Giáo án Anh 9 chương trình mới phát triển năng lực 5 hoạt động 2 cột (Hoạt động của GV-HS, Nội dung)

GIÁO ÁN ANH THEO 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 chương trình mới phát triển năng lực 5 hoạt động 2 cột (Hoạt động của GV-HS/ Nội dung cần đạt) 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:1 Period: 1

Preparing date: Teaching date:

REVISION I./. OBJECTIVE: - By the end of the lesson S will be able to remember main contents of English 8 and know how to learn English 9.

1. Knowledge 2. Skills: Practicing skills 3. Attitude: - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. 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: 1. Warm up: - free talk about summer activities 2. Revision: 2.1. Present perfect: a, Use:Th× hiÖn t¹i hoµnthµnhdiÔn t¶ hµnh ®éng: - b¾t ®Çu tõ qu¸ khø, kÐo dµi ®Õn hiÖn t¹i vµ cã thÓ tiÕp tôc ë t−¬ng lai.

- ®· x¶y ra trong qu¸ khø nh−ng kh«ng râ thêi gian.

- võamíix¶y ra.

- ®· x¶y ra vµ ®· chÊm døt nh−ng kÕt qu¶ cßn ®Ó l¹i hoÆc liªn quan ®Õn hiÖn t¹i.

- ch−a bao giê x¶yra.

- lÆp l¹i nhiÒu lÇn trong qu¸ khø.

- dïng trong c©ub×nhphÈm. b, Form: S + have/ has + P II...............

S + have/ has + not+ P II...............

Have/ has + S + P II.........? c, Sign:

- since/ for/ just/ already/ recently= lately/ ever/ never...before/ not...yet/ once/ twice/ three times..../ so far= up to now= up to the present= until now/ first time/ second time....

4. Present perfect progressive: a, Use:Th× hiÖn t¹i hoµn thµnh tiÕp diÔn diÔn t¶ hµnh ®éng: - b¾t ®Çu tõ qu¸ khø, kÐo dµi liªntôc ®Õn hiÖn t¹i.

- võa míi kÕt thóc nh−ng kÕt qu¶ cßn ®Ó l¹i hoÆc liªn quan ®Õn hiÖn t¹i. b, Form: S + have/ has + been + V-ing...............

S + have/ has + not+ been + V-ing...............

Have/ has + S + been + V-ing................? c, Sign: - since/ for/ 2.2. Past simple: a, Use:Th× qu¸ khø ®¬n diÔn t¶ hµnh ®éng: - ®· x¶y ra vµ ®· chÊm døt biÕt râ thêi gian. b, Form: S + V-ed...............

S + did + not+ V...............

Did + S + V.........? c, Sign: - yesterday - last + N - ago/ then 2.3. Past progressive: a, Use:Th× qu¸ khø tiÕp diÔn diÔn t¶ hµnh ®éng: - ®ang x¶y ra t¹i mét thêi ®iÓm cô thÓ trong qu¸ khø.

- ®· x¶y ra vµ kÐo dµi mét thêi gian ë qu¸ khø.

- ®ang x¶y ra ë qu¸ khø th× hµnh ®éng kh¸c xen vµo.

- hai hµnh ®éngx¶y ra song song cïng mét lóc b, Form: S + was/ were + V-ing...............

S + was/ were + V-ing...............

Was/ were + S + V-ing.................? c, Sign: - at that time, then - when - while...........

2.4. Past perfect: a, Use:Th× qu¸ khø hoµn thµnh diÔn t¶ hµnh ®éng: - x¶y ra tr−íc mét thêi gian qu¸ khø hoÆc tr−íc mét hµnh ®éng kh¸c. b, Form: S + had + P II...............

S + had not + P II...............

Had + S + P II.................?

2.5. Past perfect progressive:

a, Use:Th× qu¸ khø hoµn thµnh tiÕp diÔn diÔn t¶ hµnh ®éng: - x¶y ra trong qu¸ khø vµ kÐo dµi liªn tôc cho ®Õn khi hµnh ®éng qu¸ khø thø hai x¶y ra, hµnh ®éng nµycã kho¶ng thêi gian ®i kÌm. Hµnh ®éng thø hai ®−îc chia ë th× qu¸ khø ®¬n. b, Form: S + had been + V-ing...............

S + had + not + been + V-ing...............

Had + S + been + V-ing.................?

3.Further practice: 4. Production: - Review all the knowledge in English 8 - Prepare:Unit 1: Getting started + listen and read.

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Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, students will be able to: - listen and read for specific information about Nick's, Phuc's and Mi's visit to Bat Trang traditional craft village - practice reading and doing some exercises with the lexical items related to traditional craft village 1. Knowledge: - Vocab: traditional crafts items 2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in and proud of the traditional crafts

4. Competences: - Co-operation - Self- study - Using language to talk about traditional craft villages 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 1. Warm up (5'): Matching - Teacher shows all the pictures in 2 p7. ? Look at the pictures.

- Tell Ss that in the box are some traditional handicrafts of different regions in Vietnam. ? Work in groups and match these handicrafts with the pictures. ? giving your answers to class

Contents

Key: A. paintings C. marble sculptures E. silk lacquerware G. conical hats

B. drums D. pottery F. H. lanterns.

2. Getting - started I. New words 2.1. New words - take over (v): tiếp quản - Teacher use different techniques to teach vocabulary (situation, realia) - artisan (n): thợ làm nghề thủ công - Follow the seven steps of teaching - memorable (adj) đáng nhớ vocabulary : * Checking vocab: R.O.R - Repeat in chorus and individually - Copy all the words 2.2. Getting started * Set the scenes: - Answer the questions individually. ? Look at the picture on page 6 * Suggested answers ? Who and what can you see in the - Nick, Phong and Mi picture?

- a lot of pieces of pottery ? Where are they? ? What do you know about Bat Trang? - in Bat Trang traditional craft village - Ss answer the questions as a class - We are going to listen and read a II. Listen and read dialogue about Nick, Phuc and Mi's visit to Bat Trang.

- Play the recording twice. a. Find a word or phrase ? Listen and read then do 1a P7 ? Work independently to find the words with the given meanings in the dialogue. ? Read out the lines in the dialogue that contain the words. ? Share the answers - Quickly write the correct answers on the board.

1a. Find a word or phrase Key: 1. craft 3. take over 5. attraction region 7. remind 8. look round

2. set up 4. artisans 6. specific

? Study the Watch out box.

- "As far as I know" is an expression.

It is used to say that you think you know something but you cannot be completely sure, especially because you do not know all the facts. .b. Answer the questions - Have Ss read the questions to make sure they understand them. ? Answer the questions without reading the dialogue again.

- Ss exchange their answers with a classmate. ? Check your answers by reading the dialogue again.

- Ask for Ss' answers..

1.b. Answer the questions Key: 1. They are at Phong's grandparents' workshop in Bat Trang.

2. It is about 700 years old.

3. His great-grandparents did.

4. Because people can buy things for their house and make pottery themselves there.

5. It's in Hue. 6. Because the handicrafts remind them of a specific region.

3. Doing(20'') III. Practice (20'') 3.1. Complete the sentences ( 3 P7) 1. Complete the sentences (3 P7) ? Complete the sentences with the 1. conical hat 2. lanterns words/phrases in 2.

3. silk 4. paintings - The complete sentences will give Ss 5. Pottery 6. marble information about the places where the sculptures handicrafts are made.

- Call on two Ss to write their answers on the board. Confirm the correct answers.

- If time allows, T may organise a short activity to check Ss' short-term memory.

Have Ss close their books. Point at each of Ss' answers on the board and quickly Ss have to call out the place where this handicraft is made.

3.2. Quiz (4 P7) a: Work in pairs to do the quiz 2. Quiz (4 P7) ? Work in pairs to do the quiz.

1. park 2. museum - The pair which has the answers the 3. zoo 4. beach fastest is invited to read out their 5. beauty spot answers.

- Elicit feedback from other pairs.

Confirm the correct answers. b : Work in groups (If time allows) ? Ss work in groups to write a similar quiz about places of interest.

4. Further practice (3')

? Recall some information about Bat Trang traditional craft village. ? Are there any craft villages in your neighbourhood? ? What products do the artisans make?

5. Production (2') ? Learn by heart all the new words. ? Do Ex B1,2 , 3, 4P4 (Workbook) ? Prepare: Closer Look 1

- Answer individually

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Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - use the lexical items related to traditional crafts and places of interest in an area - say sentences with correct stress on content words 1. Knowledge: - Grammar: present simple, verb form - Vocabulary: traditional crafts 2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Students know how to learn English in right way.

- Ss are interested in doing exercises and are interested in making handicrafts 4. Competences: - Co-operation - Self- study - Using language to talk about traditional craft villages 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 1- Warm up (5'): Ask Ss to call out some traditional crafts

they remember from the previous lesson.

Tell them that in this lesson they are going to learn some verbs that are used to talk about producing or creating a craft.

These will help them use the language correctly when they talk about the making of traditional crafts in a specific region.

2. Vocabulary (15') 2.1. Ss work individual to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confirm the correct answers at this stage.

Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss' explanations when needed. The two verbs cast and mould are quiet difficult, so make that Ss understand them: Now have Ss look at their answers on the board and say if these are correct.

- Listen to the teacher .

- Work in groups - Write on the board.

- cast: shape hot liquid metal, etc. by pouring it into a container.

- mould: shape a soft substance into a particular form or object by pressing it or by putting it into mould cast

(v) đúc : embroide (v) thêu r : (v) Đổ khuôn, tạo khuôn mould : weave (v) Đan (rổ, rá), dệt : Knit (v): đan (len) Key: A. cast B. carve C.embroider D.weave E.mould F. weave G.knit Repeat in chorus and individually - Copy all the words

2.2. a. The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pair to do the exercise. Check the answers as a class. If time allows, haceSs make sentences. b. This activity will help Ss to manipulate the verbs as they are not all regular.

Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confirm the

- Listen - Pair work Key: 1.b 6.c

Key:

2.d

3.e

4.a

5.f

correct answers.

2. cast; cast

3.wove; 4.embroidered;

embroidered 5. knitted; knitted 6. moulded 2.3. Complete the table(2 P8) Organise a competition for this activity.

Ss works in groups of five or six. Set a time limit of five minutes. Ss in each group write down as many places of interest in the word web as possible. The group with the most places is the winner.

The winning group presents their words.

Others tick the similar words they have and add more if they can. It time allows, T may ask ss to explain why they think the places are entertaining, cultural, educational or historical

woven

moulded;

- Work in groups Suggested answer: - Entertaining: cinema, department store, restaurant, café, theater, opera house, club….

- Cultural: opera house, museum, craft village, historical building, theater, market….

- Educational: library, museum, theater….

- Historical: building, temple, shopping district, market, beauty spot….

- Do the task individually 2.4. Complete the passage Ask Ss to do the exercise individually.

Key: Check their answer as a class and confirm 1. historical 2. attraction 3. the correct ones exercise 4. traditional 5. Culture 6.handicraft 3. Pronunciation (15'') Stress on content words in sentences Tell Ss that they are going to learn about sentence stress. Explain that in spoken English, we use sentence stress to show our listeners which parts of our sentences - Listen to the teacher are the most important. These are the parts that carry the most meaning.

5 a Have Ss read the five sentences and underline the words they think are stressed. Elicit answers from Ss. Do not - the whole class confirm the correct answers. Now ask Ss Audio script: to read the four questions and make sure 1. The craft villagelies on the they understand them. Ask Ss to listen to river bank. the speaker read the sentences and at the 2. This painting is embroidered.

same time check whether their answers are correct. Tell them that this is actually the first question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs. b Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences.

- Have Ss read the information in the box to remember the content of the lesson.

3. What is this region famous for?

4. Drums aren’t made in my village.

5. A famous artisan carved this table beautifully.

Key: Sentence 1: craft, village, lies, river, bank Sentence 2: painting, embroidered Sentence 3: what, region, famous Sentence 4: drums, aren’t , made, village Sentence 5: famous, artisan, carved, table, beautifully They are : nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries.

Sentence 1: the, on, the Sentence 2: this, is Sentence 3: is , this, for Sentence 4: in, my Sentence 5: a, this They are: articles, prepositions, pronouns, and possessive adjectives.

6 aSs do this exercise individually and Audio script and Key: compare their answers with a classmate.

1. The Art Museum is a popular place of interest in my city. b Play the recording for Ss to check their 2. This cinema attracts lots of answers and practice reading the youngsters. sentences. Call some Ss to give the answers and read the sentences. Give 3. The artisansmouldclay to correction if needed. maketraditionalpots.

4. Where do you like going at weekends?

5. We shouldn’t destroyhistorical buildings.

4. Further practice (2') - Retell the whole lesson 5. Production(2') ? Learn by heart all the new words. ? Do Ex A1, 2,B1, 2 (workbook) ? Prepare: Unit 1: Closer Look 2

- Answer teacher's questions.

- Take note

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năm

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WEEK:2 Period: 4

Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to : - write complex sentences with different dependent clauses - use some common phrasal verbs correctly and appropriately 1. Knowledge: - Grammar:complex sentences ,commonphrasalverbs - Vocabulary related to traditional crafts.

2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in using complex sentences ,common phrasal verbs in commmunication.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Creativeness: Discuss about traditional crafts in Viet Nam. - Using language to talk about traditional crafts in Viet Nam 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 1.Warm up (5'): Fre talk abouttraditional crafts

Contents - T- Ss - SS- SS

2. Grammar 1(15') Complex sentences: review - Elicit from Ss what they still remember about complex sentences.

Have them make sentences with although, when, so that and because.

Give feedback and quickly write the sentences on the board. Underline the dependent clause with these subordinators. Tell Ss that today they are going to focus on these dependent clauses.

Now ask Ss to read the information in the yellow box. When Ss have reading, ask them to name the dependent clauses on the board.

1.Ss do this exercise individually. Elicit Ss’ answers. Confirm the correct ones. key: 1. When people talk about traditional paintings -> DT 2. So that she could buy some bai tho conical hats -> DP 3. Although this museum is small -> DC 4. Because we have space to skate 2Ss write the complex sentences board -> DR individually and then compare them 5. Before they make the drumheads with a partner. Have two Ss write their -> DT sentences on the board. Each student - Ss do this exercise individually writes two or three sentences. Ask other Key: Ss to give feedback. Confirm the correct 1. The villagers are trying to learn answers.

English in order that they can communicate with foreign customers.

2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs.

3. Even though this handembroidered picture was expensive, we bought it.

4. This department store is an attraction in my city because the products are of good quality.

5. This is called a Chuong conical hat since it was made Chuong

village.

- Answer teacher’s question: A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up,etc. When a particle is added to the verb, the phrasal verb usually has a special meaning.

- Ss explain the underlined words in 3. Grammar 2( (10’) Ask Ss to read the sentences taken from the dialogue: Key: the conversation in GETTING 1. Set up : start something ( a STARTED, paying attention to the two business, an organization, etc. ) verb phrases. Have them answer the two Take over: take control of questions orally as a class. something ( a business, an - Mi: Wow! When did your organisation, etc. ) grandparents set up this workshop?

2. No, the individual words in the - Phong: My great-grandparents started verb phrase do not help with it, not my grandparents. Then my comprehension. This is why they grandparents took over the business. are sometimes considered - T gives examples: difficult.

Get up ( get out of bed ) - Have Ss read the information in the Find out ( get information ) yellow grammar box. Ask them to call Bring out ( publish/ launch ) out any phrasal verbs they know and Look through ( read ) write them on the board. Have them - Note: a verb can go with two explain the meaning of these verbs. particles.

Ss do this exercise individually, and Example: then compare their answers with a ( stay equal with ) classmate Look forward to ( be thinking with pleasure about something to come ) Run out of ( have no more of ) 4Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones.

5 Ss do this exercise individually. Elicit the answers and give correction.

Key: 1. c 2. g 3. f 4. a 5. h 6. b 7. e 8. d Ss do this exercise individually.

Key: 1. Face up to 2. Turned down 3. Passed down 4. Live on 5. Close down 6. Did…come back - Ss read the sentences and complete them individually, then compare their answers with a classmate.

6 Have Ss quickly read the provided sentences. Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board.

Other Ss and T give feedback.

Key: 1. Where did you find out about Disneyland Resort?

2. When did you get up this morning?

3. I’ll look through this leaflet to see what activities are organized at this attraction.

4. They’re going to bring out a guidebook to different beauty spots in Viet Nam. 5. I’m looking forward to the weekend!

4.Further practice (2') ? Retell complex sentences and phrasal - Answer teacher's questions. verbs .5. production (2') ? Learn by heart all the new words and - Take note structures ? Do B3, 4, 5, 6 (Work book) ? Prepare: Unit 1: Communication

WEEK:2 Period: 5

-------------------------------o0o-----------------------------Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to arrange a visit a place of interest in the region.

1. Knowledge: - Vocabulary: vocabulary related to visiting a place of interest like: team-building; set off, turn up, picnic food/ drink/ activities…

- Grammar: planned future tenses 2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Ss are interested in making arrangements for a picnic - Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in outdoor activities and places of interest 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about future plan for a picnic

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 1. Warm up: check the old lesson in 5m 2.Communication Extra vocabulary 6’ Go through the extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. To teach the word team-building, ask Ss for the meaning of each word. Then ask them to guess the meaning of the whole word and give examples of some team-building activities. For the other two phrasal verbs, give out the definitions: -turn up: arrive -set up: begin a journey Listen and complete the plan: (10m) Ex 1: Nick, Duong, and Mai are planning a day out to a place of interest for their class.

Listen to the conversation and complete their plan by filling each blank with no more than three words.

• Set the scene: Nick, Duong, and Mai are planning a day out to a place of interest for their class.

- Ask Ss to guess and fill in the table.

- Play the disc twice, ask Ss to listen and fill in the gaps from 1 to 10.

- Listen and repeat.

- Guess the meaning.

- Copy

Ex 1: Don’t turn this task into a serious test of information.

Ss is expected to be able to answer questions 1, 2, 4.

- Guess and fill in the table.

- Answer key: 1, Green park 2. Bus 3. 8 a.m 4. Own lunch

6.Team-building - skSs to share the answer with the 5. Supermarket 7. Quizzes 8. Painting village partner.

9. Make 10. P.M - Get feedback - Ask Ss to listen once more to check.

3.Communication 2:Discuss the plan for this day out. (7m) Ex 2: Imagine that your class is going to a place of interest in your area. Work in group to discuss the plan for this day out. Share the answer with the partner.

Make note in the table.

- Ask Ss to work in groups of 5 or 6 to make - Give answers to the teacher.

- Listen once more to check. note in the table.

- Give groups.

Ask Ss to do the following things: - choose a place of interest to visit - decide what to do and make notes - decide who will present what to the class - rehearse what to say 4. FURTHER PRACTICE:Present the plan before class. (12m) - Ask Ss to present in groups before class.

- Ask other groups to give comment.

- Teacher gives comment and choose the best representation.

5. PRODUCTION: (2m) - Redo all the ex.

- Do exercise ‌.. (Workbook)

- Work in groups of 5 or 6.

- Present before class in groups - Give comment to other groups.

- Prepare Unit 1 Skill 1 -------------------------------o0o-----------------------------WEEK:2 Period: 6

Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Read and get general and specific information about a traditional craft village.

- Listen and get specific information about places of interest in an area.

1. Knowledge: - Vocab: vocabulary related to local traditional crafts like: paintings, pottery, drumb, silk, lanterns, conical hats…

2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Be proud of and love the traditional crafts and local places of interest 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Creativeness: talk about benefits and challenges of traditional craft villages - Using language to talk abouttraditional craft villages 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 1. Warm up: Chatting

Contents

- Work in pairs.

2.Pre-reading.

Ex 1: Ask Ss to work in pairs, one - Possible answer: look at Picture A, and the other look Suggested answers: - Similarities: conical hat, string at picture B. - Ask each other questions to find out - Differences: Picture A: light green, the similarities and differences between pictures between layers, blue string, two pictures. look lighter Picture B: white, no decoration, pink string, look heavier.

2. While-reading Ex 2: Mi visited Tay Ho village in Hue last month. She has decided to present what she knows about this place to the -Work individually and match. class.

- Share with the partner.

- Ask Ss to read what Mi has prepare Answer: and match the tittles with the paragraphs.

1-C 2-A 3–B Ex 3: Read the text again and answer the questions.

- Ask Ss to work individually then share with the partner - Get feedback - Help Ss to correct the answers.

4.Post-Reading: Speaking Ex 4: Read the following ideas. Are they about the traditional crafts (B) or challenges that artisans may face (C).

Write B or C

- Work individually then share with the partner - Answer; 1. Because it is the birthplace of the conical hat in Hue. 2. It’s 12 km from Hue city.

3. It’s going to the forest to collect leaves.

4. They’re very thin.

5. It has poems and paintings of Hue between the two layers.

6. Everybody can, young or old.

- Work individually then share with the partner.

- Answer: 1. providing environment 1. B 2. losing authenticity 2. C 3. providing additional income 3. B 4. Relying too much on tourism 4. C 5. treating waste and pollution 5. C 6. preserving cultural heritage.

6. B

Ex 5: Imagine that your group is responsible for promoting the traditional crafts in your area. Propose an action plan to deal with the challenges.

- Work in groups of 5 or 6.

-Ask Ss to work in groups to work out

an action plan to deal with the challenges mentioned from other above.

It’s an open activity, so there is no right or wrong answer as long as Ss can explain their points.

- Set a time limit of about 10 minutes for this activity.

- More around to provide help and comments.

- Invite some groups to present their plan. T and other Ss give feedback and ask any questions.

- Vote for the best plan.

- If the classroom has space, T may organize an exhibition of ideas. Give each group a big piece of paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why.

5. Production: 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2

- Make a plan to promote the traditional crafts in your area.

- Present their plan - Vote for the best plan.

- Copy and do at home!

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WEEK:3 Period: 7

Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 6: Skills 2 I./. OBJECTIVE: By the end of the lesson, Ss will be able to listen for specific information and write an email to give information about places of interest in an area and things to do there.

1. Knowledge; vocabulary to describing a place of interest - Grammar: present simple 2. Skills: Practicing skills 3. Attitude:- Love and protect places of interest - Positive about local environment.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Creativeness: write an email to give information about places of interest in an area and things to do there.

- Using language to write an email 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 1. Warm up: Face to face: famous places of interest in Ha Noi 5 ss come to the board and play the S1. Hoan Kiem lake game.

S2. Ho Chi Minh's Mausoleum S3. Thu Le Park S4. Bat Trang pottery village ...........................

2. Listening What can you see in the pictures?

Can you guess the name of the places of interest?

1.- Tell Ss that they are going to listen to three students talking about their places of interest.

Elicit answers from different Ss. Ask them if

they know the name of each place. Quickly write these names on the board. Play the recording for Ss to check their answers.

2 -Play the recording again for Ss to decide if the sentences are true or false. If they meet any difficulty doing this, play the recording one more time. Have ss compare their answers in pairs before giving T the answers.

Ask for Ss’ answer and write them on the board. Do not confirm the correct answers yet.

3 - Without listening to the recording again, Ss complete the table 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.

In this writing part, Ss are asked to write an email to give an Australian pen friend some information about the places of interest in their hometown/city and the activities they can do there.

3. Writing.

2. Listen to what these students say and decide T or F. Key: 2 1. T 2. T 3. F ( His friend’s relatives own it. ) 4. F ( They also come from other countries ) 3. Listen again and complete the table.

3 1. Artefacts 2. Exploring Vietnamese culture 3. Make things 4. Paint on ceramics 5. The hill 6. Books 7. pigeons 8. Watching

II. Writing.

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

Sample writing: Dear Mira, It’s great to know that you’re coming to Viet Nam. What a pity you can only spend one day in Ha Noi. There are so many interesting places in the city, but I think within one day

or ask them to review the email as homework. In this case, remember to ask for Ss’ revised work in the next lesson.

you should be able to visit three places. The first place I suggest is Viet Nam National Museum of History. You like history, so it’s a must-see place. There’s an extensive collection of artefacts tracing Viet Nam’s history. They’re arranged chronologically from primitive life to modern times. The second place is Hoan Kiem Lake. It’s one of the symbols of Ha Noi. There you can enjoy the beautiful scenery and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient housed to explore Vietnamese culture. Conveniently, these places are close to one another, so we can walk around easily.

Tell me when you’re coming, so I can show you around these places.

Look forward to seeing you soon!

Best wishes, Thuc Anh

5.Production - Complete the writing - Do exercises in the workbook.

- Do Looking back, complete the project -------------------------------o0o-----------------------------WEEK:3 Period: 8

Preparing date: Teaching date:

UNIT 1: LOCAL ENVIRONMENT Lesson 7: Looking back and project I./. OBJECTIVE: By the end of the lesson, Ss will be able to revise the vocab. , grammar they've learnt in Unit 1 make the presentation about their places of interest or a local product confidently 1. Knowledge; - Vocabulary: vocabulary relating to places of interest...

- Grammar: complex sentences, phrasalverbs 2. Skills: Practicing skills 3. Attitude: - Positive about local environment.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

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: T's and Ss’ activities 1. Warm up: Brainstorming: Divide the class into 3 groups to play the games.

1. paintings 2. Pottery 3.

Drums 4. Silk 5. lanterns 6. Conical 7.

Lacquerware 8. Marble sculptures .....

2.Looking back - the group with more correct words wins the game.

2Ss do this exercise individually, then compare their answers with a partner.

Elicit the answers from Ss.

3Ss do this exercise individually. Have some Ss read out their answers.

Confirm the correct ones.

Contents I. Vocabulary.

1. Write some traditional handicrafts in the word web below.

HANDICRAFTS

- ss works in groups to write all handicrafts they know into a piece of paper.(2 minutes) - go to the board and write 2. Complete the second sentence in ech pair by putting the correct form of a verb from the box into each blank.

Key: 1. cast 2. Embroidering 3.

Wove 4. knitted 5. Carved 6.

Moulded 3. Complete the passage wth the words/ phrases from the box.

Key: 1. zoo Looked 5. lunch Craft

2. Looking forward to 4. Team-building 6. Museum 8. Interest

3.

7.

4 Ss complete the sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers.

5 Ss write the sentences individually.

Have two Ss write the sentences on the board. Ask other Ss to give comments.

II. Grammar.

4. Complete the complex sentences with your own ideas.

5. Rewrite each sentence so that it contains the phrasal verb in brackets.

Key: 1. I don’t remember exactly when my parents set up this workshop.

2. We have to try harder so that our handicrafts can keep up with theirs.

Correct the sentences if needed.

3. What time will you set off for Da Lat? 4. We arranged to meet in front of the lantern shop at 8 o’clock, but she never turned up.

5. The artisans in my village can live on basket weaving.

III. Communication.

6Ss work in groups to play the game. One student is the group secretary. Group members take turns to think of a place of interest they have guessed. Finally, the secretary reports on the places.

IV. Project presentation.

3.Project

4.Further practice: Ask Ss to complete the selfassessment. Identify any difficulties and weak and provide further practice.

-give the presentation to the class in the group.

- the others vote for the best.

- organise the competition - give feedback 5.Production: Complete the Looking back into the notebook.

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Preparing date:

Period: 9

Teaching date:

UNIT 2: CITY LIFE Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, ss will be able to: - use the lexical items related to city life - listen and read Paul and Duong's conversation for specific information about the features of Sydney.

1. Knowledge; - Vocabulary: lexical items related to city life 2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about features of Sydney.

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:

Ss andTeacher's activities Contents *1.Warm up - puzzle - 7' I. Warm up - puzzle 1. The…village of Bat Trang lies on 1 the bank of the Red River.

2 2. This kind of…hat is made in 3 Chuong village.

4 3. In Hoi An you can see colourful… 5 hanging in the streets.

6 4. Some people…that a place of 7 interest should be a well-known site.

8 5. The children can…the clay into many shapes.

1. C R A F T 6. The…of Ha Noi began over a 2.

O N I C A L thousand years ago.

C 7. This village is…for its wood- 3. L A N T E R N S carving craft.

4. A Y

Ss andTeacher's activities 8. A place of…is sometimes simply one that people like going to.

Contents 5.

M

S O U 6.

H

- Write the unit title on the board. T may ask Ss to name some cities and towns in Viet Nam, especially those in or near their region.

8. I

D

I

S

7. F N T E

2.Getting started I. New words New words - 5' - jet lag - Teacher use different techniques to teach vocabulary (situation, realia) - light rail - Follow the seven steps of teaching - metropolitan vocabulary * Checking vocab: jumbled words - multicultural Listen and read ? Open your books to Unit 2.

- Ask students some questions.

- What can you see in the pictures?

- Do you know these two boys?

- Where are they now?

- What are they talking about? …Ss answer the questions as a class.

- T may also ask Ss what they know about Sydney by asking them some guiding questions: Where is it?

Is it a capital city?

What is it famous for?

1.a. Complete the sentences (1aP17) - Then play the recording and have Ss follow along. ? Read the conversation again and do the exercise individually.

- Check and write the correct answers on the board.

1.b. Find words in the conversation (1bP17) ? Work in pairs to do the task.

- Allow Ss to share answers before

L

T O R Y

A M O U S R E S T

(n):

sự mệt mỏi sau một chuyến bay dài (n): tàu điện (adj) (thuộc) thủ phủ, đô th : (adj) đa văn hóa

II. Listen and read * Suggested answers: - Pictures of Sydney and Ha Noi. - Nick and Duong - In Sydney - Sydney (places of interest, transport...)

- In Australia - No. The capital of Australia is Canberra.

- It's famous for Sydney Opera House, the Harbour bridge....

1.a. Complete the sentences 1. visit natural

2. ancient 4. variety

1.b. Find words in the conversation 1. jet lag 2. afeature

3.

5. study

Ss andTeacher's activities asking them to discuss as a class. ? Read out the lines in the dialogue that contain the words.

- Check and confirm the correct answers.

1.c. Answer the questions(1cP17) ? Run through the questions ? Work individually to answer the questions. ? Then compare the answers with a partner.

- Ask them to locate the information in the conversation.

- Call on some pairs to give the questions and answers.

- Confirm the correct answers.

3. Doing 1.d. Find the phrases in the conversation (1dP17) ? Find the phrases in the conversation and practice saying them together.

- Explain the meaning to Ss, then elicit other examples from Ss.

Contents 3. reliable 4. metropolitan 5. multicultural

1.c. Answer the questions 1. He grew up in Sydney.

2. Sydney is.

3. It is convenient and reliable.

4. Because it is a metropolitan and multicultural city.

5. In 1850.

III. Practice 1.d. Think of other way to say these expressions from the conversation 1. How are you? How are things? How are you doing?

2. ( Are you ) recovering from the jet lag?

3. I slept quite well.

4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.

2. Replace the words(2P17) 2. Replace the words - Tell Ss that most of the words they 1. international need to use are related to cities or city 2. local life.

3. crowed ? Work in pairs to replace the word(s). 4. neighbouring - Check their work, then let them read 5. urban each word correctly. Check and correct their pronounciation 3. City quiz (3P17) 3. City quiz ? Work in pairs.

1. A 2. C - Give them a few minutes to do the 3. C 4. A 6. B quiz. Award extra points for pairs who 5. C can say which country cities are in.

- Congratulate the winners.

4.Further practice: ? Recall some typical features of Sydney.

5.Production

Ss andTeacher's activities ? Learn by heart new words ? Do exercises B1, 2 P12 (workbook) ? Prepare: Unit 2: A closer look 1

Contents

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WEEK:4 Period: 10

Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Use the lexical items related to city life - Identify in which situations to stress pronouns in sentences and say these sentences correctly 1. Knowledge; - Vocabulary: lexical items related to city life 2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

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 1- Warm up (5'): Introduction - Listen to the teacher Explain to the Ss the normal position of - Work in groups

adjectives in sentences. Then let Ss - Write on the board. brainstorm all adjectives they have learnt, especially adjectives connected cities and city life. Encourage them to call out as many words as possible.

2. Vocabulary (15') 1 aHave S read through the letter so that - Ss work in pairs to do the task. they can understand the general idea.

Key: Ask them what the purpose of the letter 1. ancient/historic 2. Warm is ( Jack is writing the letter to Oggy to 3. Comfortable 4. Helpful tell about his trip to Hoi An ). Have Ss read the adjectives in the box and 5. fascinating 6. quickly elicit the meaning of each Historic/ancient 7. Local adjective. Have some Ss read their 8. Delicious answer.Correct their pronunciation if needed and confirm the correct answers. bAsk Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter.

Correct their answers.

2HaveSs read through the given adjective adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly.

Ask them which adjectives they know.

Quickly teach Ss the adjectives they do not know. (cosmopolitan/ forbidden populous / easy-going)

- Individual work Key: fabulous, sunny, small, friendly, affordable, good

- Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.

Sample answer: Ss may have different answers providing that they can explain) Stressful busy frighteningcosmopolitan cheerful rural Excitingforbiddenpopulous unemployed easy-going Delicious exhausted annoying downtown Historicmodernpolluted pleased fashionable - Ss work individually 3Ss work individually, then compare Key: 1. fashionable 2. their answers with a partner’s. ask some

to write their answers on the board.

Check their answers as a class.

Annoying 3. Forbidden 4. cosmopolitan 5. Modern 6. Polluted

3. Pronunciation (15'') Stress on pronoun in sentences Explain to Ss that pronouns in general, and personal pronouns in particular, are normally unstressed ( weak ) in sentences, but when they are especially important, or when we want to show a contrast, they are stressed ( strong ).

Give some examples. Have Ss read the yellow box in the book to fully understand the rule.

4 T plays the recording and Ss repeat.

Play the recording as many times as necessary. Correct their pronounciation, especially the stressed words. Have them circle the stressed pronouns.

- Listen to the teacher - Do as requested Key: 1. A: Can you come and give me a hand? ( me is weak ) B: Ok. Wait for me! ( me is strong ) 2. A: Did you come to the party last night? ( you is weak ) B: Yes. But I didn’t see you. ( you is strong ) 3. A: Look-it’s him! ( him is weak ) B: where? I can’t see him. ( him is 5 a Play the recording. Ss listen and mark the underlined words as W ( weak weak ) ) or S ( strong ). Elicit their answers and 4. A: They told us to go this way. (us is weak ) correct their mistakes.

B: Well, they didn’t tell us. ( us is strong ) Key: 1. A: Is he ( W ) there?

B: No. everybody else is, but he’s (S ) bSs work in pairs to practice the minitalks above. Go around and give support gone home!

2. A: Do you know that woman? if necessary.

B: Her ( S ) Er…No. I don’t recognize her (W ).

3. A: I’m afraid we ( W ) can’t stay any longer.

B: What do you mean ‘we’ (S )? I’ve got plenty of time.

4. A: Look! Everybody’s leaving.

B: What about us ( S )? Shall we (W) go, too?

-Ss work in pairs to practice the minitalks above

4.Further practice - Retell the whole lesson 5.Production ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit 1: Closer Look 2

- Answer teacher's questions.

- Take note

-------------------------------o0o-----------------------------WEEK:4 Period: 11

Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to : - Use adjectives, and comparison of adjectives and adverbs correctly - Use common phrasal verbs correctly and appropriately 1. Knowledge; - Grammar:adjectives and comparison,common phrasal verbs - Vocabulary related to city life 2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about city 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 and students ‘ activities 1.Warm up (5'): Introduction Ss have already learned the different forms of comparison of adjectives and adverbs. Tell s that this is a review

Contents

- Ss retell the form of comparison

section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic of this unit.

2. Grammar 1 (15') Comparison of adjectives and adverbs: review 1 HaveSs work individually. Check their answers as a class.

- Help Ss study the REMEMBER!box.

Give explanations if necessary. Ss give more examples.

2 SS work individually. After they have done the activity, ask some Ss to write their answers on the board. Correct their mistakes.

- work individually Key: 1. f 2. D 3. E 4. h 6. A 7. C 8. B

5. g

- work individually Key: 1. the largest 2. Smaller 3.

The most popular 4. Wider 5. the dirtiest 6. Cleaner 7.

The best 8. The most exciting

3. Grammar 2: Phrasal verbs (10’) Ask Ss to recall the phrasal verbs they have learnt in Unit 1: - To set up - To look forward to - T-ss - To find out‌ Key: 3 TellSs to look at the conversation in -To get over GETTING STARTED again and find and -To show someone around underline the phrasal verbs.

-To grow up

-To be set up - Have Ss study the REMEMBER!box.

Let them recall some other phrasal verbs - Do as requested they may have learnt.

4Ss do this task individually. Ask Ss to read and underline the correct particle. T may ask them to write down the phrasal - Work individually verbs in their copy books. Call on some Key: Ss to read out their answers. Correct their 1. set up 2. Gets on mistakes. Explain to them the meaning of with these phrasal verbs in the sentences.

3. Take your hat off 4. grown up 5. Shown

5 AskSs to read the sentences, underline the phrasal verbs and match them to their meaning from the box. Call on some Ss to read the sentences. Correct their answers as a class.

around 6. Pull down Key: 1. turn it off: press the switch 2. turned it down: refuse 3. go over: examine 4. go on with: continue doing 5. take off: remove 6. Put it down: make a note

6 HaveSs read the text, find eight phrasal Key: verbs and match them with their 1. dress up: put on smart definition from the box. Tell them to clothes. study the context of these verbs and elicit 2. turn up: arrive their meaning.

3. find out: discover 4. go on: continue 5. get on: make progress 6. think over: consider 7. apply for: ask for ( a job ) 8. cheer up: make someone fell happier 4.Further practice: ? Retell comparison and phrasal verbs - Answer teacher's questions.

5.Production ? Learn by heart all the new words and structures - Take note ? Do exercises in Work book ? Prepare: Unit 1: Communication

-------------------------------o0o-----------------------------WEEK:4 Period: 12

Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to talk about some important features of cities.

1. Knowledge; - - Vocabulary: vocabulary related to features of cities.

- Grammar: comparision of Adj and Adv. 2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about city 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 and students ‘ activities 1. Warm up: check the old lesson Introduction This should be carried out as a speaking and writing lesson. First, play an optional word association game with Ss. Say the name of a famous city and have Ss write down the first thing they think of. Compare answers as a group. Some Ss may think of a famous attraction while others may think of the mood or impression of that city. For example, T says ‘Paris’; Ss may write down ‘Eiffel Tower’, ‘romance’. ‘food’, ‘fashion’, etc.

- Now ask for a volunteer to choose another famous city and play again. Note there are no right or wrong answers in this game.

2.Communication 1: 1 a AskSs to work individually. They read the sentences carefully and make their three choices. Call on some Ss to say the three things they like best about a city. b Ask Ss to work in groups of three to discuss their choices, and give reasons why. Tell them to study the example before they begin.

Contents

- Listen to teacher’s guide For example, T says ‘Paris’; Ss may write down ‘Eiffel Tower’, ‘romance’. ‘food’, ‘fashion’, etc.

- Play in groups.

- Work individually.

- Some Ss say the three things they like best about a city.

- Work in groups of three - Eg: I like a busy and exciting city with good transport, so I can get

Encourage them to talk as much as possible. T may give some cues. Move around the class and give assistance if needed.

- Ask some Ss to present before class.

3.Communication 2: 2 TellSs that they are going to read a short passage about Singapore. Ask if any student has visited Singapore. If there is one, have him/her share with the whole class what he/she knows about this city-state, what he/she did during the visit and what he/she likes about the place. Otherwise, elicit what Ss know about Singapore.

Now ask Ss to read the passage in the book.

Let them work in the same groups of three to ask and answer the questions. Have representatives from some groups to share their answers.

To prepare Ss for the following writing and speaking activities, have ss read the passage again. Ask them what are the points mentioned in the passage. Elicit answers from Ss. Summarise the main points of the passage” - The location of the city - Its attractions - What is liked most about the city 3. Elicit as much information as possible about these three cities from Ss. Let them find the three cities on a world map or globe.

Then let Ss work in groups to talk about each city ( giving full sentences based on the information given ). Walk around to observe and give help if needed.

4. Ask Ss to choose one of the three cities and write a short passage about it. Give Ss 10-15 minutes to write. Go around to provide help if necessary.

5 AfterSs finish writing, let them talk about the city of their choice in groups. Go around

around and see all the cultural attractions it has to offer…

- Some Ss present before class.

- Listen to teacher’s eliciting.

- Read a short passage about Singapore.

- Work in the same groups of three to ask and answer the questions.

- Some Ss present before class.

- Work individually.

- Answer: - The location of the city: Singapore is a small city in Southeast Asia.

- Its attractions: The outdoor food market.

- What is liked most about the city: Singapore is a multicultural country: Chinese, Malay, Indian, European and Vietnamese.

- Find the three cities on a world map or globe.

- Work in groups to talk about each city ( giving full sentences based on the information given ).

- Choose one of the three cities and write a short passage about it.

- Talk about the city of their choice in groups.

to observe and give feedback. If time allows, have some Ss talk about the city they have chosen in front of the class. T and other Ss give comments. ( In the previous lesson, T may ask Ss to find out at home as much information about three cities as possible so that they can prepare for - Copy their writing and talking in class. ) 4, Further practice: 15- min test - Ss do the test individually (photocopied papers) 5.Production: 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 -------------------------------o0o-----------------------------Kiểm tra ngày tháng

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WEEK:5 Period: 13

Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 5: SKILLS 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Read and get general and specific information about the features of cities - Speak about important features of cities.

1. Knowledge; - - Vocabulary: vocabulary related to features of cities.

2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about city life - Creativeness: talk about problems of city life - Using language to talk about problems of city 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 and students ‘ activities Contents 1. Warm up: Chatting

2. Pre-reading 1 Have Ss read through the given features.

Ask them what each means to them. Now Ss work in pairs and put the factors in order of importance. Call on some pairs to present their order and give some explanations.

3. While-reading 2 AskSs to individually read the passage quickly and find the information to fill the blanks.

- Call on some Ss to read out their answers and where they can find the answers.

Confirm the correct ones.

- Ss work in pairs and put the factors in order of importance.

- Present their order and give some explanations.

- Work individually then share with the parner.

Key: 1. The Economics Intelligence Unit ( EIU ) 2. 2014 3. The worst cities: Dhaka, Tripoli, and Douala

- Work individually then share with the 3 HaveSs read the questions. Ss read the parner. passage again and find answers to the Key: questions. Remind them to locate the 1. Climate, transport, education, safety, answers in the passage. Ss compare their and recreational facilities for cities ( are answers in pairs. Check and confirm the used ) correct answers.

2. Among the top twenty.

4. POST-READING :Speaking 4 a As a class, Ss decide which town or city they are going to rank. Ideally it should be the local town as it should be a place that Ss know personally.

- Divide the class into groups of five or six.

Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table.

While Ss are talking, go around to give assistance if necessary. b Next they work out the final result of their group. Finally, one student from each group presents the results to the class. Act as a facilitator encouraging comments about the results.

5.Production: 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2

3. Because the living conditions there were the most difficult or dangerous.

4. Osaka was 5. They are a city; green space, urban sprawl, natural features, cultural attractions, convenience, and pollution.

6. For stronger classes, T may extend the activity by asking Ss to talk in groups, giving their opinion about the most “liveable” cities in Viet Nam.

- Work in groups of five or six.

- One student from each group presents the results to the class.

- Copy and do at home!

-------------------------------o0o-----------------------------WEEK:5 Period: 14

Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 6: SKILLS 2

I./. OBJECTIVE: By the end of the lesson, Ss will be able to listen for specific information about some problems of city life, write a paragraph about the disadvantages/drawbacks of city life.

1. Knowledge; - - Vocab: vocabulary to describe city life - Grammar: present simple, connectors 2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Creativeness: write a paragraph about the disadvantages/drawbacks of city life - Using language to write about problems of city 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 and students ‘ activities Contents noise 1. Warm up.

Chatting: ? What can you see in the pictures? ? Do you like living in the city or in Cities' drawback the country? Why? why not? crime Brainstorming: (T- whole class) 2. Listening: - preteach some vocab.

Set the scene: What do you know about Bangkok?

What are the problems in Bangkok?

* Vocab. increase (v): gia tăng vehicles (n): xe cộ crime (n) tội phạm sprawl (n) lộn xộn knock down : phá đổ suffer from: chịu đựng contribute (v): đóng góp, góp phần.

I. Listening.

1. Listen and write the missing words.

Key: 1. Cities

2. Office

3. Traffic

4.

Roads 2 Play the recording one or two times. Ask Ss to listen carefully and write down the words they hear in the passage. For less able Ss, T may play the recording again, or as many times as needed.

Ask ss to share the answer Get feedback 3.Writing: 3 Play the recording again. Tell Ss to take notes/write down the key words as they listen. Then they choose the correct answers as required. Correct as a class.

Retelling the story: askss to retell about the problems in some cities.

4TellSs to read the sample paragraph carefully and complete the outline.

Tell them to pay attention to the connectors/makers: Firstly, Secondly, Thirdly.

4.Further practice: 5 HaveSs write the paragraph in about 100 words. Make sure that they use their outline, along with connectors first/firstly, second/secondly, and pay attention to spelling and punctuation. Ss can use the passage in 4 to help them structure their paragraph. go round and offer help.

T may collet some Ss’ papers and mark them, then give comments to the class.

5. Production: - learn by heart the new words

2. Listen again and choose the correct answer.

Key: 1. C

2. A

3.A

4.B

5. B

II. Writing.

3. Read the passage then write complete the outline below.

Outline: Topic sentence: living in a city has a member of drawbacks.

Problem 1: traffic jams and traffic accidents Problem 2: air pollution Problem 3: noise/noise pollution Conclusion: these factors contribute to making city life more difficult for its residents. ss choose one of the items in 1 the write a paragraph + make an outline + use connectors to connect the ideas.

- prepare looking back.

Week 5 Writing date: 15/ 9/ Period 15: Teaching date: 25/ 9/ Unit 2: CITY LIFE Lesson 7: LOOKING BACK + PROJECT -------------------------------o0o-----------------------------WEEK:5 Period: 15

Preparing date: Teaching date:

UNIT 2: CITY LIFE Lesson 7: Looking back and project I./. OBJECTIVE: - By the end of the lesson, Ss will be able to revise the vocab. , grammar they've learnt in Unit 2, write a notice.

1. Knowledge; - Vocabulary: vocabulary to describe city life - Grammar: comparisons and phrasal verbs.

2. Skills: Practicing skills 3. Attitude: - Positive about city life.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

-Ss are interested in using coadjectives and comparison,common phrasal verbs 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

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 1. Warm up.

Brainstorming

Contents Vocabulary.

1. Complete the word webs with nouns and adjectives connected with the city.

divide the class into 3 groups to play - ss play in three groups

Nouns

skycrapers

askss come to board and write, the groups with more right words wins the game.

cosmopolitan Adjectives

2. Looking back 2 LetSs read the passage and complete this exercise individually. Less advanced classes can complete this exercise in pairs. After that, let some Ss read the passage aloud sentence by sentence. Check and confirm the correct answers.

Grammar 3. Ss can do the task by themselves or in pairs. Correct their answers as a class.

4 First let Ss review the phrasal verbs they have learnt in units 1 and 2. Then have them do the task. Correct their answers as a class.

5 This task helps Ss use structures with phrasal verbs to review sentences.

T may some Ss write sentences on the board. Let other Ss give comments.

2. Put the word from the box in each gap.

Key: 1. fascinating 2. Noisy 3.

Full 4. Crowed 5. urban 6. Fabulous 7.

Bored 3. Complete each sentencewith the words given, using comparision.

Key: 1. as interesting as/so interesting as 2. the fastest 3. the shortest/a shorter 4. less entertaining 5. more carefully 4. Complete each space with a phrasal verb from the list.

Key: 1. ( has ) turned down 3. get over 4. cheered up 6. found out

2. going on 5. turn back

5. Rewrite each sentence so that it has similar meaning and contains the word given.

Key: 1. Turn off the lights when you leave the

Then check as a cla

First,

classroom.

2. Mai grew up in a small town in the south.

3. Kathy looked up the restaurant on her mobile phone.

4. My grandmother has got over her operation.

5. we are looking forward to seeing you again.

- make sure Ss know the names of the cities in Viet Nam. - divide the class into two teams to play the game. Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features of different cities in the country. When time is up, Communication stop the game and congratulate the winning team.

3.PROJECT Writing interesting notices This activity is aimed at helping Ss to form a habit of observing signs and notices around them, especially when they go to a town/city where there is lots of information all around them.

They also learn how to write appropriate notices.

1Ss work in groups to do the task. T checks. Note that other orders are also possible.

QUIET PLEASE Exams in progress Groups 9B + 9D to Gym Classes as normal tomorrow B ENGLISH CONVERSATION LESSONS Town Hall every evening Offered by native teachers Language exchange also a possibility Ring Dylan on 42564039 A: In a school B: On the notice board of the town’s cultural centre Explain to Ss the Watch out!box. Give more examples if needed. .

Key: VENDING MACHINE No soup.

Tea and coffee, 10p and 50p coins only.

No more canned drinks.

Machine to be repaired soon.

Sample: SEMINAR ABOUT FEATURES OF CITY LIFE Monday Nov 10th in town hall.

All teenage girls are welcome.

For further details, ring Trang - 098456789 4.Further practice: 2 Ss work independently, then exchange their work with a partner. T check 3 AskSs to do this task out of class, and in the next lesson, have them present what they have written to the class. The class gives comments.

5.Production: - Complete the writing -------------------------0@0----------------------Kiểm tra ngày tháng

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WEEK:6 Period: 16

Preparing date: Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, ss will be able to: - use some adjectives of emotions and feelings - listen and read Phuc, Nick and Veronica's conversation for specific information about Mai's stress.

1. Knowledge; - Vocabulary: adjectives of emotions and feeling - Grammar: Give advice, encourage, empathise or assure someone 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings 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 1. Warm up - Chatting - 7' - T can prepare three magazine cut-outs or photos of teenagers with different facial expressions: worried, happy, angry, scared, relaxed, etc. ? Describe the photos ? Guess why these teenagers are feeling this way.

2. Getting – started: I. New words New words - 5' - tense - Teacher use different techniques to teach vocabulary (situation, - pressure realia) - frustrated - Follow the seven steps of teaching vocabulary - depressed * Checking vocab: jumbled words - graduate

Listen and read ? Open the book on the GETTING STARTED page but with the text covered. ? Where are Phuc, Nick and Veronica? ? What are they going to do?

- Explain that Mai was supposed to be there but she couldn’t some in the end. ? Why do you think Mai couldn’t come?

- Tell Ss they are going to listen to the conversation between Phuc, Nick, and Veronica. Play the recording and have Ss follow along.

(adj) : (n) (adj) : (adj) : (n/v)

(v) - assure II. Listen and read

căng thẳng áp lực bực bội (vì không giả quyết được việc gì) tuyệt vọng người tốt nghiệp, tốt nghiệp cam đoan, đảm bảo

* Suggested answers: - They are at the play ground.

- They are going to play badminton.

- I think she is busy with her studies.

1.a. Find the opposite words (1a P27) ? Uncover the text. Play the recording again. ? Work individually, then in pairs, to find the words/phrases.

- Remind Ss they need to find the words in the text with opposite meanings.

- Check and write the correct answers on the board.

1.b. Choose the best answer (1b P27) ? Work individually, then in pairs to do the task.

- Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer.

1.c. What Veronica means ? What do you think Veronica’s statement means. ? Have you ever felt like Veronica, and what happened?

3.Doing:.

3.1.Gap fill (2 P27) ? Ss work in pairs to complete this task.

- Tell Ss in most cases more than one option may be suitable. ? What is the difference between ‘depressed’ and other words such as ‘tense’. ‘worried’, or ‘stressed’?

- The word ‘depressed’ is very strong and used only to describe someone who is deeply sad and has lost hope ? Study the REMEMBER! ? Add more adjectives of emotions and feelings formed from the -ed form of verbs.

3.2. Matching (2P27) Before Ss start doing this exercise, explain the meaning of

1.a. Find the opposite words 1. to stay up late 2. To be stressed (out) 3. Good grades 4. to disappointed someone 5. To take a break 6. To be fully booked

1.b. Choose the best answer 1. C 6. A

2. B

3. C

4. A

5. B

1.c. What Veronica means Veronica wishes her parents could put themselves in her situation to better understand her.

III. Practice Gap fill (2 P27) 1. worried/tense/stressed; relaxed/confident 2. Calm 3. depressed/frustrated 4. Confident/relaxed/calm 5. delighted/confident 6. Frustrated/worried

2. Matching (2P27) Give advice: to give suggestions and ideas to help somebody make a decision

‘give advice’, ‘encourage’, ‘empathise’ and ‘assure’. ? Work individually first, then in pairs.

- Then give corrective feedback to the whole class. ? Give examples of the situations in which these sentences are said.

3.3. How do you feel today? (4 P27) - Teacher give some examples. ? Select appropriate statement in 3 to respond to what I have told you? ? Work in pairs. Tell your partner how you feel today and your friend responds to you.

- If time allows, call on some pairs to report their stories to the class.

4.Further practice: ? Recall some adjectives of emotions and feelings.

5.Production: ? Learn by heart new words ? Do exercises B1, 2, 4, 4 P20-21 (workbook) Prepare: Unit 3: A closer look 1

Encourage: to give someone support and confident to do something Empathise: to be able to understand how someone else feels Assure: to tell someone that something is going to be all right, so that they do no worry.

1. encourage 2. Give advice 3. Empathise 4. assure 5. Empathise 6. Encourage 3. How do you feel today? (4 P27) I feel worried because my cat is sick.

I feel disappointed because it has been raining all day long I feel delightful because my son is Star of the Week at his primary school.

-------------------------0@0----------------------WEEK:6 Period: 17

Preparing date: Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Use the lexical related to changes in adolescence - Identify in which situations to stress the verb be in sentences and say these sentences correctly 1. Knowledge; - Grammar: - Vocabulary: words related tochanges in adolescence 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings 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 ‘ Contents activities 1- Warm up (5'): - Free talk T- Ss - Check up old lesson 2. Vocabulary (15') 1 . Tell Ss to pay attention to the - Ss work individually to complete this content words surrounding the exercise gaps, and identify the part of Key: speech of the missing words. Ss 1. shape and height 2. Reasoning skills then work in pairs to compare 3. Embarrassed their answers before T gives 4. Independence 5. Self-aware feedback to the whole class.

6. Informed

2 Explain the phrases in the box - Individual work first. Elicit from Ss some Key: examples for each item, for A. 5 B. 2 C. 6 D. 3 E. example, ‘Can you think of an 1 F. 4 example of school pressures and frustrations?’

Share some of your personal experience from your teenage years where relevant.

- Ss work in pairs to discuss which solution 3HaveSs work in pairs to discuss can be used for which situation which solution can be used for

which situation. Then elicit the answers from the whole class.

Ask Ss to explain their decisions.

- Ss work in pairs to complete the task 4 Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these ( difficult/stressful ) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion.

3. Pronunciation (15'') - Stress on the verb be in sentences Play the recording again or say the first sentence in the conversation in GETTING STARTED. Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practice saying the question.

Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box.

5 Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be are unstressed. With the whole class, refer to the REMEMBER!box to elicit the reasons why the verbs be is stresses in each item. Ss then practice saying the sentences in pairs.

6 TellSs that these sentences contain both stressed and unstressed verb forms of be. Ss

REMEMBER! Normally the verb be is unstressed in the middle or at the start of a sentence for a statement or question.

Example: She was stressed.

Are you worried about something?

However, the verb be is stressed in negative questions and at the end of sentences.

Example: 7. Aren’t you coming?

8. Yes, I am.

Also, it is stressed for emphasis or contrast.

Example: 9. She isn’t coming?

10. She is coming, but she’ll be a little late.

- Ss listen, thenpractice saying the sentences in pairs.

- Ss work individually first to underline those that should be stressed. Then check Key: 1. -You aren’t worried about the exam?

work individually first to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss practice saying the sentences.

Good for you!

- I am worried! But I try not to show it.

2. - Do you think Jack is good at Japanese?

- He is. But he’s a bit shy to speak it.

3. - Isn’t badminton her favourite sport?

- Yes, it is.

4. - Who’s he? (no stress) 5. - Sorry - we’re late!

- Actually, you aren’t. We haven’t started yet.

6. - Is she happy at the new school?

- Yes, she is. She likes it a lot.

4.Further practice - Retell the whole lesson - Answer teacher's questions.

5.Production: ? Learn by heart all the new - Say out the words words. ? Do Ex in workbook ? Prepare: Unit 1: Closer Look - Take note 2 -------------------------0@0----------------------WEEK:6 Period: 18

Preparing date: Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to : - Use reported speech with confidence - Use question words before to -infinitive 1. Knowledge; - Grammar:reported speech,question words before to -infinitive - Vocabulary: words related tochanges in adolescence 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises -Ss are interested in using reported speech,question words before to -infinitive 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to report what others say 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 1.Warm up (5'): Introduction Ss have already learned reported speech in English 8. Tell s that this is a review section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic of this unit.

Contents

- Ss retell the form of reported speech

2. Grammar 1 (15') Reported speech: review 1 RemindSs of what the - Ss work in pairs to complete the task conversation in GETTING STARTED is about. Ss then work in Key: pairs to complete the task. If needed, Mai: ‘I’m too tired and don’t want to go give Ss a quick review of reported out.’ speech ( e.g. verb tense, pronouns, Mai: ‘I want to be a designer.’ time expressions, etc. ) Divide the Mai’s parents: ‘Design graduates won’t class into side A and side B. Side A find jobs easily. We want you to get a will say some sentences in direct medical degree.’ speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech.

2 . Have Sswork individually to complete this exercise Then they - Ss work individually to complete this compare their answers in pairs exercise Key: before T gives corrective feedback 1. My parents told me they would visit as a whole class. me that week.

2. Our teacher asked us what we were most worried about.

3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister.

4. Tom said Kate could keep calm even when she had lots of pressure.

5. She told her mother she had got a very high score in her last test.

6. The doctor asked him if slept at least eight hours a day.

3. Grammar 2: Question words before to-infinitive(10’) - Tell Ss that the question words who, what, where, when, and how can be used before a to-infinitive to express a situation that it is difficult or uncertain. Give examples.

Explain the Look out!box.

- Highlight the verbs ask, wonder, ( not ) be sure, have no idea, ( not ) know, ( not )decide, (not) tell which are often used before the question word + to-infintive.

3HaveSs do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T. Reported questions with question words before to - infinitive.

Question words before to-infinitives can be used to report questions about something that should be done.

- Example: :What should I do?” she said She wondered what to go.

Look out!

To report Yes/No questions we use whether before to-infinitive.

Remember if cannot be used in this case.

Example: ‘Should I tell my parents what I really think?” she wondered. =>She wondered whether to tell her parents what she really thought.

4HaveSs work in pairs to complete this exercise. Remind them they can choose from the verbs ask, wonder, (not) be sure, (not) know, (not)

Look out!

The question word why cannot be used before a to-infinitive.

We often use the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell before the question word + to-infinitive.

Example: I have no idea where to get this information.

- Ss do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T

Key: 1. I don’t know what to wear.

2. Could you tell me where to sign my name?

3. I have no idea when to leave for the bus.

4. We’re not sure where to hang the painting.

5. he wondered how to tell this news to his parents.

decide, (not) tell to report these questions 5 First, ask the whole class to agree on five questions they would like to ask about you. Write them on the board. Prepare two different versions of answers to these five questions. ( the more contradictory the two versions are, the more fun the game will be !) Write each version on a separate piece of paper so that you do not forget them.

- Then divide the class into two groups. Tell Ss that one group will stay inside the classroom and the other outside. Each group will listen to you for the answers to the questions and the group will then have to report to the other group what they have heard from you.

- When the two groups have been separated cannot hear each other, go to each group and tell them one version of the answers. Ask them to remember what you say.

- Finally, ask the two groups to gather again inside the classroom.

Now ask them to answer the five questions written on the board according to the information they have received by reporting what you have told them.

4.Further practice: ? Retell reported speech,question words before to -infinitive 5.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 1: Communication

6. They can’t decide who to go first.

- Ss can work in pairs to complete this exercise Key: 1. They wondered/couldn’t tell how to use that support service.

2. He had no idea who to turn to for help.

3. Mai asked her mother when to turn off the oven.

4. Phong and Minh couldn’t decide where to call her then.

5. He was not sure whether to call her then.

6. They wondered what to do make Linh feel happier.

- T- Ss

Work in groups

- Answer teacher's questions.

- Take note

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WEEK:7 Period: 19

Preparing date: Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to Talk about teen stress and pressure and how to cope with them 1. Knowledge; - Vocabulary: vocabulary related to teen stress and pressure.

- Grammar: Use reported speech with confidence Use question words before to -infinitive 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises -Ss are interested in using reported speech,question words before to -infinitive 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about teen stress and pressure.

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 1. Warm up: 3m and check the old lesson in 5m - Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills.

- Explain the words in the Extra vocabulary box. Use a dictionary or translate the words

since they are all abstract concepts.

Extra vocabulary: (5m) - Cognitive /ˈkɒɡnətɪv/ (adj): connected with - Listen to the teacher’s explain mental processes of understandingthuộc, hoặc - Copy liên quan tới nhận thức - An emotion: sự cảm động, sự xúc động, sự xúc cảm - (to) concentrate /ˈkɒnsntreɪt/: tập trung - Self-discipline (adj): the ability to make yourself do something, especially something difficult or unpleasant - Resolve conflict: Giải quyết xung đột - Risk taking: Chấp nhận rủi ro 2. Communication 1: (10m) - Ask Ss to work in pairs to complete this task.

Go around and offer help if needed.

- Otherwise, T may turn this into a group competition. Prepare red paper strips the five skill categories, and blue paper strips with the skill examples. In small groups Ss will match the red strips to the blue strips. The first group to have the correct answers is the winner.

- Work in pairs to complete the task.

In small groups Ss will match the red strips to the blue strips. The first group to have the correct answers is the winner.

Key: 3. Communication 2: (7m) 1. C 2. B 3. D - Give Ss plenty of time to look closer at each 4. A 5. E skill to discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write - Work individually to write on the on the board two lists: one containing the board two lists: one containing the skills Ss think are necessary for Vietnamese skills Ss think are necessary for teenagers, and one containing those that they Vietnamese teenagers, and one think are not. containing those that they think are not.

- As an alternative, Ss work in small groups.

After their discussion, each group should - Work in small groups. cross out the life skills which they think are “Do we teenagers in Viet Nam need not suitable for Vietnamese teens. As a whole all or some of these skills? Why or class, compare the results from different why not?” groups. Remember each group will need to

explain their decisions.

4. Further practice: Exercise 3: (8m) - AskSs to work in small groups to make their - Work in small groups. own list for Vietnamese teens. They can base it on the text and add their own information.

Now the class needs to combine all the group lists to make a big list for the whole class.

Write this list on a poster, or on the board.

Exercise 4: (10m) - Ask Ss to copy down the ‘big list’ they have created in 3 in their notebooks. Ss then work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their results.

- Work individually: each student goes through the list and evaluates how good he/she is with each skill.

Then Ss work in pairs to share their results.

- If time allows, each pair reports the results to - Work in pairs the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on.

5. Production: 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 -------------------------0@0----------------------WEEK:7 Preparing date: Period: 20 Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Read for general and specific information about a helpline service for teens in Viet Nam - Speak about important features of cities.

1. Knowledge; - Vocabulary: vocabulary related to teen stress and pressure.

- Grammar: Use reported speech with confidence

Use question words before to -infinitive 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises - Ss are interested in a helpline service for teens in Viet Nam 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about teen stress and pressure.

- Creativeness: talk about problems of teens in VN - Using language to talk about problems of teens in VN 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 1. Warm up: CHATTING 2. Pre-reading 1 a AskSs the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help.

- GuiSs to guess which sentences are T/F Exercise 3 P 32.

3. While-reading - Exercise 3: For this task, allow Ss to have another close reading (or as many times as they wish). Ss work individually first, then compare the answers with their partner. Ask them to discuss and explain each person’s own decision if their answers are not the

Contents

Listen

- Guess which is are T/F

- Ss work individually first, then compare the answers with their partner.

Key: 1. T 5. F

2. T 6. T

3. F

4. F

same. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to find the relevant information.

- Exercise1- b Ask Ss to read through the text quickly to get its main ideas. Ask them to answer the question “What is the article about? Using the text title, photos, and key words.

- Exercise 2Now ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions.

- Help Ss to check the answers.

4. POST-READING (15minutes) Speaking Draw Ss’ attention to the study skill box.

Together with them, find an example for each expression. If time allows, ask Ss to add in other expressions for asking for advice that they have learnt or know.

- Read through the text quickly to get its main ideas.

- Answer: It is about The magic number which is a 24-hour toll-free service for counselling and protecting children and your adults in Vietnam.

Work in pairs to answer the questions.

Key: 1. It’s a free service for counselling and protecting children and young adults in Viet Nam. 2. They were callers in the 11-14 year old and 15-18 year old groups.

3. The calls were mostly questions about relationships, and physical and mental health.

4. Because they were cases of missing or abandoned children, or children who were suffering from violence, trafficking, or sexual abuse.

5. The helpline promotes child participation in its operations by involving children as peer.

6. It aims to create favourable conditions for children to develop physically and mentally.

- Possible answer: 1. What do you think I should do (about)…?

2. What should I do?

3. What would you do in this situation?

4. Could you give me some advice about…?

5. If you were me, what would you do?

Exercise 4 TellSs they are going to listen to 6. I wonder whether to … or …?

7. Do you know who to speak to about two students calling a child helpline. AkSs to look at the note form to get oriented about this? what they are going to hear. Remind Ss that - Ask Ss to look at the note form to get these are notes so they only need to write key words or phrases and not full sentences. oriented about what they are going to hear After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers. Ask them to use the notes for the role-play, and remind them to put some emotional - Ask Ss to complete the task expression in their voice for the role-play. individually.

Key ( suggested): Caller 1 Caller: girl, from Ha Noi, last year of high school Feeling now: a bit depressed and confused Problem: wants to be a designer; but her parents want her to be a doctor Question: doesn’t know what to say her parents.

Exercise5AskSs to look back at Exercise 2, Caller 2 Caller: boy, named Long, 13 years old, A CLOSER LOOK 1. Tell Ss the from Ho Chi Minh City instructions to do the task. Remind Ss they Feeling now: worried should use the expressions in the Speaking Study skill box ‘Asking for advice’. Give Ss Problem: online friend asked for 5 a few minutes to choose who they want to be million dong; said if he refused to give it, his life would be difficult and to think about what they should say when they call the hotline. – Ask Ss to work Question: wonders whether to tell in pairs. Go around and offer help if needed. somebody about this.

When Ss have finished, call on some pairs to - Look back at Exercise 2, A CLOSER present their dialogue. To revise reported LOOK 1. speech, T may ask the student who listens and takes notes to report what his/her partner - Work in pairs has told him/her.

5.PRODUCTION: 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2

- Copy and do at home!

-------------------------0@0----------------------WEEK:7 Preparing date: Period: 21 Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 6: Skills 2 - I./. OBJECTIVE: By the end of the lesson, ss will be able to listen for general and specific information about the work of an advice columnist, and write write a short note to ask for advice and to give advice.

1. Knowledge; - Vocab: vocabulary related to changes in adolescence - Grammar: Ask for and give advice 2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises - Have good life skills 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about teen stress and pressure.

- Creativeness: write a paragraph about the disadvantages/drawbacks of city life - Using language to write about problems of city 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 and students ‘ activities 1. Warm up Chatting: Do you often have proplems in your life?

What are they?

Who do you often ask for help?

Do you know any Helpline in Viet Nam

Contents

and in the world?

2.Listening: Pre-teach vocab.

? What can you see in the pictures? ? Who is she? (advice columnist) 1 a+b Ask Ss if they know what an ‘advice columnist’ does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens ( oryou can look them up on the Internet ).

Tell Ss they are now going to listen to an interview with Miss Blue Hair, the advice columnist of 4Teen magazine.

Ask Ss to look at the questions in Exercise 1b first.

Ss then work individually to complete the task. Play the recording once to check how much Ss understand it.

Then play the recording again when providing the key.

3.Writing:

* Vocabulary. advice colomnist: (n): emphathise (v) counsel(v,n): khuyên răn, khuyên bảo, sự bàn bạc, hỏi ý kiến. consider (v): cân nhắc, xem xét. *. Listening.

1a. Listen to an interview with Miss Blue Hair, the advice columnist of 4teen magazine.

1b. Choose the best answer.

Key: 1. likes 2. No longer in 3. Not easy 4. takes time 5. Need

2. Answer the questions.

Key: 1. She feels like she is living her adolescence again, and she loves helping readers by giving them advice.

2. She said it’s most important that we put ourselves in other people’s shoes.

3.Because language should be used sensitively so that the person can get over the negative feelings.

3. Which of the following expressions are more likely used by Miss Blue Hair when she gives advice?

Ss work in pairs , explain their decision afterwards. The options that are in the ‘no’ category are because the language is too strong or direct.

3. Which of the following expresions are more likely to be used by Miss Blue Hair when she gives advice?

Key: 1. No 2. Yes 3. No 4.

No 5. Yes

4 Ss need to look at 2, A CLOSER LOOK 1. Then they work individually to complete this task. Remember this is a writing exercise so Ss need to write down their advice notes in full sentences.

Remind them to use the expressions in the Writing Study skill box ‘Giving advice’. Ss then swap their writing for peer correction.

If time allows, let Ss work in pairs when they have finished the writing.

Student A will read out the notes randomly for student B to guess which advice note is for which student in the exercise.

4.Further practice: 5 a Sswork individually first to write a short note to Miss Blue Hair to ask her for advice about a problem at school or with their friends. Tell Ss that they can make up a situation and it can be funny or silly, for example, a student who wants to color his hair purple but is afraid that he’ll be laughed at or get into trouble with the school and his parents. Remind Ss to sign the note with a made-up name and not their real name.

bss work individually. Tell Ss when all group members have finished writing the advice note, they will take turns to report the note they received, and the advice that they offered. If time allows, ask the group to discuss the problem and the advice.

- get feed back.

5.Production:

Writing 4. Look at 2, and A closer look 1 and give one piece of advice to each student.

Work through the Study skill box together with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know.

Study skill: Giving advice If I were you, I would/wouldn’t…

I (don’t) think you should…

Have you thought about (verb-ing)…?

It might help to consider…

It might be a good idea to…

Key(Suggested): 5. a. Write a short note to Miss Blue Hair..... b. I know how you feel, but I don’t think you should worry about his change. It’s normal, and it shows that you’re growing up. c. if I were you, I wouldn’t have too high expectations. I would do my best in the exa, but I don’t think it’s a good idea to feel so stressed. d. have you so thought about telling this to your parents? They might think of a good solution to help you. e. it might help to consider breaking this big task into smaller tasks and then tackle them one by one. f. it might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help?

b. Write a short note to Miss Blue Hair.....

Complete the writing Prepare Looking back and complete the project.

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WEEK:8 Period: 22

Preparing date: Teaching date:

UNIT 3: TEEN STRESS AND PRESSURE Lesson 7: Looking back and project I./. OBJECTIVE: By the end of the lesson, ss will be able to listen revise the reported speech and master the use of To-infinitives after question words, give the presentation about a suport group in the school.

1. Knowledge; - Reported speech - Question words before To-infinitives.

2. Skills: Practicing skills 3. Attitude: - Positive about teen stress and pressure.

- Students know how to learn English in right way.

- Ss are interested in doing exercises - Have good life skills 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about teen stress and pressure.

- Using language to do exercises and design a set up of a teen support group 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

1. Warm up: Check the old lesson 2.Looking back: 1AskSs to complete the sentences by using the support from the pictures, the option provided, and the meaning of the sentences. They work individually first and then compare with a partner.

2 AskSs to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. Then Ss need to look at the situations in 1 to say appropriate sentences.

3 ChallengeSs to complete this exercise without looking back at COMMUNICATION. They can write in similar skills, or add new skills as they wish.

I. Looking back.

1. Put yourself in these teen's shoes.

Choose the two best words to describe your feelings in the following situations.

Key: 1. exercise/delighted 2. Frustrated/upset 3. Tense/stressed 4. worried/tense 5. Disappointed/frustrated 6. Emotional/depressed 2. Use the following prompts to say something to the students in 1.

Key(suggested): 1. ‘Congratulations!’ ‘Well done! You did a really great job!’

2. you must have been really disappointed.’/ if I were you, I would talk to my parents.’

3. ‘Stay calm. Everything will be all right.’/It might be a good idea to have a break when you feel too stressed.’

4. ‘I understand how you feel.’/ It might help to consider talking about this to someone.’/Have you thought about calling a counselling service?’

5. ‘I understand how you feel.’/ It might help to consider focusing on the good points of the presentation rather than only the weak points.’

6. ‘You must have been really emotional.’/I understand how you feel.’

3. Give at least two examples for each of these sets of skills.

Key(Suggested): 1. concentrate on doing something; organize your timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies;

4 Ss work individually then in pairs when they compare their answers with each other.

3.PROJECT Teen support group Ss work in small groups to design the set up a teen support group.

First, Ss choose an idea for the support group and find out more about that idea. For example, one group choose the idea ‘study skills group’. Ask them to think about: - Which study skills do you think are necessary in your

know when to stop taking risks 5. cook for oneself and others; manage a small budget other.

4. Rewrite the following in reported speech.

1stressed out, and that she had had three sleepless thinking about her exam.

2. He said he couldn’t concentrate because it was too noisy in there.

3. She said she had been very upset at first but she was fine afterwards.

4. He said he didn’t think taking risks too often was a good idea.

5. she said he would take a cooking class before he went to college.

6. he said he really wishes he could make informed decisions.

5. Rewrite the underlined phrases in the following text, using question words + to-infinitives.

5 Ss work individually to complete this task.

Key: 1. Today I’m going to tell you what to do in case of fire.

2. Be sure you know where to find the nearest exit of stairway.

3. You should know how to activate the fire alarm.

4. You should know who to call.

5. You should also know how to reach them.

II. Project.

Ss decide how to set up their support group: - What is the name of the support group?

- What are the support activities it provides?

- How does the support reach students?

- How is the group organized? Who

class/school? How can you find out more about this information?

- How can the students improve these skills? ( for this information you can ask your teacher, or use books, magazines, or the Internet) - What can a support group do to help them do that?

will do what? How can the teacher and the school help the operations of the group?

The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school.

4.Further practice 6DirectSs to the two callers in 4, SKILLS 1. Using the notes they produced for that exercise, ask Ss to recall the details of the two calls: who are the callers? Why are they calling the helpline? How do they feel?

Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Call on five pairs to report the advice to the class. The class then vote for their favourite piece of advice.

Finished!

- Ask Ss to complete the Fisnished!self-assessment box.

Identify any difficulties and weak areas and provide further practice 5.Production: - Complete the looking back into the notebook.

- Prepare Review 1.

-------------------------0@0----------------------WEEK:8 Preparing date: Period: 23 Teaching date:

REVIEW 1

Lesson 1: Language I./. OBJECTIVE: This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible.

1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech - Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing language function - Ss are interested in doing exercises 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Use 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 Ss and T's activities Contents 1. Warm up.

Game: Face to face- Phrasal verbs - T divide the class into 2 teams to play the game.

2.Pronunciation.

1 What kind of underlined word is it? . Elicit the rule from Ss( they are content words and are stressed because they contain all the important information being conveyed). Play the recording for S to listen and read along silently, then they can repeat out loud trying to stress the same words. Call on some Ss to read out the sentences again. Correct their pronunciation as a class.

Note: All the underlined words are stressed.

Pronunciation.

1. Listen and practise saying the sentences. Pay attention to the underlined words.

Audio script: 1. My town is nice and peaceful, but it isn’t very big.

2. Da NangMuseumof ChamSculpture attracts a lot of foreignvisitors.

3. A: Were you wearing a helmet when you fell off your bike?

B: No, I wasn’t.

4. Son: Can I go to a partytonight, mum?

2Ss work in pairs first to mark the underlined words as W(weak) or S(strong).

Then T plays the recording for Ss to check. Play the recording again and Ss repeat. Pause and correct their pronunciation.

3. Vocabulary: 3 Ss do the task individually and then share their answers with a partner.

Check Ss’answers.

4 LetSs read the passage, then do this exercise, then do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class.

Mother: Ok, but please don’tmakenoisewhen you comehome.

5. A: My mum’sreally a goodfriend of mine.

B: Is she? Mine is very strict towards me.

2. Look at the underlined words in the sentences and mark them as W(weak), , S (strong). Listen and check.

Audio script: 1. A: Is (W) Minh happy about winning the scholarship?

B: Yes, he is (S). but his parents are (W) happier.

2. A: I can’t (S) understand it!

Aren’t (S) you my son?

B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault.

3. A: Pho Hienis(W) a very old town in North Viet Nam. B: Is it (W)? Where is it (W) located?

4. A: It’s (W) raining. Are they (W) wearing raincoats?

B: She (S) is, but he (S) isn’t.

Vocabulary.

3. Match the verbs in column A with the words in column B. Key: - reduce pollution - set up a home business - pull down an old building - fell worried and frustrated - empathise with someone - have high expectations - make a handicraft - provide employment 4. Fill in the box with the words from the box.

Key: 1. giant 2. Tallest 3.Attractions 4. Symbol 5. fascinating 6. Excited

7.Affordable 4. Grammar 5 Ss work individually and then compare their answers with a partner.

Call on some Ss to write their answers on the board. Other Ss comment. T corrects as a

8.Interest

Grammar 5. Complete each sentence with the correct form of a phrasal verb from the list.

Key: 1. set up 2. Deal with 3.

Turned down 4. Look up 5. give up 6. Put up with 7.

Got over 8. Keep up with

6. Rewrite the following questions in reported speech, using question words before To-infinitives.

1. Trang wondered what to wear to the fancy dress party.

2. She couldn’t decide whether to help Chau with the money her mum had given to her.

3. Nick wondered where to get those traditional handicrafts.

4. Phuc had no idea who to turn to for help with his homework.

5. Hoa was not sure when to break the sad news to him.

Everyday English.

7 AskSs to discuss in pairs and 7. Choose the suitable words/phrasaes to choose the suitable words/phrases to complete the talk. complete the talks. After checking Key: their answers, have some pairs act 1. as far as I know 2. What to do out the mini talks.

3. Cool 4. no worries 5. If I were in your shoes 5.PRODUCTION - Complete the exercises - Prepare: Review 1 - Skills 6 Ss do the task individually. Tell them to write the reported sentences in their notebooks. Call on some Ss to read their sentences. T checks:

-------------------------0@0----------------------WEEK:8 Preparing date: Period: 24 Teaching date:

REVIEW 1

Lesson 2: Skills I./. OBJECTIVE: This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss torecall the language and encourage them to contribute as much as possible 1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech - Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Use language to do write an e-mail 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 Ss and Teacher's activities 1. Warm up (5') - check the old lesson 2. Reading:(10') - Have Ss read the letters silently. T clarifies anything they do not understand.

Choose Ss to read the passages aloud sentence by sentence. Correct their pronunciation. Then Ss do the exercise in pairs - goes around to help weak sts - get feedback

Contents - Teacher- whole class

- pair work

- give feed back Answer key: a/ found out: got information go on with: continue face up to: deal with keep away from: avoid b/ 1F 2.T 3.T 4.T 5.F

3. Speaking (10') - Have sts work individually first. Have them read all three situations and think of the one that interests them the most. Then - individual work they talk in groups. Give them a few minutes to prepare what they want to say. - group work Encourage them to use the language they - give feedback

have learnt. Go around and give assistance if need be - model with one good sts - get sts to report to the class after the interview 4. Listening (10') a/ Play the recording once. Have Ss listen and write their answers. b/ Play the recording again once or twice.

Have Ss write down the words/ phrases as they hear. T checks - get feedback 5. Writing (8') - Ask st to write a letter to their pen friend about their last visit to a craft village. They can refer to the following +time/ date of your visit + people you went there with + the name of the village + the crafts it makes +what you saw there +Your impression of the visit 6.Production: - continue to write the letterat home - prepare for the test

- individually - Do as required

- work at home

- work at home

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WEEK:9 Period: 25

Preparing date: Teaching date: TEST 45’

I./. OBJECTIVE: - To check sts' knowledge of grammar and vocabulary from unit 1 to unit 3 - Help sts improve their English 1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech

- Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

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

IV./.PROCEDURE Topics/ language & skills I- Listening

Knowledge

Objective

Comprehension

Subjecti ve

Objective

Subjective

Application

Low

Total

High

Topic 1

Listen 4 teen radio, then write T/F for each sentence

4items

(20 %)

4 items

2 points

II- Grammar and Vocab Topic 1-3 (30 %)

2 points 1.Look at the sentences below, and put the underline word in correct column

20 %

2.Circle the correct option A, B, C to complete each of the following sentence

9 items 3points 30%

9 items 3 points III-Reading Topic 1-3

( 30%)

Read the passage, then choose A, B, C,D to complete the passage 6 items 3 points

6 items 3 points 30%

IV- Writing

Rewrite sentences below by making the sentences

Topic 1- 3 (20 %)

3 items 2 points

4 items

20%

2 points

Total

13 items

6 items

4 items

21 items

5.0 points

3.0 points

2.0 points

10 points

50%

30%

20%

100%

Bao Khe Secondary School Class: 9………

Student’s name : ……………………..

KIỂM TRA 45 PHÚT SỐ 1 - NĂM HỌC Môn: TIẾNG ANH - LỚP 9 Thời gian làm bài: 45 phút Marks

PART I : LISTEN

Teacher’s Opinion

Listen 4 teen radio, then write T/F for each sentence.(2 points)

……….. 1.Tra is interested in history. ……….. 2.Nam likes making things with his hands. ………. 3.Nam’s family owns a workshop in Bat Trang. ……… 4.Hoa loves nature and quietness.

PART II: GRAMMAR AND VOCAB 1.Look at the sentences below, and put the underline word in correct column (1pt) 1. A: Who broke the window?

B: He did!

2. A: Are you angry?

B: Yes, I am.

Stressed Unstressed

1

……………. ……………..

2

…………………….

……………..

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

1.The flower was _____________ out of a single piece of valuable wood.

A.carved B.moulded C.cast D.given 2.In this town, they _____________ all the frames in steel.

A.make B.have C.mould D.cast 3.She is skilled at _____________ cloth.

A.giving B.weaving C.doing D.carving 4.If you like, I can _____________ flowers on the cushion covers for you.

A.grow B.make C.embroider D.knit 5.Is it true that you _____________ this woollen hat yourself?

A.knitted B.wove C.did D.carved PART IV: READ Read the passage, then choose A, B, C,D to complete the passage (2 pts) Homelessness is a problem in many big cities in the world. It occurs when a part of the population does not have any (1) ______ place to call home. Hundreds of millions of people in the world spend at least some time of the year homeless. This is an issue that the authorities are trying to (2) ______. However, there are (3) ______ things that each person can do to help those people. One of the things that you can do to help the homeless is to volunteer your time. If you have a lot of free time, you might go on an extended trip to help (4) ______ homes or improve an impoverished area. Even with just a few hours a week, it is possible to make an impact in your own city. You can also sign up to help at a (5)----------soup kitchen: most cities have a mission of some kind (6)------------ food to the homeless and offering temporary shelter 1.A.common B.regular C.unusual D.fixed

2.A.deal with B.get over C.look through 3.A.little B.less C.more 4.A.care for B.show around C.set up 5.A.urban B.central C.capital 6.A.cooking B.supporting C.helping

D.find out D.fewer D.pull down D.local D.serving

PART IV: WRITE Rewrite sentences below by making the sentences (2pts)

1.There are modern knitting machines. The artisans in my village like using traditional looms. (although) → ………………………………………………………………………………

2.Many children like to go to Bat Trang Ceramic village. They can make their own pottery there. (as) → …………………………………………………………................................

3.We have to follow more than ten stages. We can make a simple conical hat. (so that) → ………………………………………………………………………………

4.Sinh paintings are special. They are burned after worship. (since) → ……………………………………………………………………………….

The end

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

1. T 2. T 2. PART II:

3. F

ĐÁP ÁN

4. T

1. 0,25 p for each correct word 1 2

Stressed Who, is am

2. 0,4 p for each correct sentence.

1. A 2. D 3. B

Unstressed

are

4. C

5. A

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

1.B 2. A 3.C 4.C 5.D 6.D PART IV: 0,5 p for each correct sentence.

1.→ Although there are modern knitting machines the artisans in my village like using traditional looms.

2.→ Many children like to go to Bat Trang Ceramic village as they can make their own pottery there.

3.→ We have to follow more than ten stages so that we can make a simple conical hat.

4.Sinh paintings are special since they are burned after worship.

-------------------------0@0----------------------WEEK:9 Period: 26

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Use the lexical items related to life in the past 1. Knowledge; - Vocabulary: lexical items related to life in the past - Grammar: simple 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings 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' Contents activities 1. Warm up - Prepare some photos or magazine cut-outs about some common activities in the past (

Teacher and Students' Contents activities maybe twenty or thirty years ago) and at the present. Show them to Ss and let them group the pictures into the past or the present. Ask for an explanation of the groupings.

2.Getting started: New words I. New words - Teacher use different techniques - technological (adj): thuộc công nghệ to teach vocabulary (situation, - wealthy (adj) giàu sang, giàu có realia) (n): sự khác biệt, khoảng - gap - Follow the seven steps of trống teaching vocabulary - loudspeaker (n): loa * Checking vocab: Ordering - science fiction (n): khoa học viễn tưởng - mobile movie (n): đoàn chiếu phim lưu team động - funaral (n): đám tang, lễ tang Listen and read II. Listen and read ? Open the book on the GETTING STARTED page but with the text covered.

- What do you think the people in the conversation are talking about?

- How do you understand the title‘Preserving the past’?

- Ss answer the question as a class. Play the recording and have Ss follow along.

1.a. Answer the questions (1a 1.a. Answer the questions 1. Fathers make kites for sons.

P41) Ss work independently. 2. Once every two months.

Encourage them to answer the 3. They used to come early, trying to find a place questions without looking back at near the screen. the conversation. Then allow Ss 4. Only wealthy households. to share answers. Check their 5. Yes, he does. He said:’Sometimes I wish I answers as a class. could go back to that time.”

1.b. Matching (1b P41) ? Find the expression in the conversation and read the context where they appear to make sure

1.b. Matching 1.C 2. A 3. D

Teacher and Students' activities that they understand the meanings of the expressions correctly. ? Do the matching.

Correct the answers as a class. ? Think of some more expressions with the same meaning.

1.c. Complete the conversations (1c P41) ? Work independent to find the most suitable response to each items. ? Exchange your answers.

- T checks as a class and explains the answers where necessary.

3.Doing: 1. Complete the sentences (2 P41) - Make sure Ss understand the meaning of the words in the box. ? Give some examples to show that you understand the phrases ‘technological changes’. ? Work independently to complete the sentences. ? Share your answers in pairs.

- Then elicit the answers from the whole class.

2. Brainstorming (3P41) ? Work in small groups to come up with as many past events and practices as possible which were part of daily life in their area.

- Give the groups a time limit, for example, five minutes. ? Present the list they have made to the class.

- As a whole class, decide if these practices were specific to their region or neighborhood or were also practiced elsewhere

Contents 4. B

1.c. Complete the conversations 1. sure.

2. I can’t imagine that .

3. How cool!

4. I wish I could go back to that time.

5. Ho cool!

6. I can’t imagine that.

III. Practice 1. Complete the sentences 1. A 2. D 3. C 4. B 5. E 6. F

2. Brainstorming (3P41) Example: women in Hue used to go swimming at the beach fully clothed, to wear palm leaf conical hats, to wear the traditional long dress whenever they went out, to stay at home as housewives, to smoke…

Teacher and Students' activities 4.Further practice: ? Sum up the main content of the lesson.

5.Production: ? Learn by heart new words ? Do exercises B1, 2, 3 P31-32 (workbook) ? Prepare: Unit 4: A closer look 1

Contents

-------------------------0@0----------------------WEEK:9 Period: 27

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Use the lexical items related to life in the past - Identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly 1. Knowledge; - Vocabulary: lexical items related to life in the past - Grammar: simple 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

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 1- Warm up (5'):

Contents

- Free talk - Check up old lesson 2. Vocabulary (15') 1 AskSs to do the matching individually. Then allow them to share their answers with a partner.

Check as a class.

Note: Ss might have difficultly with the meaning of ‘act out stories’, ‘go bare-footed’, and ‘dance to drum music’. To check comprehension, T can ask Ss to mine activities to ensure everyone has a thorough understanding of the phrases.

T- Ss

2Ss work individually. Ask them to choose the correct answer for each sentence first. They then read the sentence carefully to determine the form and the tense of the verb. Check the answers as a class.

3 HaveSs work individually. Then they can exchange their answers with a partner. Check as a class. Now ask for volunteers, or select Ss, to make new sentences using these words and phrases. Let the rest of the class decide whether the sentence makes sense or not. Try to give lots of Ss a go, not just the ones who are the most extrovert in the class.

4 These words have similar meanings. Before Ss do the task, ask Ss to cover the REMEMBER!box and elicit the definitions if possible, then allow Ss to read the definitions before they ask Ss to do the task.

Have Ss read each sentences. For example, sentence 1 needs a noun because this word stands sfter article ‘a’. they then complete all the sentences. Confirm the correct answers as a class.

3. Pronunciation (15'')

- Individual work Key: 1. kept a diary themselves 3. Preserve our traditions

- Ss work individually to complete this exercise Key: 1. f 2. g 3. b 4. a 5. c 6. e 7. h 8. d

2. Entertain 4. Use your

imagination 5. acting out stories 6. Collect the post 7. going bare-footed 8. Dance to drum music - Ss work individually Key: 1. seniority 2. Illiterate Street vendors 4. strict rules 5. Physical face

3.

6. Face to

- Ss work individuallyto complete the task Key: 1. habit 2. Behavior 3.

Tradition 4. habit 5. Practice 6. Behavior Audio script+ Key:

Stress on auxiliary in sentences 5 Ask Ss to note all the auxiliaries they find in the sentences first.

Discuss with them which ones they think will be stressed. Play the recording. Ss listen and underline the stressed auxiliaries. They then repeat the sentences with a focus on the stressed ones.

Since Ss often see auxiliaries as unstressed, it is a good idea to give Ss some initial guidance from the REMEMBER!box under exercise 5 before they actually do the exercise.

6 HaveSs work individually to stress the auxiliaries. Ask them to refer to the REMEMBER!box as they do the exercise. Then play the recording. Ss listen, check, and say the sentences.

Call on some Ss to say the sentences individually.

4.Further practice: - Retell the whole lesson 5.Production: ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit 4: Closer Look 2

1. Life will be improved on those remote areas.

2. They can see the rain coming in from the west.

3. You did make me laugh!

4. He hasn’t handed in his assignment.

5. I don’t like the idea of going there at night.

6. Sam doesn’t like fast food but I do.

Note: This exercise focuses only on stressed/unstressed auxiliaries. Sentences 1 and 2 contain no stressed auxiliaries Audio script + Key: 1. - The men in my village used to catch fish with a spear.

- Could you do that?

- No, I couldn’t.

2. I have told many times not to leave the door open.

3. We’re going to visit Howick, a historical village.

4. - You aren’t going to the party? Is it because you can’t dance?

- I can dance. Look!

5. - I hope she doesn’t damage to the car.

- Don’t worried. She does know how to drive.

- Answer teacher's questions.

- Say out the words

- Take note -------------------------0@0----------------------Kiểm tra ngày tháng

năm

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

……………………………………………………..

WEEK:10 Period: 28

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to : - Use used/didn’t use + to - infinitive to talk about past practices - Express wishes for the present 1. Knowledge; - Grammar:used/didn’t use + to - infinitive - Vocabulary:words related to life in the past 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- Ss are interested in usingused/didn’t use + to - infinitive to talk about past practices 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about past practices 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: Contents Teacher and students ‘ activities 1.Warm up (5'): - Check up old leson - Ss- T 2. Grammar 1 (15') Used to: review 1 HaveSs underline the sentence - Ss work individually to complete the task containing used to/didn’t use to + infinitive in the conversation in Key: B GETTING STARTED. Ask them to choose the correct answer A, B, C. T may write the ruler on the board as remainder for Ss as they do exercise 2.

2 HaveSs work individually.

Then ask them to exchange their Ss work individually answers. Correct them as a class. Key:

Note: Dating back to the Middle Ages in many European countries, the ‘Barber Shop’, or the ‘Barker Sugeon’ not only cut and shaved hair but also performed teeth extraction and cupping.

1. used to be 2. Didn’t use to transport 3. Used to dye 4. used to kill 5. Used to pull out 6. Didn’t use to spend

3. Grammar 2 3 AskSs to read the conversation in GETTING STARTED again and look for sentences containing wish. Ask them to underline the main verbs in the sentence and answer the questions.

Elicit the rule for the main verb in the wish sentence for the present.

Then have them read the Look out!box. T may write the rule on the board.

Look out!

We use the past simple then we make wishes for the present or future.

Example: I wish my friends spend less time playing computer games and more time outdoors.

We use the past continuous when we make wishes for something that we want to be happening write at this moment.

Example: My son wishes he was studying Makerting instead of hospitality.

Note: after wish, we can use either was or were with I/he/she/it.

Key: 1. for the present 2. the past simple and past continuous Key: Correct : 1 and 4 Incorrect: 2. Will -> would 3. Can -> could 5. don’t -> didn’t 6. Is -> was/were - Ss work individually to complete this exercise Key: 1. I wish we could communicate with animals.

2. I wish no child was/were suffering from hunger.

3. I wish I was/were playing on the beach.

4. I wish there was/were no more family violence in the world.

5. I wish I was/were going bushwalking with my friends.

6. I wish there was four seasons in my

4 HaveSs to do this exercise individually. They may refer to the rule on the board. T checks the answers as a class.

5 Have Ss look at the prompts first and decide whether the sentence is a wish for the present/future or for something happening right at the moment.

They then choose the appropriate tense for each sentence. Once they have done this, ask them to write out the sentence is full. If time allows, let Ss share their work with their partner. T check as a class.

area.

4.Further practice: ? Retell reported speech,question - Answer teacher's questions. words before to –infinitive 5.Production: ? Learn by heart all the structures - Take note ? Do exercises in Work book ?

Prepare: Unit 4: Communication

-------------------------0@0----------------------WEEK:10 Period: 29

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 4: COMMUNICATION I./. OBJECTIVE: By the end of the lesson, Ss will be able to describe past practice.

1. Knowledge; - Vocabulary: vocabulary related to the past.

- Grammar: Used to/ didn’t use to - infinitive to talk about past practices Express Wish for the present 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in talking about past practices 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- talking about past practices 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 1. Warm up: 3m and check the old lesson in 5m

2.Communication 1: 1 a T can start this session by writing ‘Looking back’ on the board and leading Ss through the discussion of the questions.

Encourage Ss to give any or all ideas, there are no wrong answers at this stage.

Extra vocabulary: (5m) - downtown: in, towards or typical of the centre of a city, especially its main business area Khu vực thành phố - remote (adj): far away from places where other people live – xa xôi, hẻo lánh - igloo (N): a small round house or shelter built from blocks of hard snow by the Inuit people of northern N America: lều tuyết - domed (adj): hình vòm/ mái vòm - arctic (Adj):related to or happening in the regions around the North Pole: thuộc Bắc cực/ phương Bắc 2 haveSs read the definitions and look for the words in each story. They may do this individually or in pairs.

3.Communication 2: 3 This task encourages Ss to use their critical thinking skills to find explanations for the questions. Ss will consequently gain a deeper understanding of what life was like for these people.

Have Ss work in groups. Encourage them to use their imagination and background knowledge to explain some information from the stories. Ss then share their opinions with the class. T acts as a facilitator.

4.Further practice: 4 HaveSs work in group to match the respond with the stories. Ask them to underline the key words in the responds which help them do the matching.

5 AskSs to work in small groups and work

out a story of their own. Make sure Ss include the necessary information in the story suggested in the task. Each group then presents the story to the class. The rest of the class can ask questions about the topic.

5.Production: 1. Review this lesson 2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 -------------------------0@0----------------------WEEK:10 Preparing date: Period: 30 Teaching date:

FEEDBACK ON TEST 45’ I./. OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their knowledge of English 1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech - Vocabulary: related to unit 1-3 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

II./.PREPARATION: 1.Teacher: Test papers 2.Students: III./. TEACHING METHODS: Technical present….

IV./.PROCEDURE A. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class: B. Key

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

1.T

2. T

3. F

ĐÁP ÁN

4. T

PART II: 1.0,25 p for each correct word 1 2

Stressed Who, is am

2. 0,4 p for each correct sentence.

1. A 2. D 3. B

Unstressed

are

4. C

5. A

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

1.B 2. A 3.C 4.C 5.D 6.D PART IV: 0,5 p for each correct sentence.

1. Although there are modern knitting machines the artisans in my village like using traditional looms.

2. Many children like to go to Bat Trang Ceramic village as they can make their own pottery there.

3. We have to follow more than ten stages so that we can make a simple conical hat.

4.Sinh paintings are special since they are burned after worship.

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

năm

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

WEEK:11 Period: 31

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST

Lesson 5: Skiils 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Read specific information about children’s pastimes in the past.

- making comments on or expressing opinions about facts in the past.

1. Knowledge; - Vocabulary: vocabulary related to the past.

- Grammar: Used to/ didn’t use to - infinitive to talk about past practices Express Wish for the present 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested in talking about past practices 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Creativeness: talk about past practices - Using language to talk about past practices.

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 1. Warm up: chating 2. Pre-reading Brainstorm how teens entertained themselves in the past compared to the present. Make notes of the activities in two lists and leave them on the board while the class reads the conversation in - Work in groups. how teens entertained Possible answer: themselves in the past Past Now how teens entertained - blind man’s bluff Watching TV. themselves now - hide and seek surfing Internet.

- fishing Internet games/ - land artillery/ computer games Mud banger (phao playing in mall dat) Friends.

2.

- capture the flag See Movies.

- spinning tops Reading. (con quay) 3. While-reading 2 HaveSs read the conversation individually and answer the questions. Check Ss’ answers - Ss work individually first, then as a class. Ask Ss to show where the compare the answers with their partner. information for each answer appears.

Key: 1. They used to play outdoors, in the fresh air.

2. They met and talked face-to face.

3. It kept them healthy and in shape.

4. At home

4. POST-READING (15minutes) Speaking 3 AskSs to read the example in 3 and the expressions for options and comments in the REMEMBER!box at the bottom of the page. Once they are clear about it in groups of three or four. T should move around the groups and offer guidance.

4 Apart from expressing an opinion on a practices in the past, Ss have to decide whether they would like to keep the practice alive and explain why.

Allow Ss some time to read the practice, make their decision, and think of the reasons for their choice. They can then start their discussion. T moves around the class to facilitate the discussions. If something interesting is expressed, T may wish to bring the whole class together to discuss it.

4.Production: 1. Review this lesson

5. You had to use your own imagination.

6. No, they didn’t.

- Work in groups - Copy the comments in the Remember box.

Ss have to decide whether they would like to keep the practice alive and explain why.

- Discuss in groups.

2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 - Copy and do at home!

-------------------------0@0----------------------WEEK:11 Period: 32

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 6: Skiils 2 I./. OBJECTIVE: By the end of the lesson, ss will be able to listen for general and specific information about school life in the past and write write a description of how children in the past studied without technology.

1. Knowledge; - Vocab: vocabulary related to school life in the past 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- nourishing and preserving the past 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Creativeness: write a description of how children in the past studied without technology.

- Using language to write about problems in the past 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 1. Warm up Chatting: Do you often have problems in your life?

What are they?

Who do you often ask for help?

Do you know any Helpline in Viet Nam and in the world?

2.Listening: Chatting:

Contents

I. Listening.

? Who are they in the picture? ? Where is it? ? What do you know about schools in the past?

- ask ssto guess the statements first.

1 An old man is talking about his school days. Listen and decide if the statements are T or F.

T then plays the recording and Ss tick the answers. T can play the recording at least twice. Elicit the answers from Ss. Ask them to explain their answers. Confirm the answers as a class.

2 HaveSs read the questions, first to determine which information they need to fill the blanks. Ss then listen to the recording again and write their answers.

T checks the answers as a class.

Audio script: I went to a village school. In fact, there was only one classroom for 15 students of different ages, both boys and girls, and one teacher who taught everything. The school didn’t have a name, so we just called it ‘our school’. We used to walk to school. Some children went bare-footed.

At school we learnt to read and to write.

We also learnt a little maths and history.

There were no science lessons, and we didn’t have exams, either.

Although our school was small, it had strict rules. We had to behave ourselves.

We stood up and bowed to greet our teacher at the start of every lesson. We could talk only when we were allowed to.

However, we had no homework and no extra classes. I had a lot of time to play outside and to help my parents in the house. I love my school and those school days.

3.Writing:

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

- guess the statements.

3.T

4.NG

2. Listen again and fill in the blanks with the correct information.

Key: 1. 15 2. Bare - footed Maths, history (in any order) 4. strict rules 5. Extra classes

3.

II. Writing 3. Make a list of the facilities you are 3 Ss work in groups of three or four. using for your studies nowadays.

Together they make a list of the facilities Then tick the one(s) you think they are using for their studies. Then they was/were not available about 20 tick the ones they think were not years ago. available about twenty years ago. T may

have the groups write their lists on board.

Leave the lists there for 4.

4.Further practice: 4. Choose facility which wasnot 4Ss work individually, referring to the available twenty years ago and write a framework while they are writing. If time short description of how students in the allows, T can ask some Ss to share their past study without that facility. writing with the Sample writing: It is most likely that students twenty years ago were not able to enjoy the Internet in their studies. That’s why it took them a lot of time, energy, and even money, to do a project that we can now easily complete in one or two days.

For example, when being asked to write an assignment about past habits, the students had to go to the library, look for books on the topic, read the books, and hand-write any information that they thought was useful for their assignment.

They would also have to meet with some old people and talk to them about the past. At home, they had to hand-write their assignment, possibly with a lot of erasing and rewriting of the first draft.

After finishing the draft, they had to write a clean copy on another piece of paper for submission.

5.Production: Complete the writing Prepare Looking back and complete the project.

-------------------------0@0----------------------WEEK:11 Period: 33

Preparing date: Teaching date:

UNIT 4: LIFE IN THE PAST Lesson 7: Looking back and project I./. OBJECTIVE: By the end of the lesson, ss will be able to listen revise vocab. to describe the past and Used to to talk about the past and Wish for the present.

1. Knowledge; - used to

- present wish 2. Skills: Practicing skills 3. Attitude: - Positive about life in the past.

- Students know how to learn English in right way.

- nourishing and preserving the past 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to do exercises and preserve the past 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:

T and Ss’ activities 1. Warm up: Change game: I used to - call 5 ss to the board and play the game S1.I used to get up late when I was young S2. I used to get up late and fly kites when I was young .............................................

Contents

2. Looking back.

I. Looking back.

1 HaveSs complete this exercise Vocabulary individually. Check their answers as a 1. Choose the best A,B,C to complete the class. sentences.

Key: 1. B 2 aSs work individually. They can te=hen check with their partner.

2. A

3.C

4.A

2a. Match the verbs in A with their definition in B.

5. B

Confirm the correct answers.

Key: 1. b 2. e 3. a 4. c 5. d bHaveSs complete this exercise 2b. Use the verbs in A in their correct individually. Check their answers as a forms to complete the sentences. class.

Key: 1. acting out 2. die out 3. preserve 4. collecting 5. entertains 3Ss complete this task independently or in pairs. Discussion may sometimes be necessary to decide if a thing was/was not practiced in the past. Only then can they form the correct answers. Check as a class.

4HaveSs complete the exercise independent. Have them share their wishes with the class.

5EncourageSs to use their imagination and work out wishes for the situation. Have them share their answers with the class.

Grammar 3. Write true sentences about the practice of the following things in the past using 'Used to' and 'didn't use to' Suggested answers: 1. Men used to be the bread winner of the family.

2. Women didn’t use to travel on holiday.

3. People didn’t use to travel on holiday.

4. Families didn’t use to be nuclear.

5. People used to make banh chung at Tet themselves.

6. Children used to play outdoor games 4. Read the situations and write wishes you want to make for them.

Suggested answers: 1. I wish my village had access to clean piped water.

2. I wish there was/were a bridge over the river, so we did not have to cross the river by boat twice a day to school.

3. I wish there was/were an organization for social activities for teenagers in my town.

4. I wish I was/were tall enough to play basketball.

5. I wish there were four seasons in my area./ I wish we had spring and autumn in my area.

5. Look at the picture and finish the boy's wishes.

Suggested answers: 1. I wish it would stop raining.

6 Ss work in pairs or small groups to complete the exercise. Check as a class. Then they can practice the conversation with their best pronunciation and fluency.

3. Project:

2. I wish the wind weren’t blowing so hard.

3. I wish the sun were shining.

4. I wish I were sitting in a warm house.

Communication 6. Rearrange the sentences to make a meaningful conversation.

Key: Order: 1-4-5-2-9-7-8-6-3

PROJECT Preserving the past This project aims to encourage Ss to Encourage them to interview previous do more research about the past with generations - either members of their family a focus on traditions and habits which or neighbours. Tell them to: are dying out.

- Choose the pastime they most Divide Ss into groups of four to five appreciate and would most like to and instruct them on what they have preserve to do. Have Ss present their posters in - Explain their choice the next lesson. When all the groups - Work on a plan of how they can help to have given their presentations, the preserve it whole class can vote for the best.

4.Further practice: Sum up 5.Production: - Complete the Looking back - Prepare Unit 5 Getting start.

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WEEK:12 Period: 34

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UNIT 5: WONDERS OF VIET NAM Lesson 1: Getting started

I./. OBJECTIVE: By the end of the lesson, ss canlisten and read the conversation between Mi and Veronica for specific information about a trip to Hue City.

1. Knowledge; - Vocabulary: words related to wonders of Viet Nam 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam. - Students know how to learn English in right way.

- Ss are interested in talking about wonders of VN. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN 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 1.Warm up: Matching (3a P51) ? Teacher shows the six pictures of places of interest in Viet Nam. ? Match the words given with the correct pictures.correct columns ? Put them in the ? Can you tell where they are situated. ? Have you ever visited a wonder of Viet Nam? ? What is it?. Where is it? ? What is special about it?

2.Getting – started: New words - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: jumbled words

Listen and read

Contents Matching (3a P51) 1. b 2. c 4. a 5. f Natural wonders - Ha Long Bay - Phong Nha Cave - Cuc Phuong National Park

I. New words - recommend

3. e 6. d Man-made wonders - Po Nagar Cham Towers - One pillar Pagoda - Saigon NotreDame Cathedral

(v) giới thiệu, : khuyên (n) sự giới recommendation thiệu, lời khuyên (n) - complex khu liên : hợp, quần thể (n) xích lô, xe - rickshaw : kéo II. Listen and read

? Open the book on the GETTING STARTED page but with the text covered. ? Where are Mi and Veronica? ? What may they be talking about?

- T may ask Ss to guess what the bridge in the picture is and where it is.

1.a. Fill in the gap with no more than three words (1a P51) ? Uncover the text. Play the recording again. ? Work individually, then in pairs, to find the words/phrases. ? Fill in the gap with no more than three words.

- Check and write the correct answers on the board.

1.b. Find the expressions (1b P51) ? Refer to the conversation to find the phrases. ? Practice saying the phrases (play the recording again as a model if necessary).

Pay attention to intonation when asking for, making, or responding to recommendations

1.a. Fill in the gap with no more than three words (1a P51) 1. Hue City 3. go by air 5. use rickshaws

2. Three 4. Beautiful 6. The museums

1.b. Find the expressions (1b P51) Asking for Making Responding recommend recommend to ations ations recommend ations - And do you - I suggest - That know any going by sounds good places train better. to stay in - I’d - Hmm, Hue City? recommend that’s good - What’s the The to know best way to Romance Yes, that’s get around?

Hotel. what I’ve - So what are - It’s heard. the things we probably best shouldn’t to use miss-any rickshaws. good - Er no, don’t museums? bother going - So what to the else is worth museums. seeing?

- You should definitely see the Royal Citadel.

2. a. Write the responses into the correct 2. a. Write the responses into the correct columns. (2.a P51) columns. (2.a P51) ? Work independently.

Asking Making for recommendations recomm endation s Recomm Not ending recoome things nding things - What - It’s - Don’t about well drink the places worth water. outside seeing.

-I Hue - It’s wouldn’t probably eat City?

Have you best to anything got any go by that’s other train. sold in tips?

You the really street. must go It isn’t to Agra. really worth seeing.

2.b. Matching (2b. P51) 2.b. Matching (2b. P51) ? Work independently to do the matching. 1. b - Allow them to share their answers 2. c before giving comments, and make any 3. d corrections.

4. a ? Work in pairs, practicing the exchanges.

T may go around to provide help.

3.Doing: III. Practice Ask and ansnswer questions about some Ask and ansnswer questions wonders of Viet Nam (4 P51) wonders of Viet Nam (4 P51) - Model this activity with a more able student. ? Work in pairs. T may go around to provide help.

- Note that weaker Ss can stick very closely to the model by substituting the names of different wonders in the conversation. However, it’s good to encourage more able Ss to create their own versions of the conversation. ? Practice in front of the class.

- Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. T may remind Ss to pay attention to the intonation.

Respond ing to recomm endation s

- Thanks, that’s really useful.

about some

- Remembering that this is a fluency stage and correction should be reserved for the end and kept to a minimum so as not to deter Ss from taking risks with the language.

4.Further practice: ? Sum up the main content of the lesson 5.Production: ? Learn by heart new words ? Do exercises B2, 3 P40 (workbook) ? Prepare: Unit 5: A closer look 1 -------------------------0@0----------------------WEEK:12 Period: 35

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UNIT 5: WONDERS OF VIET NAM Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Use the lexical items to describe wonders of Viet Nam - Identify in which situations to stress short words (a, of, or, etc.) in sentences and say these sentences correctly 1. Knowledge; - Vocabulary: words related to wonders of Viet Nam 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam. - Students know how to learn English in right way.

- Ss are interested in talking about wonders of VN. 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN 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 1- Warm up (5'): - Free talk

Contents T- Ss

- Check up old lesson 2. Vocabulary (15') 1 AskSs to do the matching independently. Then have them share their answers with one or more partners. T may ask for translation of the nouns in the box to check their understanding. With a stronger class, ask Ss to find some real-life examples of the nouns in the box.

2Ss work independently and then share their answers with one or more partners. T may ask for translation of some adjectives to check their understanding.

3 aSs work in pairs to match the nouns to the definitions. Allow them to share their answers before checking with the whole class. T may ask for translation of the nouns in the box to check their understanding.

With a stronger class, ask Ss to make some example sentences with these words. b HaveSs complete the sentences individually, using the phrases in 3a. then have some of them read out their answer before checking as a class.

- Ss work individually to complete this exercise Key: 1. B 2. D 3. A 4. E 5. C 6. F

- Individual work Key: 1. located/situated 3. Astounding 4. geological Administrative - Ss work in pairs Key: 1. b 2. d

2. Picturesque 5.

3. a

4. e

5. c

- Ss work individuallyto complete the task Key: 1. structure 2. Measures 3.

Setting 4. Complex 5.

Recognition

3. Pronunciation (15'') Audio script: Stress on short words in sentences 1. A: This is a (S) solution, but not the only one.

4 Play the recording and ask Ss to B: Attempts to find a (W) solution listen and repeat the sentences, have failed. paying attention to whether the words 2. A: I’m fond of (W) bananas. in red in each sentences are stressed B: Bananas are what I’m fond of or not. T may play the recording as (S) many times as necessary.

3. A: it’s not trick and (S) treat; it’s - Read through and explain the rule in the REMEMBER!box and ask some trick or (S) treat.

Ss to give examples of the cases B: I need Peter and (W) Mary or where the short words (a, of, the, etc.)

(W) John and (W) Nick to help me. are used in the strong form.

4. A: It’s good but (W) expensive.

B: You shouldn’t put ‘but’ (S) at REMEMBER! the end of the sentence.

- Short words like articles (a, an, the),

conjunctions (and, or), and prepositions (at, of, to) are usually unstressed or in the weak form.

However, we use these short words in the strong form in the following cases: When the short words are used at the end 5 First, ask Ss to work in pairs to practice reading aloud the mini-talks and decide in which sentences the short words are stressed. Then play the recording. Ss listen and underline the stressed words. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary. of sentences.

6Ss practice the mini-talks in pairs. T may go around to provide help. Call on some pairs to practice the minitalks in front of the class. Correct their pronunciation if necessary.

4.Further practice: - Retell the whole lesson 5.Production: ? Learn by heart all the new words. ? Do Ex in workbook ? Prepare: Unit 5: Closer Look 2

Example: What are you playing at?

Mary is the person I’m looking for.

- When the short words are used for emphasis and contrast.

Example: This is the place to eat.

It’s not a solution, but the solution.

- When the short words are used for citation.

Example: You shouldn’t put ‘and’ at the end of the sentence.

- Do as requested

- Answer teacher's questions.

- Say out the words - Take note

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UNIT 5: WONDERS OF VIET NAM Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to use the impersonal passive and the verb suggest + V-ing/clause with should 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to wonders of VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam.

- Students know how to learn English in right way.

- Ss are interested in using impersonal passive and the verb suggest + Ving/clause with should 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN 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 1.Warm up : - Check up old lesson - Ss- T 2. Grammar 1: The impersonal passive 1 a First, ask Ss to study part of the 1a-Read part of the conversation. Pay conversation from GETTING attention to the underlined part.

STARTED. Draw Ss’ attention to b-When do we use the impersonal passive? how to form the impersonal passive Can you think of any rules? by analyzing the underlined part and It+ to be +P.P+ that + S+ V the rule. Then ask some more able Ss to give some examples to illustrate. Next, ask Ss to read the conversation in GETTING STARTED again and underline another impersonal passive that they can find. Ask them to share their findings with a partner before checking with the whole class. b First have Ss cover up the yellow box in 1b and try to work out the usage themselves for this structure.

Accept all their ideas. Now uncover the box and allow Ss to analyse the rule and the examples in the box.

Then ask some Ss to give some more examples to check understanding.

We use the impersonal passive to express other people’s opinions. It can be used with reporting verbs,

including say, think, believe, know, hope, expect, report, understand, claim, etc.

2Ss complete the sentences independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud.

Give comments and make any correction if necessary.

3. Ss write the sentences independently, then compare them with one or more partners. Ask some Ss to say their sentences aloud. Give comments, and make any correct if need.

2-Complete the sentences using the correct passive form of the verbs in brackets.

1-It is known…

2-It is believed…

3-It is reported …

4-It is claimed…

5-It is understood…

6-It is expected...

3-Here are some things we hear about Po Nagar Cham Towers.Write sentences about it using the impersonal passive.

1-It is claimed that Po Nagar Towers ….Viet Nam. 2-It is said that The Cham people….

3-It is believed that the Po Nagar …

4-It is understood that Po Nagar Kalan…

5-It is known that a sculpture…

6-It is thought that in the 17th century…

3. Grammar 2 Suggest + V-ing/clause with should 4 a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then explain to Ss the structures used with the verb suggest and ask them to make some examples to illustrate. b Ask Ss to study the rules in the box. Draw Ss’ attention to the use of the verb suggest by analyzing the examples in the box in 4b and the REMEMBER!box. Then ask some able Ss to give some more examples 5 AskSs to do the grammar exercise individually. Remind them to refer to the box in 4b and the REMEMBER!box and use a dictionary if necessary. Then have

4a-Read part of the conversation. Pay attention to the underline part. b-When do we use suggest+ V-ing/clause with should? Can you think of any rules?

5-Write answers to the following questions using suggest+V-ing/clause with should and the prompts in brackets. Then practice them with your partner. The first one has been completed for you.

Ss compare their answers in pairs 1-I suggest the government should limit the before checking with the whole number of visitors every day. class.

2-I suggest we should control/controlling deforestation.

3-I suggest we should put/putting these valuable things in high security places.

4-I suggest we should raise/raising the money.

5-I suggest we should reduce/reducing smoke and exhaust fumes.

6 a First, model this activity with a more able student. Then ask Ss to work in pairs. T may go around to provide help. Call some pairs to practice in front of the class. b AskSs to work in pairs, recording their previous partners’ ideas to the new ones. Then T may ask some Ss to report their previous partner’s ideas to the whole class.

4.Further practice: ? Retell reported speech,question words before to –infiniti 5.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 5: Communication

6a-Work in pairs. Tell your partners what they should do in the following situations, using suggest +V-ing/clause with should. b-Now report your partner’s ideas to another partner

- Answer teacher's questions.

- Take note

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WEEK:13 Period: 37

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UNIT 5: WONDERS OF VIET NAM Lesson 4: Communication

I./. OBJECTIVE: By the end of the lesson, Ss will be able to • use lexical items to describe wonders of Viet Nam 1. Knowledge; - Grammar: impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to wonders of VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam. - Students know how to learn English in right way.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN 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 Contents 1.Warmer:

Content Game: Matching (Words and meaning) *Vocabulary -proper name -contestant(n) -spectacular(n) -round(in a game)

2. Communication 1; Activity 1: -Ask Ss to read the instruction carefully and remind them to remember the key words in the statements. Play the recording and ask Ss to decide whether the statements are true (T) or false (F). Elicit the answers from Ss and write them on the board. Have them correct the false statements where applicable. Play the recording again for Ss to check the answers.

Activity 2: -First, have Ss read the next part of the radio programme and guess what the missing word for each gap in the conversation is. Then play the recording. The first time, ask Ss to close their books and listen only. Then play the recording

1-Listen to the radio programme from 4Teen. Then decide whether the following statements are True or False.

1-F; 2-T 3-F; 4-T 5-F

2-Listen to the next part of the radio programme. Then fill in the gaps with the words/numbers your hear.

1-central 2-two hundred

again and allow Ss to fill in the gaps as they listen.

Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers. T may ask Ss to read the conversation again, paying attention to the meaning of the words/phrases: proper name, contestant, spectacular, round.

3. Communication 2; Activity 3: -Ask Ss to work individually, each writing six sentences that describe one of the wonders of Viet Nam they know. Remind them not to let anyone know their sentences.

4.Further-practice: Activity 4: -Ask Ss to work in groups of four or five to play the game ‘ What’s What?’ T goes around the groups to provide help.

3-park 4-discovered 5-paradise

3-Write six sentences that describe one of the wonders of Viet Nam you know.

4-Work in groups. Play the game “What’s What?”

5.Production: -Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare SKILLS 1 -------------------------0@0----------------------WEEK:13 Period: 38

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UNIT 5: WONDERS OF VIET NAM Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, Ss will be able to practice their reading and speaking skills related to the topic.

1. Knowledge; - Grammar: impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to wonders of VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam. - Students know how to learn English in right way.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN 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 Contents 1.Warmer: Check the old lesson 2. Reading 2.1.Ask Ss to scan the article to f nd the words: vast, pilgrims, theme, backdrops, and reign. Help Ss work out the meanings of these words from the context.

2.2.T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they f nd the information that helps them to answer the questions. Ss can compare their answers with a partner before discussing them as a class.

3.Speaking: Activity 3: First, ask Ss to work in pairs, to put the things that have caused damage to the man-made wonders of Viet Nam in order of seriousness. T may go around to provide help. After Ss finish, call on some pairs to

Content

Guessing game Picture and some information -vast(a): extremely large in size, amount,…

-pilgrims(n): a person who travels to a holy place for religious reasons.

-theme(n): the subject or main idea in a talk, piece of writing, or work of art -backdrop(n): the general scene in which an event takes place -reign(n): a period during which a king, queen, emperor,etc,rules.

1-It is located in Huong Son Commune, My Duc District, Hanoi.

2-It includes Den Trinh (Presentation Shrine), Thien Tru and the Perfume Temple.

3-The centre of this complex, the Perfume Temple, also known as Chua Trong, is located in Huong Tich Cavern.

4-Its beauty has been used as the theme of famous songs and a topic of lyric poetry.

5-Pilgrims from all Viet Nam do.

Example: A: It is reported that many of our man-made wonders have been damaged. What should we do to protect and preserve them?

B: I suggest that we should limit the number of tourists visiting them every day.

report their choices and give the reasons A: That’s a good idea. I’d like to suggest for them. raising money to restore and preserve them...

4.Further practice: Activity 4: a Ask Ss to work in pairs, and use the ideas in 3 to suggest ways to protect and preserve the man-made wonders of Viet Nam. Go round to provide help. b Have the representative of each pair in turn report their best ideas to the whole class.

Give comments and make any correction if necessary.

5.Production: -Write new words then learn them by heart.

-Copy the exercise into notebooks.

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UNIT 5: WONDERS OF VIET NAM Lesson 6: Skills 2 I./. OBJECTIVE: By the end of the lesson, Ss will be able to practice their listening and writing skills related to the topic 1. Knowledge; - Grammar: impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to wonders of VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam. - Students know how to learn English in right way.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN 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 Contents 1.Warmer: Check the old lesson 2. Listening: Activity 1 : Ask Ss to read the instruction carefully and remind them to underline the key words in the statements.

Play the recording and ask Ss to decide whether the statements are true or false. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers.

Activity 2 : Ss work in pairs to discuss the missing word for each gap from the information they have heard in 1. . Play the recording again and allow Ss to f ll in the gaps as they listen. Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers.

Contents

What do you know about Ha Long Bay? -recognition(n) -situate(v) -existed(a) -unforgettable(a) 1) 1-T ;2-F ; 3-T ; 4-T 2) 1-Northeast ; 2-UNESCO 3-picturesque ; 4-zones 5-caverns ; 6-astouding

3.Writing: Activity 3 : Ask Ss to make notes about a wonder of Viet Nam that they or their family members have visited in the given table. Remind them that they do not have to write full sentences and they can use abbreviations.

Then ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class.

4a. Use your notes in 3 to write a short Activity 4 : a. First, have Ss study the guidelines on how article describing a wonder of Viet to write a passage describing a place in the Nam. REMEMBER! box. Set up the writing activity.

Ss should use their notes in 3 and the notes in the REMEMBER! box to help them to structure their writing. T can also help them

get started by writing the opening sentence on the board, based on the audio script: It is said that [wonder] is a [adjective] place …

4.Further practice: b. Ask Ss to write the first draft. T may go around to comment or provide help. Then have Ss write their final version in class or at home.

If they write in class, they can also do it in pairs or groups. T may display all or some of the work on the wall/ noticeboard. Other Ss and T give comments. Ss edit and revise their writing for homework.

4b. Swap articles with a partner and review each other’s drafts. Make revisions and corrections if necessary.

Then present your final article to the class.

5.Production: -Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare LOOKING BACK -------------------------0@0----------------------Kiểm tra ngày tháng

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WEEK:14 Period: 40

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UNIT 5: WONDERS OF VIET NAM Lesson 7: Looking back and project I./. OBJECTIVE: By the end of the lesson, Ss will be able to practice review the vocabulary and grammar in unit 5 1. Knowledge; - Grammar: impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to wonders of VN 2. Skills: Practicing skills 3. Attitude: - Positive about wonder of Viet Nam. - Students know how to learn English in right way.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about wonders of VN

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 Contents 1. Warmer: Activity 1 -Have Ss match adjectives in column A to definitions in column B. -Ss do the ex.

2. Looking back: Activity 2 -Ask Ss to underline the correct word in each sentence.

-Ss do the task.

Content 1) 1-b; 2-d; 3-e; 4-a;5-c

2) 1-fortress; 2-limestone 3-cavern; 4-tombs

3) Activity 3 -Get Ss to use the words from the box to 1-complex; 2-measures complete the sentences.

3-recognition; 4-setting -Ss do the task.

5-structure 4) Activity 4 -Ask Ss to rewrite the following sentences 1/It is expected that more than….. using the impersonal passive.

2/It is reported that Thien Duong …

-Ss write the answers on the board.

3/It is believed that the Perfume…

4/It is said that Ha Long Bay… 5/It is hoped that many defensive…

Activity 5 -Ask Ss to work individually to write down four bad things that happened to them yesterday. Then have Ss discuss with a partner what they should do in each situation. Remind them to use the verb suggest to tell their ideas about what their partners should do in each situation.

Finished!

Finally, ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice.

3.Project: PROJECT

1 Ask Ss to read the brochure about the Complex of Hue Monuments and point out what information should be included in a brochure about a place of interest.

2 Ask each group to choose one of the wonders of Viet Nam they have visited and design a brochure about it. If time allows, T may let Ss complete the project in class.

Otherwise, Ss can complete the project as homework.

3 When Ss have f nished their brochures, T asks them to display their leaf ets on the wall /noticeboard. T may choose some of the brochures and ask Ss to give comments.

Finally, ask the whole class to vote for the best.

4.Further practice: Activity 6 Model this activity with a more able student.

Ask Ss to work in pairs, one student using prompts in the box to make suggestions and another responding to them. T may have Ss refer to how to make and respond to suggestions or recommendations in GETTING STARTED. Go around to provide help. Call on some pairs to practise in front of the class.

The wonders of Viet Nam!

Example: A: It’s well worth going to the Perfume Pagoda. It’s very picturesque.

B: Yes, that’s what I’ve heard.

Activity 7 First, ask Ss to do the task individually to 7) choose the sentences (A-F) to complete the 1-E; 2-D; 3-F conversation.

4-A; 5-C; 6-B Then ask them to check their answers with a partner. Confirm the correct answers. Ask Ss to practise the conversation with their partner.

5.Production: -Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare REVISION FOR THE 45-MINUTE TEST ---------------------------------------------------------------------

WEEK:14 Period:4 1

Preparing date: Teaching date:

REVIEW I./. OBJECTIVE: By the end of this lesson, students will be able to: recall the language and encourage them to contribute as much as possible. This lesson reviews the language and skills Ss have learnt in Units 4,5 1. Knowledge: 2. Skills: Practicing skills 3. Attitude: - Students know how to learn English in right way.

- Ss are interested in doing exercises.

4. 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: 1. Warm up: - free talk about activities 2.Practice: I. Use the verbs below in their correct forms to complete the sentences. transport light act out change preserve worry communicate pass down 1. My grandparents used _______________their house with oil lamps.

2. - I wonder how the farmers used _______________ their crops home in the past.

- They used buffalo-drawn carts.

3. We are making a great effort to _______________ our valuable customs for the future.

4. Children love _______________the stories as they tell them.

5. Today teenagers have_______________a lot in comparison with teens in. the past, especially in the way they spend their free time.

6. Women in the past did not have to _______________ too much about their weight, diets, or obesity.

7. Customs and traditions are_______________ from generation to generation.

8. _______________by instant messaging has become an essential feature of teens' social life.

II. Choose the one underlined word/phrase which is grammatically incorrect.

1. When we are on holiday, we used to go to the beach every day.

A B C D 2. We wish we can consult an expert on how to solve this problem.

A B C D 3. He works much more hard for his exams than he does for his normal school work.

A B C D 4. I used to listen to music during I was riding my bicycle to school.

A B C D 5. None of them had any idea about how make a raft with only a few bamboo canes.

A B C D 6. He said that they will have to set off soon after midnight.

A B C D 7. When he lived in Japan, he didn't used to eat food with forks, but with chopsticks.

A B C D 8. He thinks that geometry is not as difficult than arithmetic.

A B C D 9. She wished she is not getting stuck in another traffic jam.

A B C D 10. I am tired of being told all the time what to do, and when doing it A B C D

III. Choose the best answer A, B, C, or D to complete the sentences.

1. All the best theatres and restaurants are _____ within a few minutes’ walk of each other.

A. laid B. situated C. seated D. stood 2. Would you like to live in a modern house or a(n) _____ cottage?

A. picturesque B. awful C. terrible D. bad 3. A _____ is a solid figure or object, made by carving or shaping wood, stone, clay, etc.

A. painting B. sculpture C. medal D. picture 4. Ho Chi Minh city has been divided into twenty-four _____ divisions since December 2003 A administer B. administration C. administrative D. administrator 5. A _____ is a castle on high ground in or near a city, where people could go when the city was being attacked A. cathedral B. monument C. centre D. citadel 6. The station building used to be a high wooden _____ with a curved roof.

A. facility B. carriage C. complex D. structure 7. The new sports _____ has six tennis courts.

A. complex B. match C. medium D. game 8. The local government is introducing tougher _____ to preserve historical sites.

A. measures B. actions C. plans D. steps

9. The pagoda is in a beautiful _____ ,close to the sea.

A. spaces B. setting C. tower D. set 10. There is general _____that Vietnamese students lack knowledge of the natural, or man-made wonders of Viet Nam. A. accepting B. saying C. recognition D. undertaking I. Rewrite the sentences below in the impersonal form of the passive.

1. People expect that the report will suggest some major reforms.

- It is expected___________________:_____,______ 2. They say that he invented the digital camera.

- It is said____________________________ 3. Scientists have discovered that there is water on Mars.

- It has been____:_____________________________ 4. We expect the professor to arrive this morning.

—>It is expected___________________________________ 5. Many employers consider computer skills to be more important than work experience. —► It is considered

III. Choose the best answer A, B, C, or D to complete the sentences.

1. All the best theatres and restaurants are _____ within a few minutes’ walk of each other.

A. laid B. situated C. seated D. stood 2. Would you like to live in a modern house or a(n) _____ cottage?

A. picturesque B. awful C. terrible D. bad 3. A _____ is a solid figure or object, made by carving or shaping wood, stone, clay, etc.

A. painting B. sculpture C. medal D. picture 4. Ho Chi Minh city has been divided into twenty-four _____ divisions since December 2003 A administer B. administration C. administrative D. administrator

5. A _____ is a castle on high ground in or near a city, where people could go when the city was being attacked A. cathedral B. monument C. centre D. citadel 6. The station building used to be a high wooden _____ with a curved roof.

A. facility B. carriage C. complex D. structure 7. The new sports _____ has six tennis courts.

A. complex B. match C. medium D. game 8. The local government is introducing tougher _____ to preserve historical sites.

A. measures B. actions C. plans D. steps 9. The pagoda is in a beautiful _____ close to the sea.

A. spaces B. setting C. tower D. set 10. There is general _____that Vietnamese students lack knowledge of the natural, or man-made wonders of Viet Nam. A. accepting B. saying C. recognition D. undertaking IV. Rewrite the sentences below in the impersonal form of the passive.

1. People expect that the report will suggest some major reforms.

- It is expected _________________________________________ 2. They say that he invented the digital camera.

- It is said _____________________________________________ 3. Scientists have discovered that there is water on Mars.

- It has been ___________________________________________ 4. We expect the professor to arrive this morning.

- It is expected _________________________________________ 5. Many employers consider computer skills to be more important than work experience.

- It is considered ______________________________________

3.Further practice: Choose the correct answer 1. A _____ is a building that has been made stronger and protected against attack.

A. fortress B. cathedral C. temple 2. Don’t bother _____ to the museums.

A. go B. to go C. going 3. From Port Eynon, the _____ cliffs extend for five or six miles to Worms Head.

A. cement B. limestone C. clay 4. I’m travelling around Viet Nam next week. Can you _____ a good place to visit?

A. introduce B. recommend C. talk 5. A _____ is a cave that is big enough for humans to go inside.

A. cavern B. bay C. fortress 6. The hotel is beautifully _____ in a quiet spot near the river.

A. located B. situating C. lying 7. Hue’s most outstanding attractions are the emperors’_____.

A. tombs B. graves C. cemetery 8. It’s well worth _____ to the Perfume Pagoda.

A. go B. to go C. going 9. It _____ that many of our man-made wonders have been damaged.

A. is reported B. has reported C. reported 10. I suggest that we _____ the number of tourists visiting them every day.

A. limited B. should limit C. limiting 11. That’s a good idea. I’d like to suggest _____ money to restore and preserve them.

A. raised B. should raise C. raising 12. There is a growing _____ that protecting natural wonders has financial benefits as well as cultural importance.

A. recognition B. setting C. complex 13. In the 17th century, the Viet people took _____ the temple tower, calling it Thien Y Thanh Mau Tower.

A. after B. over C. up 14. The players have to work out where the wonder is and _____ gives the correct answer first wins.

A. however B. whoever C. whatever 15. Do _____ of you have the answer, Mary and Linda?

A. some B. either C. none 16. Many valuable things have _____ from man-made wonders.

A. stolen B. been stolen C. been stealing 17. Perfume Pagoda is a religious site as well as being a great _____ spot in Viet Nam. A. sight-seeing B. sight-seen C. sight-seer 18. It _____ that the first temple was built on the current site of Thien Tru in the 15th century during the reign of Le Thanh Tong.

A. thinks B. is thinking C. is thought 19. We _____ limiting the number of tourists who can visit these important sites per day.

A. advised B. suggested C. encouraged 20. It’s probably best _____ by boat.

A. go B. to go C. going 1. It’s _____ to see how the school used to look.

A. fascinate B. fascinates C. fascinated D. fascinating 2. You can see there were only a few classrooms and the walls were made _____ mud and straw.

A. in B. of C. from D. by 3. I think that was during the war _____ it was necessary to have the trenches right there.

A. but B. if C. or D. so 4. I can’t imagine how _____ in such poor conditions!

A. those students can study B. those students could study C. can those students study D. could those students study

5. We have everything… comfortable classrooms, learning facilities _____ computer rooms…

A. like B. such C. as D. same as 6. We’re _____ these days… But, I’m not sure our grades are better…

A. many luckier B. much luckier C. more D. most 7. The school _____ by paddy fields.

A. was initially surrounding B. initially was surrounding C. was initially surrounded D. initially was surrounded 8. There has been a _____ increase in people’s income over the last ten years.

A. gradual B. gradually C. slightly D. dramatically 9. A _____ is a bridge that carries one road over another one.

A. tram B. skytrain C. flyover D. tunnel 10. The clanging sound of the Ha Noi _____ in the 1970s has gone deep into people’s collective memory.

A. tram B. skytrain C. flyover D. tunnel 11. She lived in a(n) _____ family, so she didn’t have much privacy.

A. nuclear family B. extended family C. family nuclear D. family extended 12. We live in a(n) _____ family with only my parents and me.

A. nuclear family B. extended family C. family nuclear D. family extended 13 _____ used to be an image associated with our soldiers in the past.

A. Leather shoes B. Rubber sandals C. Boots D. Sneakers 14. Before the invention of television, people _____ films at the cinema.

A. have only seen B. has only seen C. had only seen D. will only see 15. Everyone was _____ that the government had decided to invest more in education.

A. sorry B. confident C. glad D. afraid 16. Ten years later, when I came back, the city_____, with 800,000 motorbikes and two million bicycles on the roads.

A. had dramatical changed B. had dramatically changed C. dramatical had changed D. dramatically had changed 17. In 1995, I went back to Viet Nam after 30 years and to my _____, the population was three times higher but the country no longer suffered illiteracy.

A. surprise B. surprises C. surprised D. surprising 18. Viet Nam _____decades of fighting for freedom before the country became totally independent.

A. experience B. have experienced C. will experience D. had experience 19. It was _____ to be able to solve the maths problem.

A. unprofessional of her B. kind of her C. brave of her D. smart of her 20. Before the 1990s, trams _____ a popular means of transport in Ha Noi.

A. are B. have been 4.Production; -Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare FOR THE TEST 45’ WEEK:14 Period: 42

C. had been

D. will be

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

TEST 45’ I./. OBJECTIVE: - To check sts' knowledge of grammar and vocabulary from unit 4to unit 5 - Help sts improve their English 1. Knowledge; - Grammar: from unit 4-5 - Vocabulary: related to unit 4-5 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

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

IV./.PROCEDURE Topics/ language & skills I- Listening Topic 5 (20 %)

Knowledge

Objective Listen to what the tourist say about Ha Long Bay, then write T/F for each sentence 4 items

II- Grammar and Vocab

Comprehension

Subjecti ve

Objective

Subjective

Application

Low

Total

High

4items 2 points 20 %

2 points 1.Circle the underline auxiliary verbs if they are stressed

Topic 4 (30 %)

2.Circle the correct option A, B, C to complete each of the following

9 items

sentence

3points

9 items

30%

3 points

III-Reading

Read the passage, then choose A, B, C,D to complete the passage

Topic 5

( 30%)

6 items 3 points

6 items

30%

3 points IV- Writing

Rewrite sentences below in the impersonal form of the passive

Topic 4 (20 %)

3 items 2 points 20%

4 items 2 points

Total

13 items

6 items

4 items

21 items

5.0 points

3.0 points

2.0 points

10 points

50%

30%

20%

100%

Bao Khe Secondary School Class: 9………

Student’s name : ……………………..

KIỂM TRA 45 PHÚT SỐ 2 - NĂM HỌC Môn: TIẾNG ANH - LỚP 9 Thời gian làm bài: 45 phút Marks

Teacher’s Opinion

PART I : LISTEN Listen to what the tourist say about Ha Long Bay, then write T/F for each sentence.(2 points) ……….1.More tourists have chosen to visit Ha Long Bay since UNESCO’s recognition of its natural beauty. ………..2.There are 1,696 islands concentrated in the southeast and the southwest. ……….3.Thien Cung, Dau Go, Sung Sot, and Tam Cung are at the centre of the islands. ………4.People who are interested in history should visit Van Don Island, Poem Mountain, and the Bach Dang River.

PART II: GRAMMAR AND VOCAB 1.Circle the underline auxiliary verbs if they are stressed (1pt) 1.- Don’t you see the sign?

- Yes, I do, but what does it mean?

- It means you mustn’t walk on the grass.

2.- You don’t have the key, do you?

- No, I don’t. I’m going to climb through the window.

- Are you really?

- Just kidding. I’m using the back door. It isn’t locked.

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

When we are on holiday, we used to go to the beach every day.

A.are B.on holiday C.go to D.every day 2.We wish we can consult an expert on how to solve this problem.

A.can B.an C.to solve D.this problem 3.He works much more hard for his exams than he does for his normal school work.

A.works B.more hard C.does D.normal 4.I used to listen to music during I was riding my bicycle to school.

A.listen to B.during C.my D.to school 5.None of them had any idea about how make a raft with only a few bamboo canes.

A.of B.any C.make D.a few PART IV: READ Read the passage, then choose A, B, C,D to complete the passage (3 pts) The railway system in Viet Nam was first built in 1899, when Viet Nam was still a French colony. The total (1)_____ of the railroad is over 3,000 km, with the main route being the North-South (2)______, which is 1,726 km long. This track was considered the backbone of Indochina at the time. Now, the rail system (3)______ 35 out of the 63 cities and provinces of Viet Nam. However, the system was (4)______ damaged by bombings during the war. In 1975, after the reunification of the north and the south, the Vietnamese government decided to (5)______ the system. In the space of a year, hundreds of bridges, tunnels, and stations were restored, along with 660 km of tracks. The new and improved system was (6)______ the Thong Nhat Express.

1.A.long B.length C.wide D.will 2.A.Railway B.Road C.Route D.Way 3.A.uncovers B.discovers C.covers D.stretches 4.A.seriously B.importantly C.serious D.very 5.A.build B.restore C.grow D.upgrade 6.A.recalled B.known C.considered D.renamed PART IV: WRITE Rewrite sentences below in the impersonal form of the passive. (2pts) 1.People expect that the report will suggest some major reforms. → It is expected …………………………………………………………

2.They say that he invented the digital camera. → It is said …………………………………………………………………

3.Scientists have discovered that there is water on Mars. → It has been ……………………………………………………………..

4.We expect the professor to arrive this morning. → It is expected ………………………………………………………….

The end

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

3. T

2. F

3. T

4. T (SKILLS 2- UNIT 5)

PART II: 2. 0,2 p for each correct word 1.- Don’t you see the sign?

- Yes, I do, but what does it mean?

- It means you mustn’t walk on the grass.

2.- You don’t have the key, do you?

- No, I don’t. I’m going to climb through the window.

- Are you really?

- Just kidding. I’m using the back door. It isn’t locked.

2. 0,4 p for each correct sentence.

1. A 2. A 3. B

4. B

5. C

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

1.B 2. A 3.C 4.A 5.B 6.D PART IV: 0,5 p for each correct sentence.

1 It is expected that some major reforms will be suggested by the report.

2. It is said that the digital camera was invented by him.

3. It has been discovered by scientists that there is water on Mars.

4.It is expected that the professor will be arriving this morning.

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

năm

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

WEEK:15 Period: 43

Preparing date: Teaching date:

UNIT 6: VIET NAM: THEN AND NOW Lesson 1: Getting started I./. OBJECTIVE: By the end of the lesson, ss will be able to: - listen and read the conversation of Duong, Phuc, Tom and Nhi about their school in the past for details - talk about the changes of their own school 1. Knowledge; - Vocabulary: words related to Viet Nam in the past and at present - Grammar: simple past 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 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 1.Warmer: Complete the table Complete the table ? How do we form an adverd?

- Normaly, we add "ly" at the end of an adjective. ? Write the correct adverbs in the Adjectives Adverbs second column - dramatic - dramatically - considerable - considerably - significant - significantly - slight - slightly

2.Getting-started: New words - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary Listen and read * Set the scene: - Write the words ‘Past and Present’ on the board. ? Give another expression for the phrase. ?Look at the picture and the heading Our school in the past. ? Who can you see in the picture? ? Where do you think they are? ? Is there anything in the small pictures on the wall related to past and present?

- Ss give their answers as a class.

T can write their ideas on the board. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue.

1a. Labeling the pictures (1a P60) ? Work in pairs to label the pictures with the words given.

- Allow pairs to share their answers before asking them to discuss as a class. ? Read the words aloud.

1b. Find a word/phrase (1b P60 ? Work independently to find the words/phrases with the given meaning in the conversation.

- mThen have Ss share their answers with a partner before asking them to discuss as a class.

- gradual I. New words - thatched house - trench - tiled roof

- gradually (n): nhà tranh mái lá (n): hào giao thông (n): mái ngói

II. Listen and read ‘Past and Present’ = Then and Now

- We can see Duong, Phuc, Tom and Nhi. - I think they are at a photo exhibition.

- Yes, there is.

1a. Labeling the pictures (1a P60) 1. trench 2. Tiled roof 3. Facilities 4. photo exhibition 5. Rubber sandals 6. Thatched house

1b. Find a word/phrase (1b P60) 1. anniversary 2. fascinating 3. missing 4. conditions 5. improved 6. proper

1c. True or false (1c P60) ? Read the dialogue again to do this exercise. ? Then exchange your answers with a classmate.

- Ask for Ss’ answers as well as the explanation for their choices.

Write the correct answers on the board.

1d. Answer the questions (1d P60) ? Run through all the questions. ? Do the exercise without reading the conversation again.

- Ss compare their answers with a classmate. ? Check your answers by reading the dialogue again.

- Call on some Ss to give the answers.

3.Doing: 1. Complete the sentences (2 P61) ? Read the REMEMBER! box individually.

- Then go through the points as a class and see if any Ss can make sentences using these adjectives and adverbs. ? Work individually on the gapfill exercise.

- Check the answers as a class.

2. Talk about the changes to your school (3 P61) ? Think about our own school’s history.

- First, have pairs write a couple of questions about the school in the past that they would like to ask T. - Then, as a whole class T can answer questions from Ss about

1c. True or false (1c P60) 1. F (It was founded in the 1960s) 2. T 3. F (They wore rubber sandals and straw hats 4. NG 5. T

1d. Answer the questions (1d P60) 1. The conversation takes place on the school’s 60th anniversary.

2. Because it explains a lot about how the school was in the past.

3. There were trenches outside the classrooms.

4. The roof was made of tiles and some tiles were broken. The window frames were made of wood and some of them were missing.

5. They can learn that they are lucky to have such great learning facilities nowadays.

II. Practice 1. Complete the sentences (2 P61) 1. slight 2. dramatically 3. significantly 4. considerable 5. gradual

2. Talk about the changes to your school (3 P61) Talk about: - The school principal and school teachers - The school playground - The library - The computer room - The classroom

the school when she/he started teaching. ? Work in small groups to talk about the changes to the school.

- Ask them to use the adjectives and adverbs in REMEMBER! box.

4.Further practice: ? How do we use adjectives and adverbs?

5.Production: ? Learn by heart all the new words and information in REMEMBER! box. ? Do exercises B1,2 P49 (workbook) ? Prepare: U6: A closer look 1.

Learn by heart all the new words and information in REMEMBER! box.

Do exercises B1,2 P49 (workbook) Prepare: U6: A closer look 1.

----------------------0@0----------------------WEEK:15 Period: 44

Preparing date: Teaching date:

UNIT 6: VIET NAM: THEN AND NOW Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, ss will be able to: - Use the lexical items related to changes in transport systems, family groups, and school life in Viet Nam in the past and at present.

- Identify in which situations to stress all the words in sentences and say these sentences correctly 1. Knowledge; - Vocabulary: words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 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 1- Warm up (5'): - Free talk - Check up old lesson Introduction Start the lesson by reviewing the previous lesson. Ask two pairs of Ss to come to the front to play a quick game. Ask them to write as many adjectives and describing degree and speed of change that they have learned (on the previous page) as possible. Set a time limit of two minutes. The pair with the most words wins.

2. Vocabulary (15') 1 Now have Ss turn to the book and work in pairs to label the pictures.

Then ask them to briefly describe those pictures. Check the answers as a class. Then ask Ss: - Have you ever tried one of these means of transport or road systems?

- How do you feel about using each of these means of transport or road systems?

2 Have Ss a couple of minutes to work in pairs to do the matching.

Then check the answers as a class.

3 GiveSs a couple of minutes to work in pairs to do the matching.

Then check the answers as a class.

Contents T- Ss

- Ss work inpairs to complete this exercise Key: 1. tram 2. flyover elevated walkway 4. skytrain 5. underpass tunnel

3.

6.

- pairwork Key: 1. tunnel 2. elevated walkways 3. flyover 4. skytrain 5. underpass 6.tram Key: 1. f 2. b 3. e 4. d 5. c 6. a Ask the class the questions and ask for a

show of hands: - Who lives in an extended family?

- Who lives in a nuclear family?

Now ask individual Ss - Can any of these adjectives be used to describe your father/mother/sister/brother?

4 HaveSs work individually to complete the sentences. Have them compare their answers in pairs.

Afterwards, check Ss’ answers as a class.

3. Pronunciation (15'') Stress on all the words in sentences Have Ss silently read the information and the examples in the box. Ask some Ss to summarise the rule and read out the examples in the box or to give their own examples.

Typically, a sentence has one word or syllable that is stressed more strongly than the rest of the stressed syllables on the content words. However, in some sentences used to show urgency or surprise, all the words are important. Therefore, we put stress on one syllable of each word. Sentences with all the words stressed may have the patterns below: 00 Watch out !

0o0 Hurry up!

00o Say sorry!

000 Don’t come back!

5Ss write the sentences next to the patterns individually, then compare their answers in pairs. Ask some Ss to give the answers and quickly write them on the board. Play the recording

Ask more able Ss to give a quick example the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class.

- work individually Key: 2. Sympathetic 1. extended family 3. Obedient 4. tolerant 5. Nuclear family 6. Cooperative

- Do as requested Key: 1. 00 - I know!, That long?, Don’t cry!

2. 0o0 - Go away!

3. 00o - Keep going!

4. 000 - Don’t turn left!

Audio script: 1. I know!, That long?, Don’t cry!

2. Go away!

3. Keep going!

4. Don’t turn left!

for Ss to check their answers. Have the whole class repeat chorally after the recording or after the T. 6 This section can be done with some Suggested answers: drama, so encourage Ss to exaggerate 1. Be quiet! 00o Don’t talk! 00 a little and have fun. They can also 2. Don’t turn right! add hand gestures and facial 3. Wake up! 00 expressions to increase the dramatic 4. Smile please! 00 Say cheese! 00 element. Have Ss work in pairs to 5. Don’t worry! 00o Don’t cry! 00 describe the pictures quickly and to 6. Look out! 00 Look ahead! fill the bubbles with the utterances as 0o0 in the example. Then ask some pairs to read out their utterances with the correct stress. Confirm the correct answers. Lastly, have the class read all the sentences chorally.

It time allows, have Ss work in groups and think of some other surprising or urgent situations. They then decide what to say in those situations. Have them demonstrate the situations and utterances with the whole class.

4.Further practice: - Answer teacher's questions.

- Retell the whole lesson 5. Production: - Say out the words ? Learn by heart all the new words. ? Do Ex in workbook - Take note ? Prepare: Unit 6: Closer Look 2 ----------------------0@0----------------------WEEK:15 Period: 45

Preparing date: Teaching date:

UNIT 6: VIET NAM: THEN AND NOW Lesson 3: A closer look 2 I./. OBJECTIVE: By the end of the lesson, students will be able to : - Use the past perfect correctly - Use the structure adj+ to-infinitive and adj + that-clause correctly 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

- Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 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 1.Warm up : - Check up old lesson - Ss- T 2. Grammar 1 Past perfect: review Elicit from Ss when to use the past perfect tense. If necessary, remind Ss that the past perfect is used to describe an action before a started time in the past or an action that happened before another action in the past.

Key: 1 AskSs to work individually to fill in the 1. had been 2. had gaps. Check the answers as a class. played 3. had (you) used 4. had (only) seen 5. had had 6. had experienced -work in pairs 2 HaveSs work in pairs. Together they write the questions and answers. Have some Ss write their sentences and answers. Have some Ss write their sentences on the board. Each student may write one or two pairs of questions and answers to save time. Have other Ss give comments. Confirm the correct sentences.

Key: 1. - What family groups had Vietnamese people lived in before 1990?

- They had lived in extended families.

2. - How had people in Viet Nam travelled before the first motorbike

3. Grammar 2

was imported?

- They had travelled by bicycle.

3. - How had Vietnamese people lived before the open-door policy in 1986?

- They had had a harder life.

4. - Where had your family spent holidays before 2005?

- We had spent our holidays only in Viet Nam before then.

5. - Who had ruled Viet Nam right before the Tran dynasty?

- Ly Chieu Hoang had ruled the country before the Tran dynasty.

Adjective + to-infinitive/ Adjective + that clause Read this part of the conversation from GETTING STARTED. PAY attention to the underlined part.

Phuc: Wow, that long ago? The school looks… and the walls were made of mud and straw and, look - trenches!

Duong: I think that was during the war so it was necessary to have the trenches rightthere.

1. It + be + adjective + to - infinitive is used to emphasise information by bringing it to the front of the clause. We can add for/of + noun/pronoun.

Example: It is necessary (for you) to know about your country’s history.

2. Subject + be + adjective + to - infinitive is used to express emotions, confidence, or worries…Adjective can be happy, glad, pleased, relieved, sorry, certain, sure, confident, convinced, afraid, annoyed, astonished, aware, conscious.

- Listen and copy Example: I was happy to hear from you.

3. Subject + be + adjective + that - clause is used to express emotions )glad, pleased, relieved, sorry), confidence, or worries (certain, sure, confident, afraid, annoyed, astonished, aware, conscious).

Example: I was glad that you gained the scholarship.

Ask Ss to read the speech bubbles from the conversation in GETTING STARTED, then have them read the structures and examples in the grammar box carefully. Help them with the meaning of the adjectives if necessary. Then ask some more able Ss to retell the rules and give examples. Correct their sentences if necessary.

3 HaveSs work in pairs to do the matching exercise. Allow pairs to share answers with other pairs. Then check their answers as a class.

4 HaveSs work in pairs to do the gap-fill exercise. Allow pairs to share answers with other pairs. Then check their answers as a class, noting all the possible options.

5 HaveSs work in groups of about four and give each group and A3-size sheet. Ask them to write the sentences leaving a large space between each one. Then tell Ss to stick the sheets on the wall. Each group moves around clockwise to read the other group’s answers and, if necessary, correct the sentences by writing any corrections on a sticky note against each sentence. Check the answers as a class. Note that this kind of peer review is effective and can be used in many different teaching situations.

Key: 1. F 5. D

2. A 3. B 6. C

4. E

- work in pairs Key: 1. glad/pleased 2. sorry 3. relieved/sorry/pleased 4. sure/certain 5. surprised/astonished 6. relieved/pleased - work in groups Key: 1. We were relieved that we had done well in the exam.

2. I am sorry that our parents had very poor school facilities.

3. Everyone was glad that the government had decided to invest more in education.

4. Everyone is aware that it will be much safer to have elevated walkways and underpass systems for pedestrians.

5. All of us are delighted that life in the countryside had improved considerably

- work individually Suggested answers:

6 AskSs to work individually to finish the sentences. For some classes it may be better to have Ss choose just one or two sentences to focus on, rather than do them all. Allow them to share their ideas with a partner. Then ask some Ss to read out their sentences. Correct their answers if necessary.

6. to support the victims after the disaster.

7. be able to build the country into a powerful one.

8. Viet Nam has good potential for tourism.

9. there would be less land for agriculture in Viet Nam. 10. non-academic subjects are also significant.

11. learn that some of this students could not get scholarships.

4.Further practice: ? Retell reported speech,question words before - Answer teacher's questions. to -infinitive 5.Production: ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: Unit 5: Communication ----------------------0@0----------------------Kiểm tra ngày tháng

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UNIT 6: VIET NAM: THEN AND NOW Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to talk about some changes in Viet 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present

- Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

- Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 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 1. Warm up: Before Ss open their books, ask them to work in groups to discuss a change in their neighbourhood that they have heard of or read about.

- NETWORK: ? What are the changes in Viet Nam? - Houses …..

2.Communication 1: Set the scene: You are going to read posts on Viet Travel. Forum from some foreigners who visited Viet Nam a long time ago.

Extra vocabulary:(5m) Help Ss understand the meanings of the words in the Extra Vocabulary box by using examples, definitions, or even transaltions.

Suffer (v): to experience something unpleasant, such as injury, defeat, or loss.

Mushroom (v): a metaphor verb showing something that grows or develops fast in terms of number and speed.

Contents Make a list about changes in Viet Nam in groups.

- Possible answer: Houses Traffic: means of transport/ roads..

School Family groups Entertainment Facility

- Find out the extra words and underline them.

- Guess the meaning from the context.

Listen to the teacher’s explaination.

- Repeat - Stress - Copy

Illiteracy (n): inability to read and write Exporter (n): a person, company, or country that sells goods to another country Exercise 1: - Have Ss skim - read the posts individually. ? What are the posts about?

- Workindividually.

Possible answer: The posts are about the changes in Viet Nam. - Work in pairs - Workindividually.

- Ask Ss to work in pairs to compare how many ideas from the posts they can remember.

- Then ask Ss to read the posts the second time more slowly for detail.

3.Communication 2:

- Work in groups of three.

Possible answers: 1. Charles is from France. He said Exercise 2: that the first time he had been to - Put Ss in groups of three.

- Tell them that they can look back at the posts Viet Nam was in 1965. He said that and each group member reports on one post as many people were/had been illiterate then but he was astonished in the example. that after nearly 30 years there was - Afterwards, ask some Ss to retell the posts to no more illiteracy although the population had nearly tripled. He the class. Correct them if necessary. was also surprised to learn that the country was one of the largest rive exporting countries.

2. Peter is from America. He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years. He was shocked/astonished to see that so much had changed over the last 18 years - flyovers and high - rise buildings were mushrooming.

Exercise 3: - Have Ss work in groups. Ask them to focus on a couple of the suggestions in the table to discuss and write down a few posts on a big sheet of paper.

- They can pretend to be a foreign visitors and use the posts in 1 as a model.

- Work in groups

- Set a time limit of ten minutes. They should also decide which changes are the most beneficial.

4. Further practice: Exercise 4 - When the time is up, ask the groups to stick their papers on the wall.

- Each group reports their best post to the class, saying which changes have been the most beneficial for the country.

- Vote for the best posts.

5. Production: 1. Review this lesson 2. Do exercises ……. (Workbook).

3. Prepare lesson Skills 1

- Work in groups.

- Report to the class.

- Do at home

-------------------------0@0----------------------WEEK:16 Preparing date: Period: 47 Teaching date:

FEEDBACK ON TEST 45’ I./. OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their knowledge of English 1. Knowledge; - Grammar: phrasal verbs, comparison, reported speech - Vocabulary: related to unit 4,5 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

II./.PREPARATION: 1.Teacher: Test papers 2.Students: III./. TEACHING METHODS: Technical present….

IV./.PROCEDURE A. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests:

+Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class: B. Key ĐÁP ÁN PART I: 0,5 p for each correct sentence.

4. T

2. F

3. T

4. T (SKILLS 2- UNIT 5)

PART II: 3. 0,2 p for each correct word 1.- Don’t you see the sign?

- Yes, I do, but what does it mean?

- It means you mustn’t walk on the grass.

2.- You don’t have the key, do you?

- No, I don’t. I’m going to climb through the window.

- Are you really?

- Just kidding. I’m using the back door. It isn’t locked.

2. 0,4 p for each correct sentence.

1. A 2. A 3. B

4. B

5. C

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

1.B 2. A 3.C 4.A 5.B 6.D PART IV: 0,5 p for each correct sentence.

1 It is expected that some major reforms will be suggested by the report.

2. It is said that the digital camera was invented by him.

3. It has been discovered by scientists that there is water on Mars.

4.It is expected that the professor will be arriving this morning.

----------------------0@0----------------------WEEK:16 Period: 48

Preparing date: Teaching date:

UNIT 6: VIET NAM: THEN AND NOW Lesson 5: Skills 1 I./. OBJECTIVE: - By the end of the lesson, ss will be able to:Read for general and specific information about the tram system in Ha Noi then and now 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

- Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 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 1. Warm up: 3’ Ask Ss to look at the two pictures and discuss the questions.

1. What are the things in the pictures?

2. When and where can you see them?

3. How different are they?

Contents - Work in groups:

Suggested answers: - The first picture shows an old tram. The second picture shows a modern train.

- The tram would have been seen in a town or city. These trains can be seen nowadays in big, modern Elicit the answers from Ss. Give Ss two cities. minutes to skim the article and compare their - They are different in many ways: answers with the information in the article.

The first had fewer compartments (two or three) than the second

2. Pre-reading Predict: True or false:

(four).

The first runs much more slowly.

The first is not air-conditioned while the second is.

The first runs along tracks on the ground at street level, while the second runs on elevated tracks.

The first was powered by overhead electricity wires, while the second runs on electromagnetics.

- Work individually.

- Guess.

3. While-reading 1. Exercise 1: Ask Ss to work individually.

Remind them to pay attention to key words in each statement.

Then allow them to share answers before checking as a class.

Ask them to explain why some statements are false.

2. Answer the questions

4. POST-READING (15minutes) Speaking

- Work individually.

- Then share with the partner.

Key: 4. T

1. F 5. F

2. T

3. F

- Ss work individually first, then compare the answers with their partner.

Key: 1. It is located in Huong Son Commune, My Duc District, Ha Noi. 2. It includes Den Trinh (Presentation Shrine), Thien Tru (Heaven’s kitchen) pagoda, and the Perfume Temple.

3. The centre of this complex, the Perfume Temple, also known as Chua Trong (Inner Temple), is located in Huong Tich Cavern.

4. Its beauty has been used as the theme of many famous songs and a topic of lyric poetry.

5. Pilgrims from all over Viet Nam do.

Exercise 3 - First, ask Ss to work in pairs, to put the things that have caused damage to the manmade wonders of Viet Nam in order of seriousness.

- T may go around to provide help.

- After Ss finish, call on some pairs to report their choices and give the reasons for them.

Exercise 4 a Ask Ss to work in pairs, and use the ideas in 3 to suggest ways to protect and preserve the man-made wonders of Viet Nam. Go around to provide help. b Have the representative of each pair in turn report their best ideas to the whole class. Give comments and make any correction if necessary.

- Work in pairs, to put the things that have caused damage to the man-made wonders of Viet Nam in order of seriousness.

- Report their choices and give the reasons for them.

Ss work in pairs

In pairs, present the reports to the class.

5.Production: 1. Review this lesson - Copy and do at home!

2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 ----------------------0@0----------------------Kiểm tra ngày tháng

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UNIT 6: VIET NAM: THEN AND NOW Lesson 6: Skills 2 A. I./. OBJECTIVE: By the end of the lesson, students will be able to o listen for general and specifi c information about life in an extended family. o write about some qualities a person needs to get along in an extended 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should

- Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

- Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings - Using language totalk about Viet Nam in the past and at present 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 Contents Contents 1. Warm-up: Ask Ss to say if they are living in small families with their parents and siblings only or in big families with grandparents and other relatives.

Ask them if they find any difficulties living in their family group or if they want to have anything changed.

2. Listening Task 1: Describe what you can see Task 1: Ask Ss to work in pairs to describe the pictures and answer the question. Ask a pair to share their ideas with the class.

Task 2: Gap-fill Tell Ss that they are going to listen to a talk between Nick and Mrs Ha, Duong’s mother, about her family in the past.

Ask them to read the information in the table carefully and try to predict

Task 2: Listen and write Key: 1. extended family 2. three generations 3. shared 4. their day 5. their work 6. things happening

the answers. Tell them to decide the 7. to be tolerant part of speech of the words they 9. listen will need to fill in the blanks, then listen carefully to find the words from the recording.

Play the recording twice.

Have two Ss write their answers on the board. Confirm the correct answers.

Task 3: Have Ss work individually to underline the key words in the statements.

Ask Ss to do the exercise without listening to the recording.

Write their answers on the board without confi rming the correct answers.

Play the recording again for Ss to check, pause at the sentences that include the information Ss need for their answers.

3. Writing Task 4 First check that everybody understands the meaning of all the adjectives in the box.

Set a time limit for pairs to brainstorm ideas and do the discussion.

Move around and help Ss if necessary.

Ask Ss to refer back to the listening in 2 and 3, and the example for useful language and ideas.

Ask some pairs to present their ideas to the whole class. Confirm that they should give examples to support their main points.

4.Further practice:Task 5 Ss should work individually to get their ideas down on paper and

8. talk 10. Compromise

Task 3: True or False Key: 1. T 2. T 3. F 4. F 5. T 6. T

Task 4: Qualities a person needs to get along in an extended family

check the accuracy of what they have written.

Give Ss about 10 minutes to write and edit their work.

Ss pass their work to someone who wasn’t in their pair for them to do peer review and add their comments and corrections.

Write some samples on the board: Positive comments Give feedback on a few Ss’ work.

5.Production: - Do task 5 - Lookback the unit Kiểm tra ngày tháng

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WEEK:17 Period: 50

Preparing date: Teaching date:

UNIT 6: VIET NAM: THEN AND NOW Lesson 7: Looking back and project I./. OBJECTIVE: : By the end of the lesson, students will be able to : - Use the past perfect correctly - Use the structure adj+ to-infinitive and adj + that-clause correctly 1. Knowledge; - Grammar:impersonal passive and the verb suggest + V-ing/clause with should - Vocabulary:words related to Viet Nam in the past and at present 2. Skills: Practicing skills 3. Attitude: - Positive about Viet nam in the past and at present - Students know how to learn English in right way.

- Ss are interested in doing exercises.

- Ss are interested talking about Viet Nam in the past and at present.

- Ss are interested in usingthe past perfect, the structure adj+ to-infinitive and adj + that-clause 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about emotions and feelings

- Using language totalk about Viet Nam in the past aand at present 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 metho methods by visual, teaching methods by practising, discussion group, technical present….

IV./.PROCEDURE: Teacher and Ss’ activities 1. Warm-up:: Word web (task 1)

Have Ss work individually to list all the words on a piece of paper. Set a time limit of three minutes.

Then have them combine to work in groups. Ask them to note down as many words they have just listed as possible on a larger piece of paper. Set a new time limit. When the time is up, groups stick their pieces of paper on the board. The ggroup with the highest number of words/phrases wins.

2. Looking back: Vocabulary Task 2: Gap-fill Ask Ss to work individually, compare their answers with a partner, write their answers on the board.

Confirm the correct answers.

Task 3: Close text Have Ss work in pairs. Tell them that they should pay attention to the cues in the passage for their answers. Elicit the answers from Ss.

Content Contents

Then earthen road, path, trench, brick road, tunnel, alley, tram system

now underpass, fl yover, skytrain system, skywalk system, cable car, tunnel, alley

Vocabulary Task 2: Fill in each blank Key: 1. extended 2. nuclear 3. facilities 4. Rubber sandals 5. trenches Task 3: Fill in each gap Key: 1. extended 2. nuclear 3. disobedient

Grammar Task 4: close sentences Ask Ss to work individually first, check their answers with a partner before having them discuss as a class.

Task 5: Ask Ss to work individually first, check their answers with a partner before having them discuss as a class.

3.Project:

4. sympathetic/understanding 5. understanding/sympathetic 6. tolerant 7. caring 8. share Grammar Task 4: Complete the sentences Key: 1. necessary/important 2. certain/sure/hopeful 3. certain/sure/confi dent 4. sorry/sure 5. sorry 6. convinced/certain/sure Task 5: Read and correct Key: 1, 3, 5, 6, 7, : no change 2. take could take 4. let to let 6. be was Do at home

4. Further practice: Sum up 4. Homework - Looking back 4 – 6 - Feedback on Project 5,6 -------------------------0@0----------------------Preparing date: WEEK:17 Period: 51 Teaching date:

REVIEW 2 Lesson 1: Language I./. OBJECTIVE: - By the end of the lesson, students will be able to revise pronunciation, vocab, grammar from unit 4 to unit 6 1. Knowledge; - Grammar: related to unit 4-6 - Vocabulary: related to unit 4-6 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing language function - Ss are interested in doing exercises 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Use 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 Ss’ activities 1.Warmer: Activity 1: Review the rules of stress on auxiliaries, articles, and prepositions with Ss as a class. Have Ss then circle the stress independently. Play the recording.

Ss listen and check their answers. Confirm their answers. Ss listen again and repeat, in chorus and individually.

1. - Which hotel are you staying at?

- The Grand Hotel. It’s by the sea.

- Isn’t it the one you stayed in last year?

- Yes, it is.

2. - I can’t fid my key. Do you happen to see it anywhere?

- It’s on the coffe table.

- There’s nothing on the coffe table.

- Really? I did see it there when I was tidying up the room this morning.

3. - You have to help me with this assignment.

- I won’t.

- Please!

- Are you going to rely on others all your life?

4. - Have you seen The Tomb Raider?

- No, I haven’t. But I’ve seen The Smiths.

- Is that the fim you often talk about?

- Yes, it is. Look. This is the trailer for it.

Note: This exercise focuses on stressed auxiliaries, articles, and prepositions only.

Contents

: 1. d 3. g 5. c 7. e

2.Vocabulary 1. extended Activity 2: Make sure Ss understand the meanings of the 3. solution phrases in the box. Then have them complete the 5. religious

2. a 4. f 6. h 8. b

2. obey 4. preserve 6. recognised

exercise individually.

7. contribution 8. illiterate

Activity 3: Ask Ss to read the sentences and decide what kind of word is needed for each sentence (a noun? a verb? an adjective?...). Elicit their answers. Let Ss do the exercise independently. Ss can then share their answers with a partner. Check and write the answers on the board.

1. B 2. D 3. B 4. C 5. D 6. C

3.Grammar Activity 4: This exercise revises the use of impersonal passive, suggest, adjectives + to-infinitive/that + clauses. Have a brief revision with Ss if necessary.

Then have Ss do the exercise individually. Ss exchange their answers and discuss if there is any difference in their answers. Check and explain each answer.

1. I wish I was now participating in an international summer camp in Brazil.

2. I wish we still had traditional markets.

3. I wish I could visit Nha Trang.

4. I wish I had time to learn ceramic painting.

Activity 5: Have Ss read the situations and decide which type 5. I wish I was not at home of wish is used in each sentence. Elicit their writing an essay./ I wish I answers. Then let Ss do this exercise was playing with my friends. independently, and share their answers with the class. T checks.

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

4.Everyday English Activity 6: Have Ss read the phrases and sentences carefully before they do this exercise in pairs. Correct their answers and ask some pairs to act out the dialogues.

5.Production: -Practice reading the dialogue.

-Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare Review 2 ( Skills )

-------------------------0@0----------------------Preparing date: WEEK:18 Period: 52 Teaching date:

REVIEW 2 Lesson 2: Skills • I./. OBJECTIVE: - This unit reviews the language and skills Ss have learnt in Units 4, 5, and 6. Help Ss to recall the language and encourage them to contribute as much as possible.

1. Knowledge; - Grammar: related to unit 4-6 - Vocabulary: related to unit 4-6 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

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 Ss’ activities 1.Reading Activity 1: Ss read the text and answer the questions independently. They can then compare their answers with a partner. Check and have Ss explain where in the text they found the information for the answers.

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

2.Speaking Activity 2: This is an open speaking exercise. Allow Ss some time to read the ideas and form their own opinion. Ss can work in groups. Have some Ss/groups present their own opinions in front of the class.

1. F 2. T 3. F 3.Listening 4. T Activity 3: Ask Ss to carefully read the questions first. T 5. T then plays the recording. Ss listen and decide if 6. F the statements are true or false. Write Ss’ Audio script: answers on the board. Don’t confirm their Moc Chau has recently become a answers at this stage. Have them listen popular tourist attraction that again and check their own answers. Then draws travellers throughout the correct them. year.

People are attracted to this lovely town to admire its endless hills.

The picturesque scenery here is unlike anything else in Viet Nam. Many places remain untouched by people. Apart from its fabulous scenery, Moc Chau is also famous for its local dishes, which are new to outsiders. People usually try them out of curiosity and end up falling in love with their amazing taste. Another attraction of this small town is its honest and friendly people. Visiting small villages in Moc Chau, tourists are 4.Writing welcomed into the locals’ homes Activity 4: Have Ss read the notes of a traditional home and treated with homemade corn first. They can then arrange their ideas and start wine. The warm and open

writing. T may call on a volunteer to write on the board. Other Ss and T comment on it. Ss then refer back to their own writings and see if they want to make any changes. Collect some work to correct at home.

hospitality of the people here has made it a delightful experience for domestic as well as international visitors. Located only 187 kilometres from Ha Noi, Moc Chau can easily be reached by both private and public transport.

5.Production: -Write new words then learn them by heart.

-Copy the exercise into notebooks.

-Prepare Revision for the 1st Exam Kiểm tra ngày tháng

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WEEK:20 Period: 55

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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 1.Warm up: Brainstorming Find out famous * Find out famous dishes of some world countries in the world Countries - Teacher elicits and write the name Viet Nam of some countries on the board Thailand ? Discuss and find out some famous Japan or tradition dishes of these countries The USA - Have some students write the dishes Mexico on the right corner of the board The UK Italy India 2.Getting-started: I. New words - prawn New words Teacher use the things in the picture - celery on page 6-7 to teach new words - mayonnaise

Content dishes of some countries in the Dishes

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

tôm panda cần tây sốt ma-i-on-ne

Teacher and Students' activities - Follow the seven steps of teaching vocabulary Listen and read

- versatile

Content (adj) đa d᝼ng

II. Listen and read

? Cover the text and look at the picture on page 6-7 * Suggested answers: ? Who can you see in the picture?

- Mi, Nick and his mom. ? Where are they?

- In the kitchen. ? What is there on the table?

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

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

1.a. Find the words (1a P8) 1.a. Find the words (1a P8) ? Work individually to find the words 1. starter 2. versatile with the given meanings in the 3. drain 4. peel dialogue.

5. chop 6. combine ? Quickly write the answer on the board.

1.b. Word webs (1b P8) 1.b. Word webs (1b P8) ? Work in pairs and complete the * Ingredients: prawn, celery, lemon. salt, pepper, word webs. mayonnaise, spring onion - Call one pair to write their answers * Preparing and cooking: wash, boil, combine, chop, on the board. peel, drain, mix, add ? Add more if needed.

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

1. Nick's mum.

- Make sure students understand 2. Because it's simple and delicious. them.

3. In the summer time. ? First, answer the questions without 4. They are versatile, and you can use lots of reading the dialogue again. ingredients in a salad. ? Exchange your answer with your 5. Nick's mum boils and drains the prawns, and mixes partner. the ingredients. Mi washes the spring onions, chop the ? Read the dialogue again and check. celery, peels the onions, and mix the ingredients.

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

III. Practice 3.Doing: 1. Matching (2 P8) 1. Matching (2 P8) ? Refer back to the warmer A. Cobb salad B. sushi ? Look at the pictures and match the C. steak pie D. fajitas dishes with the pictures.

E. lasagne F. mango sticky rice ? Pair compare G. beef noodle soup H. curry - Play the audio for students to check and repeat the answers.

Teacher and Students' activities 2. Discussion (3a P8) ? 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

Content 2. Discussion (3a P8) A. The USA C. The UK E. Italy G. Viet Nam

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

4.Further practice: ? Recall some dishes 5.Production; ? Learn by heart new words ? Do exercises B1-3 P4-5 (workbook) Learn by heart new words Prepare: Unit 7: A closer look 1 Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look 1

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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 Content 1.Warmer: Word webs Word webs - Elicits the topic from students * Suggested answer: ? Work in two teams Dishes: Cobb salad, sushi, steak pie, ? Brainstorm all the words related to fajitas, lasagne, mango sticky rice, beef the topic: dishes and preparing/ noodle soup, curry cooking Preparing and cooking:wash, boil, - Encourage them to call out as many combine, chop, peel, drain, mix, add words as possible.

2.Vocabulary: I. New words - Teacher use the pictures in 1 on page - whisk (v): đánh (trứng) 9 to teach vocabulary (situation, realia) - grate (v): nạo - Follow the seven steps of teaching - spinkle (v): rắc vocabulary - 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) 1. Matching (1 P9) ? Match the verbs in the box with the A. chop B. slice pictures.

C. grate D. marinate E. whisk F. dip G. sprinkle H. spread 2. Complete the sentences (2 P9) 2. Complete the sentences (2 P9) ? Work in pairs.

1. chop, Slice 2. grates, ? Use the correct form of the verbs in 1 sprinkles to complete the sentences.

3. Marinate 4. whisk 5. Dip 6. spread 3. Matching (3 P9) 3. Matching (3 P9) ? Run through all the cooking verbs.

1.g 2. f ? Read the definition and match a 3. h 4. c cooking verb in A with its definition in 5. e 6. a B. 7. d 8. b

Teacher and Students' activities ? 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.

3. Pronunciation * Tone in statement used as questions ? 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.

- 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 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.

Content 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.

1. Listen and draw

or

(5 P10)

Teacher and Students' activities Content ? Practice the conversations with a partner.

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

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

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

2. Add some salt?

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

4.Further practice: ? Recall some cooking verbs. ? How is a statement question pronounced?

5.Production: ? Learn by heart new words Learn by heart new words ? Do exercises A1,2 P3 (workbook) Do exercises A1,2 P3 (workbook) ? Prepare: Unit 7: A closer look 2 Prepare: Unit 7: A closer look 2 ---------------------0@0-------------------WEEK:20 Preparing date: Period: 57 Teaching date:

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 Contents 1.Warmer: Check the old lesson

Content

2.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.

Activity 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.

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

Key: 1.a 2. a 3. some 4. some/any 5. a 6. some 7. an 8. any 9. Some 2 Match the food quantifiers with 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 3. tablespoons

2. an 4. teaspoon

Activity 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.

3.Grammar 2: Activity 3 : 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.

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

Ask them to give the standard form of conditional sentences type 1.T may call on one student to write the form on the board. Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board:

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 Ifclause and will + bare infinitive in the main clause. This is the standard form.

Instead of will, we can use other modal 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 If + S + V (present simple), s + can/must/may/might/should + V (infinitive).

4.Further practice: Activity 5 5 Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences.

Activity 6 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 ỉn 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 d

3.

a

4.

b

5.

f

6.

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.

5.Production: Copy the email onto exercise notebook.

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WEEK:21 Period: 58

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Unit 7: RECIPES AND EATING HABITS Lesson 4: Communication

I./. OBJECTIVE: By the end of this Unit, students can: • 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 Contents Content 1.Warmer: Look at the pictures. Answer the Tell students in this lesson they will have the questions. opportunity to learn how to cook one type of soup. puree: bột nhuyễn Go through that extra vocabulary with students. If garnish Trình bày students do not know any words in the Box. shallot củ hẹ Quickly teach it. cube hình lập To teach the word shallot and cube teacher may tender phương draw the pictures on the board . To teach other pumpkin mềm words use simple words, use simple explanations leaves bí ngô and examples to give definitions. fibre lá puree: make fruit or vegetables into a thick chất xơ pinch smooth sauce, usually in a blender stick Nhúm tay 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 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.

2.Communication 1: Activity 2:

Bó, cây

- 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.

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

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

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

Key:

1. a kilo/one kilo 3. two sticks Audio script (part 1 n Pumpkin soup is my tablespoons family's favourite soup. We usually have it for 5. two tablespoons breakfast with some slices of bread. It's quick and 7. peel 9. peel simple to cook.

11 . leaves 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.

2. two 4. two 6. a pinch 8. chop 10. slice

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

3.Communication 2:Activity 3:

3a Read the steps to make the dish. Rearrange them into the

3 a+b Have Ss read the steps to cook the soup and correct order. try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss 3a+b. Key: to check their answers. Ask Ss to comment on the 1.b 2. e 3. f orders on the board. If there are any unclear d points, play the recording a second time.

C Without playing the recording again, ask Ss about the benefits of the soup. If Ss are not sure about any points play the recording again. Have one student talk about the benefits.

4. c

5.

a

6.

c. Key: - a good source of fibre, minerals, and vitamins, especially vitamin A.

- improve your eyesight and protect Here are the steps to yourself from certain cancers

Audio script (part 2): make the soup: Heat the butter in a deep pan, add the shallots and 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.

4a Work in groups. Choose a dish 4.Further practice:Activity 4: you like. Discuss its ingredients, a Have Ss work in groups to discuss a dish they how to prepare it and the steps to cook it. Write your ideas on a like. Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big large sheet of paper. piece of paper. Move around to provide any Name of the dish: necessary help. ...............................

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

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

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

Benefits of the dish: ............................... b Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to

b. Organise a gallery walk. Move around to each group and listen

each group and listen to the group's presentation about the dish. Have Ss vote for the best dish and explain the reasons.

to their presentation. Vote for the best dish.

5.Production: - Write five sentences about your good friends.

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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 Contents 1.Warmer: Chatting

Content

2.Reading: I- READING Activity 1: Work in pairs. Answer the Have Ss work in pairs to discuss the questions. questions.

Elicit their answers. Because it is an open activity, 1. Where do the Thai people accept different answers.

Activity 2: Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading.

Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers with a classmate. Elicit their answers.

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 headings (1-3) with the paragraphs (A-C). raw food flavour sashimi spicy Japanese horseradish vinegared rice pickled ginger. arrangement significant feature

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

Activity 3: staple 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 gi Key: A. 3 B.2 C.1 the answers ton Ask them to give evidence when giving 3 Answer the questions. the answers.

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.

3.Speaking This part helps Ss understand more about the SPEAKING

eating habits of Vietnamese people.

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.

6.Further practice: 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.

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.

5.Production: - Write four sentences about your school.(answer these questions above

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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 Contents 1.Warmer: Chatting ? What did you have for your breakfast 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.

Content

I- LISTENING 2.Listening

1 Work in pairs. One of you looks 1 Have Ss do this activity in pairs. They ask each at picture A, and the other looks at

other questions to find out the differences picture B on page 17. Ask each between the two pictures. Elicit the answers from other questions to find out the Ss. Ask them to describe the underlying meaning differences between your pictures. of the pictures.Audio script: A boy is eating chocolate. On the table there are junk foods Picture such as crisps, a A: hamburger, soft drinks, and sweets. The boy looks fat.

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

Meanin They show the contrast between healthy eating g and unhealthy eating.

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.

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.

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 3 1.

2. hamburger 3. crisps answers with a classmate before giving T the biscuits answers. Ask two Ss to write their answers on 4. fried 5. vegetables 6. cereal the board. Play the recording one last time to beef confirm the answers for both .2 and 3.

7. a 8. slices of 9. boiled banana bread egg 10. steamed fish

3.WRITING

WRITING

4 Ask Ss to work in pairs. They ask and answer 4 Work in pairs. Ask and answer questions about each other's eating habits, and questions about each other's eating take notes of their partner's answers in the table. habits. Take notes of your partner's answers in the table.

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

Do you think your partner has healthy eating habits? Why/Why T should move around to give comments as there not? may not be enough time for checking with the whole class.

Is there anything he/she should change if he/she wants to be 4.Further practice: healthier?

5a+b Ask Ss to write about their partner's eating habits. When they have finished, Ss exchange 5a Write about your partner's their writing to spot any mistakes. Have Ss share eating habits. Include information the mistakes with the whole class. T may collect about his/her meals, your opinion some Ss' work to mark at home, or T may ask about his/her eating habits and them to rewrite the exercise as homework. In this possible changes. case, remember to ask for Ss' revised work in the Sample writing: My friend, Trang, next lesson. 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 deepfried chicken. The good thing is that she prefers to have dinner at home.

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

I think Trang should change her diet.

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

comments.

5.Production: - Practise writing a webpage for your school.

-Prepare LOOKING BACK ---------------------0@0-------------------Kiểm tra ngày tháng

năm

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

WEEK:22 Period: 61

……………………………………………………..

Preparing date: Teaching date:

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 Contents 1.Warmer: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 t he unit.

Content

2.Looking back: Vocabulary 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 Ssto complete the words individually.

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

Activity 3.

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

Grammar Activity4.

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

1 Match the words in A with their 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.

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.

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

Key: 1. slice 2. sticks 3. anysome 4. bag 5. clove 6. bunch

Activity5.

5 Complete the sentences with 5 Ask Ss to write the sentences individually. Have your own ideas. Use the modal two Ss write the sentences on the board. Ask other verbs provided.

Ss to give comments. Correct the sentences if needed.

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.

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 she wants to lose weight.

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

COMMUNICATION 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

3.Project:Have Ss work in groups of four or five. PROJECT They go to other classes and ask different Ss about their eating habits. To reduce the workload, A survey on eating habits each student interviews three other Ss and records their answers in the table. This should be done 1 Work in groups. Go to other classes and ask different students early in the unit. about their eating habits. Write the students' answers in the table.

1. How often do you eat fast food?

2. How often do you eat homemade food?

3. How many meals do you have per day?

L 4. Which meal is the most important to you?

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

6. What is your favourite dish?

S1 S2 S3 S4

2 Now work together again.

2. Group members meet together and organise the Analyse the answers you have got answers in the form of an answer to each and organise them in the form of question. The following table can serve as an an answer to each question. This example. This summarises the answers of 12 Ss could be done using a visual (Ss work in groups of 4). organiser such as a chart.

Their findings might look like this: - Question 1: Of 12 students answered, only three usually eat fast food. Four of them sometimes eat fast food, and five never have this kind of food.

3 I n general, do the students at your school have healthy eating habits? Present your 3 Have groups present their findings to the class. group’s finding to the class Finally, they conclude whether Ss at the school have healthy eating habits.

Finished!

4.Further practice: use lexical items related to Finished! dishes and ways of preparing and cooking some food Ask Ss to complete the self-assessment.

ask statement questions with Identify any difficulties and weak areas and the correct intonation provide further practice if necessary use some quantifiers correctly write and use conditional sentences type 1 with modal verbs discuss the recipe for a dish read for general and specific information about the eating habits of Japanese people talk about the eating habits of Vietnamese people listen for specific and detailed information about teenagers' eating habits - Question 2: ...

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

- Prepare Unit8- GETTING STARTED ---------------------0@0-------------------WEEK:22 Preparing date: Period: 62 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. Skills: - Listening, reading 3. Attitudes: - Raising the awareness of loving and preserving natural sceneries 4. 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: 1. Warm up(5') 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 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?)

Ss and T's activities Content 2.Getting –started: Listen and read.( 18) 1. Listen and read. . Let Ss open their books to GETTING STARTED. Tell them to look ats the picture and 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 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

2. Doing: 2. This activity is aimed at giving the collocations of common words related to the topic of travelling and tourism. Let Ss work in pairs first. Check their work, then let them read and remember each collocation 3,4(12) - For 1,2,and 3: let Ss do them individually and check their answers. If time allows, or for more able Ss, encourage each student to make a similar quiz for their partner to do. T may pick up any interesting question and give them to the whole class. Praise goood ideas.

For 4,4,and 6: Let Ss work in groups. When they finish, ask some Ssto give their groups' answers to the class.

Check and give comments.

decisions.

2. Collocation:Which word goes with which list below.

Key: 1. holiday 2. resort 3. tour 4. trip 3. Fill each blank with a word/phrase from the list.

Key: 1. seaside resort 2. souvenirs 3. destination 4. in advance 5. delayed 6. luggage 7. accommodation 8. price 4. Quiz.

Key: 1. Da Nang city 2. The great Wall of China 3. Jeju Island 4, 5, 6: Students' answers

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

5.Production: - Rewrite the answers part 1c into the notebook.

- Prepare A closer look 1 ---------------------0@0-------------------WEEK:22 Preparing date: Period: 63 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. Skills: - listening, doing exercises.

3. Attitudes: - encourage ss to love travelling.

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

4. 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: 1. Warm up(5') - Game: Guessing words Topic: Tavelling and tourism.

- T prepare some words related to travelling and tourism.

- call 1 ss to the board, he/she can't see the board, T write the words on the board, the class explain so that the ss can say out the words.

II. New lesson.

Ss and T's activities 2. Vocabulary:

Content 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 compare their answers rith a parther's. Ask definition. some Ss to time their answers on the board. Check their answers as a class. - ss work individually Have them make sentences with the words if necessary.

Key: 1. tour 2. resort 3. travel 4. tour guide 5. trip 6. expedition 2.Ss work in pairs to do the task. 2. Fill each blank with a word from Call on some Ss to write the answers on the list. There are two more extra the board. Correct as a class. Then T may words.

ask Ss to answer some questions about the passage: - What piece of writing is it? (introduction of a tourist attractin?

Itinerary? Advertisemenr?)

- What is EcoTours? (A travel agency/ company) - 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.

- ss work in pairs to do the exercise.

Key: 1. travel 3. visit 5. guides

2. book 4. anvironment 6. holiday

- 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: 1. check out 2. swimming pool 3. imx-up4. pile-up 5. touchdown 6. full board

Pronuncitation 3.Pronuncitation Tones in asking for information 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.

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 conversation, and mark the questions with falling-rising arrows, and practice the or falling-rising arrows. Calll on some conversation with a partner... 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 4.Further practice: - Let ss read the box Look out again.

- say aloud the words in 1,2.

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

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

năm

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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. Skills: Practicing skills

3. 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 4. 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: Ss and T's activities Content - Ss - T 1. Warm up : - Check up old lesson 2. Grammar 1: Articles: other uses Ss have already learnt some uses of - Listen and take notes 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 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 - Ss do this exercise Hispaniola, in the Caribbean region individually and then compare their - Ares: 48, 445 square kilometers answers in pairs.

- Official language: Spanish Key: Have Ss work individually to 1. a 2. the 3. the 4. complete the task. Tell them to refer back the 7. the 5. the 6. ∅

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.

2a. 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. Check and explanations if necessary

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.

3. Grammar 2:

∅

8. ∅ 9. ∅ 10. the 11.

12. ∅ 13. the 14. an

- 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

-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 4.Ss work individually t make noi was Phu Xuan

sentences from the words/phrases, and 2. The most famous Egyptian write them down. Tell Ss to pay attention pyramids are found at Giza in Cairo to the use of the sentences are tre, and 3. There is a city called Kiev which are false. 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 REFERENCE: - Phu Xuan: a historic place in Hue, Kingdom 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

WEEK:23 Period: 65

- Answer teacher's questions.

- Take note

---------------------0@0-------------------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. Skills: Practicing skills 3. 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 4. 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: Ss and teacher’s activities Content 1. Warm up: 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 2.Communication 1: - 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 - Find out the extra words and examples, definitions, or even transaltions. underline them.

Then write the words and phrase from the - Guess the meaning from the Extra vocabulary on the board. context.

Ask more able Ss to explain them, or give the Listen to the teacher’s Vietnamese equivalent. Otherwise, explain explaination. them yoursef - Repeat - Breathtakling (adj): very surprising, - Stress exciting and inpressive - Copy - 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.

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 - Work individually. destination.

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

- 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 ...

3.Communication 2:Exercise 2: - Have Ss read the facts about the top-ten most visited countres.

- Ss work in pairs and complete the table by writing 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

- Listen carefully.

- Work in groups.

- Present the ideas before the class.

- Work in pairs.

countries.

4.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. - Possible answer: Walk around to observe and give help if needed.

Rank

Country

1

France

2 3 4

5 6

7

8 9

10

Some things to do or see there

Go up the eiffelTower, visit the louvreMuseum in Paris United Visit the Statue of Liberty, visit the Grand States Canyon, shop in New york, go surfing in Hawaii Spain Tour Masrid, visit the legendary land of Don Quixote visit the Olympic in Barcelona China Climb the Great Wall, tour Beijing National Stadium (Bird's Nest), tour the Forbidden City, visit the StoneForest Italy Visit the Vatican City, visit famos museums, tour Florence, tour Venice Turkey 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) Germany 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 United Kingdom Go sightseeing in London, visit Stonnehenge, visit Liverpool, home of the Beatles Russia Tour Moscow (the Kremlin, Red Square, Moscow Metro...) visit St. Petersburg: HermitageMuseum, cruise on NevaRiver, experience the white nights Mexico 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

5.Production: 1. Review this lesson 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 Do at home Nam and in the world (better still, some information about them) 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 )

………………………………………………………………………………………

WEEK:23 Period: 66

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

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. Skills: Practicing skills 3. 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 4. 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 Ss and teacher’s activities Content 1. Warm up: 3’ – Network: 1a.Ss work in group and name some - Work in groups. famous caves in Viet Nam and in the world Suggested answers: (that they have prepared already for homework) Famous caves in Viet Nam: Famous caves in the world:

Famous caves in Viet Nam: - PhongNhaCave - En Cave (hang en) - ThieDuongCave - Sung SotCave ( hang Sung Sot -

Ha Long Bay) - Tam Coc - Bich Dong (Ninh Binh) ...

Famous caves in the world: - DeerCave (Borneo, Malaysia) - OnondagaCave (Misouri, USA) - GouffreBergerCave (France) - ReedFluteCave (Guilin, China) - Fingal's Cave (Scotland) - Cave of Crystal (Mexico) ...

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.

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.

3.POST-READING (15minutes) Speaking - Set the scene:

- 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 America".

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

-Work individually.

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 - Work in group. these ways of spending one's holiday and whether they have done any of them. Then -Work individually. 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 - Share with the partner. ticked in 3.

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

- Tell them to study the example carefully as - Present before class. 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.

5.Production: (2) 1. Review this lesson - Copy and do at home!

2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 ---------------------0@0-------------------Kiểm tra ngày tháng

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WEEK:24 Period: 67

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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. Skills: Practicing skills 3. 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 4. 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 Teacher and Students' activities Content 1.Warmer: Discussion ? Work in pairs. ? Think about the importance of tourism to Viet Nam. 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. 2. Listening I. Listening 1. True or false (2 P27) 1. True or false (2 P27) ? Run through all the statements in 2 1. T P27.

2. T ? Predict if they are true or false.

3. F - Play the recording one or two times.

4. T - Clarify anything which is unclear or 5. T difficult.

6.F ? Carefully and tick T/F as you hear answers in the lecture.

2. Choose the correct answer (3 P27) 2. Choose the correct answer (3 P27) - Play the recording again.

C ? Pay special to the last sentence of the lecture. Then choose the correct answers

Teacher and Students' activities as required.

- T corrects as class.

3. 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. ? Study the prompts given, and give some more if possible.

2. Write about one negative effect of tourism ? Choose one negative effect that you have discussed in 4 and write a paragraph of about 100 -120 words about it. ? 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.

4.Further practice: 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)

Content II. Writing 1. Talk about the negative effects of tourism (4 P27) Example: - Natural environment is damaged.

- Natural beauty is spoiled.

- 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.

1. Reading (1 P29)

2. Tick good ways to advertisement (2 P29) 1, 2, 4, 6 - create a striking headline - keep your ad brief - try to attract attention - give the main features

write

an

Teacher and Students' activities

Content

5. Production: ? Learn by heart new words - Learn by heart new words Do exercises D3, E1 P18-19 - Exercises D3, E1 P18-19 (workbook) (workbook) - Prepare for your writing for the project. ? Prepare for your writing for the (3 P29) project. (3 P29) - Prepare: Unit 8 : Looking back ? Prepare: Unit 8: Looking back ---------------------0@0-------------------WEEK:24 Preparing date: Period: 68 Teaching date:

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. Skills: Practicing skills 3. 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.

4. 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 and Students' activities 1. Warm up:

Content

Teacher and Students' activities ? Recall good ways to write an advertisement.

2. 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.

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.

Content Good ways to write an advertisement.

- create a striking headline - keep your ad brief - try to attract attention - give the main features 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. checkout 3. stopover 4. sunglasses 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) 2.2. Rewrite the sentences (5 P28) ? Use the grammar and vocabulary you 1. What a terrible journey (it was)!

Teacher and Students' activities have learned in the unit to rewrite sentences.

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

- Let other Ss give comments. Then check as a class 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 clothe - Do the washing up - Be online - Play sports - Write postcards ...

3. Project - Have some group present their advertisement - Ask other students give comment.

- Teacher check as a class.

4.Futher practice: ? Guide students to do Finished 5.Production; ? Review vocabulary and structures in Unit 8. ? Prepare: Unit 9 : Getting started WEEK:24 Period: 69

Content 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.

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

III. Project

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

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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. 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 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 1. Warm up(5') 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?

Teacher’s activities Contents 2.Getting started: * Vocabulary.

- Preteach vocab.

- 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?

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

a. Tell Ss to refer te conversation to find the nouns of the adjectives simple and flexible. Ask them to pay attention to how to from the nuons from these adjectives.

a. Read the conversation again and find the nouns of the adjectives: simple and flexible.

Key: simple - simplicity Flexible- flexibility

b. Ask Ss to convert the adjectives in the into nouns. Remind them to use a dictionary to check - call 1 ss to the board and write the answers.

b. Convert these adjectives into nouns.

Key: adjective Noun sad sadness dark darkness stupid stupidity popular popularity happy happiness punctual punctuality c. Read the conversation again and choose the correct answer.

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

c. First, have Ss work independently.

Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers.

2. Ss work independently, and then share their answers with one or more partnes. T may ask for translation of the words/phrases in the box to check

2. Match the words/ phrases in column Awith the definitions in column B

their understanding. With a stronger class. T may wish to ask Ss to find some example in real life with the words/ phrases in box.

Key: 1. c 3. b

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 meaning of in the sentences. If time allows, have some Ss read out loud the sentences.

4. First, model activity with a more able student. Then ask Ss to work in pairs. Go around to provide help. Call on some pairs to practise in front of the class.

2.e 4. a

5.d

3. Match the beginning of each sentence(1-6) to its ending(a-f) Key: 1.f 2.c 3. a .4b 5. e 6.d

4.Further practice: Relative clause Chinese is the language which is spoken by most people in the world.

Relative clause Which: relative pronoun 5.Production: Learn by heart the new words and structures.

- Find information about kinds of relative clauses.

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WEEK:25 Preparing date: Period: 70 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. Skills: - speaking, doing exercises.

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

- Use right tones in speaking.

4. 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 1. Warm up(5') - 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.

Ss and teacher’s activities 2.Vocabulary 1. Ss work independently and them share their answers with a parther. T may ask for translation of the words/phrases in the first column to check their understanding. With a stronger clss. T may wush to ask Ss to make sentences with the expressions.

2a. Ss do the exercise individually. Check their answers as a class. Confirm the correct a answers.

Content 1. Match the words/phrases in column A with the definitions in column B. Key: 1.b 2.e 3. a 4. d 5. f 6. c

2. a. Choose the correct words in the following phrases about language learning.

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 sentences about yourself or people you

their sentences in front of the class.

Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss gve comments. Confirm the correct sentences.

3a. First, have Ss work individually to match the words/phrases. Then allow them to have their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to make some example sentences with the words/phrases. b. Ss work independently to complete the passage. Check the answers as a lass.

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.

5. Play the recording and ask Ss to the conversation, paying attention to whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play

know.

3a. Match the words/phrases in column A with the words/phrases in column Bto make expressions about language learning..

Key: 1.e 2. h 3. g 4. b 5. a 6. c 7. d 8.f

3b. Fill in the blanks with the verbs in the box.

Key: 1.know 2. guess 3. look up 4. have 5. initata 6. make 7. correct 8. translate

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 the voice usually goes down at the end.

5. Listen to the conversations. Do you tkink the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.

Ss work in pairs to mark the arrow

the recording again for Ss to listen, - listen, check and repeat check and' repeat. T may play the Look out: When we are referring to recording as many times as necessary. 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 replaced.

6. First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause afer each sentence and ask them to repereat chorally. Correct their pronunciation if necessary.

6. Read the conversation. Does the voice go upor down on the underlined words? Draw a suitable arrow at the end of each line.

Then listen, check and repeat.

Ss work in pairs to mark the arrow - listen, check and repeat

4.Further practice: - Have ss read the Remember and the Look out again.

- Tone in new and known information.

5.Production: - Practice the dialogues in the pronunciation at home

WEEK:25 Period: 71

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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. Skills: Practicing skills 3. 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 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 Contents -1. Warm up : Check up old lesson 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 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

Content - Ss - T

- Listen and take notes

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

Key: 1. No No

2. Yes 4. No

3.

5. No

- Ss work independently to write the sentences.

Key:

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

3. Grammar 2 Relative clauses 3a. Ask Ss to read of the conversation from 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. 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.

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.

- Listen and take notes

- Do as requested

- Ss do 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 their sentences with one or more partners to find out how many things they have in common

4. Ask Ss to do the grammar - Ss study the rulles in the look exercise individually. Remind them to look out!. Then work independently and back to the REMEMBER!box and the share their answers with a partner box in 3b. Then have Ss compare their Key:

2. Parts of the palace answers in pairs be fore checking with the where/in which the queen lives whole class. are open to the public 3. English has borrowed many words which/that come from other languages 4. I moved to a new school where/in which English is taught by native 5. There are several reasons why I don't like English 5. Have Ss work independently, writing true sentences about themselves.

Then ask them to share their sentences with one or more partners to find out how many things they have in common. Ask some 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.

6. Before allowing Ss to do exercise6 ask them to study the rulles in 6. The new girl in our class, the look out!. Then have Sswork whose name is Mi, is reasonably independently. Ask them to share their good at English answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any corrections.

4. Futher practice: ? Retell conditional type 2 and relative clause 5.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 9: Communication

- Answer teacher's questions.

- Take note

WEEK:25 Period: 72

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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& Contents Content 1. Warm up: 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 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 " - Work in groups.

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 3.Communication 3: - Work individually.

2. Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1.

Remind them to make notes on what their - Work in pairs partners say in the table in1. Then ask each of them to identify how many things they have in common with their partners.

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

4.Further practice: 3. Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common. T - Work in pairs. 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 5.Production: 1. Review this lesson 2. Do exercises ……. (Workbook).

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WEEK:26 Period: 73

Preparing date: 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. 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 - 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 Ss and teacher’s activities Content 1. Warm-up Before Ss open their books, ask them to - Work in groups. 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 Speark English around theworld?'."Does the English language belong to England? If not, whynot?'."Is the English language chaning? 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?'

2. Pre-reading 1. Now open the books and ask Ss to scan the text to find the words: - Find out the extra words and underline settlenment, immersion, derivatives, them. establishment and dominant. T may help - Guess the meaning from the context.

Ss work out the meanings of these words - Listen to the teacher’s explaination. out of the context.

- Repeat - settlement(n) = the process of people - Stress making their homes in a place - Copy - 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 - dominant (adj)= more important, powerful or noticeable than other things 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 individually.

- Answer: Key: 1.b 2. c

3. a

- 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 phraes 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.

5.Production: 1. Review this lesson - Copy and do at home!

2. Do exercises ……. (Workbook) 3. Prepare lesson Skills 2 ---------------------0@0-------------------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. Skills: Practicing skills 3. 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.

4. 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 and activities

Students'

1. Warmer: Discussion (3 P39) ? Work in groups, making notes of uf four uses of English in your daily life and give an

Content Four uses of English in your daily life What I use English for?

Explanation 1

Teacher and activities

Students'

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.

2. Listening 1. Matching (1 P39) ? Read the instruction carefully. ? Read the summaries and underline the key words in each.

- Play the recording and ask Ss to match the summaries to the speakers. ? Write the answers on the board. - Play the 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.

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

Content 2 3 4

I. Listening 1. Matching (1 P39) Speaker 1: E Speaker 2: A Speaker 3: B Speaker 4: D

2. Answer the questions (2 P39) 1. He went to Rome.

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.

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

Teacher and activities

Students'

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.

Content 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.

* Project preparation: Fill in Fill in the blanks (1 P41) 1. sweets 2. soccer 3.nappy 4. the blanks (1 P41) First, ask Ss to read the chart pavement showing the differences in 6.

7.

8.flashlight vocabulary between British5.highway English and American English underground rubbish and fill the banks the words from the box. Then allow them to share their answers before checking with the whole class.

4.Further practice: ? Sum up the main content of the lesson 5.Production: ? Learn by heart new words - Learn by heart new words ? Do exercises D3, E1,2 P27 - Do exercises D3, E1,2 P27 (workbook) (workbook) - Prepare: Unit 9: Looking back ? Prepare: Unit 9: Looking - Prepare for the project back ? Prepare for the project ---------------------0@0-------------------Kiểm tra ngày tháng

năm

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

WEEK:26 Period: 75

Preparing date: 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. 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.

4. 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 and Students' activities Content Teacher - whole class 1. Warm up: Free talk I. Looking back 2. Looking back Vocabulary: 1. Vocabulary: 1.1. Underline the correct words 1.1. Underline the correct words (1 P40) 1. first2. accent3. dialect 4. second (1 P40) ? Work individually, underline 5. official the correct words in each sentences.

- Check and confirm the correct answers.

1.2. Read and fill in blank (2 1.2. Read and fill in blank (2 P40) P40) 1. am reasonably 6. can have a ? Read what three people say good conversation about speaking languages.

2.can also get by 7.it's a bit rusty ? Fill each blank with a phrase in 3.picked up 8. am quite bad at the box.

9. know a few words 4. am bilingual - Teacher checks as a class 5. also fluent in 10. can't speak a word

Teacher and Students' activities 1.3. Rewrite these sentences (3 P40) ? Rewrite these sentences using the words/ phrases in the box.

Content 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 1.4. Complete the sentences (4 P40) 1. accent 2. imitate 3. guess 4. look up P40) ? Complete the sentences with the 5.

6.mistake 7.

8. words given. translate s corrects communicate ? Write the answers on the board - Other Ss give feedback.

Grammar 2. Grammar 2.1. Put the correct relative 2.1. Put the correct relative pronounce in each pronounce in each sentence (5 sentence (5 P40) 1. Those are the stairswhere i boke my arm P40) ? Put the correct relative 2. There's a shop where you can buy English pronounce in each sentence. books and CDs. ? Write the answers on the board 3. The English coupe who/that live next to us - Other Ss give feedback. 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.

Communication: 3. Communication: First, ask Ss to do the task 1. D individually to choose sentences 2. C (A-E) to complete the 3. A conversation. Then check their 4.E answers as a class. Finally, ask Ss 5.B to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class.

3. Project III. Project ? Design a chart showing the Differences between varieties of English. differences in vocabulary between them.

- When Ss have finished their chart, ask them to display them on the walls of the classroom.

Teacher and Students' activities Content ? Move around to look at all the charts and discuss them. Finally, ask the whole class to vote for the best one. comment.

4.Further practice: ? Guide students to do Finished 5.Production: ? Review vocabulary and - Review vocabulary and structures in Unit 9 structures in Unit 9.

- Prepare: Unit 10 : Getting started ? Prepare: Unit 10: Getting started ---------------------0@0-------------------WEEK:27 Period: 76

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 and Students' activities 1. Warmer: Ask and answer ? What have you learnt so far in terms

Content

Teacher and Students' activities 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.

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.

Content

I. 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 2. Fill in the blanks to complete the sentences (2 P42) sentences (2 P42) ? Work individually to fill each blank 1. marinate; tender 2. garnish with a word/ phrase from the box to 3. stew 4. jetlag complete these sentences.

5. excursion 6. full boar ? Compare with your partner.

7. bilingual 8.official language - Teacher checks as a class.

3. Word form (3 P43) 3. Word form (3 P43) ? Run through all the words in capital.

1. guide 2. reasonable 3. rusty ? Fill in each blank with the correct 4. fluent 5. season 6. grated form of the word given to complete these sentences.

- teacher has some students the words on the board.

II. Grammar 3.Grammar 1. Find and correct a mistake (4 P43) 1. Find and correct a mistake (4 P43) ? Find and correct a mistake in each 1. B. the Lake Hudson → Lake Hudson sentence.

2. C. bunches → cloves

Teacher and Students' activities ? 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.

3. Combine sentences using relative pronounce (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 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.

Content 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.

3. Combine sentences using relative pronounce (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.

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

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.

4.Further practice: ? Recall how to use article a, an, the 5.Production: ? Do all the exercises in Review 3: - Do all the exercises in Review 3: language language ? Prepare: Review 3: Skills - Prepare: Review 3: Skills

WEEK:27 Period: 77

---------------------0@0-------------------Preparing date: 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. 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 and Students' activities Content 1.Warmer: Speaking (2 P44) Discussion ? Work in groups and discuss the questions 2. Reading I. Reading 1. a. True or false (1a P44) 1. a. True or false (1a P44) 1. T ? Run through the statements. ? Read Mi's email once or twice.

2. F (Nam, their classmate, also joined the - T clarifies anything they do not camp) understand fully.

3. T ? Do the task individually, then check 4.T with a partner.

5. F (they let all the fish go) - T corrects.

1.b. Answer the question 1.b. Answer the question ? Run through all the questions.

1. They drew lots ? Read the email again the n answer the 2. She comes from a school in Tokyo / questions. from Tokyo - Ss do the exercises in pairs. T corrects 3. They won the first prize. as a class.

4. It's for non - native English speaking

Teacher and Students' activities

Content students.

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

II. Listening (3 P45) 1. Storied and books 2. vocabulary 3. correctly 4. grammar books 5. international project 6. different cultures 7. self - confident 8. activities

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) III. 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.

5.Production: ? Learn by heart new words - Learn by heart new words ? Review Units 1-3 for the coming test - Review Units 1-3 for the coming test

WEEK:27 Period: 78

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

TEST 45’ 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. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

II./.PREPARATION: 1.Teacher: Test 45’, laptop

2.Students: III./. TEACHING METHODS: Technical present‌.

IV./.PROCEDURE Topics/ language & skills I- Listening Topic 8 (20 %)

II- Grammar and Vocab Topic 7-9 (30 %)

Knowledge

Objective

Comprehension

Subjecti ve

Objective

Subjective

Application

Low

Total

High

Listen to the lecture, then write T/F for each sentence

4items 2 points

4 items

20 %

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

9 items 3points

10 items

30%

3 points III-Reading

Read the passage, then choose the correct answer

Topic 7-9

6 items 3 points

5 items ( 30%)

30%

3 points

IV- Writing

Rewrite each of the sentences so that it means the same as the one before it 4 items

Topic 8 (20 %)

3 items 2 points 20%

2 points Total

14 items

5 items

4 items

23 items

5.0 points

3.0 points

2.0 points

10 points

50%

30%

20%

100%

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 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 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.

D.flight

→ 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

2. T

3. F

4. T (SKILLS 2- UNIT 8)

PART II: 1.0,2 p for each correct word 1. Falling

2.Rising

4. Falling

5.Rising

2. 0,4 p for each correct sentence.

1. B 2. B

3. D

3. Falling

4. A

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

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

5. D

5.A

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.

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

năm

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WEEK:28 Period: 79

Preparing date: Teaching date: UNIT 10. SPACE TRAVEL Lesson 1. Getting started I./. OBJECTIVE: By the end of the lesson, students can: - talk about space travel - read for general and specific information about space travel

1.Knowledge: - Vocabulary: Use the lexical items related to astronomy and space travel.

- Grammar: Relative clause, past perfect.

2. Skills: - Practicing skills.

3.Attitudes: - SS are encouraged to love exploring the space and universe.

4.Competences: - Co-operation - Self- study - know some lexical items related to astronomy and space travel.

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 I. Warm up Before starting this lesson, do a quick game to revise the main grammar point in Unit 9: relative pronouns.

Write on the board some phrases that will need relative clauses to be complete, for example.

The language...

This is the place...

I met the girl...

In groups of three, Ss take turns to complete these sentences : the first student one of these phrases, then the second student adds a relative pronoun. The last student will add a clause to finish the sentence.

For example: Student 1: The language...

Student 2: .... which...

Student 3: .... I would like to learn the most is Spanish.

Teacher & Contents Content 2.Getting started: 1. Before Ss start reading the GETTING STARTED conversation, introduce the chractes Phuc and Nick and provide context: Nick ia visiting Phuc, and they are now talking in Phuc's room. Ask Ssto forcus on the heading "A mission to Mar". Ask questions: What do you think Phuc and Nick are talking about?

What else can you see in the room?

What do you think Phuc is interested in ? Why do you think so? * Vocabulary.

Do not provide corrective feedback at - spacewalk (n) this stage.

- rocket (n) -satelite (n) - meteorite (n) - habitable (a) - mission (n) Now play the recording. Ask the class to Parabolic flight (n) revise their answers if necessary.

1. Listen and read. a. Now tell Ss to look at the text of the a. Draw lines to match the words conversation. Play the recording and have Ss with the definitions. follow along.

- ss work in pairs to complete the matching.

Key: 1.d 2.e 3.f 4.c 5.b 6.a b. Have Ss then worlk in pairs to do the b. Answer the questions. matching exercise.

- ss work in pairs to answer the Have Ss continue to work questions. in pairs and answers the questions. Give Key: feedback as a class. Ask Ss to say where in the 1.. Phuc was crazy about space. conversation they found the answers to the 2. He had learnt about the universe and questions. had collected books about space.

3. To show that there are more things in the list but that it's not necessary to list everything.

4. He wasn't very impressed because he thought the mateoritte was like an ordinary piece of rock.

5. By scuba diving in a flight suit and taking a parabolic flight to experience microgravity.

6. He compares it to a ride on a rollercoaster. c. Have Ss discuss the question: "Who is c. Who is keener on space travelkeener on space travel - Phuc or Nick? Why Phuc or Nick?Why do you think so? do you think so?

Key: Ask Ss to give as much inforrmation in Phuc seems keener on space travel than the text to support their answers as possible.

Nick. He was crazy about space when . he was young. Phuc knows more about space and astronauts. He says he'd astronauts. He says he'd love experience microgravity, whese as Nick thinks microgravity sonuds scary

3.Doing: 2. Have Ss worlk individually for this 2. Find a word in the box to match exercise. Ask them to pay attention to the the picture in each description. photos and the key worlds/ content worlds in Key: 1. satellite 2. telescope 3. universe 4. meteorite the sentences. Have Ss then compare their 5. rocket 6. spacecraft. answers with a partner.

4.Further practice: Game: Space bingo Ask Ss to work in small groups for this game. Give Ss the following instructions. T may draw a bingo card on the board and fill in the first word as a demonstration.

• First, create a Bingo card of nine squares by drawing two horizontall lines and two vertical lines. Write "Bingo" in the middle square to from a "free space".

• Second, create a vocabulary list that contains eingt new words that Ss have learnt in this lesson.

• Third, each player fills in his or her Bingo card with the worlds from the list.

Each player should have his or her world in different squares for the game to work.

• Write the eingt vocabulary words on small pieces of paper, shuffle the paper, and keep them face down. Then, one paper one by one, and calls out either the actual worlds or the definitions. (See the illustratinon beside).

• Players find the worlds in their grid as they are called, and mark them off.

When a player has marked three boxex down, acrooss, or diagonally (counting the 'free space'), he or she calls out 'Bingo' and wins the round.

Ss can play several rounds with the same card.

Use a different symbol to mark the card for each round.

5.Production.

- Learn by heart all the new words - Find information about the solar system..

---------------------0@0-------------------WEEK:28 Preparing date: Period: 80 Teaching date: UNIT 10. SPACE TRAVEL Lesson 2: A closer look 1 I./. OBJECTIVE: By the end of the lesson, students can know some lexical items related to astronomy and space travel.

1.Knowledge: - Vocabulary: Use the lexical items related to astronomy and space travel.

- Pronunciation: Continuing and finishing tones..

2. Skills: - Practicing skills.

3.Attitudes: - SS are encouraged to love exploring the space and universe.

4.Competences: - Co-operation: work in pairs, groups - Self- study: work individually.

- improve their pronunciation..

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 1. Warm up - Check the new words: One ss comes to the board and read the definition, the whole class say the correct word.

S: A person who has been trained to work in space Class: astronaut ….

Ss and teacher’s activities 2.Vocabulary

Content

VOCABULARY 1. Fill in the gaps with the verbs 1. Have Ss work individually to provided. Modify the verb if

complete the exercise. Remind them to modify the verbs where necessary.

They then compare their answers in pairs.

For a more able class, apter Ss have finished, ask them which world(s) can be used as a nound as well. Give feedback: orbit, experience launch. Ask Ss to make sentences with these nouns.

2. For this exercise, remind Ss of some worlds about space they have learnt earlier, for example: astronaut, jet pilot, weightlessness, water tank laboratory, microgravity.

Then have Ss word individually to complete the gaps. Ask Ss to play attention to the key worlds to understand the text, as well as to the part of speech of the missing worlds.

3.a. As a class, ask Ss to cover the column on the right so that they can attempt to guess the meaning of the idioms first. Then they uncover the column and do the matching exercise.

Check the answers as a class, and make sure the idioms are understood before moving on to b. b.

Have Ss then work in pairs to make short dialogues using the idioms they have learnt.

4.This game can be played in small groups in two rounds.

In the first rounds, all groups will read the difinition to guess the planets.

The game will be timed.

The group who is quickest to have all coreect answers is the winner.

If time allows, have Ss play the second round, T writes the names of some of the planets on the board (one by one). In 30 seconds, each group has to write on a piece of paper one fact they know about these planets, without looking at the textbook. The papers will

necessary.

- work individually to do the exercise.

Key: 1. orbit 2. experienced 3. launched 4. landed 5. trained 2. Choose a word/phrase in the box to fill in each blank.

How astronauts are trained.

- ss work individually to do the exercise.

Key: 1.good health 2. a flight suit 3.parabolic flights 4. operate 5. space walks 3a. Match these space-related idoms to their meanings.

- the whole class Key: 1.c 2.a 3.d 4.b 3b. Now practice saying them with a partner.

- work in pairs to make their own situations 4. Game.

Which planet in our solar system is being described in each sentences?

Key: 1. Venus 2. Mercury 3. Jupiter 4. Mars 5. Neptune 6. Earth 7. Saturn 7. Uranus

5. Practse saying the statements and short dialogues, then listen to the recording and check your pronunciation.

then be cross checked by groups to and the group which has the most correct answers.

3.Pronunciation Continuing or finishing tones Play the recording from GETTING STARTED again, focussing on the part 6. Work in pairs and ask each other. where Phuc tells Nick about what he had - ss work in pairs to make their own learnt about space. dialogues.

'I'd leant about the planets, the stars, satellites, rockets, and stuff.

Draw Ss' attention to the REMEMBER! box.Give an example of saying a list of things, such as: items on the teacher's desk items in your wardrobe at home places you have visited 5. Ask Ss to work in pairs to practise the statements. Play the recording and have Ss contunue to practise saying these lists.

4.Further practice: 6.Have Ss work in pairs to do the task. If time allows, ask them to think of other situations when they tell other people lists of things. Ask Ss to work in pairs to play out the situations.

Have Ss work in pairs to do the task. If time allows, ask them to think of other situations when they tell other people lists of things. Ask Ss to work in pairs to play out the situations.

5.Production: - Learn by heart the vocab.

- Revise: Past simple and past perfect.

WEEK:28 Period: 81

---------------------0@0-------------------Preparing date: Teaching date: UNIT 10. SPACE TRAVEL Lesson 3: A closer look 2

I./. OBJECTIVE: By the end of the lesson, students will be able to use: •

Use the past perfect with confidence

• Use defining relative clauses correctly and appropriately.

1.Knowledge: - Grammar: defining relative clauses, past perfect - Vocabulary: words related to space travel 2. Skills: - Practising skills.

3.Attitudes: - Ss are interested in using defining relative clauses, past perfect 4. Competences - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about space travel 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 activities Students’ activiteis 1. Warm up : - Check up old lesson - Ss - T

2. Grammar 1: Past simple & past perfect: review Ask Ss to study the timeline to familiarise themselves with the events and when they happened. T can read out any two of the events on the timeline, and ask Ss which event happened first.

1. Remind Ss of how to use the past simple and pesfect.

Have Ss then work individually to complete the exercise. Tell Ss to play attention to the position of al already in the sentences.

.

Ss study the timeline to familiarise themselves with the events and when they happened

- Ss then work individually to complete the exercise and pay attention to the position of already in the sentences.

Key: 1. had been sent; made 2. became; had (already) been launched 3. Had flown; flew; walked 4. put; had (already) sent 5. Was established; had (already) travel

2. Ask Ss to complete the box with T's year or birth and their own year of birth. Then Ask Ss to check where the dates fit the timeline. Ss can write out the dates and events from the timeline a long a line drawn on a piece of paper. They cam then add in this task four additional dates.

Have Ss now work in pairs to talk about these events. Remind them to use the world already. Walk around the class and provide help if necessary.

Call on some pairs to give theie questions and answers in front of the class.

3.GRAMMAR 2: 3. Draw Ss attention to the grammar box and look out! box. Give more examples if necessary. Ensure Ss have understood the rules before moving on.

Have Ss work individually to complete the exercise and then compare their answers with a partner.

Remind Ss that a relative pronoun may not be required to complete the sentences (indicated in the key with a cross).

4. Have Ss work individually to complete the exercise and then compare their sentences with a partner remind Ss that a relative pronoun may not be required to complete the sentences - this in indicated in the key with a cross.

- Ss complete the box with T's year or birth and their own year of birth. Then check where the dates fit the timeline. Ss can write out the dates and events from the timeline a long a line drawn on a piece of paper. They cam then add in this task four additional dates.

- Ss now work in pairs to talk about these events

-Ss work individually to complete the exercise and then compare their answers with a partner Key: 1. who/that 2. where 3. which/that/ 4. which/that 5. which/that/ 6. when

- Ss work individually to complete the exercise and then compare their sentences with a partner Key: 1. The film which/that/the class watched yesterday was about the Apollo 13 space mission.

2. We read about an astronaut who travel led into space in 1961.

3. This is the man who works for Nasa 4. The team who/that plays on the left has never won the championship.

5. The ground - breaking space mission which/that/this article describes is called Rosetta.

6. The task which/that/the Rosetta mission has is comparable to fly trying to land on a speeding bullet.

- Do as be told

One student or group describes the object/person/event using defining clauses for the other student or group to guess.

4.Further practice: ? Retell past perfect and relative clause - Answer teacher's questions.

5.Production: Learn by heart all the structures ? Do exercises in Work book - Take note ? Prepare: Unit 10: Communication

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WEEK:29 Period: 82

Preparing date: Teaching date: UNIT 10. SPACE TRAVEL Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to Talk about space travel history and life on a space station.

1.Knowledge: - Vocabulary: words related to space travel.

- Grammar: Review Past simple and Past perfect; defining relative clauses.

2. Skills: - Practising skills.

3.Attitudes: Ss are interested in space travel 4. Competences: - Co-operation - Self- study - Using language to talk about space travel 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 Ss and teacher’s activities Content 1. Warm up: Write 'International Space Station - ISS' - Listen and discuss. on the board and ask if Ss know anything about it. Then show Ss the photo of the ISS on the top ringt cornet of page 53.

Explain that Ss are going to read about life aboard the ISS. As a class, create a list of as many questions as possible Ss may have about how they think astronauts live on the ISS. Write the list on the board.

2.Communication 1: 1. Ask Ss to work in pair to complete the exercise affter they have looked at the pictures (taking a shower, sleeping in a sleeping bag, listening to music, pouring salt) Accept all answers from Ss and - Work in pairs. remember to ask them to explani their decisions. Do not give corrective feedback at this point.

Now ask Ss to read the text. Tell them Key: 1. x 2. v 3. v to pay special attention to any inforrmation that helps them to check their earlier answers.

Tell them to notice any new worlds as well.

Get feedback.

2. Have Ss work individually and then in pairs for this task.

After Ss have finished, ask them to study the three photos of the texbook and - Work individually. connect these photos with the inforrmation in the text.

Key:

4.v

If time allows, T may provide some of the latest photos and blog posts produced by astronauts who are living aboard the ISS. They are available at www.blogs.nasa.gov Now ask Ss to come back to the questions list which has been created earlier on the board and try to answers them with the inforrmation from this lesson. If there are some questions that cannot be answers with the text, encourage Ss to find more about them by themselves (using the Internet, books, stc.).

T may provide the NASA blog URL above as an additional resource.

3.Communication 2: 3.This activity can be organised as a debate.

Have Ss work in small groups and agree on the three items they will bring to the ISS for each need in 2.

When all groups are ready with their list, the class gets together and decides on a new three - item list.

Each groups has to persuade the others that their items should be on this list, rather than those of the other groups.

4.Further practice: 4. Have Ss work individually and write down a personal thing they will take abourd the ISS because they cannot live without it. Then ask Ss to work in pairs to share what they have written. Ss need to explain to their partner why this item is so important to them 4.Production: 1. Review this lesson 2. Do exercises ……. (Workbook).

3. Prepare lesson Skills 1

1. D Sleeping in space 2. E Morning roitine space 3. B Working in space 4. C Eating in space 5. A Time off in space

- Work in pairs

- Work in groups.

- Work individually.

Do at home

-------------------------0@0----------------------WEEK:29 Preparing date: Period: 83 Teaching date:

FEEDBACK ON TEST 45’

in

I./. OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their knowledge of English 1. Knowledge; - Grammar : related to unit 7-9 - Vocabulary: related to unit 7-9 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

II./.PREPARATION: 1.Teacher: Test papers 2.Students: III./. TEACHING METHODS: Technical present….

IV./.PROCEDURE A. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class: B. Key ĐÁP ÁN

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

1. T

2. T

3. F

4. T (SKILLS 2- UNIT 8)

PART II: 1.0,2 p for each correct word 1. Falling

2.Rising

4. Falling

5.Rising

2. 0,4 p for each correct sentence.

1. B 2. B

3. D

3. Falling

4. A

5. D

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

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

5.A

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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Preparing date: Teaching date: UNIT 10. SPACE TRAVEL Lesson 5: Skills 1 I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to: - Talk about space travel history and life on a space station.

- Read for specific inforrmation about two famous astronaut's space travel.

1.Knowledge: - Use the past perfect with confidence - Use defining relative clauses correctly and appropriately.

2. Skills: - Reading and speaking skills.

3.Attitudes: Ss are interested in space travel 4. Competences: - Co-operation - Self- study - Creativeness: talk about space travel - Using language to talk about space travel 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 Ss and teacher’s activities

Content

1. Warm up:Chatting 2. Reading 1. Have Ss work in pairs. Ask Ss to focus on the photos and identifying the Vietnamese astronaut (Pham Tuan).

Ask if they know anything about Pham Tuan. Paris can share what they already know about Pham Tuan.

After that, have Ss turn the page upside down and read the Quick facts box, then they tell each other some more inforrmation about Pham Tuan in full sentences.

2.a. Explain to Ss they are going to read a text about two famous astronauts talking about their space travel experience.

Ask Ss to guess what they think the two astronauts will talk about.

T may refer back to the inforrmation about the ISS that Ss have learnt about in COMMUNICATION. Have Ss then read the text and do the exercise individually. Discuss the answers with the class but remember to ask Ss to explain their decisions.

Why do you think this quote should go in this paragraph? b. Have Ss work in pairs to complete the exercise. When giving feedback, ask Ss to give further inforrmation in the text to back up their answers.

- Work in pairs.

- Answer: Pham Tuan: - Born in 1947 in Thai Binh - First Vietnamese and Asian in space.

- Mission on Soyuz 37, Intercosmos Research Cosmonaut programme, 1980.

- Titles “Hero of Viet Nam Pople’s Armed Forces” and “Hero of Soviet Union”

- About pham Tuan and ChristerFuglesung.

- Work individually.

- Answer: Key: 1.c 2.a

3.b

- Work in pairs.

Key: Pham Tuan is VietNam's first astronaut, and Christer Fuglesang is Sweden's first astronaut.

He found that the Earth didn't look as big he thought, and he thought we should cooperate to take care of it.

It seemed he didn't enjoy it much since it wasn't fresh.

They talked to him when he was in space and that made him happy.

They think the chance to fly into space is equal for everyone.

He thinks teamwork, social skills, and language skikks are

important for an astronaut.

3. Speaking 3. Have Ss work in pairs for this task to discuss the qualities and skills.

First, ask Ss to look at the reading text in 2 again and try extract the necessary characteristics/ qualities/ kills for astronauts from the things Pham Tuan and Christer Fuglesang said.

Then tell Ss they can look at A CLOSER LOOK 1, Activity 2, as well as COMMUNICATION, for more ideas.

Pairs get together to exchange their ideas. Then as a class, Ss build up a list of qualities and skills needed to be an astronaut.

4.Further practice: 4. Have Ss work in groups for this role play and solve the problems. There are no wrong answers here. Encourage Ss to be creative with their ideas.

- Ask Ss to share with other groups.

- Then present before class.

5.Production: 1. Review this lesson 2. Do exercises ‌‌. (Workbook)

- Work in pairs.

For example : a love for nature, can eat packaged food for a long time, etc.

- Share the ideas - Work in group.

Key: (suggested) One crew member feels extremely homesick: She/He can make phone calls to family and friends on Earth. She/he can exercise, read a book, listen to music, or play some game. Other crew member can talk to her/him, or together they can do something fun in their time, for example having a 'space party'.

When looking at the monitoring system you discover a strange object approaching Earth: The crew can contact the Mission Control Centre for help. They can start watching theo object, reacord its movements anf report back to Earth.

Once Ss have finished, each group may present their decisions and the class chooses the best solutions.

- Share with the partner.

- Present before class.

- Copy and do at home!

3. Prepare lesson Skills 2 ---------------------0@0-------------------Kiểm tra ngày tháng

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WEEK:30 Period: 85

Preparing date: Teaching date: UNIT 10. SPACE TRAVEL Lesson 6: Skills 2 I./. OBJECTIVE: By the end of the lesson, ss can: - Listening for general and specific information about some space tourism services - Writing a short paragraph using advertising language 1.Knowledge: - Vocabulary: space travel vocabulary - Grammar: present simple 2. Skills: - Listening and writing skills.

3.Attitudes: Ss are interested in space travel 4. Competences: - Co-operation - Self- study - Creativeness: Write an advertisement - Using language to Write advertisements about things 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 1. Warmer: Free talk - Imagine you are having a holiday on Examples: space.

- If I were on space for holiday, I would ? Discuss what would you do on space. find a client and make friend with him/her.

2. Listening II. Listening 1. Discussion (Activity 1 P55) 1. Discussion (Activity 1 P55) - Draw Ss' attention to the pictures. ?

What can you find interesting about

Teacher and Students' activities them? (a person relaxing on a person relaxing on a planet in a spacesuit, people pulling suitcases for holidays in the universe, ect.) ? Can you guess what are we going tom listen today? ? Listen and check.

Content Suggested answer: - a person relaxing on a planet in a spacesuit - people pulling suitcases for holidays in the universe - peope taking photographs on space.

- The recording is about space tourism.

2. Answer the questions (Activity 2 P55) 2. Answer the questions (Activity 2 P55) ? Run through all the questions 1. recreational, leisure, business - Play the recording one or two times.

2. Information Space Station ? Listen carefully and answer the 3. 'Spacewalk' questions.

4. 'manned spaceflight' - You can only write no more than three worlds to answers the questions.

3. Listen and match (Activity 3 P55) - Before playing the recording again, challenge Ss to match the number to their references with what they remember from the last listening. ? Then listen and check.

- Correct as a class.

3. Writing 1. Find the words (Activity 4 P55) ? How are advertisements written?

- in a special way to persuade customers to buy or use a product or service. ? Analyse the first advertisement and underline the world or phrases that make it sound more persuasive. ? Then world in pairs to analyse the last two advertisements.

2. Language skills ? How is the language used in advertising.

3. Listen and match (Activity 3 P55) 1.D 2.C 3.A 4.E 5.B III. Writing 1. Find the words (Activity 4 P55)

'Become a lunar explorer. Join the greatest private expedition of our time.'.

'An amazing, life - changing experience '.

'Ready To Become An Astronaut'?

2. Language skills To highlight the good qualities of a product/service, persuade advertising language often uses: -short but powerful, easy-to-remember words or phrases -active forms of the verbs -strong emphasis on the reader by using

Teacher and Students' activities

Content

? Make a list of useful adjectives for advertisement.

‘you’, the imperative, or questions Some useful adjectives for advertisements New good/better/best free Fresh great/greatest safe Delicious wonderful special Unique high/highest leading Lifetime world’s greatest amazing

3. Find the answer (activity 5 P55) ? Look out for hints in the worlds used in the advertisements.

- For example, 'shine' may go with 'shampoo', 'bar' with 'chocolate' etc. ? Work individually.

- ask them to play attention to the way the advertisements are written. ? Do they use any of the advertising techniques they have learnt so far? ? Which advertisements do you like the most, and why?

3. Find the answer (activity 5 P55) 1. a bakery slogan 4. A fuel - efficient car 2. a shampoo product 5. a tourism slogan 3. a coffee product 6. a chocolate product

4. Write a short ad (activity 6 P55) ? Work in small groups of three or four to decide together what your advertisements will be like.

- Remind Ss to select advertising techniques they have learnt (strong adjective, active verbs, imperatives, comparatives, questions, etc.) for their text.

- Then have Ss work individually to write their advertisements.

4. Write a short ad (activity 6 P55) Suggested answer: 1. Watch miracles happen as our extra mild detergent removes all your stubborn stains! An excellent way to protect your clothes.

2. Have you tried our new delicious and healthy yoghurt? Its tasty freshness will brighten your day!

3. The most stylish bicycle ever. Designed with you in mind.

Discussion 5. Discussion A holiday out of this world!

A holiday out of this world!

- Devide the class into 6 groups. ? Each group discuss and choose one of

Teacher and Students' activities

Content

the planet in our solar system. Then answer the questions in project P57. ? Designe attractive posters by using graphics and impressive advertising language to advertise for your space tourism company.

- Alternatively, Ss can prepare a shot slide show presentation (3-4slides) to talk about their company's tour. Ss may include videos and sound fides in their presentation if they wish.

4.Further practice: ? How to write a short ad?

5.Production: Do exercises D3, E1,2 P38-39 (workbook) ? Prepare: Unit 10: Looking back

Do exercises D3, E1,2 P38-39 (workbook) Prepare: Unit 10: Looking back

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Preparing date: Teaching date: UNIT 10. SPACE TRAVEL 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 10 - present the writing a notice about the seminar about features of city life 1.Knowledge: - Vocabulary: lexical items related to space travel - Grammar: phrasal verbs 2. Skills: - Practicing skills.

3.Attitudes: - Ss are interested in compete their ads.

4. 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 and Students' activities

Content

1. Warm up: Game: The longest sentence * Activity 5 P57 - As a class, agree on a famous person/ thing that will be describe in group.

- In group pass a piece of paper around among the group members. ? Each member adds a defining clause to describe the person.

- After 5', the group has the longest answer is the winner.

Game: The longest sentence * Activity 5 P57 Example: (a footballer) This is a footballer who comes from Britain... ..... who used to play for Manchester United.. .... who is married to a famous singer.... .... who has four children....

2. Looking back Vocabulary 1.1. Complete the sentences (Activity 1 P56) Have Ss work individually to fill the gaps and then compare their answers with a partner. Challenge them to complete the task without using the prompts.

II. Looking back 1. Vocabulary 1.1. Complete the sentences (Activity 1 P56) 1. satellite 2. parabolic flight 3. habitable 4. attach 5. spacecraft 6. meteorites

1.2. Match a verb with a correct phrase (Activity 2 P56) Ask Ss to work individually to do the matching exercise. If time allows, ask them to work in pairs to make sentences using the phrases.

1.2. Match a verb with a correct phrase (Activity 2 P56) 1. f: to launch a spacecraft 2. d: to orbit Earth 3. e: to experience microgravity 4. a: to live aboard the ISS 5. c: to train to become an astronaut 6. b: to do experiments Grammar 2. Grammar 2.1. Complete the task, using the past 2.1. Complete the task, using the past perfect (activity 3 P57) perfect (activity 3 P57) Have Ss first work individually and a. write down the actions in full sentences. He had cleaned the house Then ask Ss to work in pairs and talk He had made a cake

Teacher and Students' activities

Content

about these actions.

He had made a cake He had made a cake He had chosen a funny movie b.

She had passed a swimming test She had learnt about the ISS She had taken parabolic flights She had studied spacecraft systems She had tried crew activities

2.2. Circle the best answer (activity 4 P56)) Have Ss work individually to complete the task and then compare their answers with a partner. A cross means no relative pronoun is required.

Have Ss work individually to complete the task and then compare their answers with a partner. A cross means no relative pronoun is required.

2.2. Circle the best answer (activity 4 P56)) 1. X 2. who 3. which 4. X 5. where 6. that

Communication: Role play 3. Communication: Role play The role-play should be done in small groups first. While Ss role-play, go around and around and provide help.

Later call on some volunteer groups to role play in front of of the class 3. Project III. Project A holiday out of this world!

A holiday out of this world!

- organise a competition.

- Each group shows their advertisement or slide show, while the rest of the class acts as 'customers'. During each group presentation, allow time for, and encourage, questions and answers between the 'company' and the 'customers' about the trip. Have the class vote for the presentation they find most appealing.

Teacher and Students' activities

Content

4.Further practice: ? Guide students to do Finished 5.Production: ? Review vocabulary and structures in - Review vocabulary and structures in Unit Unit 10.

10 ? Do Ex E3 P57 (workbook) - Do Ex E3 P57 (workbook) ? Prepare: Unit 11 : Getting started - Prepare: Unit 11 : Getting started WEEK:30 Period: 87

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

UNIT 11 : CHANGING ROLES IN SOCIETY Lesson 1: Getting started

I./. OBJECTIVE: By the end of the lesson, students can: - use the lexical items related to changing roles in society.

- listen and read the conversation about the role of teacher and father in the future for specific 1.Knowledge: - Vocabulary: lexical items related to changing roles in society - Grammar: simple future 2. Skills: - Practicing skills.

3.Attitudes: - SS are encouraged to love exploring the changing roles in society.

4.Competences: - Co-operation - Self- study - know some lexical items related to changing roles in society.

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 Changing the roles in society: 1.Warm up: Chatting ? List some groups of people and * Suggested examples: their roles in society.

Groups of Present roles Changes in the ? Do you think the roles of these people in society future people they will change. teacher information facilitator ? Discuss in groups of four and provider write down your opinions. housewives do all the control the

Teacher and Students' activities - Ask Ss to give explanations for their opinions.

Content chore

domestic robots

.....

2.Getting started: I. New words - drastically (adv): mạnh mẽ, quyết liệt New words (adv): bên ngoài - Teacher use different techniques - externally to teach vocabulary (situation, - facilitate (v): tạo điều kiện dễ dàng, realia) điều phối - Follow the seven steps of teaching vocabulary - Repeat in chorus and individually - Copy all the words Listen and read II. Listen and read ? Look at the title of the conversation and the picture. ? What do you think the guests at the beyond 2030 forum are talking about. ? What does the title 'Into the future' mean to you?

1.a. Grid and form (activity 1a 1.a. Grid and form (activity 1a P60) 1. Phong P60) ? Look through the table.

2. Mai - Play the recording and have Ss 3. Phong follow along.

4. Nguyen ? Work independently. Encourage 5. Mai them to do the exercise without looking back the conversation.

After that, allow Ss to share answers. Check their answers as a class.

1.b. Answer the questions (activity 1.b. Answer the questions (activity 1b P60) 1. It's for people to share their vision of the future.

1b P60) ? Run through the questions. 2. Some students from Oak Tree School in Happy underline the key worlds in each Valley. questions (e.g. purpose in 1, who 3. He says that learning wlii also take place in 2). outside school. ? First, answer the questions 4. It will give them a sensr of participation and of without reading the dialogue again. being part of society. ? Exchange your answer with your 5. No, he won't. He may still go to work. partner.

6. No, he doesn't. ? Read the dialogue again and check.

Teacher and Students' activities 1.c. Find the meaning of the phrases and sentences (activity 1c P60) ? Work in groups of four or five. ? Find the phrases/sentences in the conversation. ? Look at the context around where these phrases/sentences appear and elicit their meanings.

- Correct the answers as a class.

2. Tick the correct explanation for each word (activity 2 P60) ? Work independently to choose the correct option A or B for each questions. ? Share your answers in pairs.

- Check as a class.

3.Doing: 1. Discussion (activity 3 P60) ? Work in groups of four or five. ? Look at the pictures and guess what future visions the pictures represent.

- Encourage them to come up with as many predictions as possible. ? Present your ideas to the class.

2. Game (activity 4 P60) - Divide the class into two teams.

One team names a service and the other team says what they think the service will be like in the future.

Try to give every student a go, not just the most advanced ones in the class.

4.Further practice: ? Recall some visions of the future 5.Production: ? Learn by heart new words ? Do exercises B1-2 P41 (workbook) Prepare: Unit 11: A closer look 1

Content 1.c. Find the meaning of the phrases and sentences (activity 1c P60) 1. after the year 2030 2. ideas about what life will be like in the future.

3. Both housework and paid work are worth of respect.

4. I love being with my father.

2. Tick the correct explanation for each word (activity 2 P60) 1.B 2.A 3.B III. Practice 3. Discussion (activity 3 P60) 1. Cars powered by solar energy will be common.

2. People will live in houses in the sky.

3. People will be able to talk with their pets.

4. Robots will be doing the housework.

5. Trains will be running as fast as 300km/h 6. Land will become barren.

2. Game (activity 4 P60) Example: Group A: Hospitals!

Group B: Operations will be performed by robots!

Learn by heart new words Do exercises B1-2 P41 (workbook) Prepare: Unit 11: A closer look 1

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

năm

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WEEK:31 Period: 88

Preparing date: Teaching date:

UNIT 11 : CHANGING ROLES IN SOCIETY Lesson 2: A closer look 1

I./. OBJECTIVE: By the end of the lesson, students can use the lexical items related to changing roles in society.

1.Knowledge: - Vocabulary: use the lexical items related to changing roles in society.

- Pronunciation: identify the rising or falling tones in agreement and disagreement sentences correctly 2. Skills: - Practicing skills.

3.Attitudes: - SS are encouraged to love exploring the changing roles in society.

4.Competences: - Co-operation: work in pairs, groups - Self- study: work individually.

- improve their pronunciation..

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: 1. Warm up - Check the new words: One ss comes to the board and read the definition, the whole class say the correct word.

Teacher and student’s activities Content 2.Vocabulary 1. Ask Ss to complete the world - Ss complete the world table table individually or in pair. Then individually. Then share their answers allow them to share their answers with a partner with a partner/another pair. Check as a class.

Note: Ss might have difficulty with the from form of the words. T may allow them to use a dictionary.

Key:

Verb

Noun

Noun (person)

atten d

attend ae

attendant

facili tate

facilit y

facilitator

provi de

provis ion

provider

devel op

develo pment

inter view

intervi ew

evalu ate

evalua tion

- Ss work in pairs to determine the form of the world which is missing from each develope sentence r first. Then read the whole sentence interview carefully and determine the meaning of the missing work. After that, er/interviewee they choose the correct word. evaluator - share their answers with other pairs.

parti partici participa cipate pation nt 2. This is quite a demanding exercise. Let Ss work in pairs. Ask them to determine the from of the - Ss work individually, use the context world which is missing from each of each sentence as guidance. Once they sentence first. Then ask them to read have complete the exercise, they can the whole sentence carefully and exchange their answers with a partner determine the meaning of the missing Key: work. After that, they choose the 1. attend 2. facilitate correct word. Allow Ss to share their 3. provider 4. developed answers with other pairs. Check the 5. interviews 6. evaluation answers as a class.

7. participation 8. apply 3. Have Ss work individually.

Ask Ss to use the context of each sentence as guidance. Once they have complete the exercise, they can exchande their answers with a partner.

Check the answers as a class.

To make sure that Ss understand the meaning of these worlds/phrases, ask for volunteers, or select Ss, to make new sentences using them. Or T can check by asking questions like.

'Can you name some countries - Ss read the REMEMBER box and read the prases in the table.

which you think are male - - Ss then comlpete all the sentences dominated?'

'Do you always study in a traditional classroom?'

4. Before Ss do the task, ask them to read the REMEMBER box.

Ask Ss to read the prases in the table.

Make sure they understand the meanings of by giving epuivalents in 2.C 3.A Vietnamese. Have Ss then comlpete Key: 1.B all the sentences. Confirm the correct 4 .B 5.A answers as a class.

- Ss listen to the recording and tick the correct column each questions. Then 3.Pronunciation Agreeing and disagreeing tones listen again and repeat the sentences Use the REMEMBER! box to with a focus on the tones. instruct how the rising and falling tones are used when you want to show 1. sense of direction your agreement or disagreement with 2.sense of homour 3. sense of some idea or opinion. Write the time examples in the box on the board and 4. sense of responsibility 5. sense have the whole class practise them. of style Make sure that Ss understand the rules before they do the exercises.

- Ss work individually,read the 4. Have Ss listen to the recording conversation carefully and ,the and tick the correct column REMEMBER! box as they do the each questions. Then let them exercise. Then listen, check, and say the sentences listen again and have them repeat the sentences with a Key + Audio script focus on the ton 1. No one can deny it ?

4. You will be cooking 2. All of us can see your point 5. Well, you may be right 3. We will help him with the money.

4.Further practice:Have Ss work Key + Audio script: individually. Ask them to read the Laura: We have to educate conversation carefully and to the the public about wildlife.

REMEMBER! box as they do the Mide: Yes, that's important exercise. Then play the recording. Ss Laura: And we must act to listen, check, and say the sentences. save endangered species.

Call on some Ss to say the sentences Mike: That helps.

individually.

Laura: Keeping wild animals in zoos can help protect them.

Mike: That's an timportant point...

Laura: Zoos can make money for their conservation programes through charging entrance fees.

Mike: Umm, yes, I suppose so

5.Production: - Do exercises n workbook - Revise: Past simple and past perfect ---------------------0@0-------------------Preparing date: Teaching date:

WEEK:31 Period: 89

UNIT 11 : CHANGING ROLES IN SOCIETY Lesson 3: A closer look 2

I./. OBJECTIVE: •

By the end of the lesson, students will be able to use:

recognise non - defining relative clauses and use them correctly

• use the future passive correctly 1.Knowledge: - Grammar: non - defining relative clauses, future passive correctly - Vocabulary: words related to changing roles in society 2. Skills: - Practising skills.

3.Attitudes: - Ss are interested in using non - defining relative clauses, future passive 4. Competences - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about changing roles in society 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 activities 1. Warm up : - Check up old lesson

Contents - Ss - T

2. Grammar 1 Future passive: review Before doing the exercise, T may - Listen and take notes write the two example sentences using the future active and passive on the board. Let Ss work out the difference between the two sentences. This reminder should help Ss to complete exercise.

Example: 1. They will build a new bridge - Ss work individually here 2. A new bridge will be built here.

Key: 1.A 2.B 3.B 1. Ask Ss to work individually.

5.A 6.B They then share their answers with a partner. Check the answers as a class.

4.A

2. Have Ss work individually. Ask them to exchange their answers on the board. T corrects if needed.

Note: For Ss who are weak at this kind of exercise, ask them to underline the verb phrases in the original sentences which will have to be changed. Then ask them to change the sentences into future passive first, before completing the rest of the sentences.

Key: 1. Classes will also be held in places like restaurants or supermarkets.

2. The school's curriculum will constantly be tailored to meet changes in society.

3. Student's academic performance will not be evaluated through exams only.

4. Not all the decisions in the family will be made by men.

5. Women will be freed from most housework by high technology.

6. More flowers will be built to reduce traffic in the city.

3. Grammar 2 Non-Defining relative clauses 3. work with on the REMEMBER! box first. Write the examples in the box the board as you explain the rules. Ensure that Ss understand the rule before beginning the exercise. T may keep the examples on the board while Ss are doing the exercises.

Ask Ss to work individually. They can then exchange their answers with partner. Elicit the answers from Ss and correct them if necessary. Ask Ss explain their answers to check their understanding of the rule.

Ss work individually, then exchange their answers on the board.

Key: 1. Classes will also be held in places like restaurants or supermarkets.

2. The school's curriculum will constantly be tailored to meet changes in society.

3.

Student's academic performance will not be evaluated through exams only.

4. Not all the decisions in the family will be made by men.

5. Women will be freed from most housework by high technology.

6. More flowers will be built to reduce traffic in the city.

- Ss work individually. They can then exchange their answers with partner.

- Ss explain their answers to check their understanding of the rule Key: 1. Minh told me about his new job, which he's enjoying very much.

2. The Board of Directors are usually those who get the most votes.

3. The US, which stands for the United States, is sometimes confused with the UN, which stands, for the United Nations.

4. Jack London, who is the

author of The call of the wild, is a famous American writer.

5. Psychology, which is the study of the mind, originates from a Greek world.

6. Jane refused a position which would be a dream job for many of her peers.

4. Before this exercise, remind Ss that only non - defining relative clauses - Ss do this exercise can be omitted. Have Ss do this exercise individually. individually. They may refer to the rules on the board. Check the answers as a Key: class.

1. Sarah works for a company that makes bikes.

2. I've got a sister called Caroline.

3. This morning I met my ex classmate Janet.

4. The 6.30 bus was late today.

5. Only those who had booked in advance were allowed in.

6. The stairs which lead to the basement are rather slippery.

5. Have Ss work individually. Let Ss share their writing with partner.

Check as a class, paying special attention to the commas and the relative pronouns.

4.Further practice: ? Retell future passive and relative

- Ss do this exercise individually Key: 1. We are staying at the Grand Hotel, which will be demolished for a department store.

2. The essays will be assessed

by Hans de wit, who is the President of the EAIE. 3. The Second World war, which lasted from 1939 to 1945, destroyed hundreds of cities in Europe.

4. I have read several short stories by Jack London, who is a famous

clause 5.Production: ? Learn by heart all the structures ? Do exercises in Work book ? Prepare: Unit 11: Communication

WEEK:31 Period: 90

- Answer teacher's questions.

- Take note

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

UNIT 11 : CHANGING ROLES IN SOCIETY Lesson 4: Communication

I./. OBJECTIVE: By the end of the lesson, Ss will be able to describe the changing roles of schools 1.Knowledge: - Use the lexical items related to changing roles in society.

- Identify the rising or falling tones in agreement and disagreement sentences correctly - Recognise non - defining relative clauses and use them correctly - Use the future passive correctly 2. Skills: - Practising skills.

3.Attitudes: Ss are interested in the changing roles of schools 4. Competences: - Co-operation - Self- study - Using language to talk about changing roles of schools - Grammar: non - defining relative clauses, future passive correctly 4. Competences - Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about changing roles in society 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: Ss and teacher’s activities Content 1. Warm up: 1.a. Start this session by writing 'The - Work in groups.

roles of schools in the future' on board.

Ask Ss to read the introduction to the Just imagine! forum.

Lead Ss through a discussion about how they think the roles of school will change in the future.

Encourage Ss to be imaginative and come up with lots of ideas. There are no wrong answers st this stage. b. Have Ss read the posts individually as quickly as possible. Then refer to their predictions in 1a and see if there are any similarities.

2.Communication 1: 2. Ask Ss to work in groups of three or four. Ask them to look for the worlds/phrases in each post in 1b and work out their meaning, based on the context. Check the answers as a class.

3.Communication 2: 3. Have Ss work in groups. Ask them to read each post in 1b carefully and choose the most relevant response (1-4) for it. Chek as a class.

- Listen and discuss.

“The roles of school will change in the future�

- Work individually.

- Work in groups of three or four.

Suggested answers: 1. real; practical 2. focussed on a particular person; customised 3. a person who judges another person's performace 4. reacting quickly and positively; showing interest in something 5. making the necessary changes to something to make it if a person or situation.

Key: Post 22: 4 Post 51: 3 Post 76: 1 Post 101: 2 - Work in groups of four or five.

- Note down all the changes they see in the posts.

4.Further practice: 4. Have Ss discuss each of the questions in groups of four or five. They can refer back to - Share their opinions with the class the posts in 1b .

Ask them to note down all the changes - individual work they see in the posts.

Tell them to support their answers with Do at home reasons.

Ss then share their opinions with the class.

Give comments on groups' ideas • 15- minute test (photocopied paper) 5.Production: 1. Review this lesson 2. Do exercises ……. (Workbook).

3. Prepare lesson Skills 1 TEST 15’ I) Fill in each blank with who, whom, whose, which, where, when, that.

1) The 2) Ha

man ____________ your mother is talking to is my English teacher.

Long Bay is a beautiful spot ____________ thousands of tourists visit every year.

3) The

students ____________are standing in front of the library is my classmates.

4) Hoa’s 5) The

parents, ____________ are farmers, work very hard to earn their living.

children like to play football, ____________ is very popular in our country.

6) These

are the latest news ____________ you might want to know.

7) The

beach ____________ the students are cleaning up the trash is a beautiful one.

8) The

parrot ____________ can speak some words belongs to my close friend.

9) He

is enjoys reading books ____________ are on computer science.

10) Mother’s

Day is the day ____________ the children show their love to their

mother.

II) Combine

each pair of sentences with a relative pronoun or a relative adverb:

1) The doctor has moved to a new house. He looked after my family. _______________________________________________ 2) The man is my English teacher. You spoke to him in the street last night. __________________________________________________________ 3) The books are for reference. They are on the stacks near the librarian. _____________________________________________________ 4) Is that the car? You want to buy it. ________________________________________________________ 5) Students will be punished. Their homework is late. _________________________________________________ ---------------------0@0-------------------Kiểm tra ngày tháng

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WEEK:32 Period: 91

Preparing date: Teaching date:

UNIT 11 : CHANGING ROLES IN SOCIETY Lesson 5: Skills 1

I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to read for specific inforrmation about the changing roles of women in society and its effects and talk about roles in future 1.Knowledge: - Use the lexical items related to changing roles in society.

- Identify the rising or falling tones in agreement and disagreement sentences correctly - Recognise non - defining relative clauses and use them correctly - Use the future passive correctly 2. Skills: - Reading and speaking skills.

3.Attitudes: Ss are interested in the changing roles of women in society and its effects.

4. Competences: - Co-operation - Self- study - Creativeness: talk about the changing roles of women in society and its effects.

- Using language to talk about the changing roles of women in society and its effects.

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: Ss and teacher’s activities Content 1. Warm up: 1. Have Ss didcuss the questions in groups or - Work in groups of four or five. as a class.

- Encourage them to use their imagination, Ex: Changing roles of teachers and and consider even the smallest changes and students or changing roles of husbands their possible effects. and wives.

- T can write some of the most interesting answers on the board, and leave them there while the class does 2.

2. Pre-reading 2a. Ask Ss to read the passage individually, playing special attention to the underlined worlds/phrases.

- Ask them to guess the meanings of these worlds/phrases through the context.

3. While-reading - Ask Ss to do the matching exercise. Check and confirm the correct answers. b. Have Ss read the passage again and answers the questions. Ask them to mark the world/worlds where the inforrmation for the answers comes from. Ss can share their answers with their partner. Check S's answers as a class.

- Work individually.

- Guess the meanings

Key: 1.d 2.e

3.b

4.f

5.a

6.c

- Work in pairs, ask and answer.

Key: The ever increasing involvement of women in education and employment.

2. The socio - economic picture of these countries.

3. Their financial burden will be

reduced. However, they will no longer be the diminant figures and will learn to share decision - making and housework.

4.Post-reading (Speaking) 4. They will learn to be more 3a. Have Ss work individually. Ask them to read the predictions and tick the independent 5. The service sector one(s) they agree with.

6. It will develop There are no wrong answers here, though Ss should be preparing to back up - Work individually. their choices with reasons and examples. b Ask Ss to work in groups.

Each student shares his/her list.

Other Ss in the groups discuss the predictions and say whether they agree or disagree, backing their opinions up with - Work in groups of 4 or 5 Ss. reasons and examples.

T moves around the class to facilitate the discussions. If something interesting is expressed, T may wish to bring the whole - Give backing their opinions up with reasons and examples. class together to discuss it.

4. Start this activity by brainstorming the areas of the service sector which are most likely to be affected by having more women go out to work .

Write the list of ideas on the board.

Allow Ss some time to discuss in groups the - Work in two teams. (Team A and team changes which may happen.

Move around the class to facilitate the B) discussions.

Then ask each group to present their ideas to the class. Encourage responses from the class as they listen to predictions.

Write the list of ideas.

- Present their ideas to the class.

5.Production: 1. Review this lesson - Copy and do at home!

2. Do exercises ‌‌. (Workbook) 3. Prepare lesson Skills 2 ---------------------0@0-------------------WEEK:32 Preparing date:

Period: 92

Teaching date:

UNIT 11 : CHANGING ROLES IN SOCIETY Lesson 6: Skills 2

I./. OBJECTIVE: By the end of the lesson, ss can: - Listen for specific information about women life in Kenya.

- Write about roles of teenagers in the future.

1.Knowledge: - Vocabulary: Changing roles in society - Grammar: relative clauses, future passive.

2. Skills: - Listening and writing skills.

3.Attitudes: Ss are interested in roles of teenagers in the future 4. Competences: - Co-operation - Self- study - Creativeness: Write about roles of teenagers in the future - Using language to write about roles of teenagers in the future 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 activities

Contents

1. Warm up Brainstormimg: What your mother does every day.

2.Listening 1. Ask Ss to look at the maps and work in groups to locate Kenya on the larger Afica map. If Ss are having problems, suggest they focus on the shape of the country. (Kenya is in the east

- work in groups of 4 and list the things their mother often does every day.

Listening 1. Look at the maps. Where is Kenya located? What do you know about this country?

- work in pairs

of Africa, about halfway up the map).

Ask them to share any inforrmation they know about this country. If they knor nothing about Kenya, T can come back to this questions after Ss have done this listening.

2. Have Ss read the statements first. For a class which know more about Kenya, encourage them to make a guess if a statement is true or false before they actually do the listening.

The audio recording for this section has two parts. T plays both parts of the recording for the class now.

Ss listen and tick the answers.

Check the answers as a class.

3. Play part 2 of the recording again. Ss listen and do activity 3. SS can exchange their answers. write the correct answers on the board.

3.Writing 4. Have Ss work in groups of three or four. Together they discuss and make a list of the possible changes in the roles of teenagers. Encourage Ss to explain why they think these changes wlii happen.

Walk oround and help Ss with any difficulties.

T may have the groups write their lists on board. Leave the lists there for activity 5.

4.Further practice: Have Ss write a short paragraph about one of the changes their groups has listed in 4 individually.

If time allows, T can ask one or two Ss to share their writing with the class by writing it/them on the board. Other Ss give comments.

2. Listen to the description of some changes in the roles of women in Kenya.

Decide if the statements are T or F? Key: 1.T 2.T 3.T 4.F 5.F 3. Listen again to part 2 and fill the blanks with the correct information.

- Percentage of women in Kenya staying at home as housewives in.

Key: 1. 1995 - 65% 2. 2010 - 47% 3. 2025 - 30% -- Percentage of women in Kenya attending colleges and university in: 4. 1995:22% 5.2010: 36% 6.2025: 48% Writing 4. Work in groups. How do you think will the roles of teenagers change in the future?

- work in groups and brainstorm and make a list.

5. Write a paragraph about the roles of teenagers change in the future.

Sample writing: It is likely that teenagers in the future will be more charge of their studies. There are at least two reasons for this. Firstly, there is the rise of the Internet, which provides teenagers with variout reliable sources of inforrmation. It also allows teenagers to develop a large social network with their peers. They can therefore self - search, exchange, and discuss inforrmation in order to plan their studies. Secondly, the fact that they start schoo early and spend a lot of time

by themselves when their parents go out to work makes them more independent.

Decision - making will become a larger part of their lives. Teens will make decisions concerning their own lives, instead of being told what to do and how to do it. In short, these and the two reasons why teenagers will becom more responsible for their studies.

5.Production: - Complete the writing - Prepare Looking back.

- Complete the project.

WEEK:32 Period: 93

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

UNIT 11 : CHANGING ROLES IN SOCIETY 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 11 1.Knowledge: - Vocabulary: Changing roles in society - Grammar: relative clauses, future passive.

2. Skills: - Practicing skills.

3.Attitudes: - help to lessen gender gap and enhance equality in society.

- work together for the better future.

4. 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: Ss and teacher’s activities 1. Warm up.

- Chatting Encourage Ss to complete the

Content

LOOKING BACK section without refening to the previous sections in the unit.

Ss should record their results for each, exercise in order to complete the final Finished! self assessment box and identify areas for review.

2.Looking back Vocabulary 1. Have Ss complete this exercise individually. Check their answers as a class.

2. Ss work individually. Ask them to determine that form of world missing from each sentence (a verb, a noun, or an adjective) and then Ss work out the correct answers to complete the sentences. Ss can then double check the answers with their partner. Confirm the correct answers.

Vocabulary.

1. complete the sentences with the words from the box.

Key: 1. male - dominated 2.individually oriented 3. hands -on 4. responsive to 5. financially 6. facilitators 2. Use the words in the correct form to complete the sentences.

- work individually to complete.

Key: 1. supports 3. predicting

Grammar 3. Ss complete this task individually or in pairs. Check as a class.

4. Have Ss complete the activity individually. Have them double check their answers. Call on two Ss to write their sentences on the board. Comment and confirm the correct sentences.

- ask ss to recall the step of this kind of exercise.

- get feedback.

2. provider 4. tailored

5. evaluate 6. witnesses Grammar 3. Choose the correct answer - recall the use of relative pronounce.

Key: 1.C 2.A 3.B 4.B 5.C 6.D 4. Combine the sentences using relative clause.

- 2 ss come to the board and do.

Key: 1. Many tourists visit Liverpool, which is the home of The Beatles.

2. The rown hasn't got any parks where people can go and relax.

3. My son took part in the Beyond 2030 forum, which invited people to share their vision of the future.

4. Baron Pierre de Coubertin, who was the founder of the modern Olympic Games, was not in favour of women participating in the Games.

Communication 5. Ss work in pairs to complete the exercise. Check the answers as a class.

Then Ss can practise reading alound the statements and responses with their best pronunciation and fluency. Call on some pairs to act them out in front of the class.

3.PROJECT Your vision of the future This project aims to encourage Ss to work out what they think the world in the future will be like.

T Divided Ss into groups of four of five and instruct them on what they have to do. Since this is a board topic, it may be helpful if each group chooses an area which they can focus on (technology, education, medicine, etc.). Encourage every member member of the group to actively participate in the project. Tell them their project has to answers the questions: 4.Further practice: Sum up

5. There will be an open discussion which will look at the main challenges and opportunities in the coming decades.

6. The changing economic role of women, which started in 1948, has greatly affected the role of men.

5. Match each prediction with two responses.

Key: 1.C, H 2.A,F 3.B,G 4.A,E PROJECT Your vision of the future •

What your vision of the future is

• how the world will be different to to day's world •

what bring about the change(s)

• how you feel about it - in groups ss present the ideas in front of the class - vote for the best presentation.

5.Production: Revise the lesson Prepare for the test 4.

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WEEK:33 Period: 94

Preparing date: Teaching date:

TEST 45’

I./. OBJECTIVE: - To check sts' knowledge of grammar and vocabulary from unit 10 to unit 11 - Help sts improve their English 1. Knowledge; - Grammar: from unit 10-11 - Vocabulary: related to unit 10-11 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

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

IV./.PROCEDURE Topics/ language & skills I- Listening Topic 11 (20 %)

II- Grammar and Vocab Topic 10,11 (30 %)

Knowledge

Objective

Comprehension

Subjecti ve

Objective

Listen to the lecture, then write T/F for each sentence

Subjective

Application

Low

Total

High

4items 2 points

4 items

20 %

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

9 items 3points

10 items

30%

3 points III-Reading Topic 11

Read the passage, then choose the correct answer 5 items

( 30%)

3 points

6 items 3 points 30%

IV- Writing

Rewrite each of the sentences so that it means the same as the one before it

Topic 10 (20 %)

3 items 2 points 20%

4 items 2 points Total

14 items

5 items

4 items

23 items

5.0 points

3.0 points

2.0 points

10 points

50%

30%

20%

100%

Bao Khe Secondary School Class: 9………

Student’s name : ……………………..

KIỂM TRA 45 PHÚT SỐ 4 - NĂM HỌC Môn: TIẾNG ANH - LỚP 9 Thời gian làm bài: 45 phút Marks

Teacher’s Opinion

PART I : LISTEN Listen to the description of the changes in the roles of women in Kelya, then write T/F for each sentence.(2 points) ……….. 1.Kenya was more male-dominated in the mid-twentieth century than now. ………… 2.Women work to be financially independent. ………… 3.The number of women attending colleges and universities has risen. …………. 4.About one third of Kenyan females stayed at home as housewives in 1995.

PART II: GRAMMAR AND VOCAB 1.Match the word with the meaning. (1pt) A B 1.financial

a. take part in an activity.

Answer 1............

2............

3............

4............

2. predict

b. have seen something happen.

3. tailor

c. make changes to something to make it fit a new purpose

4. participate

d. pressure to earn enough money.

5. have witnessed

e. say that something will happen in the future.

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

1.The good news is more money .................on education in the next five years.

A. will spend B.will be spent C.spends D.is spent 2. The police are now looking for two young men,..................were seen running out of the store.

A. which B. they C. whom D. who 3. Every school has to ...............how well their students are doing.

A.evaluate B.evaluation C.evaluator D.evaluated 4. We saw the man and his dog …………… going to the market.

A. which B. that C.who D.when 5. The dance club...................Mai often go to will be doing a performance this Christmas.

A. which B.where C.when D.who PART IV: READ

Read the text and fill the gaps with the most appropriate words Earth, our beautiful home planet, is the only astronomical object to accommodate life as we know it. Scientists believe Earth was formed approximately 4.5 billion years ago. It is the fifth-largest planet in our solar system. Its equatorial diameter is about 12,074 kilometres. Earth is the third-closest planet to the sun.The distance from Earth to the sun is roughly 149,600,000 kilometres. It takes 365.3 days for Earth to orbit the sun, and 24 hours to rotate on its axis. The surface temperature ranges from -88 to 58°C. Nearly 70 percent of Earth's surface is covered by ocean, which has an average depth of about 4 kilometres. In it was estimated that 7.3 billion humans are living on Earth.

1. There are ......................planets between Earth and the sun.

A. two B. three C . four 2. In our solar system,.....................planets are larger than Earth.

A. two B. three C. four 3. The hottest place on Earth may have the temperature of ...................

A. - 88°C B .40°C C. 58°C 4. It takes................... for Earth to rotate on its axis.

A. one day B. one month C. one year 5.Most of Earth's surface Is covered by.......................

A. forest B.mountain C.ocean PART IV: WRITE Use the relative pronoun to combine two sentences into one sentences with defining or non-defining relative clause. (2pts)

1.Those girls have passed the entrance examination. They will enter university. → The girls ……………………………………………………………………….

2.Some women get a university degree. They can get a well-paid job. → Some women …………………………………………………………………..

3.Have you heard about For a Brighter Future? It supports women in their fight for employment equality. → Have you ……………………………………………………………………?

4.Some fathers only do a part-time job. They can stay at home more often and have a closer relationship with their children. → Some fathers………………………………………………………………… .

The end ĐÁP ÁN

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

1. T

2. T

3. T

4. F (SKILLS 2- UNIT 11)

PART II: 1.0,2 p for each correct word 1......d......

2......e......

3.......c.....

4......a......

5.......b..

2. 0,4 p for each correct sentence.

1.B 2.D 3.A

4.B

5.A

PART III: 0,6 p for each correct sentence. . 1.A 2.C 3.C 4.B 5.C PART IV: 0,5 p for each correct sentence.

1.The girls who have passed the entrance examination will enter university.

2.Some women who get a university degree can get a well-paid job.

3.Have you heard about For a Brighter Future, which supports women in their fight for employment equality?

4.Some fathers who do a part-time job will stay at home more often and will have a closer relationship with their children.

---------------------0@0-------------------WEEK:33 Preparing date: Period: 95 Teaching date:

UNIT 12. MY FURTURE CAREER Lesson 1: Getting started

I./. OBJECTIVE: By the end of the lesson, students can: - Use lexical items related to jobs and career.

- Talk about choosing future jobs 1.Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice.

- Grammar: Despite/Inspite of, non-finite verbs.

2. Skills: - Practicing skills.

3.Attitudes: - Raise the awareness of studying.

- Have good guidelines for future career.

4.Competences: - Co-operation - Self- study - know some lexical items related to jobs and career 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: Ss and T’s activities

Content

1. Warm up Introduction Before Ss open their books, review the previous unit by asking them to play a game.

First, divide Ss into two equal teams. Write - work in groups to play the game. the phrase 'The roles of teachers and schools in the future' on the board. Ask the two teams to write down as many words in the future as possible. Set a time limit of three minutes.

The team with more correct worlds/phrases wins.

2,Getting-started: - pre-teach some vocabulary. * Vocabulary Approach (n): 1 Ask Ss what job a career they want to Vocational do in the future. Then ask them onother Housekeeper (n) question.

Staff (n) Do you have to choose some specific Qualification (n) subjects to focus on if you want to do that job Suffer from (v) in the future.

1. Listen and read.

Elicit answers from Ss. Now, tell them

to look at the pictures and the heading 'What subjects' will you choose? and ask them these questions: - Who can you see in the pictures?

- Where do you think they are?

- What do you think they are talking about ?

Have Ss answers as a class.

Play the recording and have Ss follow along. After that, Ss can compare their answers with the inforrmation in the conversation. a. Ss work in pairs to label the pictures with the worlds given. Allow pair to share their answers before asking them to disuss as a class. Then ask some Ss to read the worlds aloud and correct their pronunciation if necessary.

- listen to the tape - practise the dialogue in pairs.

a. Put a word/phrase from the box under each picture.

- work in pairs to do the exercise.

Key: 1. lodging manager 2. event planner 3. customer service staff 4. housekeepre 5. tour guide 6. biologist

b. Have Ss work individually. Ss find the worlds/phrase with the give meaning in the conversation.

Then have Ss share their answers with a partner before asking them to discuss as a class.

b. Find a word/phrase conversation that means: - work individually - share the answers

c. Have Ss read the conversation again to tick true (T). false (F), or not given (NG).

Remind Ss that they can answers NG (not given) if they don's think inforrmation was given as part of the conversation. Ss exchange their answers with a classmate. Ask for Ss' answers as well as their explanatian for their choices. Write the correct answers on the board.

3.Doing: 2a Have Ss work in pairs to read the phrases and complete the task. Check the answers as a class.

c. Tick True or False.

- read the conversation again and do the exercises.

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

in

the

Key: 1. GCSE 2. vocational subjects 3. academic subjects 4. applied approach 5. tourism 6. leisure

2.a. Look at the phrases and cross out any noun/phrase that doesn’t go with the verb.

- work in pairs

Key: 1.a job 2. leisure time 3. a job 4. a living b Ask Ss to work individually to complete the senteces with the right collocations. Then ask them to shre their answers with a partner . Finally, check the answers as a class.

b. Complete each of the following sentences with a collocation in 2a…

- work individually Key: 1. take/do (an English) course 2. doing a nine - to - five job 3. work flexitime 4 earns money/earns a living 5. did course/ took a course 6. work overtime 3. Ask Ss to work in groups of four. Ss 3. Game: What’s my job? take turns thinking of a job. The other ask Yes/No questions to find out inforrmation, and guess what the job is. The aim is to have Ss ask many questions as possible. T can tell them that they may ask questions about necessary qualifications, skills, likes, dislikes, working conditions, salary, colleagues, or people they are working with.

4.Further practice: - note V + to-V

Grammar.

- V + to-V I’ve decided to take a vocational…….

My dad is encouraging me to choose…..

We’ve dicussed becoming a doctor…

5.Production: - learn by heart the new words.

- Prepare A closer look 1

WEEK:33 Period: 96

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UNIT 12. MY FURTURE CAREER Lesson 2: A closer look 1

I./. OBJECTIVE: By the end of the lesson, students can: - Use lexical items related to jobs and career.

- Use high tones correctly.

1.Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice.

- Pronunciation: High tones.

2. Skills: - Practicing skills.

3.Attitudes: - Raise the awareness of studying.

- Have good guidelines for future career.

4.Competences: - Co-operation: work in pairs, groups - Self- study: work individually.

- improve their pronunciation..

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 & Ss’ activities Content 1. Warm up Introduction Start by reviewing the previous lesson. Begin by asking two pairs of Ss to come to the front to play a quick game. - play the game in pairs.

Ask them write as many jobs and collocations (or phrases) used to describe those jobs as possible. Set a time limit of three minutes. The pair with the most correct worlds and collocations wins.

2.Vocablulary 1 Now have Ss turn to the book and work in pairs to identify the pictures.

Ask them to briefly describe the pictures.

Then let them do the matching exercise.

Check the answers as a class. Then ask Ss: Which of these Jobs would you like to do in the future ? ? Why would you like to do it?

Ask some Ss to answers the questions.

Vocabulary.

1. Put the word/phrase under each picture. There is one extra word.

- work in pairs toidentify the picture.

Key: 1. craftsman 3. opera singer 5. pharmacist

2. physicist 4. fashion designer 6. architect

7. businesswoman 8. mechanic 2 Have Ss work individually to fill the 2. Fill each blank with a suitable job blanks. Remind Ss that the form of the from 1. world may need to be changed to fit the - work individually

sentence. Allow them to share their answers with a partner before checking as a class.

Key: 1. physicist 2. mechanic 3. pharmacist 4. fashion designer 5. opera singer 6. architects 7. businesswomen and men 8. craftsmen and women 3a Give Ss a couple of minutes to 3a. Match a word/phrase in the left work in pairs to do the matching. Then column with its meaning in the right check the answers as a class. one. b Have Ss word individually to complete the sentences. Have the Key: compare their answers in pairs.

1.D 2.B 3.A 4.C Afterwards, check Ss' answers as a class. 3b. Fill each gap with a word/phrase in 3a.

Key: 1. career 2. job profession 4. career path 3.Pronunciation High tones Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out examples in the box or to give their own examples. Ensure that Ss have understand the ideas before proceeding.

Inform Ss that negative adjectives (awful, terrible) can be affected by tone in the same way as positive ones (excellent, brilliant).

4 Play the recording for Ss to listen. Ask them to draw to illustrate Tom's tones. Play the recording again for Ss to repeat the short dialogues playing attention to the tones. Call on some pairs to act out the short dialogues.

4.Further practice: Have Ss work in pairs to draw arrows to show the tones before reading out. Then play the recording. Ask the pair to listen and check their lines showng the tones.

Confirm the correct answers. Ask some

3.

4. Listen to the conversations between Jenny and Tom. Notice how Tom uses high tones in his replies. Then practise the conversation with a partner.

- listen to the tape - practise with a partner.

5. The responses to the pairs of sentences are the same but the speakers have opposite attitudes. Listen, draw arrows to show the tones, then repeat.

prair to practise the saying the pair of dialogues. Correct them if necessary.

a

a

Key + Audio script They have a new air conditioner Brilliant b I got the sack Well done b I got an A in the exam Excellent

a

b

Her application was turned a

a

dow

b

Amazing We're having a company holiday in a luxury resort b How awful

There's going to be an electricity cut to day Brilliant I got a promotion again Well doen I failed the exam a gain Excellent I've beeb offered two jobs at the same time Amazing He has decudea to cut down on our wages How awful

5.Production: - Redo the Vocab.

- Prepare for A closer look 2 ---------------------0@0-------------------Kiểm tra ngày tháng

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WEEK:34 Period: 97

Preparing date: Teaching date:

UNIT 12. MY FURTURE CAREER Lesson 3: A closer look 2

I./. OBJECTIVE: By the end of the lesson, students will be able to usethe structures Verb + to - infinitive / verb + V - ing correctly 1.Knowledge: - Grammar:Verb + to - infinitive / verb + V - ing - Vocabulary: words related to career 2. Skills: - Practising skills.

3.Attitudes: - Ss are interested in usingVerb + to - infinitive / verb + V - ing 4. Competences

- Co-oporation: work in pairs, groups, teams - Self- study: work individually.

- Using language to talk about career 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: T and Ss activities Content 1. Warm up : - Check up old lesson

- Ss - T

2. Grammar 1 Despite/In spite of: review Have Ss read the Remember! box, - Listen and take notes then ask one or two Ss summarise the rules. T can write the example sentences on the board. Ask Ss to give further examples. Make it clear to Ss that these expressions can be used interchangeably.

- Ss work individually They both work with all the from: before a noun, a noun pharase, or an - ing form.

1. Ask Ss to work individually to fill in the gaps. Check the answers as a class.

Ss work individually, then exchange their answers on the board.

Key: a.loving maths 2. studying hard 3. laziness 4. being short 5. poor health Verb + to - infinitive/Verb + V- ing - Ss read the bubble quoted from the Ask Ss to read the bubble quoted GETTING STARTED conversation, from the GETTING STARTED then read the structures and example conversation, then have them read the in the grammar box carefully. structures and example in the grammar box carefully. Help them with the meanings of the verbs if necessary.

Divide the board into four colums. write Verb + to - infinitive/Verb + V - ing, Verb + to - infinitive, or + V - ing with no - four Ss come to the board to change in meaning in each column, and a write the verbs mentioned in the comlumn for Verb + to - infinitive, or + V- grammar box in the approptirte ing with change in meaning, Ask four Ss culumn. then give examples with

to come to the board to write the verbs these verbs. mentioned in the grammar box in the approptirte culumn. Ask other Ss to give examples with these verbs.

2 & 3. Have Ss world individually.

Allow Ss to share their answers with a -Ss world individually. Then partner. Then check their answers as a class. T can remind Ss that in both these share their answers with a partner. exercises more than one of the options may be correct.

Key: 2 1. to give 2. to pass 3. choosing 4. taking 3 1.A 2.A 3.C 4.C 5.A&C 6.B 3.Grammar 2: Firstly, have Ss work in pairs to describe what is happening in the pictures.

Key: Then Ss can attempt to complete the 1. to lock 2. meeting sentences using the ideas and actions from 3. to contact 4. to send the pictures. Check the answers as a class.

5. working 6. talking 7. posting 8.to answer Have Ss work individually to finish the sentences. Allow them to share their answer with a partner. Call on some Ss to write their answers on the board. Correct their answers if necessary. .

- Ss work inpairsto describe what is happening in the pictures. Then attempt to complete the sentences using the ideas and actions from the pictures Key: 1. The boy finally managed to deal with his peers at the vocational school.

2. She attempted to cooperate with the other in the team to finish the work.

3. He wasn't promoted in spite of/despite his efforts.

4. The boss denied bullying the new employee.

5. Despite being qualified for the job, he wasn't accepted/Despice qualifying for the job, he wasn't accepted.

4,Further practice:

? Retell Verb + to - infinitive / verb + V - - Answer teacher's questions. ing .5.Production ? Learn by heart all the structures - Take note ? Do exercises in Work book ? Prepare: Unit 12: Communication

WEEK:34 Period: 98

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UNIT 12. MY FURTURE CAREER Lesson 4: Communication I./. OBJECTIVE: By the end of the lesson, Ss will be able to use lexical items related to jobs and careers, use the structures Verb + to - infinitive / verb + V - ing correctly 1.Knowledge: Despite/inspite of: review Verb + to-infinitive/Verbs +V-ing 2. Skills: - Practising skills.

3.Attitudes: Ss are interested in careers and jobs 4. Competences: - Co-operation - Self- study - Using language to talk about careers and jobs - Grammar:Verb + to - infinitive / verb + V - ing 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:

Ss and teacher’s activities 1. Warm up: Discussion:

Content

WHAT JOB DO YOU WANT TO DO IN THE FUTURE? - Ask Ss to work in groups of 5 to answer the questions.

- Work in groups.

- Listen and discuss.

2.Communication 1: - Check if Ss understand the meaning of the words in Extra vocabulary box.

Can’t stand +V-ing: Used to describe an activity or situation that you really don’t like, - Work individually. or find extremly unpleasant.

Burn the midnight oil: Work very hard, work - Copy down. through the night.

Make a bundle: Earn a lot of money.

1. Have Ss skim - read the posts individually and try to remember the reasons each teen - Work individually. gives for their choice of career.

Sample comments on: Post from Tu: I agree that if Tu can sing, he Then, in pairs, Ss compare the reasons that should enroll in a school for each of them gives. Then Ss can read the posts performing arts.

Tu is right. A singer can a second time more slowly for details. make a bundle.

I can't agree with Tu's reason.

Not every singer becomes famous.

I don't think every singer can travel all over the world.

Post from Anh: I totally agree with Anh that it is a meaningful job, because architects can help improve people's life.

I can't agree with Anh that architects work flexitime. My dad is also an architect and he has to be at work at 8 a.m. every day.

Post from Duong: Duong is absolutely right. If

he is curious about the natural, world, that job can satisfy him in many ways.

I'm sorry. I can't agree with Duong. He wants to becom a physicist because he is curious about the world, but can he be sure that he is able to do the job? Is he good at physics?

Post from Dzung: Exactly. What Dzung says is true. Students doctors do have to burn the midnight oil. They have to learn about everything related to their patients because their advice affects the patients; lives.

I totally agree with Dzung because it is very hard to work to in hospitals. All around you are patients waiting for your help.

Hold on ...if everyone only thinks about the hard to work in hospitals. All around you are patiensts, then?

3.Communication 2: 2. Put Ss in groups of four. Tell them that they - Work in groups of four can look back at the posts and choose one post to discuss. Remind them that they can use the phrases to express agreeing or disagreeing in the box. Move around to observe and provide help. a) Have Ss work in pairs. Ask them to choose a couple of example careers, either - Work in pairs. from elsewhere in the unit or from ideas of their own.

- Ss should then figure out their own reasons why they do or do not want the chosen careers.

- Set a time limit of ten minutes. Tell them

that they can also note down several key words/phrases related to their reasons.

4.Further practice: b) Ask several pairs to report their decisions and reasons to the whole class. Have other Ss give comments. This is an open exercise and there are no wrong answers.

5.Production: 1. Review this lesson 2. Do exercises ……. (Workbook).

3. Prepare lesson Skills 1

- Several pairs to report their decisions and reasons to the whole class.

Do at home

-------------------------0@0----------------------WEEK:34 Preparing date: Period: 99 Teaching date:

FEEDBACK ON TEST 45’ I./. OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their knowledge of English 1. Knowledge; - Grammar : related to unit 10-11 - Vocabulary: related to unit 10-11 2. Skills: Practicing skills 3. Attitude: - Ss are interested in practicing skills - Ss are interested in doing exercises 4. Competences - Self- study: work individually.

II./.PREPARATION: 1.Teacher: Test papers 2.Students: III./. TEACHING METHODS: Technical present….

IV./.PROCEDURE A. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests: +Good test +Average: +Under average:

-In general, all Ss have achieved the basic knowledge.

-There are many exellent and good tests.

- Some Ss' skill of doing general test is not good.

-The teacher shows some best and worst tests to correct before class: B. Key ĐÁP ÁN

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

1. T

2. T

3. T

4. F (SKILLS 2- UNIT 11)

PART II: 1.0,2 p for each correct word 1......d......

2......e......

3.......c.....

4......a......

5.......b..

2. 0,4 p for each correct sentence.

1.B 2.D 3.A

4.B

5.A

PART III: 0,6 p for each correct sentence. . 1.A 2.C 3.C 4.B 5.C PART IV: 0,5 p for each correct sentence.

1.The girls who have passed the entrance examination will enter university.

2.Some women who get a university degree can get a well-paid job.

3.Have you heard about For a Brighter Future, which supports women in their fight for employment equality?

4.Some fathers who do a part-time job will stay at home more often and will have a closer relationship with their children.

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

WEEK:35 Period: 100

Preparing date: Teaching date:

UNIT 12. MY FURTURE CAREER Lesson 5:Skills 1

I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to: - Talking about a person's like/dislikes, personality traits, and abilities for a certain job 1.Knowledge: Despite/inspite of: review Verb + to-infinitive/Verbs +V-ing 2. Skills: - Practising skills.

3.Attitudes: Ss are interested in careers and jobs 4. Competences: - Co-operation - Self- study - Using language to talk about careers and jobs 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 activities Contents 1.Warm-up - Whole class: Discussion: 1. What is a job? What is a career?

Suggested answers : 1. A job is something people do to 2. How different are they? earn money.

2. A career is more than a job. It is an - go ing process of learning and development of skills and experience.

3. Very different. (A job describes what you doing now, a career describes your job choices over your working life, with the aim of improving your quality of life).

2. Pre-Reading Ask Ss to work in pairs to discuss the questions. Elicit the answers from Ss. Give - Work in pairs.

Ss three minutes to skim the article and compare their answers with the inforrmation - Answer the questions. from the article.

3. While-reading.

Have Ss read the article to do the - Share the answer. exercise in pairs. Ask some Ss to share their

answers.

Key: 1. career path 2.peer 3. ongoing 4.alternatively 5.take into account Ask Ss to work individually.

Remind them to play attention to key worlds in each statement. Then allow them to share their answers befor checking as a class. To check their understanding, ask some Ss to explain their answers.

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

4. Post-reading. (Speaking) Have Ss work in groups.

Each groups should choose one job - Work in groups. discuss. Ieally each group would have a different job.

If you have more groups than jobs the list, Ss can contribute more jobs.

Ask them to make notes on a small poster, using the example as a guide. Set a - Make notes on a small poster, using the time limit. example as a guide.

Have each groups present their ideas and opinions on their chosen job to the class.

Once they have finished, ask the class to say whether they agree with the points or not and - Present their ideas and opinions on whether they should and some other points. their chosen job to the class.

As an extension activity, ask groups to choose another job that they did'n work on.

Have Ss read the notes from the groups who - Work in groups. chose this job in 4. Tell them to add any eatra ideas their group may have. Ss report their ideas to the class.

5.Production: 1. Review this lesson - Copy and do at home!

2. Do exercises ‌‌. (Workbook) 3. Prepare lesson Skills 2 ---------------------0@0--------------------

WEEK: Period:

Preparing date: Teaching date:

REVIEW 4 I./. OBJECTIVE: By the end of the lesson, students can: + Revise the language students they have practiced in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar 1. Knowledge: + Revise the language Ss they have practised in Units 10-12 + 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 Unit 10-12 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 and Students' activities Content 1. Warmer: 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.

2. Pronunciation I. Pronunciation 1. Draw rising or falling arrows (Activity 1.

1 1. Draw rising or falling arrows (Activity 1 P82) P82) A: What do the astronauts do while they are

? Review the rude of tones (high or rising tones to check information, to indicate items in list, to disagree with someone, and with Wh-questions) with Ss. - Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones.

- Play the recording. ? Listen and check the answers.

- Confirm their answers as a class. Ss then listen again and repeat, in chorus and individually.

aboard the ISS? B: They keep the station in good condition, and do science experiments A: Sounds hard B: Not at all A: They don't have "weekend"?

B: They do.

A: What do they do during thier weekend?

B: They do various things like watching movies, playing, music, reading books, and talking to their families.

2. Draw arrows to illuatrate the feelings and 2. Draw arrows to illuatrate the feelings and

Teacher and Students' activities

Content

opinions of A and B (activity 2 P82)

opinions of A and B (activity 2 P82)

Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones.

Ask them to practise saying the conversation. Play the recording for Ss to check their answers. Check the answers as a class. Have some pairs practise saying the conversations in front of the class.

A: In the near future, we will mostly learn online B: Incredible! but we will still have actual classrooms, won't we?

A: Sure. But teachers will no longer be knowledge provides B: Really?

A: They will be guides, or facilitators B: Superb! What about the student's roles?

A: They'll be more responsible for their own learning, i think.

B: Amazing! And they will make their own decisions?

A: Absolutely right!

3. Vocabulary 1. Change the form of the verbs provided to complete the sentences (Activity 3 P82) ? Do this individually and then share their answers with a partner. ? Write the answers on the board.

II. Vocabulary 1. Change the form of the verbs provided to complete the sentences (Activity 3 P82)

1. facilitators 3. training 5. experienced 7. evaluators

2. development(s) 4. launch 6. attendance 8. participants

2. Complete each sentence with a phrase in 2. Complete each sentence with a phrase in the the box (Activity 4 P83) box (Activity 4 P83)

Check if Ss remember the meaning of the phrases. Ensure all are understood before moving on. Then have them work in pairs to complete the sentences. Check the answers as a class

1. work flexitime 2. sence of direction 3. make a bundle 4. burn the midnight oil 5. once in a blue moon 6. The sky's the limit 7. sence of responsibility 8. mountains of work

4. Grammar 1. Infinitive or -ING form (Activity 5 P83)

III. Grammar 1. Infinitive or -ING form (Activity 5 P83)

Check if Ss remember the meaning of the phrases. Ensure all are understood before moving on. Then have them work in pairs to complete the sentences. Check the answers as a class

1. eating 3. to work/working 5. doing 7. floating

2. Rewrite the pairs of sentences (Activity 6 P83)

2. Rewrite the pairs of sentences (Activity 6 P83)

Have Ss write the sentences individually on a piece of paper. Ask Ss to swap a partner.

Allow Ss time to discuss if there is any difference between their answers. Check the sentences as a class.

2. to play 4. to be 6. to share 8. checking

Suggested answers 1. My grandfather, who has been retired for ten years now, used to be an astronaut.

2. The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA 3. She likes the career which/that heer father pursued all his life.

4. He admires the teacher who initiated building the school library.

Teacher and Students' activities

Content 5. I work for a man whose farm covers thousands of acres.

6. Students will have to make their own learning decisions, which will be hard for many of them.

3. Everyday English (Activity 7 P83)

3. Everyday English (Activity 7 P83)

Have Ss read the phrases and sentences carefully. Check that Ss understand the meaning of the phrases before moving on.

Then Ss do this exercise in pairs, Correct their answers and ask some pairs to act out the dialogues.

1. No worries 2. I am not so sure about that 3. That's not entirely true 4. Cool 5. Sounds interesting

5.Production: ? Do all the exercises in Review 4: language ? Prepare: Exam