Give ss a list of jumbled words ( prepared before hand on a poster ) Get ss to work individually in 2 minutes to prepare the jumbled words and go to board to write down their answers 1.mitiled -> limited 2.oalc -> coal 3. olars nepal -> solar panel 4.eenwrable -> renewable 5.poerw indw -.> wind power Give feed back Lead _ in : Today we are going to talk some more about the advantages and Pre- speaking disadvantages of the sources of energy Pre- teaching vocabulary: 1. Renewable : that is replaced natrurally > < non renewable 7 2. reactor (n) lo phan ung 3. rediation(n) : Phong xa Activity 1 : Ask ss to work in pairs and decide which statement is a bout the advantages ( A ) and which is about the disadvantages (d) Pair work of the sources of energy (task1) Ask ss to give answer Give feed back Teacher reads a statement randomly a loud ,ss run to the board to slap on the word they choose 1. D 2. D 3. D 4. A 5.D 6.A 7.D 6. Activity 2 introduce the dialongue : Hang a flpchart of an open dialongue on the board
Ask ss to read aloud and fing the missing word to complete it a. I think/ believe that .......I ............can be alternative source of energy Whole class b. Why doyou think so ? a. Because our maJor sources of energy i ...........while the wind is ........and .............. b. I know it is also ...........to the environment .How ever it is not .............when there is know wind While speaking Activity 3 :ask ss to read the dialongue that they have finished Ask ss towork in pairs to substitute the underlined words with suitable words Call on some pairs and ask ss to act out the conversation Role play :ask ss to think of situations that they themselves need to go to the post office Get ss to act out the conversations that may happen there
20
Post speaking 10 Group discussion : Work a groups of five to make a list of things the family should do to save energy Share ideas with the others by chainging groups Wrapping Feed back and introduce some ways to ss 1 Write a composition to talk about the alternative source of energy that you think is the most feasible for our country Prepare the next part Pair works Period 68th : Date: 20/2/2009 UNIT 11 : SOURCES OF ENERGY LISTENING I. OBJECTIVES : By the end of the lesson ,ss will be able to : listen to specific information express their own ideas about how to protect the environment II. MATERIALS : Text book, cassette tape , paper, makers III. PROCEDURES : Stages / time Procedures Interaction
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Warm - up 7
7.
Pre- listening
Whole class Game:pictionary Ask ss to work in four groups Prepare some pieces of paper on which there is one word : ocean / sun / land / grass /air /oil /coal..... Give a piece of paper to one person in each group .This person doesnt show it to the others in his other group , then explain the word by drawing .When the other in his group can recognize what the word is , they will say it aloud The group that get more right word will win the game Check ss understanding of the instruction Declare the winning group Lead -In :.have ss show the pictures they have just drawn and ask : what do these pictures refer to ? Answer: they are about natural resources Ask ss : which of them are renewable and which of them are nonrenewable ? why ? Have ss to work in pairs ands guess the answers Natural reources Renewable nonrenewable reason
10
Pre -teaching vocabulary Before preteaching the new words , T help ss to pronounce the word given in text book .T may read aloud first or play the tape and ask ss Whole class to repeat in chorus and individually 1. ecologist (n) person who studies ecology 2. to conserve (v) to avoid wasting something Ask ss to make sentences with words and give corrective feed back While listening Task 1 : Multiple choice - Ask ss to read the statements and the questions carefully and work out information they need to concentrate on while listening and Individual work predicting the answers - Check with the whole class - Get ss to read the option in each question carefully and underling the words that make them different - Get ss to guess the answer to each questions - Have ss listen to the interview once for ss to do the task
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- Get ss to compare their answer with the whole class .If many ss can not answer the questions , play the tape one or more times and pause at the answer for them to catch Key : 1.d 2.c 3.d 4.a 5. b Pair work Task 2 :Gap- filling Give ss three minutes to read the paragraph carefully and guess the missing words Ask ss to listen to the tape again and fill in the gaps with the words they have heard Let them call out the answer Key : 1. unlimited 2. atmosphere 3. may 4. gases 5. amount Ask ss to summarise the main point of the passage
Post lisening 10
Wrapping
Discussion : ask ss to work in groups of 5 to discuss the questions : Group work what can we do to keep the resources renewable ? What should we do to protect our environment ? One student from each group comes to the infront of the class and give the ideas Others give comment Assign home work
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Period 69th : Date: 23/2/2009 UNIT 9: SOURCES OF ENERGY WRITING I. OBJECTIVES : By the end of the lesson ,ss will be able to : Write a description from a chart II. MATERIALS : Text book , hand outs III. PROCEDURES :
Stages / time Warm - up 5
Procedures
Interaction
Game: hot seat Team work Put 2 chairs in front of the class Ask ss to work in 2 groups .One person from each group sits on each chair Write a word on the board .The others in their group explain the word without the using the exact word on the board When the person on the chair can say out the word correctlly . their group can get one mark .It is time to change another student to continue the game The word chosen for the game : petro, coal , energy , nuuclear , hydroelectricity The group that scores more points will win the game Declare the winning group Lead -in : Questions : Are you interested in the energy consumption in your family ? your city ? your country ? Do you know how much energy your country consume in a year ? To know how to read and to write a chart of energy consumption .we will study the lesson today Hang the chart on the board and explain the information in the chart .In pairs , ss look at the chart carrefully and read the passage , contrasting the chart with the passage to find out the missing information compare the answer with the other pairs call on some ss to read out their answer Whole class Outlining :
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Pre- writing
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1.Give out the topic sentence 2. write some detailed sentences / supporting ideas for the topic Sentence While writing Activity 1 : based on the chart in the text book on page 130 .SS write a description of the trends in energy consumption in the year 2005 in 20 Highland Set the time limited in five minutes Individual work Move around to give help When ss have finished , ask them to exchange their writings , comparing and giving their corrections Ask ss to write the letter on a sheet of paper go around the class and gives help when needed Activity 2 : divide the class in to 4 groups Deliver a large piece of paper for each group Pair work Ask ss to compare the amount of energy consumption in the 2 years 2000 and 2005 Set the time limited in 10 minutes Move around to give help if nesessary Post writing Ask ss to stick their posters on the board Feed back on sswriting Call on some ss to go and copy their writing on the board Ask others to give comments Give feedback and comments Individual work Get ss to review the outline of a chart description Rewrite the paragraph base on the Ts and other ss suggestion and corrections Period 70th : Date: 24/2/2009 UNIT 11: SOURCES OF ENERGY LANGUAGE FOCUS
7 Wrapping 3
I .OBJECTIVE : By the end of the lesson ss will be able to : Distinguish the consonant clusters / sr /,/spl /, /spr/ , and pronoun the words and sentences containing them correctly Use the use relative clauses replaced by participles and to infinitives and apply to do some exercise II. MATERIALS : Text book , hand outs
III. PROCEDURES:
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Steps
Procedures
.Presentation Hang on the chart with the sounds: / sr/ , /spl/ , /spr/ LESSON PLAN 1 Tran Phu Gifted High School / sp/ , /st / , /sk / for a few times and explains the T models the clusters differences in producing them Point to each sound and read each aloudDate: 25/2/2009 3 times 7 T plays the tape once for ss to hear the words containing these two sounds .Then T plays the tape again and this time asks ss to repeat after the tape Pronouncing the words containing the sounds T reads the words once again ,each time with a word in each column to help ss distinguish the differences between the sound in the words T reads the words and asks ss to repeat them Ask ss to read aloud all words Practice the sentelative cences: Ask ss to work in pairs to practice reading the sentences Call on some ss to read aloud Grammar :Relative clauses replaced by participles and to infinitive :1. active participles Presentation Show a picture of a girl playing with a dog and tell ss : 2 She is Lans sister. What is she doing? She is playing with the dog Question : who can combine these sentences into one ? Write on the board : The girl who is playing with the dog is Lans sister the girl playing with the dog is Lans sister The man who spoke to John is my brother theman speaking to John is my brother ask ss to look at examples carrefully and elicit the rules : we can use the present participle to replace a relative clause which has an active 15 meaning 2. passive pariciples : Ask ss to combine 2 sentences : The picture has won the first prize .It was drawn by a blind The picture which was drawnby a blind has won a first prize the picture drawn by a blind has won the first prize elicit the rules from ss : we can use the past participle to replace a relative clause which has passive meaning 3. Infinitive relative clause : Ask ss : which was the first country which won the world cup ? A nother way to ask :which wasthefirst cuontry to win the world cup ? Elicit the rule fromss : we can use to infinitive to replace a relative cause We often use a to infinitive after an ordinal number ( first , second ...) after next and last , after only And after superlative adjective Practice :Exercise 1 : Ask ss to work individually to write the sentences , using present participle TRAN THI TUYET MAIphrase Move a round to give help Have them exchange their exercise to check Feed back and give correct answer
Whole class
Individual work
Pair work
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TEST YOURSELF D I. OBJECTIVES: - to review 4 skills: listening, reading, writing, grammar. - to summarize the content they have learnt in 3 units. II. Teaching aids: - tape, cassette, work book, guide book. III. Teaching procedures 1. Greeting+ checking attendance 2. check up: 3. New lesson Time TS ACTIVITIES SS ACTIVITIES I. LISTENING 10 - asks Ss to listen and choose the correct answers - asks Ss to read the statements before listening - explains Ss some new words. - reads the passage twice -asks Ss to work in pairs and check the answers - asks Ss to give answers - corrects the mistakes II. READING - asks Ss to read the passage and decide T or F. * key words: - mementoe:(n): vat k niem - astrays: gat tan thuoc - mugs: coc, ca - toast racks: gia ng banh m nng -reads and asks Ss to repeat the words -gives the meanings -asks Ss to read the words and corrects -asks Ss to read the passage carefully and decide T or F -asks Ss to work in pairs and check the answer - asks Ss to give answers and explains - corrects the mistakes
10
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III. GRAMMAR Complete the following sentences with Who or That - asks Ss to work in pairs and read the sentences - asks ss to compete by using Who or That - asks Ss to give answers and explain - corrects the mistakes
10 IV. WRITING - asks Ss to write a paraghaph of 120 words about one of your hobbies, following these guidelines from the book - asks Ss to work in groups of 4 and write to it - goes round to help Ss if necessary - asks Ss to write on the board - corrects the mistakes HOME WORK Asks Ss to learn the lesson Prepare the English test 2
-look at the sentences - work in pairs and read the sentences carefully - complete to it by using Who or That - give answers - listen to explain - take notes - read the sentences and complete it - work in pairs and check the answers - give answer - listen - take notes
- work in groups of 4 and write the letter - exchange the letter - write on the board -listen -take notes
- listen - take notes
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Period 72 and 73: test 45' and correct
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Period 74: UNIT 12 : THE ASIAN GAMES Date : 26/2/2009 A. READING: I. TEACHING AIMS: _ To practice students speaking, listening, reading, and writing skills. _ To help students to guess the meaning of some words and do the task given in order to understand the reading.
II. TEACHING AIDS: _ Textbooks, pictures, color chalks, hand-outs, tape, cassette player... III. TEACHING STAGES: 1. GREETING AND CHECKING ATTENDANCE: _ Teacher greets the class and checks if anyone is absent. 2. PREVIOUS LESSON: _ The suggested answers for the 45-minute test. 3. NEW LESSON: TEACHERS ACTIVITIES STUDENTS ACTIVITIES A. Before you read _ asks students to look at the pictures then answer _ Read the questions in the textbooks carefully the the questions provided. choose the best answers. _ asks students some guiding questions. Guiding questions: _ asks students to answer the questions orally. 1. How often are the Asian Games held? _ asks students to give comments if possible. 2. When did the 1st Asian Games take place? 3. Where were the 1st Asian Games held? 4. How many countries participated in the 14th Asian Games? 5. How many gold medals did the Vietnamese athletes _ explain the pictures and give the suggested win at the 14th Asian Games? answers. _ students answer the questions orally. _ students give comments if possible. _ presents some new words. New words _ gives the brief meaning of the words using 1. intercultural knowledge various techniques. 2. solidarity _ helps students pronounce the words correctly.
_ asks students to take notes of the words and the example if possible.
_ plays the tape then ask students to do task 1. _ asks some students to give the answers then correct their answers if necessary. _ asks students to give the evidence to illustrate their answers to make sure that they understand the reading. _ compare their results with those of their friends. _ asks students to copy the right answers. _ some of them give the answers, others give _ asks students to read the reading again then do comments. _ take notes of the suggested answers if necessary. task 2 in pairs orally. _ asks some students to give the answers. _ can ask students to give the evidence to illustrate their answers. _ corrects the students answers and give suggested answers. Task 2 _ work in pairs and do task 2. _ compare their results with those of their friends.
3. aspect 4. official 5. facilities 6. aquatic sports 7. wrestling 8. appreciate B. While you read Task 1 _ listen to the tape then read the reading again and do task 1 individually.
_ Some of them give the answers, others give comments. _ asks students to read the reading again then do _ take notes of the suggested answers if necessary. task 3 in pairs orally. _ asks some students to give the answers. Task 3 _ can ask students to give the evidence to _ work in pairs and ask and answer the questions illustrate their answers. given. _ corrects the students answers and give _ compare their results with those of their friends. suggested answers. _ Some of them give the answers, others give _ asks students to rewrite the sentences basing on comments. the information given. _ take notes of the suggested answers if necessary. 4. CONSOLIDATION: _ Students summarise the reading passage. 5. HOMEWORK: _ Read the reading carefully and translate it into Vietnamese. _ Learn the vocabulary listed by heart. _ Prepare B. speaking on pages 127-128 for the next period.
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Period:75 UNIT 12 : THE ASIAN GAMES
Date: 2/3/2009
B. SPEAKING I. TEACHING AIMS: _ To practise students speaking and listening skills. _ To help students to be able to talk about the Asian Games, basing on the information suggested. II. TEACHING AIDS: _ Textbooks, pictures, colour chalks, hand-outs, tape, cassette player... III. TEACHING STAGES: 1. GREETING AND CHECKING ATTENDANCE: _ Teacher greets the class and checks if anyone is absent. 2. PREVIOUS LESSON: _ Questions and answers about the reading. 3. NEW LESSON: TEACHERS ACTIVITIES STUDENTS ACTIVITIES Task 1: Example: A: When and where were the 1st Asian Games _ asks students to observe the useful language held? carefully then use the words or phrases suggested B: (They were held) in 1951 in India. to make sentences of their own. A: How many countries took part in the Games? B: 11
A: How many sports were competed at the Games? B: 6 _ asks some students to give their answers. _ students to work in pairs to make new _ asks some to give comments. _ asks some of them give the answers to the conversation. questions, others give comments on the answers Task 2 and give supported ideas if possible. _ read the requirement of the task carefully. _ asks some of them to give the answers, others give _ listen to the explanation of the requirement of the comments. task. _ asks students if they need more information which _ can copy the suggested talk presented by their can help them to organize their ideas. teacher. _ do the exercise orally. _ asks students to write the draft of the writing first. _ ask their teacher if having any difficulties. _ asks students to exchange their writing with their partners then correct the mistakes _ give comments on their friends talks. themselves. _ walks around to help students if possible. Useful language: 1. build 2. upgrade 3. widen 4. equip 5. propagate 6. advertise 7. recruite 8. hold _ some students give their answers. _ some others give comments. _ then collect the ideas and organize them and start to write complete paragraph. _ can ask their friends or their teacher to supply some ideas they do not know if necessary. _ start to write the draft of the writing first. _ exchange their writing with their partners then correct the mistakes themselves. _ ask the teacher for help if having any
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_ asks students to take their own drafts back then write the complete writing in their notebooks. _ explains or correct some common mistakes if necessary. _ asks students to copy the correction of some common mistakes and perfect their own writing with the accurate structures and vocabulary. _ can give the sample writing if having enough time. _ asks students to copy the sample writing then compare with their own writing if necessary.
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difficulty in correcting the mistake themselves. _ take their own drafts back then write the complete writing in their notebooks. _ listen to the teachers explanation or his correction on the blackboard. _ copy the correction of some common mistakes and perfect their own writing with the accurate structures and vocabulary.
_ copy the sample writing then compare with their own writing if necessary.
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4. CONSOL _ Student Pe d 76: rio nd won at the 22 UNIT 12 : (For exam _ Teache
Pe d 76: rio UNIT 12 :
I. TEACHIN _ To pra
Period: 77 UNIT 12 :
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I. TEACHING _ To prac _ To help

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Period 79: UNIT 13 HOBBIES AREADING I. Aims: - Explaining meaning in context - Passage comprehension II. Teaching aids: Textbook, dictionary, tape, cassette Pictures III. Teaching procedures: A. Revision B. Checking the previous lesson. C. New lesson. Teacher activities *Before you read Notes: +Playing chess +Fishing +Collecting stamps + swimming + collecting fishing - explains the meaning of some words & phrases * While you read + Key words: Be good at + V-ing Keeping fishes Glass fish tank Collect(v) Collection(n) Throw away (v)
Date: 10/3/2009
Students activities - Work individually: look at the pictures - Work in pairs: Guess the pictures and answer the questions on the text book.
- explain the meaning of some words & phrases
- Explain the meaning of the words - work in individually
Task 1: the words below all appear in the Read the sentences care fully & fill in each blank with passage. Use a dictionary to explain their a suitable word. meaning. Then translate them into
- Use a dictionary to explain their meaning. Then translate them into Vietnamese - explain the meaning of the words. - give the same meanings - check with their partner - write down the blackboard Task 2: Answer the questions - correct them -asks students to work in pairs, ask and answer -work in pairs, ask and answer the questions the questions - read and give the meanings - asks students to read and translate the sentences - practice the questions into Vietnamese - check the answer with a partner - moves round to help students if necessary - work in pair , ask and answer the questions in front - asks students to answers of the class - corrects the mistakes Answers:( sgv) - listen and take notes *After you read Work in pairs. Discuss the question Which work in pairs. Discuss the question hobby do you prefer, playing the guitar or keeping fished?
Vietnamese. asks ss to use a dictionary to explain their meaning. Then translate them into Vietnamese calls ss to talk the meaning of the words asks ss to check with their partner. Corrects them
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Period 80 unit 13 Date: 12/3/2009 B SPEAKING I. Aims: - Talking about a preferred hobby. - Talking about collections II. Teaching aids: Text book, work book, guide book. Methods: discussion pair works: III. Teaching previous lesson. A. Revision, B. Checking the previous lesson. C. New lesson. Teachers activities Students activities Task 1: work in pairs . saying which of the - Work in pairs hobbies you would like, not like to do and - saying which of the hobbies you would like, not why? like to do and why? (Reading without looking at their books if they (some reasons on the textbook page 107) can) Work in pairs put the reasons in order of - Correct their answer importance (pay attention to their pronunciation) Work in pairs The leader of each pair reads the result Listen and remark Task 2: Work in pairs , two friends are talking + Read the measures for protecting endangered about their collection of books nature
Task 3: Talk about problems interfering with + Pay attention to the example and do as that our nature and measures to protect it. example - Asks ss to work in groups + Work out Discuss the problems depend on the information in task 1 & 2 - The leader of each group reads their results Homework: - Prepare the next part: Listening
- Work in groups Discuss the problems depend on the information in task 1 & 2
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Period 81 : UNIT 13: HOBBIES
Date: 14/3/2009
CLISTENING I. Aims: - Listen carefully and deciding true or false statements about the content of the listening Gap filling II/ Teaching aids: Teachers book. Typescript Cassette, tape III. Teaching produces A. Revision. B. Checking the previous lesson C. New lesson. Teachers activities Students activities * Before you listen Asks and answer the questions (sgk) Work in pairs Explains the meaning Read the questions carefully and answer them Read the words clearly * Listen and repeat Explain the meaning - magazines - continually Repeat the words - profitably - otherwise - available - gigatic - ignorantly - bygone * While you listen give some example for the answers Task 1: listen and choose the best answer A, B, Correct C, D for the sentences Read the words clearly Answers: Explain the meaning Reads and repeat the words clearly Repeat the words Explains the meaning Asks ss to read the statement carefully Read the statement carefully Reads the typescript Listen to the typescript twice Requires ss to listen to the typescript twice Choose the best answer Ask ss to choose A,B,C,D for the sentences Answer their choices Task 2: Listen again and write the missing - Correct and give the answers words. Reads and repeat the words clearly - Read each sentence carefully Explains the meaning Listen the typescripts again Explains the meaning Answer the questions Asks ss to read the statement carefully Read the answers
Reads the typescript Requires ss to listen to the typescript twice Asks ss to write the missing words theyll hear. Asks ss to check with their patners Answers: (sgk) * After you listen: work groups - talk about the disadvantages reading( reading too much) D. Homework: - Prepare the next part WRITINNG
of
Correct Listen again & check Read the words aloud Repeat the words Explain the meaning of the words. listen again and fill in each blank a suitable word check with their patners Read the answers over- - Correct - work groups
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Date: 17/3/2009 Period 82: D
Unit 13 WRITING
I. Aims: - Writing about a collection II/. Teaching ands: Text book, workbook, guidebook Chart III/ Teaching procedures A. Revision. B. Checking the previous lesson. C. New lesson. Teachers activities Students activities Write about your collection,real or imaginary, following these guidelines. Asks ss to look at the Reading, Look at the Reading, listening, speaking again listening, speaking again carefully carefully Calls ss to read each part Read each part again Asks ss to real or imaginary , - answer each question answer following these guidelines Correct Name of your collection Work individually: write the passage. How you collect them use another structures to describe their collection. How you keep them work in groups at 15 Your plan for the future to write down the blackboard When you started your collection repairs How you classify them Work individually: Write a paragraph in about 10 15 Why you collection them minutes using the information from the box - Corrects asks ss to work in groups at 15 calls ss to write down the blackboard Repairs Homework - Read some writing & give remark. - Prepare the next part: Language Focus.
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Date: 17/3/2009 Period 83
UNIT 13: HOBBIES E: LANGUAGE FOCUS
I.Aims: to get Ss to - hepl students hoe to pronounce the endingS - Help students write: + cleft sentences in the passive + some conjunctions II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: 3. New lesson: Time T.S ACTIVITIES SS. ACTIVITIES I.PRONUNCIATION /ts/, /dz/, /t/, /br/ write some pronunciation 1. listen and repeat listen - reads the model sounds listen and repeat - asks Ss to listen and note the different among repeat pronounce 5 - asks some Ss to repeat practice 2. practice reading the take notes dialogue - reads the models - asks Ss to wo - asks Ss to work in pairs, practice reading the dialogue - corrects the mistakes - look at example II. GRAMMAR - do example Cleft sentences in the active - asks Ss to give the structure a.ex1: It was the dog that was hit in the - listen to explain garden - write the structure 10 Ex2: It was Christina who was given lots of - write some notes flowers by fans. b.Structure: It is / was + S + who/ that + be + PP EXERCISE 1 - asks Ss to read the sentences carefully - asks Ss to combine the sentences using conjuntions.
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these
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10
10
- asks Ss to work in pairs and complete the sentences - asks Ss to check the answers with a partner. - asks Ss to give answers - corrects the mistakes EXERCISE 2 - asks Ss to read the example in the book. - explains the example and asks Ss to do exercise - asks Ss to work in pairs and check the answers - asks Ss to give answers - corrects the mistakes CONSOLIDATION - asks Ss to repeat some main points HOME WORK - learnt by heart the lesson - do exercise in workbook - prepare the - prepare the next part:
read work in pairs and combine check the answers take notes
read the example listen and do exercise work in pairs and check the answers give answers listen take notes repeat listen write some notes
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UNIT14: RECREATIONS A: READING
I.Aims: to get Ss to - hepl Ss to know and guess the meaning in context - understand the passage comprehension II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Steps of teaching 1. Greeting+ checking attendance 2. Check up: Use a cleft sentence Nams father got angry with him. It was . 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES BEFORE YOU READ - asks Ss to work in pairs, look at the picture -look at the picture and answers and answer the questions: 5 * What + be + S+ doing? WHILE YOU READ * key words write some new words - recreations: activities done for enjoyment - leisure: activities: nhng h luc nhan roi listen - spare time: free time: tg ranh roi - outdoors(adv)>< indoors repeat 10 - by far: by a great amout( rat nhieu, rat ro) give the meanings of the words Ex: It is quicker by far to go by train - past time= hobby give example - pursuit(n): the action of going after - on offer = available - apart from = except for TASK1 read the passage in silence - asks Ss to read the passage in silence and do read the words/phrases the task that follow correct the answers 10 - asks Ss to read the words/ phrases in italics work in pairs and check the answer in the sentences all appear in the passage and give answers circle the correct answer. listen and take notes - asks Ss to work in pairs and check the answers - asks Ss to give answers
10
- corrects the mistakes TASK 2 - asks Ss to read the passage again and answer the questions - asks Ss to read and understand the questions - asks ss to answers -asks Ss to work in pairs and give answers correct the mistakes
AFTER YOU READ - asks Ss to work in groups of 4, and answer the question work in groups of 4 and answer the - are all the British leisure activities mentioned questions in the passage also popular in Vietnam? discuss HOME WORK - asks Ss to learnt by heart the lesson - read the passage again - prepare the next part: SPEAKING listen take notes
- read the passage read the questions answer the questions work in pairs and check the answers give answers practice listen and take notes
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UNIT 14: RECREATIONS B: SPEAKING
I.Aims: to get Ss to - express agreements and disagreements - help Ss to state the reasons - helps student to understand the main and do the task on the textbook II. Teaching aids: - Textbook, workbook, pictures, cassette, (colorer) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: some words: 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES TASK 1 - expressing agreement and disagreement * key words: 5 - agree: agreement(n) - disagree: disagreement(n) - asks Ss to read and give the meanings the - read and give the meanings information in the book -asks Ss to put A(agreement) and - put A and D D( disagreement) - check the answers - asks Ss to work in pairs and read the expression - give answers - asks Ss to give answers - take notes -corrects TASK 2 - asks Ss work in pairs and discuss whether they should go on a camping holiday. work in pairs and discuss 5 - asks ss to work in pairs the conversation. practice the conversation - gives mark listen and take notes TASK 3 * some notes: - get close to: gan gui vi - supplies: o trang b - write some words 15 - asks Ss to work in groups of 4, continue the - work in groups of 4 and discuss discussion. Express agreement or disagreement - listen using the reasons from the book. - look at the task 2 again and do task 3 - corrects their mistakes - Express agreement or disagreement - listen 10 TASK 4 - take notes
- asks Ss to report their discussion to the class and explain the reasons - asks some groups talk about in front of the class - gives mark HOMEWORK - asks Ss to learnt by heart the lesson - prepare the next part: LISTENING
- report the discussion - some groups talk about their conversation and explain - listen - take notes
- listen - write some notes
Date: 1/4/2009 Period 86 UNIT 14: RECREATIONS C: LISTENING
I. Aims: to get Ss to - listen for specific information - help student to decide T or F statements - comprehension questions II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: talk about your class agreements and disagreements 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES BEFORE YOU LISTEN - asks Ss to work in pairs, ask and answer the work in pairs and answers questions: 1. What are those people? 10 2. What are they doing? * listen and repeat some words from the book - write some words - solitude(a): s co lap - desert(n): sa mac - listen - umbrella tent: leu hnh du - backpack: ba lo -repeat - to offer: cung cap, em en - humid(a): am - give the meanings - models the words - asks Ss to repeat them take notes
10
10
10
- asks Ss to give the meanings of the words and phrases - corrects WHILE YOU LISTEN TASK 1 - asks Ss to read and understand the meanings of the sentences in task 1 - asks Ss to listen the tape script and decide T or F. - asks Ss to work in pairs and check the answers - asks Ss to give answers - asks Ss to listen again and corrects TASK 2 - asks Ss to read the questions carefully before listening - asks Ss to listen the passage and answer the questions -asks Ss to work in pairs and check the answers - asks Ss to give answers - reads the passage again and corrects the mistakes from the students - asks some pairs to practice - corrects them AFTER YOU LISTEN - asks ss to work in groups of 4 and discuss the questions from the book - goes round to help the Ss - asks some groups to talk about - explains and gives some ideas. HOME WORK -asks Ss to learnt by heart the lessson - prepare the next part: WRITING
read the sentences carefully give the meanings listen and decide T or F work k in pairs and check the answers give answers listen again and take notes
read the questions listen carefully check the answers with a partner give answers listen again and take notes practice
discuss -
work in groups of 4 and talk about listen take notes
listen take notes
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UNIT 14: RECREATIONS D. WRITING
I.Aims: to get Ss to - retell about a holidays activities. II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: some words in part listening 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES TASK 1 - asks Ss to work in pairs, look at the pictures - work in pairs, look at the pictures and match and match them with the activities during them with the activities during two- day 10 two- day holiday holiday - asks Ss to read and give the meanings of the - read and give the meaning of the activities activities. - macth them -listen to explain - asks Ss to give answers - take notes - corrects TASK 2 - asks Ss to work in pairs, write a passage about - work in pairs, write a passage about your your classs camping holiday, using the classs camping holiday, using the information in task 1. information in task 1. 20 - helps them if it is necessary. - discuss and write to it - asks Ss to write it. - exchange to check the answers - Ss check the answer with a partner - write the paragraph on the board - asks a student to write the paragraph on the - listen board - take notes - corrects the mistakes. CONSOLIDATION -write a model passage - write HOME WORK - learnt by heart the lesson - prepare the next part: LANGUAGE FOCUS
listen and take notes - write some notes
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UNIT 14: RECREATIONS E: LANGUAGE FOCUS
I.Aims: to get Ss to - hepl students hoe to pronounce the endingS - Help students write: + cleft sentences in the passive + some conjunctions II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: 3. New lesson: Time TS ACTIVITIES I.PRONUNCIATION /ts/, /dz/, /t/, /br/ 1. listen and repeat - reads the model sounds - asks Ss to listen and repeat - asks some Ss to repeat 5 2. practice reading the dialogue - reads the models - asks Ss to wo - asks Ss to work in pairs, practice reading the dialogue - corrects the mistakes II. GRAMMAR 1. Conjunctions - both and: ca va - not only but also: khong nhng ma con 10 - either or: hoachoac - neither nor: khong va cung khong 2. Cleft sentences in the passive a.ex1: It was the dog that was hit in the garden Ex2: It was Christina who was given lots of flowers by fans. b.Structure:
TRAN THI TUYET MAI
SS ACTIVITIES write some pronunciation listen listen and repeat note the different among these pronounce practice take notes
- look at example - do example - asks Ss to give the structure - listen to explain - write the structure - write some notes
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It is / was + S + who/ that + be + PP
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Period 89 DATE 6/4/2009 TEST YOURSELF E I. Aims: - to review 4 skills: listening, reading, writing, grammar. - to summarize the content they have learnt in 3 units. II. Teaching aids: - tape, cassette, work book, guide book. III. Teaching procedures 4. Greeting+ checking attendance 5. check up: 6. New lesson Time TS ACTIVITIES SS ACTIVITIES I. LISTENING 10 - asks Ss to listen and choose the correct answers - asks Ss to read the statements before listening - explains Ss some new words. - reads the passage twice -asks Ss to work in pairs and check the answers - asks Ss to give answers - corrects the mistakes II. READING - asks Ss to read the passage and decide T or F. * key words: - mementoe:(n): vat k niem - astrays: gat tan thuoc - mugs: coc, ca - toast racks: gia ng banh m nng -reads and asks Ss to repeat the words -gives the meanings -asks Ss to read the words and corrects -asks Ss to read the passage carefully and decide T or F -asks Ss to work in pairs and check the answer - asks Ss to give answers and explains - corrects the mistakes
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10
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III. GRAMMAR Complete the following sentences with Who or That - asks Ss to work in pairs and read the sentences - asks ss to compete by using Who or That - asks Ss to give answers and explain - corrects the mistakes
10 IV. WRITING - asks Ss to write a paraghaph of 120 words about one of your hobbies, following these guidelines from the book - asks Ss to work in groups of 4 and write to it - goes round to help Ss if necessary - asks Ss to write on the board - corrects the mistakes HOME WORK Asks Ss to learn the lesson Prepare the English test 2
-look at the sentences - work in pairs and read the sentences carefully - complete to it by using Who or That - give answers - listen to explain - take notes - read the sentences and complete it - work in pairs and check the answers - give answer - listen - take notes
- work in groups of 4 and write the letter - exchange the letter - write on the board -listen -take notes
- listen - take notes
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DATE 13/4/2009 Period 92 UNIT15: SPACE CONQUEST A: READING
I.Aims: to get Ss to - hepl Ss to extent reading: matching - understand the passage comprehension II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Steps of teaching 1. Greeting+ checking attendance 2. Check up: change a cleft sentence in the passive. He described his home town in his novel. It was.. 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES BEFORE YOU READ - asks Ss to work in pairs, look at the picture -look at the picture and answers and answer the questions from the book 5 WHILE YOU READ * key words write some new words - lift off: bay len, ri khoi - bid googbye = say googbye listen - enormous uncertainty: noi hoai nghi repeat - precosely = accurately give the meanings of the words 10 - a technical failure: truc trac ve ky thuat give example - to fullfill= complete TASK1 - asks Ss to read the passage in silence and do the task that follow read the passage in silence - asks Ss to read the headings to the paraghaph read the headings - asks Ss to work in pairs and match the work in pairs and match the headings headings - asks Ss to give answers give answers - corrects the mistakes listen and take notes 10 TASK 2 - asks Ss to read the passage again and answer the questions - read the passage - asks Ss to read and understand the questions read the questions - asks ss to answers answer the questions -asks Ss to work in pairs and give answers
10
AFTER YOU READ - asks Ss to work in pairs, and complete the summary of the reading passage by putting the words in the box into the blanks - asks Ss to read and translate the words from the book - asks Ss to read the passage and complete it - asks Ss to give answers - corrects the mistakes HOME WORK - asks Ss to learnt by heart the lesson - read the passage again - prepare the next part: SPEAKING correct the mistakes
work in pairs and check the answers give answers practice listen and take notes
work in pairs and summary discuss
listen take notes 3
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DATE 14/4/2009 Period 93 UNIT15: SPACE CONQUEST B: SPEAKING
I.Aims: to get Ss to - aks and answer question on given information - help Ss to talk about historical events in the space conquest II. Teaching aids: - Textbook, workbook, pictures, cassette, (colorer) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: some words: 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES TASK 1 - asks Ss to read the following piece of new then ask and answer qs 15 * key words: - read and give the meanings - to launch: phong ( ve tinh) - read the news - spacecraft: tau khong gian - give the questions and answer them. - manned(a): co ngi/ mang theo ngi - check the ask and questions -to mark: anh dau 1. What is the name of Chinas first manned - breakthrough(n): bc ot pha, bc spacecraft? ngoac 2. What is the name of the astronaut? - space Age: k nguyen/ thi ai khong gian 3. How old was he when he flew into space? - asks Ss to read and give the meanings the 4. How important is the successful flight to words in the book China? - asks Ss to read the news - give answers - asks Ss to work in pairs then ask and answer - take notes the qs about the news - asks Ss to give the answers - asks Ss to practice them -corrects work in pairs and talk about TASK 2 read the events - asks Ss work in pairs, take turns to talk about take turns 20 the important events in the space conquest. listen and take notes - asks Ss to look at the events and read them carefully - Ss take turns - corrects and gives mark - listen HOMEWORK - write some notes - asks Ss to learnt by heart the lesson
- prepare the next part: LISTENING
TRAN THI TUYET MAI
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DATE 15/4/2009 Period 94 UNIT15: SPACE CONQUEST C: LISTENING
I. Aims: to get Ss to - listen for specific information - help student to decide T or F statements - comprehension questions II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: talk about your class agreements and disagreements 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES BEFORE YOU LISTEN - asks Ss to work in pairs, match the pictures work in pairs and match them with the captions * listen and repeat 10 some words from the book - to orbit: bay theo quy ao - to crew: phi hanh oan - write some words - NASA: c quan hang khong va khong gian hoa k - listen - pressure: ap suat, ap lc - rock samples: nhng mau a -repeat - spacesuit: o phi hanh - be regarded as :c xem la - give the meanings - models the words - asks Ss to repeat them take notes - asks Ss to give the meanings of the words and phrases - corrects WHILE YOU LISTEN TASK 1 - asks Ss to read and understand the meanings read the statements carefully some in task 1 give the meanings - asks Ss to listen the tape script and decide T or listen and decide T or F F. work k in pairs and check the answers - asks Ss to work in pairs and check the answers give answers - asks Ss to give answers listen again and take notes 10 - asks Ss to listen again and corrects
10
10
TASK 2 - asks Ss to read the questions carefully before listening - asks Ss to listen the passage and answer the questions -asks Ss to work in pairs and check the answers - asks Ss to give answers - reads the passage again and corrects the mistakes from the students - asks some pairs to practice - corrects them AFTER YOU LISTEN - asks ss to work in groups of 4 and discuss the questions from the book - goes round to help the Ss - asks some groups to talk about - explains and gives some ideas. HOME WORK -asks Ss to learnt by heart the lessson - prepare the next part: WRITING
read the questions listen carefully check the answers with a partner give answers listen again and take notes practice
work in groups of 4 and discuss talk about listen take notes
listen take notes
TRAN THI TUYET MAI
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DATE 20/4/2009 Period 95 UNIT15: SPACE CONQUEST D. WRITING
I.Aims: to get Ss to - write about a biography II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: some words in part listening 3. New lesson: Time TS ACTIVITIES SS ACTIVITIES TASK 1 - asks Ss to work in pairs, look at some - work in pairs, look at some information about information about Neil Amstrong Neil Amstrong 10 - asks Ss to read and give the meanings the - read and give the meanings words in the box - read the information and put each of the - asks ss to read the information and put each of headings in the box in the appropriate blank. the headings in the box in the appropriate - work in pairs and compare the answers blank. - asks Ss to work in pairs and compare the -listen to explain answers - take notes - asks Ss to give answers - corrects TASK 2 - work in pairs, write a biography of Neil 20 - asks Ss to work in pairs, write a biography of Amstrongfrom the information given in task Neil Amstrongfrom the information given in 1. task 1. - discuss and write to it - helps them if it is necessary. - exchange to check the answers - asks Ss to write it. - write the paragraph on the board - Ss check the biography with a partner - listen - asks a student to write the paragraph on the - take notes board - corrects the mistakes. CONSOLIDATION - write -write a model passage HOME WORK - learnt by heart the lesson - prepare the next part: LANGUAGE FOCUS
TRAN THI TUYET MAI
listen and take notes - write some notes

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DATE 21/4/2009 Period 96 UNIT15: SPACE CONQUEST E: LANGUAGE FOCUS
I.Aims: to get Ss to - help Ss to know some pronounce /nt/; /nd/; . - Help students to review: + modal verbs + question tags II. Teaching aids: - Textbook, workbook, pictures, cassette, (colored) chalks III. Teaching procedures 1. Greeting+ checking attendance 2. Check up: 3. New lesson: Time TS ACTIVITIES I.PRONUNCIATION /nt/, /nd/, /n/, /ns/ , /nz/. 1. listen and repeat - reads the model sounds - asks Ss to listen and repeat - asks some Ss to repeat 5 2. practice reading the dialogue - reads the models - asks Ss to wo - asks Ss to work in pairs, practice reading the dialogue - corrects the mistakes II. GRAMMAR 1. modal verbs a. Can: have the ability or opportunity to do st ex: he can speak three languages b. could: had ability in the past. Some verbs : see, hear. Smell, taste, fell, remember, understand 10 c. be able to: have the power, skikk, intelligence, meansor opportunity to do st * was/ were able to: had the specific ability to do st 2. Question Tags S+ K, aux + nt + S? S + P, aux +S?
TRAN THI TUYET MAI
SS ACTIVITIES write some pronunciation listen listen and repeat note the different among these pronounce practice take notes
- look at example - do example - asks Ss to give the structure - listen to explain - write the structure - write some notes
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10
10
EXERCISE 1 - asks Ss to read the sentences carefully - asks Ss to complete the sentences using can or (be) able to - asks Ss to work in pairs and complete the sentences - asks Ss to check the answers with a partner. - asks Ss to give answers - corrects the mistakes EXERCISE 2 - asks Ss to read the example in the book. - explains the examples and asks Ss to do exercise - asks Ss to work in pairs and complete the sentences using could, couldnt or was/were able to - asks Ss to give answers - corrects the mistakes CONSOLIDATION - asks Ss to repeat some main points HOME WORK - learnt by heart the lesson - do exercise in workbook - prepare the n - prepare the next part: UNIT 16
read work in pairs and complete check the answers take notes
read the example listen and do exercise work in pairs and complete give answers listen take notes
repeat
listen write some notes
TRAN THI TUYET MAI
Page 148

Giao An Ta 11 Co Ban

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LESSON PLAN Tran Phu Gifted High School

Interaction Group work

T asks Ss to work in pairs to read the poem on page 13 and

T provides some new words on the board.

LESSON PLAN Tran Phu Gifted High School

T explains the meaning. T guides Ss to read

Individual work and pair work.

T writes these words on the board:

Individual work and pair work

Pair work Group work

LESSON PLAN Tran Phu Gifted High School

T gives feedback and gives correct answer. B

T asks Ss to do the task individually, and then discuss the answer

T calls on some Ss to write their answers on the board and ask

T gives the correct answers.

Pair work, group work, & whole class

T summarizes the main points of the lesson.

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

Interaction Group work

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

Pair work & Whole class

Finally, T provides general comments on the writings.

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

Part E: Language focus

Whole class, individual work & pair work

LESSON PLAN Tran Phu Gifted High School

Whole class, individual work & pair work

T asks some Ss to give some similar examples.

Whole class, individual work & pair work

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

T summaries the main points of the lesson.

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

UNIT 2 : Personal experiences

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

Game : jigsaw reading :

Group work & whole class

T checks ss 'understanding of instructions have ss start the game

the short form of christmas the object we use to write with

north ,south ,west and .. Key word: Experience

Pair work & whole class

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

T gets Ss to do task 3 and then check their answers with a peer.

Individual work, pair work & whole class

Group work & whole class

T gives corrective feedback.

TRAN THI TUYET MAI

LESSON PLAN Tran Phu Gifted High School

LESSON PLAN Tran Phu Gifted High School

Individual work & whole class

T collects some outlines and provides corrective feedback. T

LESSON PLAN Tran Phu Gifted High School

Part E: Language focus

LESSON PLAN Tran Phu Gifted High School

Individual work, pair work & whole class

Individual work, pair work & whole class