Giáo án anh 9 thí điểm CV 5512 (HK2) PTNL 5 hoạt động (Mục tiêu, Nội dung, Sản phẩm, Tổ chức)

GIÁO ÁN TIẾNG ANH PHÁT TRIỂN NĂNG LỰC

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Ths Nguyễn Thanh Tú eBook Collection

DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

Giáo án anh 9 thí điểm CV 5512 (HK2) phát triển năng lực 5 hoạt động (Mục tiêu, Nội dung, Sản phẩm, Tổ chức thực hiện) (2020-2021) WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

WEEK:20 Period: 55

Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 1 - GETTING STARTED: My favourite salad I./. OBJECTIVE: By the end of the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Learn some more famous dishes of some countries in the world 1. Knowledge: - Vocabulary: lexical items related to making a prawn salad - Grammar: Giving instruction 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Brainstorming Aims: help students have an Find out famous dishes of some countries in the overview about dishes and cuisines world from different cutures Countries Dishes Contents: Viet Nam Find out famous dishes of some Thailand countries in the world Japan Products: The USA Famous dishes from the coutries in Mexico the board.

The UK Organization: Italy - Teacher elicits and write the India name of some countries on the

Teacher and Students' activities board ? Discuss and find out some famous or tradition dishes of these countries - Have some students write the dishes on the right corner of the board ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts neccesary I. New words words and structure for - prawn understanding and learning the - celery conversation.

- mayonnaise - versatile Contents: - new words from the conversation - A/an, some/any - Modal verbs in Conditional sentences type 1 Products: - New words - Usage of a/an/some/any Organization: New words Teacher use the things in the picture on page 6-7 to teach new words - Follow the seven steps of teaching vocabulary Listen and read ? Cover the text and look at the picture on page 6-7 ? Who can you see in the picture? ? Where are they? ? What is there on the table?

Contents

(n): (n): (n): (adj)

tôm sú cần tây sốt ma-i-on-ne đa dụng

II. Listen and read

* Suggested answers: - Mi, Nick and his mom.

- In the kitchen.

- prawn, celery, lemon. salt, pepper, mayonnaise, knife, tablespoon....... ? What do you think they are - They are talking about how to make a salad. talking about?

- Play the recording and have students follow along. ? Compare your answer with the

Teacher and Students' activities information in the dialogue.

1.a. Find the words (1a P8) ? Work individually to find the words with the given meanings in the dialogue. ? Quickly write the answer on the board.

1.b. Word webs (1b P8) ? Work in pairs and complete the word webs.

- Call one pair to write their answers on the board. ? Add more if needed.

1.c. Answer the questions (1c P8) ? Run through the questions.

- Make sure students understand them. ? First, answer the questions without reading the dialogue again. ? Exchange your answer with your partner. ? Read the dialogue again and check.

ACTIVITY 3: Practice (10’) Aims: help sts have some concepts about famous dishes all over the world Contents: - famous dishes - words about food Products: - key to Practice 2, 3, 4/P8 Organization: 1. Matching (2 P8) ? Refer back to the warmer ? Look at the pictures and match the dishes with the pictures. ? Pair compare - Play the audio for students to check and repeat the answers.

2. Discussion (3a P8)

Contents 1.a. Find the words (1a P8) 1. starter 2. versatile 3. drain 4. peel 5. chop 6. combine

1.b. Word webs (1b P8) * Ingredients: prawn, celery, lemon. salt, pepper, mayonnaise, spring onion * Preparing and cooking: wash, boil, combine, chop, peel, drain, mix, add 1.c. Answer the questions (1c P8) 1. Nick's mum.

2. Because it's simple and delicious.

3. In the summer time.

4. They are versatile, and you can use lots of ingredients in a salad.

5. Nick's mum boils and drains the prawns, and mixes the ingredients. Mi washes the spring onions, chop the celery, peels the onions, and mix the ingredients.

6. Because he finds it difficult to wait for one hour.

III. Practice 1. Matching (2 P8) A. Cobb salad C. steak pie E. lasagne G. beef noodle soup 2. Discussion (3a P8)

B. sushi D. fajitas F. mango sticky rice H. curry

Teacher and Students' activities ? Work in pairs to discuss what country in the box is associated with each dish in 2.

- Check and confirm the correct answers.

3. Fill in each blank with the name of a dish. (3b P8) ? Complete the sentences with the name of the dishes in 2. ? Write the answer on the board 4. Food quiz (4 P8) ? Work in groups to do the quiz

A. The USA C. The UK E. Italy G. Viet Nam

Contents B. Japan D. The UK F. Thailand H. India

3. Fill in each blank with the name of a dish. (3b P8) 1. lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi

4. Food quiz (4 P8) Suggested answers 1. beef 2. prawn, potato 3. cheese, butter, ice cream 4. strawberry, lychee, cherry, promegranate 5. broccoli, spinach, lettuce, celery, kohlrabi ACTIVITY 4: Further practice (5’) Aims: review and learn by heart at class some new words and structure.

Noodles in 3 main areas of Vietnam.

Contents: More speacial dishes from Vietnamese special food different area of Vietnam.

Products: - Vietnamese specialities Organization: ? Recall some dishes

ACTIVITY 5:Production (3’) Aims: review the Lesson and Learn by heart new words required activities at home Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look 1 Contents: ? Learn by heart new words ? Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look 1 Products:

Teacher and Students' activities Contents Sts’s knowledge about food and articles Organization: Sts write down homework on their notebooks.

---------------------0@0-------------------WEEK:20 Period: 56

Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look 1 I./. OBJECTIVE: : By the end of the lesson, students can: - learn some more words related cooking verbs - remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly.

1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Contents:

Content

Word webs

Teacher and Students' activities Dishes: Cobb salad, sushi, steak pie, fajitas, lasagne, mango sticky rice, beef noodle soup, curry Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add Product: all the words related to the topic: dishes and preparing/ cooking Organization: ? Work in two teams ? Brainstorm all the words related to the topic: dishes and preparing/ cooking - Encourage them to call out as many words as possible.

ACTIVITY 2: Vocabulary (15’) Aims: help sts learn the words about cooking process and usage of those.

Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 Organization: - Teacher use the pictures in 1 on page 9 to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

1. Matching (1 P9) ? Match the verbs in the box with the pictures.

2. Complete the sentences (2 P9) ? Work in pairs. ? Use the correct form of the verbs in 1 to complete the sentences.

3. Matching (3 P9) ? Run through all the cooking verbs. ? Read the definition and match a cooking verb in A with its definition in

Content * Suggested answer: Dishes: Cobb salad, sushi, steak pie, fajitas, lasagne, mango sticky rice, beef noodle soup, curry Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add

I. New words (v): đánh (trứng) - whisk (v): nạo - grate - spinkle (v): rắc - manirate (v) ướp (v): phết - spread (v): om - simmer (n): mì ống, mì sợi - paster (n): bột (nhão) làm bánh - batter II. Vocabulary 1. Matching (1 P9) A. chop B. slice C. grate D. marinate E. whisk F. dip G. sprinkle H. spread 2. Complete the sentences (2 P9) 1. chop, Slice 2. grates, sprinkles 3. Marinate 4. whisk 5. Dip 6. spread 3. Matching (3 P9) 1.g 2. f 3. h 4. c 5. e 6. a

Teacher and Students' activities B. ? Work individually 4.a. Questions (4a P9) ? Look at the picture and answer the two questions. ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, do you like the dish? ? Describe the process of making one briefly.

4b. Complete the instruction (4b P10) ? Look at the pictures and complete the instructions individually. ? Then compare the answer with a partner.

- Check the answer as a class. ? Can you make a pizza after reading the instructions.

ACTIVITY 3: Pronunciation (15’) Aims: Concept of tone in statement used as questions Contents: What is a statement?

- a telling sentence that ends with a full stop. ? What is a statement question?

- used to check information has the order of a statement but ends with a question mark.

Products: Sts can read in correct innotation Organization: - Play the part of the conversation in GETTING STARTED which includes a statement question. ? Listen and pay attention to the intonation of the sentences, give comment. ? Read the REMEMBER box.

- Make sure students understand the

7. d

Content 8. b

4.a. Questions (4a P9) - tomato sauce, onion, cheese, apple, bacon, pizza base -> pizza

4b. Complete the instruction (4b P10) 1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake

III. Pronunciation * Tone in statement used as questions

- A statement can be used as a question to check that the information we have is correct.

- When we pronounce a statement question, our voice goes up at the end.

Teacher and Students' activities information 1. Listen and draw or (5 P10) ? Listen to the conversations and draw correct symbol for the intonation of each sentence.

- Play the recording as many times as necessary. ? Practice the conversations with a partner.

2. Complete the mini-dialogues (6 P10) ? Work in pairs to complete the minidialogues with suitable statement questions.

- Call on some pairs to write their answers on the board.

- Give comment when needed. ? Practice the dialogues using the correct intonation.

ACTIVITY 4: Further practice (5’) Aims: - help sts use cooking verbs flexibly.

- practice speaking statement questions Contents: - cooking verbs in textbook - questions from students Products: Sts can use cooking verbs have a clear concepts of intonation of statement questions.

Organization: ? Recall some cooking verbs. ?How is a statement question pronounced?

Content 1. Listen and draw

or

(5 P10)

2. Complete the mini-dialogues (6 P10) * Suggested answers:

1. You don't like paster?/ Don't like paster?

2. Add some salt?

-

a pinch of salt

-

a glass of beer

-

a slice of bread

-

a stick of cinnamon

-

a head of cabbage

-

a handfull of cherry tomatoes

Teacher and Students' activities Content ACTIVITY 5: Production (5’) Aims: review the lesson Homework: Learn by heart new words Contents: new words about cooking Products: sts can speak statement Do exercises A1,2 P3 (workbook) questions correctly, can use more Prepare: Unit 7: A closer look 2 cooking verbs.

Organization: Teacher review the lesson and give homework. ? Learn by heart new words ? Do exercises A1,2 P3 (workbook) ? Prepare: Unit 7: A closer look 2 ---------------------0@0-------------------WEEK:20 Preparing date: Teaching date: Period: 57 Unit 7: RECIPES AND EATING HABITS Lesson 3: A closer look 2 I./. OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1 - Vocabulary: words related to dishes 1.Knowledge: conditional sentences type 1 with modal verbs 2. Skills: Practicing skills 3. Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1 - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson

Content deep-fry (v) /diːp-fraɪ/: rán ngập mỡ

Contents: Cooking verbs Products: Check the old lesson Organization: Teacher asks, sts answer

ACTIVITY 2. Knowledge Formation 1 (10’) Aims: Help sts know about quantifiers Contents: a/an/some/any Products: Sts can use a/an/som/any exactly Key to Task 1, P11 Organization: Grammar 1: Quantifiers: Ask students what a quantifier is, briefly explain to them that quantifier is a word or phrase that expresses the amount. Tell students that they had already learnt and know quite a few quantifiers.

Elicit examples from students.

T may organize a short warm-up activity with this content. Students work in pairs to write down all quantifiers that they know in two minutes. The winner in the pair with has the most answers.

Task 1: 1 Ask Ss about the use of the four quantifiers.

Make any necessary comments. Have Ss do this exercise individually and then compare their answers in pairs.

Tell Ss that when talking about recipes people usually use food quantifiers and that the Look out! box contains the most common ones.

Have Ss read the information in the Look out! box. Explain any unclear points. If time allows, ask Ss to give examples with the quantifiers. Ss may also add some more food quantifiers they know to the list.

dip (v) /dɪp/ : nhúng drain (v) /dreɪn/: làm ráo nước garnish(v)/ˈɡɑːrnɪʃ/: trang trí (món ăn) grate (v) /ɡreɪt/: nạo grill (v) /ɡrɪl/: nướng marinate (v) /ˈmærɪneɪt/: ướp peel (v) /piːl/: gọt vỏ, bóc vỏ purée (v) /ˈpjʊəreɪ/ : xay nhuyễn roast (v) /rəʊst/: quay

1 Fill each blank with a, an, some, or any.

Key: 1.a 2. a 4. some/any 5. a 7. an 8. any

3. some 6. some 9. Some

2 Match the food quantifiers with

Task 2 : 2 Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quantifiers can go with more than one noun. Check the answers as a class.

ACTIVITY 3. Knowledge Formation 2(10’) Grammar 2: Aims: learn about Conditional Sentences Types Contents: If + S + V (present simple), s + can/must/may/might/should + V (infinitive).

Products: Key to Task 3, 4 P7 Organization: Task 3 : a. Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box. Check as a class. b. Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to J make it Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote for the best salad.

T may also organise a competition. Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have finished, each group sticks their instructions on the board. A board of five Ss act as examiners.

This board reads the instructions and gives each group a mark.

Task 4 : Have Ss read the two given sentences and answer the questions. Elicit their answers and confirm the correct ones.

the nouns. Some quantifiers can go with more than one noun.

Key: 1.a, g 2. a 5.h 6. b,d

3.f,g 4.c 7.e,f 8. b

3 Read the instructions to make a salad. Fill each blank with a word/phrase in the box.

Key: 1. 200grams 2. an 3. tablespoons 4. teaspoon 5. teaspoon 6. some b Work in pairs. Think about a simple salad. Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt. Share the instructions with the whole class. Vote for the best salad.

4. Modal verbs in conditional sentences type 1 4 Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions.

In conditional sentences type 1, we use a simple present tense in the If-clause Ask them to give the standard form of conditional and will + bare infinitive in the main sentences type 1.T may call on one student to clause. This is the standard form. write the form on the board. Now have Ss read

the information and examples in the grammar Instead of will, we can use other modal box. Write the form of the examples on the board: verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc.

Example: If you cut your finger, it will bleed. (standard form) If you finish your dinner, you can watch TV. (permission) She can learn to become a good cook if she tries hard, (ability) if he likes eating spicy food, he may/might add chilly, (possibility) If you don't want to get burnt, you must follow these safety instructions. (necessity) If you feel unwell, you shouldn't eat fast food. (advice) Key: I 1. ability 2. Advice ACTIVITY 4:Further practice: Aims: review Conditional sentences Type 1 Contents: If Clause: Present Simple Main Clause: may/might/could/should/can/will/would + V Products: - sts can make a Conditional Type 1 Sentence - sts can put quantifiers in correct places Organization: Task 5 5 Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.

Task 6 6 Have Ss work in pairs to read the situations and write appropriate //-sentences. Call on some

Ss to write their sentences on the board. Give necessary correction.

If time allows, organise a quick game. Ss work ᝉn groups and write down two situations. After five minutes, have a representative from one group stand up and read out one situation. This student points at a random student in another group to give a conditional sentence type 1 with a modal verb. If the sentence is correct, the group gets one point. The groups take turns to read their situations. The winner is the group with the most points. Make sure the groups have equal opportunities to give the answers.

5 Match the first half of the sentence in A with the second half in B. Key: 1. c 2. e 3. a 4. b 5. f 6. d

6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.

Example: Your friend, Mai, is not good at cooking, but she wants to study abroad. You think learning to cook is a good idea because she can cook for herself when she's away from home.

Give her some advice. —> If you want to study abroad, you should learn to cook.

Suggested answers: 1. If you want to have good health, you must reduce the amount of salt in your food.

2. If my brother is hungry, he can eat three bowls of rice.

3. You can take a cooking class if it is at the weekend.

4. If I eat this undercooked pork, I may have a stomachache.

5. You should whisk the eggs for 10 minutes if you want a lighter cake.

ACTIVITY 5: Production Aims: review the lesson Contents: Procedure of making some daily dishes Products:

Recipes

Recipe of some daily dishes Organization: - Teacher let sts practice speaking -

Write down homework

Homework: Copy the email onto exercise notebook.

-Prepare communication

---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK:21 Period: 58

Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 4: Communication By the end of this Unit, students can: I./. OBJECTIVE: • talk about the eating habits of Vietnamese people • listen for detailed and specific information about teenagers' eating habits 1.Knowledge: - Vocabulary: words related to recipes and eating habits.

- Grammar: quantifiers (review); modal verbs in conditional type 1.

2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’)

Content

Aims: make sts change the state from relaxation to Look at the pictures. Answer the questions. concentration Contents: Tell students in this lesson they will have the opportunity to learn how to cook one puree: bột nhuyễn type of soup. garnish Trình bày Go through that extra vocabulary with students. If shallot củ hẹ students do not know any words in the Box. cube hình lập Quickly teach it. tender phương Products: pumpkin mềm - the word shallot and cube leaves bí ngô - Puree fibre lá - Garnish pinch chất xơ - Tender stick Nhúm tay Organization: Bó, cây To teach the word shallot and cube teacher may draw the pictures on the board . To teach other words use simple words, use simple explanations and examples to give definitions.

Puree: make fruit or vegetables into a thick smooth sauce, usually in a blender Garnish decorate of food with a small amount of another fruit.

Tender so easy to chew my grandmother can only eat beef if it is tender so my mother has to stew it from one hour ACTIVITY 2: Communication 1 (15’) Aims: Help Sts promote listening skill and vocab Contents: - The first part of a talk where Mi is presenting how to prepare the ingredients Products: Listening skill Vocabulary Organization: Task 1: - Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. Do not confirm the correct answers now.

Task 2: Have Ss look at the picture and answer the

questions. Quickly elicit their answers and write them on the board. Do not confirm the correct answers now.

2a Play the first part of the recording for Ss to 2a Now listen to the first part of a talk where Mi is presenting how check their answers. Confirm the correct ones. to prepare the ingredients. Check your answers.

Key: 1. pumpkin, celery, shallots, butter, salt, cream 2b Play the recording again for Ss to do the exercise. Have them compare their answers in pairs. Call on two Ss to write their answers on the board. Ask other Ss to correct these answers if needed. Play the recording one more time for Ss to check their answers.

Audio script (part 1 n Pumpkin soup is my family's favourite soup. We usually have it for breakfast with some slices of bread. It's quick and simple to cook.

The ingredients are: a kilo of pumpkin, two shallots, two sticks of celery, two tablespoons of butter, two tablespoons of fresh cream, and a pinch of salt.

Before cooking, peel the pumpkin and chop it into cubes. Peel the shallots and slice them. Next, wash the celery and remove the leaves.

ACTIVITY 3: Communication 2(10’) Aims: To promote listening skill To learn how to tell a procedure Contents: The second part of a talk where Mi is presenting how to prepare the ingredients

2b Listen to the first part of the talk again. Fill each blank with a word/phrase.

Key: 1. a kilo/one kilo 2. two 3. two sticks 4. two tablespoons 5. two tablespoons 6. a pinch 7. peel 8. chop 9. peel 10. slice 11 . leaves

Products: Key to task 3 Organization: Task 3 a+b Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to 3a Read the steps to make the write their order on the board. Play the recording dish. Rearrange them into the for Ss to check their answers. Ask Ss to comment on the orders on the board. If there are any unclear correct order. points, play the recording a second time.

3a+b. Key: C Without playing the recording again, ask Ss 1.b 2. e 3. f 4. c 5. a 6. d about the benefits of the soup. If Ss are not sure about any points play the recording again. Have c. Key: - a good source of fibre, one student talk about the benefits. minerals, and vitamins, especially Audio script (part 2): Here are the steps to make vitamin A. the soup: Heat the butter in a deep pan, add the shallots and - improve your eyesight and protect yourself from certain cancers celery and stir fry for a few minutes.

- Add the pumpkin and stir fry for a few more minutes.

- Add 750ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes.

- PurĂŠe the soup in a mixer until it is smooth.

- Add the cream and simmer for 2 to 3 minutes.

- For the finishing touch, garnish it with some celery leaves.

Pumpkin soup is very healthy. It's a good source of fibre, minerals, and vitamins, especially vitamin A. If you eat this soup regularly, you can improve your eyesight and protect yourself from certain cancers.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To learn how tell a procedure Contents: Ingredients of some dishes

Products: Fully practice of Task 4, Communication P8 Procedure of some dishes Organization: Task 4 4a Have Ss work in groups to discuss a dish they like. Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper. Move around to provide any necessary help.

4b Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to each group and listen to the group's presentation about the dish. Have Ss vote for the best dish and explain the reasons.

4a Work in groups. Choose a dish you like. Discuss its ingredients, how to prepare it and the steps to cook it. Write your ideas on a large sheet of paper.

Name of the dish: ...............................

Ingredients: ..........................................

Preparation: ...............................

Steps: ..............................

Benefits of the dish: ............................... b. Organise a gallery walk. Move around to each group and listen to their presentation. Vote for the best dish.

ACTIVITY 5:.Production (5’) Aims: Promote living skill Review the lesson Contents: Recipes of common dishes Products:

Sts note the homework

Vocabulary Cooking recipe writing skill Organization: Teacher asks, sts answer Homework: - Write five sentences about your good friends.

-Prepare SKILLS 1

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0@0-------------------WEEK:21 Preparing date: Teaching date: Period: 59 Unit 7: RECIPES AND EATING HABITS Lesson 5: Skills 1 I./. OBJECTIVE: By the end of this Unit, students can: • read for general and specific information about the eating habits of Japanese people • talk about the eating habits of Vietnamese people 1.Knowledge: Vocab: favourite dishes and recipes for dishes 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about speacialities all over the world Products: Dishes from some countries Organization: Chatting ACTIVITY 2 : Reading Aims: promote reading skills Contents: Passage Extra vocabulary with students. it.

Products: Key to Task 1,2,3 P14 Organization: Activity 1: I- READING Have Ss work in pairs to discuss the questions.

Work in pairs. Answer the Elicit their answers. Because it is an open activity, questions. accept different answers.

1. Where do the Thai people live?

2. What is their population?

Suggested answers: Picture A: different types of sushi Picture B: miso soup Picture C: a bowl of rice Picture D: sliced cucumber/pickled cucumber 2 Now read an article about Japanese eating habits. Match the Activity 2: headings (1-3) with the Ask Ss to read the headings quickly. Make sure paragraphs (A-C). they understand the meaning of each heading. raw food thực phẩm thô Now Ss read the paragraphs and match them with flavour biến

the headings. Ask them to compare their answers with a classmate. Elicit their answers.

sashimi spicy Japanese horseradish vinegared rice pickled ginger. arrangement significant feature staple

hương vị. sashimi vị cay cải ngựa Nhật Bản gạo dấm gừng ngâm. sắp xếp tính năng quan trọng kẹp giấy

Key: A. 3 B.2 C.1

Activity 3: 3 Have Ss read the passage again to answer the questions.

Ss can underline parts of the text that help them with the answers. Ask Ss to compare their answers before giving the answers ton Ask them to give evidence when giving the answers.

ACTIVITY 3: SPEAKING Aims: Improve speaking skill Help sts know more about Vietnamese cuisine Contents: Vietnamese eating habits Products: This part helps Ss understand more about the eating habits of Vietnamese people.

Organization:

3 Answer the questions.

Key: 1. They like raw food and do not use sauces with a strong flavour.

2. They cut fresh fish.

3. Both can be served with soy sauce.

4. There are four (rice, soup, main dish, pickles).

5. Rice is the staple food and is very nutritious.

6. Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern.

4 Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. Move around the class to provide help. Ask the groups to organise their ideas to prepare for a short presentation.

5 Have one group of students act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. Invite comments from the examiners. Give additional comments.

1. What is the most important feature of Vietnamese eating habits?

2. What are the typical components in a Vietnamese meal?

3. What is the staple of our country?

4. How are the dishes arranged?

5. Are there any other characteristics of our eating habits that you know?

6. In general, do Vietnamese people have healthy eating habits?

1. Vietnamese food is varied and distinctive. It is considerably low fat and high in carbohydrates.

2. Traditional Vietnamese cooking usually uses fresh ingredients, little dairy and oil, and various herbs and vegetables. Different sauces such as fish sauce, shrimp paste, and soya sauce are quite popular in various regions. There is no concept of ‘courses’ in a Vietnamese meal.

3. A meal consists of various dishes: main dish (meat, fish, egg or tofu), vegetable, soup and rice. Rice is the staple in Viet Nam. In many families, people eat around a tray of food with a small bowl of fish sauce in the middle.

4. Around this bowl are the dishes. If people place the food on a table, a similar arrangement is followed.

Dishes are served communally.

Usually there is a big dish/bowl of each dish, and people use chopsticks and spoons to get their share.

5. No. 6. In general, Vietnamese food is considered healthy and is popular in other countries.

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about food and traditions Contents: Speacial food from differents area of Vietnam Products: Name of the dishes Organization: Reference for teachers (this note provides some general information; T can add more specific details^! to match the context of each area) Vietnamese eating habits Sashimi là một món ăn truyền thống lâu đời của người Nhật với thành phần chính là các loại hải sản tươi sống.

ACTIVITY 5: review Aims: Review the lesson Contents: Vocabulary from the lesson Products: Take note

Extra vocabulary Organization: Teacher reviews the lesson Homework: Write four sentences about your school. (answer these questions above ) -Prepare SKILLS 2

WEEK:21

---------------------0@0-------------------Preparing date:

Period: 60

Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 6: Skills 2 I./. OBJECTIVE: By the end of this Unit, students can: - listen for specific information about a traditional dish - write the recipe for a traditional dish 1.Knowledge: Vocab: favourite dishes and recipes for dishes 2. Skills: Practicing skills 3. Attitude: - Have good eating habits and lifestyle.

- Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes - Listen about Teen's eating habits and write about eating habits of a classmate.

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from relaxation to concentration Aims: make sts change the state from relaxation to concentration Contents: All about your breakfast Products: Sts know new words to describe their meals, what food is healthy Organization: ? What did you have for your breakfast Chatting today? ? What do you often eat?

- Have ss do the activitiy in pairs. They

ask each other questions to find out the differences between the two pictures.

- Elicit the answer from ss.

- Ask them to describe underlying meaning of the pictures.

ACTIVITY 2: Listening Aims: - promote listening skill - help sts learn extra vocabulary Contents: Audio about eating habits Products: Key to Task 1,2,3 P15 Organization: 1 Have Ss do this activity in pairs. They ask each other questions to find out the differences between the two pictures. Elicit the answers from Ss. Ask them to describe the underlying meaning of the pictures.Audio script:

I- LISTENING 1 Work in pairs. One of you looks at picture A, and the other looks at picture B on page 17. Ask each other questions to find out the differences between your pictures.

A boy is eating chocolate.

On the table there are junk Picture foods such as crisps, a A: hamburger, soft drinks, and sweets. The boy looks fat.

Picture B:

A girl is having rice. On the table we can see soup, fish, vegetables, and watermelon. The girl looks slim and fit.

They show the contrast Meaning between healthy eating and unhealthy eating.

2 4Teen Radio is asking two students about their eating habits.

Listen to what they say and decide

if the statements are true (T) or false (F).

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

3. Listen again and complete the complete the table. Use no more than three words for each blank 1. biscuits 2. hamburger 3. crisps

2 Tell Ss that they are going to listen to two students talking about their eating habits.

Before listening, Ss read through the statements to make sure they understand them and to underline key words. Play the recording for them to do the exercise. Call on one student to write the answers on the board. Ask other Ss if they agree with them.

Play the recording a second time for Ss to check.

Don't confirm the correct answers now.

3 Without listening to the recording again, Ss complete the table by filling each blank with no more than three words. Have Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confirm the answers for both .2 and 3.

ACTIVITY 3: WRITING Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to tell about eating habits Products:

4. fried beef

5. vegetables

6. cereal

7. a banana

8. slices of bread

9. boiled egg

10. steamed fish

Key to Task 4 P15 Organization: 4 Ask Ss to work in pairs. They ask and answer questions about each other's eating habits, and take notes of their partner's answers in the table.

After that give Ss a few minutes to read their notes again to answer the questions provided.

T should move around to give comments as there may not be enough time for checking with the 4 Work in pairs. Ask and answer whole class. questions about each other's eating habits. Take notes of your partner's answers in the table.

Do you think your partner has healthy eating habits? Why/Why not?

Is there anything he/she should change if he/she wants to be healthier?

ACTIVITY 4: Further practice Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to tell about eating habits Products: Key to Task 5 P15 Organization: 5a+b Ask Ss to write about their partner's eating habits. When they have finished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss' work to mark at home, or T may ask them to rewrite the exercise as homework. In this case, remember to ask for Ss' revised work in the next lesson.

5a Write about your partner's

eating habits. Include information about his/her meals, your opinion about his/her eating habits and possible changes.

Sample writing: My friend, Trang, does not have healthy eating habits.

She sometimes skips breakfast. When she has it, I she usually buys a hamburger and a soft drink from a cafĂŠ near our school. For lunch, her favourite is fried ! rice and deep-fried chicken. The good thing is that she prefers to have dinner at home.

However, she likes eating a lot of rice and fatty pork for dinner. She rarely eats vegetables, but loves fruits.

I think Trang should change her diet.

First, if she wants to have more energy for the day, she should never skip breakfast. Second, she must reduce the amount of fast food she eats. Also, eating more vegetables would be good for her. She should also eat less rice for dinner. These changes will definitely keep her fit. b Exchange your work and give comments.

ACTIVITY 5: Production (5’) Aims: Review the lesson Discuss about daily diet of sts Contents: Vocabulary from the lesson Extra vocabulary

Products: What is healthy and what is unhealthy Organization: Teacher reviews the lesson Homework: - Practise writing a webpage for your school.

-Prepare LOOKING BACK ---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK:22 Preparing date: Teaching date: Period: 61 Unit 7: RECIPES AND EATING HABITS Lesson 7: Looking back and project I./. OBJECTIVE: By the end of this Unit, students can: • remember and use what they have learnt during the unit to help them answer the questions so Ss can see how far they have progressed, and which areas they need further practice • complete LOOKING BACK without referring to the previous sections in the unit. Ss should se what they remember from the unit to complete this section.

• record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now you can... assessment and identify areas for review.

1.Knowledge: Vocab: favourite dishes and recipes for dishes 2. Skills: Practicing skills 3. Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector

2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities

Content

ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Question about eating habits Products: Eating habits Good/bad eating habits of sts Organization: Encourage students not to refer back to the unit.

Ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit.

ACTIVITY 2 : Looking back Aims: improve skills of working individually and doing team work Contents: Extra vocabulary Practices Products: Key to task 1,2,3,4,5,6 P16 Organization: Activity 1: Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers.

Activity 2: 2 Ask Ss to complete the words individually. Check

1 Match the words in A with their

Ss' answers as a class. If time allows, call on one or two Ss to write their answers on the board.

description or definition in B. 1. d 2. e 3. g 4. b 5.a 6.cH 7. h 8. f 2 Use the correct form of the words in brackets to finish the sentences.

Activity 3.

3 Ask Ss to do this exercise individually. Have some Ss read out their answers. Confirm the correct ones.

Key: A. steam B. deep-fry D. bake E. roast G. simmer H. stew

C stir fry F. grill

3 Fill each blank with a word/phrase in the box. There is one extra word.

Grammar Activity4.

Have Ss do this exercise individually. Check the answers as a class. T may ask Ss to explain their choice

Key: 1. hamburger 2.sushi 3. deep-fry 4. steam 5. stew Grammar 4 Circle the correct answer.

Key:

Activity5.

5 Ask Ss to write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed.

1. slice 2. sticks 3. anysome 4. bag 5. clove 6. bunch 5 Complete the sentences with your own ideas. Use the modal verbs provided.

Sample answers: 1. If you keep eating fast food, you might become overweight.

2. If you promise to finish your homework tonight, you can go to the cinema with your friend.

3. He should eat less sweets if he doesn't want to have toothache.

4. She must eat less rice and bread if

Communication

she wants to lose weight.

5. If you join this cooking lesson, you can cook many delicious dishes.

COMMUNICATION

Activity 6.

Have Ss rearrange the lines to make a complete conversation, first individually and then share their answers with a partner. Ask some pairs to read out loud the conversation.

ACTIVITY 3: PROJECT (15’) Aims: improve skills of working individually and doing team work Contents: Extra vocabulary Practices Products: Discuss the recipe for a dish Ask and answer about eating habit Organization:

6 Rearrange the lines to make a complete conversation.

1. B 6. H

2. E 3. F 7. J 8. C

4. I 9. G

5.A 10. D

PROJECT

1. Have Ss work in groups of four or five. They go A survey on eating habits to other classes and ask different Ss about their 1 Work in groups. Go to other classes eating habits. To reduce the workload, each and ask different students about their student interviews three other Ss and records eating habits. Write the students' their answers in the table. This should be done answers in the table. early in the unit 1. How often S1 S2 S3 S4 2. Group members meet together and organise the do you eat fast answers in the form of an answer to each question. food?

The following table can serve as an example. This 2. How often summarises the answers of 12 Ss (Ss work in do you eat groups of 4). homemade food?

Their findings might look like this: 3. How many meals do you - Question 1: Of 12 students answered, only three have per day? usually eat fast food. Four of them sometimes eat 4. Which meal fast food, and five never have this kind of food. is the most

- Question 2: ...

3. Have groups present their findings to the class.

Finally, they conclude whether Ss at the school have healthy eating habits.

important to you?

5. Which do you prefer: eating at home or eating out?

6. What is your favourite dish?

ACTIVITY 4: Further practice Aims: - ask statement questions with the correct intonation - listen for specific and detailed information about teenagers' eating habits Contents: Extra vocabulary Practices Worksheet Products: Discuss the recipe for a dish Ask and answer about eating habit Organization:

Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary Sts present their results in front of the class.

2 Now work together again.

Analyse the answers you have got and organise them in the form of an answer to each question. This could be done using a visual organiser such as a chart.

3 In general, do the students at your school have healthy eating habits? Present your group’s finding to the class ACTIVITY 5: Review Aims: evaluate the work Contents: Evaluation from the teacher Products: Sts’s awareness of working hard and improve skills to get better results Organization: Teacher evaluates the work of each team and let the class choose the best team.

Teacher gives homework

Take note

Homework: - Practise exercises again - You can paragraph about how to cook a traditional dish.

- Prepare Unit 8- GETTING STARTED

---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK:22 Period: 62

Preparing date: Teaching date:

UNIT 8.TOURISM Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, students can: - talk about choices of holiday.

- read for general and specific information about a tourist attraction.

1. Knowledge: - Articles: other uses - Words related to tourism - Compound nouns.

2. Qualities: Skills: Listening, reading Attitudes: Raise the awareness of loving and preserving natural sceneries 3. Competences: - talk about choices of holiday.

- read for general and specific information about a tourist attraction.

II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Brainstorming Aims: help students have an overview about choices of holiday and specific information about a tourist attraction Contents: Find out famous famous tourism attractions around the world Products: Famous places on the board.

Organization: Before starting the new lesson, let Ss review the previous unit by making a comparison.

Divide the board into 2 columns with the heading the middle:" Eating habits" and some key word: staple foods, famous dishes, special foods at festivals,... On the top of one column

Teacher and Students' activities Contents write Western and on the other write Vietnamese. Ask Ss to use the key words to compare these two. Alternatively, ask Ss to compare the eating habits of old people and teenagers in Viet Nam (any differences? any changes?)famous or tradition dishes of these countries - Have some students write the dishes on the right corner of the board ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts neccesary words and structure for understanding and learning the conversation.

Contents: - new words from the conversation - Definite and indefinite articles, zero articles Products: - New words - Usage articles Organization: 2.Getting –started: Listen and read.( 18) . Let Ss open their books to GETTING STARTED. Tell them to look ats the picture and 1. Listen and read. answer the question: What are Nick and Chau talking about?

What place/city may they be mentioning?

What do you about this city/country?

Have Ss answer the question as a class.

Axxeptall possible answers and do not pause to corrept all possible answers and donot pause to correct mistakes.

Then tell Ss that they are going to listen to NIck and Chau talking about Nick's plans for his summer holiday. Play the recording and have Ss follow along. a. Play the recording twice or more if necessary. Ss may read the conversation again, and then do the exercise individually. Check and write the correct answers on the board. T may call on an able student to wite the answers on the

Teacher and Students' activities

Contents

board.

Expain to Ss the meaning and use the three expressions in the Watch out!box. Ask Ss to locate them in the conversation, and give exaples if time allows. b.Ss work in pairs to complete the talk.

Tell them to refer back to the conversation when necessary. Explain anything difficult. T may need to explain to Ss that althoung some people don't like the thought of eating snails and frogs' legs, they are considered specialities in France (so Chau is teasing Nick about eating them).

Check Ss' answers. c. Let Ss work individually t answer the questions, then compare their answers with a partner. Help them find the niformation in the conversation. Call on come pairs to read out the questions and give their answers. Check their answers.

a. Find a word/phrase in the conversation that means. ss work Key: 1. made up your mind 2. narrowed it down 3. a package tour 4. explore 5. not my cup of tea

b. Tick True or False.

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

3. T

c. Answer the following questions.

Key: 1. It means Nick's parents are relaxed and open-minded 2. It's quite warm (Warmer than in Britain) 3. Visit a the Alps and Mont Blanc, explore Paris, and go sightseeing in versailles 4. Eat frogs' legs and smails 5. She says 'Lucky you" when Nick says he can make his own decisions.

ACTIVITY 3: Practice (10’) Aims: help sts have some concepts about tourist and famous palces Contents: - famous places - words about tourist

Teacher and Students' activities Contents Products: - key to Practice 2, 3, 4/P8 Organization Doing: 2. This activity is aimed at giving the collocations of common words related to the 2. Collocation:Which word goes with which topic of travelling and tourism. Let Ss work in list below. pairs first. Check their work, then let them read Key: 1. holiday 2. resort and remember each collocation 3. tour 4. trip 3,4(12) For 1,2,and 3: let Ss do them individually and check their answers. If time 3. Fill each blank with a word/phrase from allows, or for more able Ss, encourage each the list. student to make a similar quiz for their partner to Key: do. T may pick up any interesting question and 1. seaside resort 2. souvenirs give them to the whole class. Praise goood ideas.

3. destination 4. in advance For 4,4,and 6: Let Ss work in groups.

5. delayed 6. luggage When they finish, ask some Ssto give their 7. accommodation 8. price groups' answers to the class. Check and give comments.

ACTIVITY 4: Further practice (5’) Aims: review and learn by heart at class some new words and structure.

Contents: Definite, indefinite, zero articles.

Famous places around the world Products: - 7 wonders of the world Organization: Further practice: Quiz.

- ask ss to underline the article in the dialoguge Key: - recall the use of the article.

1. Da Nang city 2. The great Wall of China Homework: - Rewrite the answers part 1c into the notebook.

3. Jeju Island - Prepare A closer look 4, 5, 6: Students' answers ---------------------0@0--------------------

WEEK:22 Period: 63

---------------------0@0-------------------Preparing date: Teaching date: UNIT 8.TOURISM

Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, students can: - Identify tones in asking for information with the and ask question for information with the correct intonation 1. Knowledge: - Vocabulary: words related to tourism.

- Compound nouns.

- Pronunciation: Tones in asking for information.

2. Qualities: Skills: listening, doing exercises.

Attitudes: - encourage ss to love travelling.

- use right tones to ask for information in daily life.

3. Competences: - improve their pronunciation..

- master compound nouns.

- enrich their words of tourism II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: II. New lesson.

Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Contents: Some famous tourism places Tourist attraction in your hometown Product: all the words related to the topic: tourism Organization: 1. Warm up(5') - Game: Guessing words Topic: Travelling and tourism.

- T prepare some words related to travelling and tourism.

- call 1 ss to the board, he/she can't see

Content

Teacher and Students' activities the board, T write the words on the board, the class explain so that the ss can say out the words.

Content

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts learn the words about tourism and usage of those.

Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 Organization: Vocabulary 1. Vocabulary: Tell Ss that the words and phrases in this unit are connected with travelling and tourism, and that many of them are nouns and compound nouns.

Many of these words sre already familiar: trip, accommodation, jet lag....

Tell Ss to recall other words and collocations. Encourage them to callout as many words/ phrases as possible.

1.Ss work individually, then 1. Match each word/phrase with a definition. compare their answers rith a parther's.

Ask some Ss to time their answers on the - ss work individually board. Check their answers as a class.

Have them make sentences with the Key: words if necessary.

1. tour 2. resort 3. travel 4. tour guide 5. trip 6. expedition 2. Fill each blank with a word from the list.

2.Ss work in pairs to do the task. There are two more extra words.

Call on some Ss to write the answers on the board. Correct as a class. Then T may - ss work in pairs to do the exercise. ask Ss to answer some questions about the passage: Key: - What piece of writing is it?

1. travel 2. book (introduction of a tourist attractin?

3. visit 4. anvironment Itinerary? Advertisemenr?)

5. guides 6. holiday - What is EcoTours? (A travel agency/ company)

Teacher and Students' activities - What is special about EcoTours?

(It gives some money to help protect the environment) ....

7. reasonable 8. Pleased Compound nouns First, give examples of the compound nouns Ss already know: blackboard, swimming pool, haircut, tablespoon,...Ask them to give somr more.

Then help Ss study the grammar box, and the Look out!box. Thell them to look up the spelling of words in the dictionary if they are not sure.

3. Let Ss work individually. Tell them to look at the words given and think which of them can go with which one in each definition. When they finish, check their answers and write the words n the board. Ask Ss to take notice of the spelling: whether the words are writen as ong word, or as two separate words, or with a hyphen.

4.

Let Ss work in pairs to complete the task. Have them read the sentences carefully and insert the compound nouns appropriately. Check thir answers as a class. Explain anything difficult.

ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in asking for information Contents: What is a statement?

- a telling sentence that ends with a full stop. ? What is a statement question?

- used to check information has the order of a statement but ends with a question mark.

Content - ss take note

3. Use the words below to complete the compound nouns that match the definitions.

- ss work individually.

Key: 1. jet lag 2. drawback 3.

3. stover 4. peak season 5. check in 6. bus sop 4. Complete the sentences using the compound nouns below.

- ss work inpairs to do the exercise Key: 2. swimming pool 1. check out 5. touchdown 3. imx-up4. pile-up 6. full board

Teacher and Students' activities Products: Sts can read in correct innotation Organization: Pronunciation Tones in asking for information First write a finding out question and a making sure question on the board.

Read the two questions to Ss with the right tone (Several tiems if necessary) and let them give the rules. Then explain the look out! box to them 5. Play the recording once for Ss to listen, then play it gain sentence by sentence for them to repeat. Have Ssrepecct the questions as many times as necessary. Corect their pronunciation and intonation. After that, have Ssmark the question with a falling or falling-rising tone. Check as a class.

Content

Tones in asking for information

5. Listen and repeat the following mini talks, paying attention to the tones in the questions.

Note: A making sure question can be a statement. This statement question usually ends with a rising tone: A. Our train is delayed B. It's delayed

6. Let Ss work in paris to read the 6. Mark the questions with falling or fallingconversation, and mark the questions rising arrows, and practice the conversation with or falling-rising arrows. Calll on with a partner... some pairs to read aloud to the slass. Do not correct their mistakes yet. Play the recording. Ss listen and check.

If time allows, have them work in qairs and make a mini-talk in which there is a finding out question and a making sure question , and then ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use tourism words and ask for information.

- practice asking information and schedule Contents: - tourism verbs in textbook - questions from students Products: Sts can use tourism verbs have a clear

Teacher and Students' activities concepts of intonation of question for information Organization: - Let ss read the box Look out again.

- say aloud the words in 1,2.

Homework: - Prepare A closer look 2 - Finf information about some famous caves in Viet Nam and around the world.

Content

---------------------0@0-------------------Kiểm tra ngày tháng

năm

……………………………………………………. ……………………………………………………

WEEK:23 Period: 64

Preparing date: Teaching date: UNIT 8.TOURISM Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to use: - Use a, an, the and zero article correctly appropriately 1.Knowledge: - Grammar: a, an, the and zero article correctly appropriately - Vocabulary: words related to tourism 2. Qualities: Skills: Practicing skills Attitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in usinga, an, the and zero article 3. Competences: - Co-operation - Self- study - Using language to talk about a tourist attraction II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: Tourism verbs Products: Check the old lesson Organization: Teacher asks, sts answer

Content

ACTIVITY 2. Knowledge Formation (20’) Aims: Help sts know about articles Contents: Definite articles Indefinite articles Zero articles Products: Sts can use articles exactly Key to Task 1, P11 Organization: Grammar 1: Articles: other uses Ss have already learnt some uses of the articles a, an, and the in ting anh 8. Help Ss recall these and have them give some examples. Their sentences should be related to the topic of travelling and tourism. In this unit some more uses of a, an, and the are introduced. In addition, the uses of zero - Listen and take notes article are added and studied.

Explain carefully the uses of a, an, the and REMEMBER box. Give more examples if need be.

Introduce the special use of the in the look out!box. Refer back to the conversation in GETTING STARTED and ask Ss to find the special use of the ( the Alps) 1.T givesSs some information about the Dominican Republic: - Location: on the Island of Hispaniola, in the Caribbean region

- Ares: 48, 445 square kilometers - Official language: Spanish Have Ss work individually to complete the task. Tell them to refer back to the grammar box whenever necessary. Then have them compare their answers with a partner's. Give the correct answers and explain the use of a certain article in some cases.

- Ss do this exercise individually 2a. Ss work in groups and study the proper and then compare their answers in pairs. names in the list, and try to agree on which of these Key: names have the before them. Then Ss ask and 1. a 2. the 3. the 4. the answer the questions. Check and explanations if 5. the 6. ∅ 7. the necessary 8. ∅ 9. ∅ 10. the 11. ∅ 12. ∅ 13. the 14. an

b. Ss work in groups. Tell Ss the each of them chooses one item in 2a and says what they know about it as a tourist attraction. Give them two or three minutes to prepare before they talk.

3a.Ss work individually. Make sure they understand fully that they have to write down in their notebooks the answers to questions 1-5, using a, an, the or zero article in each answer. Remind them that they answer three questions truthfully, but write an untrue answer for the other two. Do around and assist where and when necessary. b. After Ss finish3a, let them from pairs and swap their answers. Each of them has to read carefully and guess which ones of their partner's answers are true and which are not. This activity should be fun, so do not try to correct the mistakes in their writing. than one noun. Check the answers as a class.

- Ss work in groups and study the proper names in the list, and try to agree on which of these names have the before them. Then Ss ask and answer the questions Key: 1. The forbidden city 2. the Thames 3. Lake Baikal 4. Ha Long Bay 5. Son Soong Cave 6. The Statue of Liberty The three unused names are: - the amazon River - Angkor Watt - Lake Geneva - Ss work in groups. each of them chooses one item in 2a and says what they know about it as a tourist attraction.

-Ss work individually. They have to write down in their notebooks the answers to questions 1-5, using a, an, the or zero article in each answer

ACTIVITY 3. Knowledge Formation 2(10’) Grammar 2: Aims: learn about articles and their usage Contents: Definite articles Indefinite articles Zero articles Products: Key to Task 3, 4 P17 Organization: Grammar 2: 4.Ss work individually t make sentences from the words/phrases, and write them down. Tell Ss to pay attention to the use of the sentences are tre, and which are false.

ACTIVITY 4:Further practice: Aims: review articles Contents: Usage of articles Products: - sts can put suitable articles in correct places Organization: REFERENCE: - Phu Xuan: a historic place in Hue, the capital of the Nguyen Lords, the Tay Sown Dynasty - Giza: (of the Cairo metropolis in Egypt): The site of the most famous Egyptian pyramids, and a number of other pyramids and and temples - Kiev: the capital and largest city of Ukraine 4.Further practice: ? Retell a, an, the and zero article 5.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 8: Communication

-Ss work in pairs and swap their answers.

Each of them has to read carefully and guess which ones of their partner's answers are true and which are not

Key: 1. The original name of Ha noi

was Phu Xuan 2. The most famous Egyptian pyramids are found at Giza in Cairo 3. There is a city called Kiev in America 4. My son, a set of ruin from the ancient Cham Empire, is a UNESCO World Heritage Site.

5. English is the first language inmany countries outside the United Kingdom - Answer teacher's questions.

- Take note ---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK:23 Period: 65

Preparing date: Teaching date: UNIT 8.TOURISM Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to talk about the place / country you would like to visit on holiday.

1.Knowledge: - Vocabulary: words related to tourism.

- Grammar: common compound nouns; a/ an/ the/ zero articles 2. Qualities: Skills: Practicing skills Attitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in using a, an, the and zero article 3. Competences: - Co-operation - Self- study - Using language to talk about a tourist attraction II./.PREPARATION:

1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE:

Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about many interesting places all over the world and many tips for an exciting trip.

Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it.

Products: - the word affordable and breathtaking - Halong Bay in Vietnam Organization: This section provides Ss with speaking practice on the topic of the unit. It should be handled in a light and enjoyable. First, have Ss brainstorm the lanscapes/places of Viet Nam that foreign tourists would like to visit most, and ask them why.

Give them some cues if needed ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: Help Sts promote listening skill and vocab Contents: Talk about the place/country you would like to visit on your holiday Products: 4 skills Vocabulary Organization: .Communication 1:

Content

- Set the scene: You are going to talk about the place / country you would like to visit on holiday.

1. Extra vocabulary: Help Ss understand the meanings of the words in the Extra Vocabulary box by using examples, definitions, or even transaltions.

Then write the words and phrase from the Extra vocabulary on the board.

Ask more able Ss to explain them, or give the Vietnamese equivalent. Otherwise, explain them yoursef - Breathtaking (adj): very surprising, exciting and inpressive - affordable (adj,from the verb afford): not expensive, cheap enough for you to buy - Not break the bank: an idiom used to say the sth won't cost a lot of money, or more than you can afford: We can go Thailand for a holiday if you want - that won't break the bank.

- Find out the extra words and underline them.

- Guess the meaning from the context.

- Listen to the teacher’s explaination.

- Repeat - Stress - Copy

2. Exercise 1: Exercise a: - Have Ss quickly read the onformation about tourism in Vie Nam. - Then tell them to look at the pictures and read what these foreign visitors say about their choice of Viet Nam as a holiday destination.

Exercise b - Put Ss in groups of five or six.

- Work individually.

- Have them discuss the visittor's opinions in 1a. Ss may or may not agree with these oponions.

- Ask for the class's agreement by a show of hands for each tourist's opinion.

- If any Ss do not agree, ask them to explain why.

- Then let each of the Ss two more reasons to the list.

T may give some cues: - cultual diversity - Beautiful beaches - easy and vacious means of transport - Traditional festivals - natural beauty ...

- Listen carefully.

- Work in groups.

- Present the ideas before the class.

ACTIVITY 3: PRACTICE (15’) Aims: To promote reading and writing skills To learn how to tell a schedule Contents: The facts about the top-ten most visited countries Products: Key to task 3 Organization: Communication 2: Exercise 2: - Have Ss read the facts about the top-ten most visited countries.

- Ss work in pairs and complete the table by writing - Work in pairs one or two famous things that visitors can see or do in each country (but the more the better).

- Have them write on a large sheet of paper.

- As Ss have already prepared for this , it will not take much time, so give them them a few minutes only.

- After each pair finishes, they swap pairs. Continue until they have filled all the ten countries.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To learn how tell a schedule Contents: Choices of holiday Products: Fully practice of Task 4, Communication P18 Procedure of some dishes Organization: Further practice: Exercise 3: - Then let Ss work in groups of five or six to talk about their choice of holiday.

- Tell them to give the resons why, and say what they can do there.

- Encourage them to talk as much as possible. Walk around to observe and give help if needed.

Homework: 1. Review this lesson - Possible answer: 2. Do exercises ……. (Workbook).

3. Prepare lesson Skills 1 Note: For homework At the end of the lesson ask Ss to look for names of famos caves in Viet Nam and in the world (better still, some information about them)

Take note

Further information: Rank Country 1

Some things to do or see there

France

Go up the eiffelTower, visit the louvreMuseum in Paris

2

United States

3

Spain

4

China

5

Italy

6

Turkey

7

Germany

8

United Kingdom

9

Russia

10

Mexico

Visit the Statue of Liberty, visit the Grand Canyon, shop in New york, go surfing in Hawaii Tour Masrid, visit the legendary land of Don Quixote visit the Olympic in Barcelona Climb the Great Wall, tour Beijing National Stadium (Bird's Nest), tour the Forbidden City, visit the StoneForest Visit the Vatican City, visit famos museums, tour Florence, tour Venice Enjoy Turkish cuisine in Istanbul, go sighseeing in the Bosphorus (the strait separating two continents Europe and Asia), visit Buyak Ada (big) Island in Prince's Islands) Visit the "Jewel of the Middle Age" Rothenburgob der Tauber (= Rothenburg above the Tauber), visit the famos "Cinderella Castle", g up the Berlin Tower, take the Berlin Segway Tour Go sightseeing in London, visit Stonnehenge, visit Liverpool, home of the Beatles Tour Moscow (the Kremlin, Red Square, Moscow Metro...) visit St. Petersburg: HermitageMuseum, cruise on NevaRiver, experience the white nights Visit the UNESCO World Heritage Site of Antigua, have a boat tour on the water in Rio Dulce, try the delicious local specialitytapodo (= seafood coconut soup), climb some of the tallest Mayan temples

TEST 15’ I. Complete the sentences with a/ an/ the/ No article (6pts) 1/ I saw ....... accident this morning. Acar crashed into a tree. The driver of the car wasn't hurt but .... car was badly damaged.

2/ It's a beautiful day. Let's sit in ....... garden.

3/ We had dinner in ..... most expensive restaurant in town.

4/ Do you often listen to the radio ?

- No, In fact, I haven't got ....... radio.

5/ I lay down on the ground and look up at ..... sky.

6/ Mary and I arrived at .... same time.

7/ You'll find information you need at ...... top of the page.

8/ I had ...... very nice breakfast this morning 9/ Two people were injured in the accident and were taken to ...... hospital this morning.

10/ She usually goes to ....... school on ....... foot.

II. Rewrite the follwing sentences using the words given.(4pts) 1. If you don’t succeed, you will have to try it again. ( Unless ) ………………………………………………………………………………………

2. I will bring some water because I am afraid that there is no water supply in the area. ( in case ) ………………………………………………………………………………………

3. They decided to say goodbye as they didn’t have things in common. ( since ) ………………………………………………………………………………………

4. They won’t go unless you give them money. ( Provived ) ………………………………………………………………………………………

5. She is an exellent ballet dancer. ( dances ) ………………………………………………………………………………………

6. Do you think the boy speaks very fast? ( speaker ) ………………………………………………………………………………………

7. It is interesting to gather togetherfor a party. ( Gathering ) ………………………………………………………………………………………

8. He believes that having a vegetarian diet is good for our health. ( It ) ………………………………………………………………………………………

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0@0-------------------WEEK:23 Preparing date: Teaching date: Period: 66 UNIT 8.TOURISM Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to read for geneal and specific information about a tourism to an area/ country and talk about one’s choice of holiday.

1.Knowledge: - Vocabulary: words related to tourism.

- Grammar: common compound nouns; a/ an/ the/ zero articles 2. Qualities

Skills: Practicing skills Attitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in using a, an, the and zero article 3. Competences: - Co-operation - Self- study - Creativeness: talk about TOURISM - Using language to talk about TOURISM II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation to - Work in groups. concentration Suggested answers: Contents: Tell students in this lesson they will have the opportunity to learn about attractions all over the world Products: Famous caves in Viet Nam: Famous places in many countries - PhongNhaCave Famous caves in Vietnam - En Cave (hang en) Organization: Network: - ThieDuongCave 1a.Ss work in group and name some famous - Sung SotCave ( hang Sung Sot caves in Viet Nam and in the world (that they have - Ha Long Bay) prepared already for homework) - Tam Coc - Bich Dong (Ninh Binh) ...

Famous caves in Viet Nam: Famous caves in the world: - DeerCave (Borneo, Malaysia) Famous caves in the world: - OnondagaCave (Misouri, USA) - GouffreBergerCave (France) - ReedFluteCave (Guilin, China)

- Fingal's Cave (Scotland) - Cave of Crystal (Mexico) ...

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: promote reading and speaking skills Contents: Passage Extra vocabulary with students. it.

Products: Key to Task 1,2,3 P14 Organization: 2. Pre-reading b. Let Ss work in pairs and answer the questions with their own ideas. It is important that Ss not be allowed to read the passage yet. T doesn't need to check their answers and correct mistakes at this stage in the lesson.

ACTIVITY 3: PRACTICE (15’) Aims: Improve speakingand reading skills Help sts know more about Vietnamese attractions Contents: Son doong Cave Products: This part helps Ss understand more about a very famous place in Vietnam, Son Doong Cave Organization: 3.While-reading 2. T may have Ss read the passage in chorus first, paying special attention to new words. Explain and clarify anything difficult.

Then allow Ss time to read the passage individually silently or aloud.

Call on some individuals to read aloud to the class.

Check their pronunciation and intonation. Then have them ask and questions or choosing the correct answer.

Correct the answers as a class.

- Work in pairs.

Then share with the parner.

- Read the passage in chorus first

- Read the passage individually.

Key: 1. The American Broadcasting Company (ABC) aired a live programme (featuring the magnificence of Son Doong) on "Good Morning

3.POST-READING (15minutes) Speaking - Set the scene: T may begin by letting Ss talk about the experiences they have had when travelling or going on holiday.

3. Have Ss study the list of holiday ideas. T may ask Ss what they think about these ways of spending one's holiday and whether they have done any of them. Then let them choose three things from the list.

4. Put Ss in group of five or six. Tell them to refer to the tree things they have ticked in 3.

- Let them choose one and prepare to talk about it.

- Tell them to study the example carefully as model.

- Give them some time before each group member shares his/her choice of holiday - While Ss are talking, T goes around to give assistance if necessary.

- When Ss have finished, T may have one or two of them present to the class. The class can give coments.

- Praise them for their efforts.

America".

2. By river water eroding away the limestone underneath the mountain 3. From February to August 4. C 5.D

-Work individually.

- Work in group.

-Work individually.

- Share with the partner.

- Present before class.

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about tourism Contents: Famous places in Vietnam Products: Name of the places and their special features Organization: Homework: (2) 1. Review this lesson 2. Do exercises ‌‌. (Workbook) 3. Prepare lesson Skills 2

- Copy and do at home!

---------------------0@0--------------------

Kiểm tra ngày tháng năm ……………………………………………………. ……………………………………………………

Preparing date: Teaching date: UNIT 8.TOURISM Lesson 6: Skills 2 I./. OBJECTIVE: By the end of the lesson, ss can: - Listening for general and specific information about benefit of tourism - Write a paragraph about the negative affects of tourism on an area/ country 1.Knowledge: - Vocabulary: benefit of tourism - Grammar: present simple 2. Qualities: Skills: Practicing skills Attitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in using a, an, the and zero article 3. Competences: - Co-operation - Self- study - Creativeness: Write a paragraph about the negative affects of tourism on an area/ country - Using language to Write a paragraph about the negative affects of tourism on an area/ country II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE

WEEK:24 Period: 67

Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from relaxation to concentration Contents: All about the role of tourism to Vietnam and sts’ city/province Products: Sts know new words to tell about the places,

Content

schedule, opinion.

Organization: Discussion ? Work in pairs. ? Think about the importance of tourism to Viet Nam. - Elicit as many ideas from them as possible ->Today we are going to listen, and write about tourism to Viet Nam.

The importance of tourism to Viet Nam

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: - promote listening skill - help sts learn extra vocabulary Contents: Audio about tourism Products: Key to Task 1,2,3 P27 Organization: 2. Listening 1. True or false (2 P27) ? Run through all the statements in 2 P27. ? Predict if they are true or false.

- Play the recording one or two times.

- Clarify anything which is unclear or difficult. ? Carefully and tick T/F as you hear answers in the lecture.

2. Choose the correct answer (3 P27) - Play the recording again. ? Pay special to the last sentence of the lecture.

Then choose the correct answers as required.

- T corrects as class.

ACTIVITY 3: PRACTICE (15’)

I. Listening 1. True or false (2 P27) 1. T 2. T 3. F 4. T 5. T 6.F 2. Choose the correct answer (3 P27) C

Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to tell about schedule and plans of holiday Products: Key to Task 4 P27 Organization: Writing 1. Talk about the negative effects of tourism (4 P27) ? Work in groups and discuss the negative effects of tourism on their locality (if possible), or on our country.

II. Writing

? Study the prompts given, and give some more if 1. Talk about the negative effects of possible. tourism (4 P27) 2. Write about one negative effect of tourism

Example:

? Choose one negative effect that you have - Natural environment is damaged. discussed in 4 and write a paragraph of about 100 -120 words about it.

- Natural beauty is spoiled. ? Swap your writing and check each other's work.

- T may collect some Ss' writing papers and mark them, then give comments to the class in the next lesson.

- Traditional ways of life are effected.

- Social problems may arise.

2. Write about one negative effect of tourism Sample writing: One of the drawbacks of tourism is the damage to the environment of an area. In the first place, tourists use a lot of local resources as water, food, energy ect., and this puts pressure on

the environment. Secondly, three is the problem of pollution. Many cities and towns become overcrowded with tourist, with tourists, with all their vehicles caution traffic jams as well as air noise pollution. Another bad effect of tourism is the destruction of the wildlife in some places. The habitat of wild plant and animals is lots because of the building of tourist resorts, and by visitors' activities. In short, the development of tourism has bad effects on the environment.

ACTIVITY 4: Further practice Aims: - promote reading skill - help sts learn extra vocabulary Contents: Vocabulary and structures to tell about holiday schedules Products: Key to Task 1,2 P29 Organization: 1. Reading (1 P29) ? Read the advertisement for a holiday in Italy. ? Underline the features that may attract tourists and make them want to visit the country.

2. Tick good ways to write an advertisement (2 P29) ? Run through all the ways to write an advertisement for a tourist attraction. ? Prepare for your writing for the project. (3 P29) 1. Reading (1 P29) Homework: ? Learn by heart new words Do exercises D3, E1 P18-19 (workbook) ? Prepare for your writing for the project. (3 P29) ? Prepare: Unit 8: Looking back 2. Tick good ways to write an advertisement (2 P29)

1, 2, 4, 6 - create a striking headline - keep your ad brief - try to attract attention - give the main features

Take note ---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK:24 Preparing date: Teaching date: Period: 68 UNIT 8.TOURISM Lesson 7: Looking back and project I./. OBJECTIVE: By the end of the lesson, ss can: - revise the vocab, grammar they've learnt in Unit 8 - write a short advertisement for a tourist attraction in their area.

1.Knowledge: - Vocabulary: lexical items related to tourism - Grammar: articles: other uses 2. Qualities Skills: Practicing skills Attitude: - Positive about tourism.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in writing a short advertisement for a tourist attraction in their area.

3. Competences: - Co-operation - Self- study - Using language to do exercises II./.PREPARATION:

1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities

Content

ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Question about advertisement Products: Some popular advertisement on TV and internet A brief advertisement Organization: ? Recall good ways to write an advertisement.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing team work Contents: Extra vocabulary Practices Products: Key to task 1,2,3,4,5 P28 Organization: Looking back Vocabulary 1.1. Gap fill (1P28) ? Read the words in the box first, then read the passage and complete exercise individually. ? Pay attention to the common collocations related to the topic of the unit.

- After that let some Ss read the passage aloud sentence by sentence.

- Correct as a class.

Good ways to write an advertisement.

- create a striking headline - keep your ad brief - try to attract attention - give the main features

1.2. Form compound nouns and fill in the gap (2 P28) ? Look at the 12 elements and try to from compound nouns from them. ? Read the sentence and fill the gaps and do it again.

- Check as a class.

1.3. Form compound nouns and make sentences (3 P28) ? Form compound nouns from the words given.

- T checks the compound nouns ? Write sentences in your note-nooks - at least one sentence with a compound noun, and share with a partner.

Grammar 2.1. Find and correct mistakes (4 P28) ? Review the articles a, an, the and zero article you have learned. ? Do the task individually and write down your answers in their notebooks.

- Correct their answers as a class.

II. Looking back 1. Vocabulary 1.1. Gap fill (1P28) 1. safaris/ expeditions 2. expeditions/safaris 3. holiday 4. touring 5. travelers 6. experience

1.2. Form compound nouns and fill in the gap (2 P28) 1. jet lag

2.2. Rewrite the sentences (5 P28) ? Use the grammar and vocabulary you have learned in the unit to rewrite sentences.

- T may have some Ss write sentences on the board.

2. checkout 3. stopover 4. sunglasses

- Let other Ss give comments. Then check as a class 5. holidaymaker 6. take-offs 1.3. Form compound nouns and make sentences (3 P28) 1. Package tour, return ticket, software, round trip Example: tour operator If there are any problems, you should

contact your tour operator.

2. Grammar 2.1. Find and correct mistakes (4 P28) 1. - the sun, the UK 2. - The brain works 3. - The bicycle 4. - an/the expedition, the interior 5. a long trip 6. - in history, the history of 2.2. Rewrite the sentences (5 P28) 1. What a terrible journey (it was)!

2. We stayed at a lovely hotel be the sea 3. The programmer I watched yesterday was interesting 4. My friend has just bought an old guitar 5. She needs to goon a business trip top Kyoto.

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing team work Contents: Extra vocabulary Practices Products: Discuss the schedule for holiday Ask and answer about things you like to do and not

to do most on holiday Organization: 3. Communication (6 P29) 3.1. Things you like to do most on holiday ?Read the things one can do on holiday, and tick the three things you would most like to do, then share your ideas with a partner.

3.2. Things you don't like to do on holiday ? Work in pairs, read example and think of the three things they do not like to do on holiday T may give prompts: - Do homework - Wash clothes - Do the washing up - Be online - Play sports - Write postcards

ACTIVITY 4: PRODUCTION (5’) Aims: - ask questions for information with the correct intonation - listen for specific and detailed information about holiday schedule Contents: Extra vocabulary Practices Worksheet Products: Discuss the schedule of holiday, things sts like or don’t like to do on holiday Ask and answer about the trip Organization: Project - Have some group present their advertisement - Ask other students give comment.

- Teacher check as a class.

3. Communication (6 P29) 3.1. Things you like to do most on holiday

3.2. Things you don't like to do on holiday

Futher practice: ? Guide students to do Finished Homework:

Project

? Review vocabulary and structures in Unit 8. ? Prepare: Unit 9 : Getting started

Take note ---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0@0-------------------WEEK:24 Preparing date: Period:69 Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, students can: - know some information aboutEnglish language - Learn some more about a global language and experiences in learning and using English 1.Knowledge: - Grammar:Conditionals type 2, Relative clauses correctly and appropriately - Vocabulary: words related to learning English 2. Qualities: Skills: Practicing skills Attitude: - Positive about a global language.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English 3. Competences: - Co-operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences in learning and using English II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Brainstorming Aims:help students have an overview about English and English speaking coutries as well as varieties of English Contents: English sepaking coutries and varieties of English Products:

Teacher and Students' activities English is an international mean of communication Organization: Before Ss open their books, review the previous unit by asking two Ss to go to the board, each writng 10 compound nouns they have learnt/known. Give comments and correct any mistakes if needed Write the unit title on the board "English in the word". Elicit any information Ss know about the characteristics of the English language.

Let Ss open their books.

Ask Ss question about the pictures: E.g. Where are Duong an Vy? Who is standing at the board? what are they talking about?

Ask Ss to guess what the topic of the conversation is and whrer it takes place. T may also ask Ss to tell about the English club they have taken part in: Do you take part in an English club?

When is it?

What is special about it?

ACTIVITY 2. Knowledge Formation (17’) Getting-started: Aims: provide sts neccesary words and structure for understanding and learning the conversation.

Contents: - new words from the conversation - how to form a noun from an adjective Products: - New words - nouns can be formed from adjectives, commonly by add ding suffixes such as –NESS and -ITY Organization: 2.Getting started: - Preteach vocab.

Contents

* Vocabulary. flexible (a) linh hoạt accent(n) giọng điệu dialect (n) tiếng địa phương

Teacher and Students' activities

- Pre- questions: 1. Is English the language which is most spoken by most people in the world?

2. Does English have the largest vocabulary?

3. Name some English words that can be a noun, a verb and also an adjectives?

4. What is the longest English word which has only one vowel?

5. What are some varieties of English?

Contents estimate (v) đánh giá variety (n) thể loại contribute(v) đóng góp 1, Listen and read.

- ss answer the five questions - ss listen and check.

ACTIVITY 3: Practice (10’) Aims: help sts have some concepts English and methods of learning English Contents: Relative clause Chinese is the language which is spoken by most people in the world.

Relative clause Which: relative pronoun Products: - Review Relative Clauses - key to Practice 2, 3, 4/P32 Organization Task 1 a. Tell Ss to refer te conversation to find the nouns of the adjectives simple and flexible. Ask a. Read the conversation again and find the them to pay attention to how to from the nouns nouns of the adjectives: simple and flexible. from these adjectives.

Key: simple - simplicity Flexible- flexibility b. Convert these adjectives into nouns. b. Ask Ss to convert the adjectives in the into Key: nouns. Remind them to use a dictionary to check adjective Noun - call 1 ss to the board and write the answers. sad sadness dark darkness stupid stupidity

Teacher and Students' activities

Contents popular popularity c. First, have Ss work independently. Then allow happy happiness them to share answers before discussing as a punctual punctuality class. Call on some Ss to give explanations for c. Read the conversation again and choose their answers. the correct answer.

Key: 1. B 2. C 2. Ss work independently, and then share their 3. A 4.C 5. B answers with one or more partnes. T may ask for translation of the words/phrases in the box to 2. Match the words/ phrases in column check their understanding. With a stronger class. Awith the definitions in column B T may wish to ask Ss to find some example in real life with the words/ phrases in box.

Key: 1. c 2.e 3. b 4. a 5.d 3. Have ss work indepently and share their answers with one or more partners. T may help with the words/phrases thet Ss do not know the 3. Match the beginning of each sentence(1meaning of in the sentences. If time allows, have 6) to its ending(a-f) some Ss read out loud the sentences.

Key: 4. First, model activity with a more able student. 1.f 2.c 3. a Then ask Ss to work in pairs. Go around to .4b 5. e 6.d provide help. Call on some pairs to practise in front of the class.

ACTIVITY 4: Further practice (5’) Aims: review and learn by heart at class some new words and structure.

Contents: Conditional type 2 Relative Clauses Products: - Countries which use English as the first language.

Organization: Further practice: - ask ss to underline the article in the dialoguge - recall the use of the article.

Homework: Learn by heart the new words and structures.

- Find information about kinds of relative

Teacher and Students' activities clauses.

Contents

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WEEK:25 Period:70

Kiểm tra ngày tháng năm ……………………………………………………. ……………………………………………………

Preparing date: Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 2: A closer look 1

I./. OBJECTIVE: By the end of the lesson, students can: - Use lexical items related to languages and language use and learning - Identify the correct tones for new and known information and say sentences with the correct intonation 1. Knowledge: - Vocabulary: Languages and language use and learning - Pronunciation: Tones in new and known information.

2. Qualities Skills: - Speaking, doing exercises.

Attitudes: - SS are encouraged to love the subject more and like to find information about English language.

- Use right tones in speaking.

3. Competences: - Use lexical items related to languages and language use and learning - Identify the correct tones for new and known information and say sentences with the correct intonation II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs

Content

Teacher and Students' activities Aims:- Elicits the topic from students Contents: English speaking coutries around the world Product: All the words related to the topic English and English speaking countries Organization: - 1 student goes to the board to write the new words.

The whole class play the game: Guessing worlds.

T divides the class into two teams, each team chooses one representative The representatives have to stand back the board so that they can’t see the words on the board.

The whole class try to explain the words for the representatives to guess.

The teams with more right answers wins the game.

Topic: Languages and language learning: Words on the board: Dialect, translate, accent, official language, mother tongue, variety, fluenttly.

Content

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts learn the words about ways of learning English and usage of those.

Contents: new words in A closer Look 1 Products: Keys of A Closer Look 1 Organization: 2.Vocabulary 1. Ss work independently and them 1. Match the words/phrases in column A with share their answers with a parther. T may the definitions in column B. ask for translation of the words/phrases in Key: the first column to check their 1.b 2.e 3. a understanding. With a stronger clss. T 4. d 5. f 6. c

Teacher and Students' activities Content may wush to ask Ss to make sentences with the expressions.

2a. Ss do the exercise individually. 2. a. Choose the correct words in the following Check their answers as a class. Confirm phrases about language learning. the correct a answers.

Key: 2. at 3. by 4. in 5. of 6. bit 7. up b. Ss write sentences with the 2b. Choose the phrases from 2a to make phrases from 2a. Ask some Ss to say their sentences about yourself or people you know. sentences in front of the class. Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss gve comments. Confirm the correct sentences.

3a. First, have Ss work 3a. Match the words/phrases in column A with individually to match the words/phrases. the words/phrases in column Bto make Then allow them to have their answers expressions about language learning.. before checking with the whole class. T Key: may ask for translation of the phrases in 1.e 2. h 3. g 4. b the box to check their understanding. 5. a 6. c 7. d 8.f With a stronger class. T may wish to ask Ss to make some example sentences with the words/phrases. b.

Ss work independently to 3b. Fill in the blanks with the verbs in the box. complete the passage. Check the answers Key: as a lass.

1.know 2. guess 3. look up 4. have 5. initation 6. make 7. correct 8. translate ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in new and known information Contents: What is new information?

Information that you haven’t know.

What is known information.

Information that you have known.

Telling these information has different tones.

Products: Sts can read in correct innotation Organization:

Teacher and Students' activities 3.Pronuncitation Tone in new and known information 4. Play the recording and ask Ss to listen and repeat the sentences, playing attention to whether the voice on the underlined word in each sentence goes up tor down. T may play the recording as many times as necessary. Explain the ruke in the REMEMBER! box and ask some Ss to give some more examples.

Content

4. Listen and repeat, paying attention to the tones of the underlined words in each conversation.

- listen and repeat the sentences Remember: In conversation, we often refer to something which has been mentioned before. This is known information, and the voice usually goes up at the end. We also tell the listener things we havenot mentioned before. This is new information and 5. Play the recording and ask Ss to the voice usually goes down at the end. the conversation, paying attention to whether the voice of each second 5. Listen to the conversations. Do you tkink sentence goes up or down. Ask some Ss the voice goes up or down at the end of each to give their answers and then play the second sentence? Draw a suitable arrow at the recording again for Ss to listen, check end of each line. and' repeat. T may play the recording as Ss work in pairs to mark the arrow - listen, check and repeat many times as necessary.

Look out: When we are referring to something in the conversation, we do not have to repeat exactly the same words. In this conversation, the voice goes up on the words/phrases that are 6. First, ask Ss to work in pairs to replaced. practise reading aloud the conversation and identify whether the voice on the 6. Read the conversation. Does the voice go underlined word in each sentence goes up upor down on the underlined words? Draw a or down. Then play the recording. Ss suitable arrow at the end of each line. Then listen and draw suitable arrows. T may listen, check and repeat. pause afer each sentence and ask them to Ss work in pairs to mark the arrow repereat chorally.

Correct their - listen, check and repeat pronunciation if necessary.

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts practice telling new and known information

Teacher and Students' activities Contents: - correct innotation - questions from students Products: Sts can know the differents between methods of learning a language, some information about English.

Intonation in telling information Organization: - Have ss read the Remember and the Look out again.

- Tone in new and known information.

Homework: - Practice the dialogues in the pronunciation at home.

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Content

Kiểm tra ngày tháng

năm

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WEEK:25 Period:71

Preparing date: Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 3: A closer look 2

I./. OBJECTIVE: By the end of the lesson, students will be able to use: - Conditionals type 2: review - Relative clauses correctly and appropriately 1.Knowledge:- Grammar:Conditionals type 2, Relative clauses correctly and appropriately - Vocabulary: words related to learning English 2. Qualities: Skills: Practicing skills Attitude: - Ss are interested in using Conditionals type 2 and Relative clauses correctly and appropriately - Positive about a global language.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English

- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately 3. Competences: - Co-operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences in learning and using English II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: The popularity of English all over the world Products: Check the old lesson Organization: Check up old lesson ACTIVITY 2. Knowledge Formation (20’) Aims: Help sts recall knowledge of Conditional Sentences Type 2 Contents: How conditional sentences type 2 are formed and used Products: Sts can make sentences using Conditional Sentences type 2 Key to Task 1, P11 Organization: 2. Grammar 1 Conditional sentences type2: review 1a. Ask Ss to study part of the conversation.

Draw Ss' attention to how conditional sentences type 2 are formed and used by analyzing the underlined part of the sentence. Draw Ss' attention to the notes

Content

The language spoken by most countries.

Commercial language.

Academic language

- Listen and take notes

- Ss work independently, then ask them to share their answers with one or more

and the example s in the Lookout!box. Them ask some more able Ss to give some example to illustrate. b. Firts, have Ss work independently, then ask them to share their answers with one or more partners.Ask some Ss to say their answers aloud.

Give comments, and make any correction if necessary.

2. Have Ss work independently to write the sentences.If there isn't much time or Ss are not so strong, allocate one or two sentence per student.

Then ask them to share their answers with a partner.

Ask some Ss to write their sentences on the board and discuss as a class. Give comments and make any corrections

partners.

Key: 1. No 4. No

2. Yes 5. No

3. No

- Ss work independently to write the sentences.

Key: 1. If my English were/was good, I would feel confident at interviews 2. If Minh had time, she would read a lot of English books 3. If I were you, Iwould spend more time improving my pronunciation 4. If Mai didn't have friends who were /are native speakers of English, she wouldn’t be so good at the language 5. If you could speak English, we would offer you the job.

ACTIVITY 3: PRACTICE (15’) Grammar 2: Aims Further practice Contents: Relative clauses Products: Key to Task 3, 4 Organization: 3. Grammar 2 Relative clauses 3a. Ask Ss to read of the conversation from - Listen and take notes GETTING STARTED, playing attention to the underlined clause. Then have Ss read the REMEMBER!box and explain to Ss the words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate.

- Do as requested b. Ask Ss to study the rules in the grammar

box. Draw Ss' attention to the use of relative clauses by analyzing the examples in the grammar box in 3b. Then ask the more able Ss to give some further example.

Ssdo the grammar exercise individually.

Key:1. Who/that 2. Where 3.

Whose 4. When/that 5. Whom/who 6. Why - Ss work independently, writing true sentences about themselves. Then share 4. Ask Ss to do the grammar exercise their sentences with one or more partners individually. Remind them to look back to the to find out how many things they have in REMEMBER!box and the box in 3b. Then have Ss common compare their answers in pairs be fore checking with the whole class.

- Ssstudy the rulles in the look out!.

Then work independently and share their answers with a partner Key: 2. Parts of the palace where/in which the queen lives are open to the public 3. English has borrowed many words which/that come from other languages 4. I moved to a new school 5. Have Ss work independently, writing true where/in which English is taught by sentences about themselves. Then ask them to share native their sentences with one or more partners to find out 5. There are several reasons why I how many things they have in common. Ask some don't like English Ss to say their sentences aloud. Give comments, and make any corrections if needed. If time allows., have some Ss write their sentences on the board before checking as a class.

ACTIVITY 4:Further practice: Aims:review articles Contents: ? Retell conditional type 2 and relative clauses Products: - STs can make sentences using Conditional sentences - sts can differ types of relative clauses Organization:

6. Before allowing Ss to do exercise6 ask them to study the rulles in the look out!. Then have Sswork independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any corrections.

6. The new girl in our class, whose name is Mi, is reasonably good at English - Answer teacher's questions.

Homework: ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: Unit 9: Communication ---------------------0@0-------------------Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

WEEK:25 Period:72

Preparing date: Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to interview to build up an English learner profile 1.Knowledge: - Vocabulary: words related to languages and language use and learning. Grammar: Conditional sentence type 2: Review; Relative pronouns.

2. Skills: Practicing skills 3. Attitude: - Positive about a global language.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English - Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately 4. Competences: - Co-operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences in learning and using English II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP (5’) Aims: make sts change the state from relaxation to concentration Contents: Tell students in this lesson they will have the opportunity to learn about English as a global language and experiences in learning and using English. Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it.

Products: - English speaking countries - methods of learning English (words and collocations) Organization: Before Ss open their books, ask them to work in groups to discuss the question "what do you think are the best ways top master English?" and " What are the things that you like and don't like about the English language?" elicit Ss' answer. Remember that this is afluency stage of the unit with a primary goat of communication. Do not focuts on accuracy at this time. Reward successful attempts at communication

Content

ACTIVITY 2 : KNOWLEDGEFORMATION (20’) Aims: Help Sts promote listening skill and vocab Contents: Talk about how to good at English Products: 4 skills Vocabulary Organization: - Work in groups 2.Communication 1: Before Ss open their books, ask them to work

in groups to discuss the question "what do you think are the best ways top master English?" and " What are the things that you like and don't like about the English language?" elicit Ss' answer. Remember that this is a fluency stage of the unit with a primary goat of communication. Do not focus on accuracy at this time. Reward successful attempts at communication 1. Give Ss about 10 minutes to work independently, making notes about themsevels by answering the questions in the table in 1 ACTIVITY 3: PRACTICE (15’) Aims: To promote reading and writing skills Contents: The facts about learning English and English speaking coutries Products: Key to task 2 Organization: Communication 3: 2. Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make - Work individually. notes on what their partners say in the table in1.

Then ask each of them to identify how many things they have in common with their partners.

- Work in pairs For a change, have Ss role-play. One student is a reporter, and the other is a student. The reporter is gathering information about learners of English.

Ask for volunteer pairs to role-play in front of the calss. In this case, Ssshould focus on only three of the questions from the survey. Make sure Ss don't - Work in groups. simly read from their books - they should be in character. Give them lots of encouragement and pairse for their communcative efforts.

ACTIVITY 4: Further practice (10’) Aims: To promote speaking skill To learn how to gather information

Contents: How to be good at English Products: Fully practice of Task 43 Communication Procedure of some dishes Organization: 3. Now put two pairs together to work in - Work in pairs groups of four, reporting on the things that they and their partners have in common. T moves around the class to the discussions and provide help only if necessary. If time allows, ask some groups to present their findingsin front of the class. This may lead to a natural, whole - class discussion. If this happens, encourage it Take note Homework: 1. Review this lesson 2. Do exercises ……. (Workbook).

3. Prepare lesson Skills 1

Kiểm tra ngày tháng năm ……………………………………………………. …………………………………………………… ……………………………………………………..

---------------------0@0-------------------WEEK:26 Preparing date: Period:73 Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Read for geneal and specific information about English as a global language.

- Talk about learning English.

1.Knowledge: - Vocabulary: words related to languages and language use and learning. Grammar: Conditional sentence type 2: Review; Relative pronouns.

2. Qualities: Skills: Practicing skills Attitude: - Positive about a global language.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English

- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately 3. Competences: - Co-operation - Self- study - Using language to do exercises - Creativeness: talk about learning English - Using language to talk about how to learn English well II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: make sts change the state from relaxation - Work in groups. to concentration Suggested answers: Contents: Tell students in this lesson they will have the opportunity to learn about the original of English, some derivatives of English around the world.

Products: English is a global language nowadays Organization: Before Ss open their books, ask them to work in groups to disscusseitheir of these questions: 1. Who owns English?

Ss may look somewhat confused by this question. If so, give them more guidance: 'Which countries speak English around theworld?'."Does the English language belong to England? If not, whynot?'."Is the English language changing? If so how?'

The aim is to get Ss to realize that english is global now and that there isn't one "correct" from of English anymore, but many varieties of English.

2. Does "Vietlish" exist?

If necessary, explain that this is a blend of

Vietnamese ans English. Give some guidance:' Can you think of any words or phrases which blend the two languagea?'.'Is this increasing in Viet Nam? If so, why?',' Can you invent some new "Vietlish" words or expressions?'

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: promote reading and speaking skills Contents: Passage Extra vocabulary with students. it.

Products: Key to Task 1,2,3 Organization: - Find out the extra words and underline 2. Pre-reading them.

1. Now open the books and ask Ss to scan the text to find the words: settlenment, immersion, - Guess the meaning from the context. derivatives, establishment and dominant. T may - Listen to the teacher’s explaination. help Ss work out the meanings of these words - Repeat out of the context.

- Stress - settlement(n) = the process of people making - Copy their homes in a place - immersion (n)= the language teaching methol in which people are put is situations where they have to use the new language for everything - derivatives(n) = words that have been developed from other words - establishment(n) = the act of starting or creating something that is meant to last for a long time - Work individually.

- dominant (adj)= more important, powerful or - Answer: noticeable than other things Key: 1.b 2. c 3. a ACTIVITY 3: PRACTICE (15’) Aims: Improve speakingand reading skills Help sts know more about English Contents: English speaking countries Products: This part helps Ss understand more English, its derivatives, use and original.

about

Organization: 3. While-reading 2a. First, have Ss work independemtly, reading through the article and choosing a suitable heading fopr each paragraph. Then allow them to share their answers before checking with the whole class b. T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare their answers in pairs before discussing them as a class

4.While-reading;Speaking 3.Firts, give Ss 5 minutes to put their own list in order of impotance. Encourage Ss to think of the reson for their order. They may add other method they use that aren't on the list 4. Now is small groups, Ss compare their lists and explain their order to group members. Go around to provide help. Call on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments.

5. Ask Ss to work in pairs, talking one of the ideas in 3 and discussing the way to achieve it.

Move around to provide help. Call on some Ss to present their ideas. Ask other pairs to add to the list.

Alternatively, T may organise a quick game. In 5 minutes, pairs write down as many was to achieve the goal as possible. When the time is up, call on the most ideas to present their answers. Other pairs add to the list.

- Work in pairs.

Key: 1. It is the export of the English language and the great growth of population in the United States that has led to its dominance in the word today 2. Mass immigration 3. They do all their school sujects and everyday activities in English 4. It is a blend of English and Hindi words and phrases 5. They are being invented ecery day all over the world due to the free admissions of words from other languages and the easy creation of compounds and dertvatives.

-Work individually.

- Work in group.

-Work in pairs.

- Share with the partner.

- Present before class.

ACTIVITY 4: Further practice Aims: widen the topic to earn more knowledge about English

Contents: Ways of learning English and some more English speaking coutries Products: How to be good at English Organization: Homework: (2) 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2

- Copy and do at home!

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WEEK:26 Preparing date: Period:74 Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 6: Skills 2 I./. OBJECTIVE: By the end of the lesson, students can: - Listening for general and specific information about students' experiences in learning and using languages - Writing a paragraph about the uses of English in everyday life 1.Knowledge: - Vocabulary: lexical items related to experiences in learning and using languages - Grammar: present simple 2. Qualities: Skills: Practicing skills Attitude: Ss are interested in the uses of English in everyday life - Positive about a global language.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

3. Competences: - Co-operation - Self- study - Using language to do exercises - Creativeness: write about the uses of English in everyday life - Using language to write about the uses of English in everyday life II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: chatting to make sts change the state from Four uses of English in your daily life relaxation to concentration What I use Explanation Contents: English for?

Uses of English in your daily life 1 Products: 2 Sts know new words to tell about uses of English 3 in their daily life.

4 Organization: Discussion (3 P39) ? Work in groups, making notes of uf four uses of English in your daily life and give an explanation/ example for each of them in the given table.

- Remind them that they do not have to write full sentences and they can use abbreviations and note-from.

- T may ask some able Ss to read out their notes to the whole class.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: - promote listening skill - help sts learn extra vocabulary Contents: Audio about Learning English Products: Key to Task 1,2,3 P27 I. Listening Organization: 2. Listening 1. Matching (1 P39) Speaker 1: E 1. Matching (1 P39) Speaker 2: A ? Read the instruction carefully. ? Read the summaries and underline the key Speaker 3: B words in each.

Speaker 4: D - Play the recording and ask Ss to match the 2. Answer the questions (2 P39) summaries to the speakers. ? Write the answers on the board. - Play the 1. He went to Rome.

recording again for Ss to check the answers.

2. Answer the questions (2 P39) ? Run through all the sentences in 2 P23.

- Play the recording one or two times. ? Listen carefully and answer the questions.

2. She can have a conversation in Italian.

3. He used to be quite bad at English.

4. He picked up enough words and phrases to get by.

5. It's not all full.

ACTIVITY 3: PRACTICE (15’) Aims: - promote writing skill - help sts learn extra vocabulary Contents: Vocabulary and structures to tell about methods of learning English and competences of English Products: Key to Task 4 P39 Organization: 3. Writing Write about what you use English for in your daily life (4 P39) - Elicit the language necessary for their writing with Ss: an introduction paragraph, organising ideas using connectors - Firstly, Secondly, Finally, providing examples to illustrate the points ? Write the draft first and then swap their writing with a partner. ? Based on the comments, write the final version in class or some at home.

- T may display all or some of the leaflets on the wall/ notice board. Other Ss and T give comments. Ss edit and revise their writing as homework.

II. Writing Write about what you use English for in your daily life (4 P39) Example:

ACTIVITY 4: Further practice Aims:

I use English for different purposes in my everyday life. Firstly, English helps me communicate with people all over the word.

I have made friends with some students from the UK and Australia. I use English to chat with them about many things.

Secondly, English helps me get information and improve my knowledge. Because almost any information is available in English, it is easy for me to get access to all sources of information with my English. Finally, English is useful when I want to go abroad to study. A lot of schools and universities in different countries which provide scholarships and courses in English. I am learning English hard to get an IELTS score of 6.5 so that next year I can go to Australia to study. In conclusion, English is useful for me in various ways.

- promote reading skill - help sts learn extra vocabulary Contents: ? Sum up the main content of the lesson Products: Key to Task 1,2 P41 Organization: * Project preparation: Fill in the blanks (1 P41) First, ask Ss to read the chart showing the differences in vocabulary between British English and American English and fill the banks the words from the box. Then allow them to share their answers before checking with the whole class.

Homework: - Learn by heart new words - Prepare: Unit 9: Looking back - Prepare for the project

Fill in the blanks (1 P41) 1. sweets 2. soccer 3.nappy 4. pavement 5.highway 6. underground 7. rubbish 8.flashlight Take note

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WEEK:26 Preparing date: Period:75 Teaching date: UNIT 9. ENGLISH IN THE WORLD Lesson 7: Looking back and project I./. OBJECTIVE: By the end of the lesson, students can: - revise the vocabulary, grammar they've learnt in Unit 9 - present a chart of varieties of English 1.Knowledge: - Vocabulary: words related to learning and using English - Grammar: relative clauses 2. Qualities: Skills: Practicing skills Attitude: - Positive about a global language.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

3. Competences: - Co-operation - Self- study

- Using language to do exercises II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Question about advertisement Products: Some popular advertisement on TV and internet A brief advertisement Organization: Free talk ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing team work Contents: Extra vocabulary Practices Products: Key to task 1,2,3,4,5P28 Organization: Looking back Vocabulary: 1.1. Underline the correct words (1 P40) ? Work individually, underline the correct words in each sentences.

- Check and confirm the correct answers.

1.2. Read and fill in blank (2 P40) ? Read what three people say about speaking languages. ? Fill each blank with a phrase in the box.

- Teacher checks as a class 1.3. Rewrite these sentences (3 P40) ? Rewrite these sentences using the words/

I. Looking back 1. Vocabulary: 1.1. Underline the correct words (1 P40) 1. first2. Accent3. dialect 4. second 5. official 1.2. Read and fill in blank (2 P40) 1. am reasonably good 2.can also get by 3.picked up 4. am bilingual 5. also fluent in 6. can have a conversation

phrases in the box.

1.4. Complete the sentences (4 P40) ? Complete the sentences with the words given. ? Write the answers on the board - Other Ss give feedback.

7.it's a bit rusty 8. am quite bad at 9. know a few words 10. can't speak a word 1.3. Rewrite these sentences (3 P40) 1. I can't speak a word of French.

2. I picked up a few words of English on holiday.

3. My brother is fluent in English.

4. Iam bilingual in English and French.

5. I can get by in German on holiday.

6. My Russian is a bit rusty.

1.4. Complete the sentences (4 P40) 1. accent 2. imitate 3. guess 4. look up 5. translate 6.mistakes 7. corrects 8. communicate

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing team work Contents: Extra vocabulary and grammar Practices Products: Relatives pronouns Organization: Grammar 2.1. Put the correct relative pronounce in each sentence (5 P40) ? Put the correct relative pronounce in each sentence. ? Write the answers on the board - Other Ss give feedback.

Communication: First, ask Ss to do the task individually to choose sentences (A-E) to complete the conversation. Then check their answers as a class. Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class.

2. Grammar 2.1. Put the correct relative pronouns in each sentence (5 P40) 1. Those are the stairs where I broke my arm 2. There's a shop where you can buy English books and CDs. 3. The English coupe who/that live next to us can get

by Vietnamese 4. There's a shop near my hose which/that sells cheap DVDs 5. Look up the new words in the dictionarywhich/that has just been published by Oxford University Press.

3. Communication: 1. D 2. C

3. A 4.E 5.B

ACTIVITY 4: PRODUCTION (5’) Aims: - tell information with correct intonation - list the diffrences between varieties of English III. Project Contents: Differences between varieties of English.

Extra vocabulary Practices Worksheet Products: English spealking countries, varieties of English Organization: 3. Project ? Design a chart showing the differences in vocabulary between them.

- When Ss have finished their chart, ask them to display them on the walls of the classroom. ? Move around to look at all the charts and discuss them. Finally, ask the whole class to vote for the best one. comment.

Guide students to do Finished Take note Homework: - Review vocabulary and structures in Unit 9 - Prepare: Unit 10 : Getting started

WEEK:27 Period:76

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Preparing date: Teaching date: REVIEW 3

Lesson 1: LANGUAGE I./. OBJECTIVE: By the end of the lesson, students can: + Revise the language students they have practiced in Units 7-9 + Practice doing some exercises in Pronunciation and Grammar 1. Knowledge: + Revise the language Ss they have practised in Units 7 - 8. - 9 + Practice doing some exercises in Pronunciation and Grammar.

2. Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit7-8- 9.

3. Attitute: Ss work hard 4. Competence: - Expressing opinions-self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP (5’) Aims: chatting to make sts change the state from relaxation to concentration Contents: Question about conditional type 1,2 Products: Review of grammar and vicabulary Organization: Ask and answer ? What have you learnt so far in terms of language and skills.

- Summarise their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible.

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: improve skills of working individually and doing team work Contents: Extra vocabulary Practices Products:

Key to task 1,2,3,4,5 P42 Organization: 2.Pronunciation and vocabulary 1. Mark the questions with falling, rising arrows.

1.a ? Read and mark the questions with falling or rising arrows.

- T plays the recording and students listen, check and repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation.

2. Fill in the blanks to complete the sentences (2 P42) ? Work individually to fill each blank with a word/ phrase from the box to complete these sentences. ? Compare with your partner.

- Teacher checks as a class.

3. Word form (3 P43) ? Run through all the words in capital. ? Fill in each blank with the correct form of the word given to complete these sentences.

- teacher has some students the words on the board.

ACTIVITY 3: PRACTICE (15’) Aims: improve skills of working individually and doing team work Contents: Conditional Sentences Products:

Pronunciation and vocabulary 1. Mark the questions with falling, rising arrows. a: A: What are you doing ? Are you baking ?

B: Yes. I'm trying a recipe for Japanese cotton cheesecake.

A: Japanese cotton cheesecake ? Sounds strange.

B: Right, but my friends say it's really delicious.

A: Do they sell that kind of cake in bakeries ?

B: Yes. But I want to make it myself. b.

A: This tour is cheap.

B: That tour is cheaper.

A: Let's book that tour today.

B: But the travel agent is closed today.

A: Tomorrow is fine.

2. Fill in the blanks to complete the sentences (2 P42) 1. marinate; tender 2. garnish 3. stew 4. jetlag 5. excursion 6. full boar 7. bilingual 8.official language 3. Word form (3 P43) 1. guide 2. reasonable 4. fluent 5. season

3. rusty 6. grated

Sts can make sentences using Conditional sentence structure Organization: 3.Grammar 1. Find and correct a mistake (4 P43) ? Find and correct a mistake in each sentence. ? Work individually and compare your answers with a partner.

- Call some Ss to go to write their answers.

Other Ss comment.

- T corrects as a class.

2. Write conditional sentences (5 P43) ? Study the given situations. ? Work in pairs to write suitable conditional sentences.

ACTIVITY 4: PRODUCTION (5’) Aims: Review Relative pronouns and Relative Clauses Contents: ? Recall how to use relative pronouns Products: Sentences using Relative Clauses Key to Task 6 P43 Organization: 3. Combine sentences using relative pronouns (6 P43) - Elicit from the Ss the relative pronouns and their uses (e.g. who, whom, which, that, where). ? Combine each pair of sentences to make a

II. Grammar 1. Find and correct a mistake (4 P43) 1. B. the Lake Hudson → Lake Hudson 2. C. bunches → cloves 3. D. will be → would be 4. B. the breakfast → breakfast 5. C. have → has 6.. D. the Vietnamese American → a Vietnamese American / Vietnamese American.

2. Write conditional sentences (5 P43) Suggested answers 1. If you want to widen your English vocabulary, you should read short stories in English.

2. You can become a tour guide if you learn more about history and culture.

3. If you want to improve your English, you may go to either The Sun or The Shine language centres.

4. If I saw a fly in my soup, I would tell the manager.

5. If I were you, I would go to Song Nhi Resort.

complete sentence, using suitable relative pronoun.

- Ss do the task individually. ? Then practice in pairs.

- After checking their answers, ask one or two pairs to act out the dialogues.

3. Combine sentences using relative pronouns (6 P43) 1. Last holiday we stayed in a resort which/that Mi recommended.

2. I don't like people who talk loudly in public places.

3. The dishes which/that my mother has cooked are so hot.

4. Last year I visited a small town Where/in which they filmed The Little Girl.

5. Ms Mai was a teacher whom/who I will never forget.

Everyday English(7 P43) ? Run through all the sentences in the box in 7 P43. ? Work in pairs, complete each short dialogue with a sentence in the box.

Homework: - Do all the exercises in Review 3: language - Prepare: Review 3: Skills

III. Everyday English(7 P43) 1. C 2. A 3. E 4. B 5. D

Take note

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WEEK:27 Preparing date: Period:77 Teaching date: REVIEW 3 Lesson 2:Skills I./. OBJECTIVE: By the end of the lesson, ss can: + Revise the language Ss they have practised in Units 7-9 + Practice doing some exercises in Skills 1. Knowledge: + Revise the language Ss they have practised in Units 7 - 8. - 9 + Practice doing some exercises in Pronunciation and Grammar.

2. Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit7-8- 9.

Attitute: Ss work hard 3. Competence:

- Expressing opinions-self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities Content ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Discussion Contents: Some famous tourism places Tourist attraction in your hometown Product: all the words related to the topic: tourism Organization: Speaking (2 P44) ? Work in groups and discuss the questions ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: practice reading skill.

Contents: new words in Review 3 Products: Keys of Review 3 Organization: 2. Reading 1. a. True or false (1a P44) ? Run through the statements.

I. Reading ? Read Mi's email once or twice.

1. a. True or false (1a P44) - T clarifies anything they do not 1. T understand fully.

2. F (Nam, their classmate, also joined the camp) ? Do the task individually, then check 3. T with a partner.

4.T - T corrects.

5. F (they let all the fish go) 1.b. Answer the question ? Run through all the questions. ? Read the email again the n answer the questions.

- Ss do the exercises in pairs. T corrects as a class.

Teacher and Students' activities

ACTIVITY 3: PRACTICE (15’) Aims: Concept of tone in telling information Listening and writing skill Contents: Tips for practising English Products: Sts can read in correct innotation Organization: 3. Listening (3 P45) - Have students some minute to read the tips.

- Play the recording once or twice. ? Listen and complete the listener's notes.

Use no more than three words - Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary 4. Writing (4 P45) ? Choose one of the topics in 4 P45 and write a paragraph about it. ? Write individually - Then collect their papers to check out of class.

ACTIVITY 4: PRODUCTION (5’) Aims: - help sts know the important of English in daily life - practice conditional sentences, relative clauses Contents: - usage of Relative pronouns and Conditional Sentences Type 1 and 2 Products: Relative pronouns and Conditional

Content 1.b. Answer the question 1. They drew lots 2. She comes from a school in Tokyo / from Tokyo 3. They won the first prize.

4. It's for non - native English speaking students.

5. It's about his tips on how to learn English.

II. Listening (3 P45) 1. Stories and books 3. correctly 5. international project 7. self - confident

2. vocabulary 4. grammar books 6. different cultures 8. activities

Teacher and Students' activities Sentences Type 1 and 2 Organization: - Let ss read the box Look out again.

- say aloud the words in 1,2.

Homework: - Learn by heart new words - Review Units 1-3 for the coming test

Content

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WEEK:27 Preparing date: Period:77 Teaching date: MIDTERM REVIEW I./. OBJECTIVE: By the end of the lesson, ss can: + Revise the language Ss they have practised in Units 7-9 + Practice doing some exercises out of Textbook 1. Knowledge: + Revise the language Ss they have practised in Units 7 - 8. - 9 + Practice doing some exercises 2. Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit7-8- 9.

Attitute: Ss work hard 3. Competence: - Expressing opinions-self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs

Content

Teacher and Students' activities Aims:- Elicits the topic from students Contents: Conditional sentences Type 1 and 2 Realtive pronouns Product: Usage of Conditional Sentences Relative Pronouns Organization: Teacher review the learnt knowledge

Content Discussion

ACTIVITY 2 : KNOWLEDGE FORMATION (20’) Aims: help sts recall learnt knowledge Contents: Conditional Sentences Products: Practice and keys Organization: Teacher give exercises in handout 1. Put the verbs in brackets with Sts do the exercises Conditional sentences - type 2.

1.If I (meet) her not him now, I (tell) her about yournew job.

2.If the dish (not be) so hot now, we (eat) it.

3.What (you/do) if you (go) bankrupt?

4.He (give) me a helping hand if he (be) here.

5.If he (not prepare) for the exam at present, he (not pass) it.

6.My mother (not be) angry with me if I (not get) bad marks in the Maths’ test today.

7.We (not/ have) a pet if we (live) in a flat.

8.If he (can /speak) English well, he (have) many job opportunities.

9.If you (take) the 7:20 flight today, you (must/ not/ change) to Heathrow Airport.

10.I (not/ stay) any longer if I (have) no time.

2. Choose the correct phrases to complete the following sentences.

Teacher and Students' activities

Content 1.If you (turn / could turn / will turn) the volume down, the the music (would sound / sounded / would have sounded) clearer.

2.This song (might win / will have won / wins) an award if it (was recorded / had recorded / would be recorded) in a studio.

3.Your pencils (will not break / wouldn’t break / broke) if you (pack / will pack / packed) your school bag more carefully.

4.If the boys (sleep / are sleeping / slept) soundly enough, they (did not feel/ wouldn't feel/ wouldn’t have felt) sleepy every day.

5.(Would you like / Like you / Will you like) a new house if you (have / had / would have) enough money?

6.If he (had been burned / would burn / burned) a fire, it (won’t be / wouldn’t be / isn’t) so cold.

7.I (don’t need / wouldn’t need / wouldn’t have needed) a computer to gather research data if I (will have had / had / will have) my mobile phone.

8.If the students (kept / have kept/ should keep) a diary, they (wouldn’t forget / wouldn’t have been forgotten / must not forget) their homework so often.

9.If they (relax /relaxed /had been relaxed) before the exam, they (would pass / would passed / will have passed) it.

10.I (wouldn’t go / wouldn’t have gone / go) on holiday if I (would be / were / would have been) you.

3. Complete the second sentences so that they have similar meanings to the first ones.

1.I am too hungry to do my work properly. → If I weren’t 2.Perhaps I went on holiday in HCM city and visit the theme park there.

Teacher and Students' activities

Content → If I went 3.I don’t speak English well enough to find a job in a foreign company. → If I spoke 4.I think you should not marry her. → If I were 5.My dream is to become rich and travel around the world. → If I were 6.Supposing you were a billionaire, what would you do? → What 7.Why don’t you ask for her help? That is what I’d do. → If I 8.Imagine you live in Mars. How would you feel? → How 9.You should invest in that company. That’s what I’d do. → If I 10.You’d better live in the countryside. → If I Key:

1.

1. met, would tell6. wouldn’t be, didn’t get 2. weren’t, would eat7. wouldn’t have, lived 3. would you do, went8. could speak, would have 4. would give, were9. took, wouldn’t have to change 5. was preparing, wouldn’t pass 10. wouldn’t stay, had

2.

1. could turn, would sound 2. might win, was recorded 3. wouldn’t break, packed 4. slept, wouldn’t feel 5. would you like, had 6. burned, wouldn’t be 7. wouldn’t need, had 8. kept, wouldn’t forget 9. relaxed, would pass

Teacher and Students' activities

Content 10. wouldn’t go, were

3.

1. If I weren’t hungry, I would be able to do my work properly (I could do my work properly).

2. If I went on holiday in HCM city, I would visit the theme park there.

3. If I spoke English better (well), I would find a job in a foreign company.

4. If I were you, I wouldn’t marry her.

5. If I were rich, I would travel around the world.

6. What would you do if you were a billionaire?

7. If I were you, I’d ask for her help.

8. How would you feel if you lived in Mars?

9. If I were you, I would invest in that company.

10. If I were you, I’d live in the countryside.

ACTIVITY 3: PRACTICE (15’) Aims: Review the knowledge and do more exercises Contents: Relative Clauses Products: Sts can use the structure correctly.

Key to exescises in handout Organization: Teacher asks sts do exercises in handouts

4. Choose the correct relative pronouns to complete the sentences 1. You should speak to Peter mana ges the sales department. (who / whose / whom) 2. He arrived late for the meeting, was a stupid thing to do. (that / who / which) 3. Mr. Smith, wife works for us, can provide more details. (who / which / whose)

Teacher and Students' activities

Content 4. It is not good for your health to live in a city (who /which / where) 5. The young man is standing on the comer works for an overseas company (whose / who / which) 6. The woman lives on Green Street was a member of the security council (who /whom /which) 7. The house has been sold to him used to be in a very bad situation (which / whose / where) 8. The employees were hired last month helped improve profits (that / whose / which) 9. The actor, wife was also famous, was cast as the villain. (that/whose / which) 10. That’s the shop I often go to buy fresh meat (which / where / whose) 5. Choose the correct pronouns among who, which, whose, whom to complete these sentences.

1. I talked to the woman husband was a kind doctor.

2. Mr. Richards, is an engineer, is our neighbour.

3. We often visit our uncle in North Star 4. This is the girl we like best.

5. That’s John, the boy we picked up at the airport.

6. Thank you very much for your assistance 7. The man, father is the president of a big group, is very rich.

8. The children, shouted in the street, are not from our school.

9. The car, driver is a young man, has collided with a train.

10. What did you do with the money

6. Choose the correct relative adverbs among where, when, why to complete the following sentences.

1. This is the restaurant

I first met

Teacher and Students' activities

Content my husband.

2. July and August are the months most people go on holiday.

3. Do you know the reason she left so early?

4. This is the school I and my best friends attended. the greatest 5. This is the town leader of the country came from.

6. 14th February is the day lovers exchange their gifts.

7. Becoming rich is the reason so many people work like crazy.

8. A supermarket is a shopping center 9. The day he arrived was very nice.

10. A plane crash was the reason I couldn’t sleep last night.

Key 4.

1. who2. Which3. Whose4. Where5. who 6. who 7. Which8. that 9. Whose10.

Where 5.

1. whose 2. who 3. which 4. who / whom 5. who / whom /6. which 7. whose 8. who 9. whose 10. Which 6.

1. where 2. when 3. why 4. Where 5. where 6. when7. Why8. Where 9. When 10. Why ACTIVITY 4: PRODUCTION (5’) Aims: - help sts use the structure correctly -practice telling information Contents: - make sentences - extra exercises in handouts Products: Key to exercises Organization:

7. Read the two paragraphs below and

Teacher and Students' activities - Let ss do the exercises - Teacher gives answers Homework: - Learn by heart new words - Review Units 7-9 for the coming test

Content

fill each blank with one suitable word from the boxes. matter spoken

widely either

international differently

Englishhasachievedprimestatusbybecomi ngthemost(1)______spoken languageinthe world ahead of Mandarin Chinese and Spanish. English is(2)______in 101 countries,whileArabic isspokenin60,Frenchin51,Chinesein33,an dSpanishin31.Fromonesmallisland,Englis hhasgone on to acquire lingua franca statusin(3)_____business, worldwide diplomacy, and science.Butthe success of English as a “universal” language comes with a hefty price, in terms ofvulnerability.Problems arise when English is a second language to (4)________ speakers,listeners,orboth.No(5)________ howproficienttheyare,theirownunderstan dingofEnglish,andtheirfirstlanguagecanc hangewhattheybelieveisbeingsaid.Whens omeoneusestheirsecondlanguage,theysee mtooperateslightly(6)_____ referred to as the “foreign language effect”.

Key: 7.

1. widely 4. either

2. spoken 5. matter

3. international 6. Differently

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WEEK:27 Period:78

Preparing date: Teaching date: Midterm Test

I./. OBJECTIVE: - To check sts' knowledge of grammar and vocabulary from unit 7 to unit 9 - Help sts improve their English 1. Knowledge; - Grammar: from unit 7-9 - Vocabulary: related to unit 7-9 2. Qualities: Skills: Practicing skills Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 3. Competences - Self- study: work individually.

II./.PREPARATION: 1.Teacher: Test 45’, laptop 2.Students: III./. TEACHING METHODS: Technical present‌.

IV./.PROCEDURE Topics/ language & skills IListening Topic 8 (20 %)

IIGrammar and Vocab Topic 7-9 (30 %)

Knowledge Objective Listen to the lecture, then write T/F for each sentence 4 items 2 points 1. Draw rising or falling arrows in the responses 2.Circle the correct option A, B, C to complete each of the following sentence 10 items

Comprehension Subje ctive

Objectiv e

Subjective

Application Low

Total

High

4items 2 points 20 %

9 items 3point s 30%

3 points

Read the passage, then choose the correct answer 5 items 3 points

IIIReading Topic 7-9 ( 30%)

IVWriting Topic 8 (20 %)

Total

14 items 5.0 points 50%

5 items 3.0 points 30%

6 items 3 points 30%

Rewrite each of the sentences so that it means the same as the one before it 4 items 2 points 4 items 2.0 points 20%

Bao Khe Secondary School Class: 9………

Student’s name : ……………………..

KIỂM TRA 45 PHÚT SỐ 3 - NĂM HỌC Môn: TIẾNG ANH - LỚP 9 Thời gian làm bài: 45 phút

3 items 2 points 20%

23 items 10 points 100%

Marks

Teacher’s Opinion

PART I : LISTEN Listen to the lecture, then write T/F for each sentence.(2 points) ………. 1.Tourism plays an important part in the development of many nations. ………. 2.Modern transport promotes tourism. ……….. 3.Tourism depends on the income of a country. ……….. 4.People’s lives get better with the development of tourism.

PART II: GRAMMAR AND VOCAB 1.Draw rising or falling arrows in the responses (1pt) 1.

A: This car is slow.

B: I know it’s slow, but it’s reliable.

2.

A: This CD is good.

B: I know it’s good, but that one is better.

3.

A: This armchair is ugly!

B: I know it’s ugly, but it’s comfortable.

4.

A: This motorbike is fast.

B: I know it’s fast, but it’s dangerous.

5.

A: This TV is big.

B: I know it’s big, but the one in the corner is bigger.

2.Circle the correct option A, B, C ,D in each of the following sentences(1pt).

1.The paintings _________ Mr. Brown has in his house are worth around £100,000.

A.whose B.which C.what D.whom 2._________ is visiting important and historic places in a city or an area as a tourist.

A.Travelling B.Sightseeing C.Wandering D.Sunbathing 3.All _________ must complete a visa form upon arrival at Singapore airport.

A.tourists B.departures C.customers D.passengers 4.The garlic sausage is also sold pre-packed in _________.

A.slices B.stalks C.sticks D.packets 5._________ people never seem to put on weight, while others are always on a diet.

A.All B.One C.Few D.Some

PART IV: READ Read the passage, then choose the correct answer (3 pts) The price of holidays can fluctuate a great deal throughout the year, so you can save a lot if you are flexible with your travel dates and avoid peak holiday times. It can be also cheaper if you book well in advance. Before your departure, make sure you get as much information about your destination as you can. Find out if you require any special visas or permits to travel there. Think about spending money as well. Will you be able to access your own money easily enough or will you need to take cash with you? Think about eating larger lunches and smaller evening meals to help your money go further, as lunch is generally cheaper. Make sure that you keep sufficient identification with you at all times. It may also help to email a copy of your passport details to yourself, in case it is lost or stolen. Label your suitcases clearly so that they can be easily identified as yours. It can be useful to store a copy of your itinerary in a prominent place in your suitcase so that the airline will know where to find you if your luggage gets lost. Be sure to pack any medication or other essential items in your hand luggage. If your flight is delayed, or your luggage is lost, these can be difficult to obtain in an airport or foreign country.

1.Which can be the best title for the passage?

A.Travel procedures B.Travel advice C.How to adjust travel dates D.Protect your luggage 2.Which one of these is NOT advisable according to the passage?

A.Research your destination B.Always bring identification C.Apply for visas if necessary D.Save money by cutting out dinner 3.According to the passage, your luggage should be ___________.

A.stored in a safe place B.tagged in case of being lost C.packed with your passport D.painted a bright colour 4.The underlined word ‘it’ refers to your ___________.

A.identification B.luggage C.passport D.flight 5.It can be inferred from the passage that ___________.

A.travelling may cost more in peak season B.you must always take cash with you C.larger lunches cost more than smaller ones D.you can’t get back your lost luggage overseas PART IV: WRITE Rewrite each of the sentences so that it means the same as the one before it. (2pts) 1.You spent more money during the trip than I did. → I didn’t…………………………………………………………………….. .

2.Have you ever been to Kuala Lumpur before? → Is this your…………………………………………………………………… ?

3.China is a huge tourist attraction: it has many old castles and pagodas. → As China……………………………………………………………………. .

4.I found this place rather boring. → I wasn’t ……………………………………………………………………….

The end

ĐÁP ÁN PART I: 0,5 p for each correct sentence.

1. T PART II:

2. T

3. F

1.0,2 p for each correct word 1. Falling 4. Falling

4. T

(SKILLS 2- UNIT 8)

2.Rising 5.Rising

3. Falling

2. 0,4 p for each correct sentence.

1. B 2. B 3. D

4. A

PART III: 0,6 p for each correct sentence.

1.B 2. D 3.B 4.C

5.A

5. D

PART IV: 0,5 p for each correct sentence.

1.→ I didn’t spend as much money during the trip as you did.

2.→ Is this your first time in Kuala Lumpur / first time visit to Kuala Lumpur?

3.→ As China has many old castles and pagodas, it is a huge tourist attraction.

4.→ I wasn’t very interested in this place.

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