Giáo án Tiếng Anh - Giáo án dạy thêm Tiếng Anh lớp 8 soạn theo chương trình thí điểm mới đủ nhất

ENGLISH LESSON PLAN FOR GRADE 8

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Ths Nguyễn Thanh Tú eBook Collection

DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

Giáo án Tiếng Anh - Giáo án dạy thêm Tiếng Anh lớp 8 soạn theo chương trình thí điểm mới đủ nhất (2019-2020) GV Vũ Xuân Minh WORD VERSION | 2020 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

Preparing date: 04/09/2018 Teaching date: 06 /09/2018

Period 1

HƯỚNG DẪN HỌC / KIỂM TRA

I. Objectives: - By the end of this lesson, Ss can know something about England.

- Helps sts understand sth about English and have the effective ways to learn it.

II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2 New lesson.

Teacher’s activities Ss’ activities 1. Warm up: - Chatting: What aspects of learning - Listening…

English do you find the most difficult?

2. Activities: A- T. asks sts some questions about - It located in North-west coast of England.

Europe with very mild weather not - What do you know about England? too hot but not too cold.

T. gives sts something about England and - It consists of four parts: England, English.

Wales, Scotland and Ireland.

- It’s official name is the UK - Each part has its own flag of UK. -There are many interesting things of England and you’ll gradually know about them in the progress of learning English.

English is used all over the world in * English is an international language. every aspect of life.

Sts work in groups to talk about England It’s the international language of in Vietnamese. every fields: communication, trade, economic, cooperation......

B- Introduce the English book. Student book and Workbook

It consists of 6 units Unit 1: Leisure activities 1

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Unit 2: Life in the countryside Unit 3: People of Viet Nam Review 1 Unit 4: Our customs and traditions Unit 5: Festivals in Viet Nam Unit 6: Folk tales Review 2 - English is not too difficult but it requires your working hard.

- Focusing on vocabulary you come across. Write sentence with the new words to understand more - Review the lesson everyday.

- Practise English everyday

- How can you learn English well.

5. Home work: - Prepare for unit 1: Getting started.

- Prepare for unit 1: Getting st - arted.

V. Adjustment ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

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Preparing date: 05/09/2018 Teaching date: 07 /09/2018

Period 2:

UNIT 1: LEISURE ACTIVITIES Lesson 1: GETTING STARTED

I. Objectives: By the end of the lesson, Ss will be able to listen and read for information about ways of spending time with friends, practice asking and answering with “verbs of liking + gerunds”.?, Play game ....

II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities Ss’ activities 1.Warm up: Chatting: What do you like doing in I like watching TV. your free time?

I like playing computer games.

Do you like reading? .......

Do you like listening to music?

Yes/ No...

Do you enjoy playing sports? + What all these activities are called? - Leisure activities 2. Activities + Activity 1: a. Listen, then choose 1. Listen and read the correct answer then choose the correct answer - Play the recording 1. Phuc, Mai and Nick are in a library / - Ss listen and read bookstore / sports club - After you listen and read a 2. Phuc is looking for a book / dog / craft conversation,choose the correct kit answer .

3. Max is Phuc's cat / goldfish / dog 4. Mai has found a book / CD / craft kit for her self 5. Nick's CD is of folk music / pop music / rock music 6. Nick is trying to learn Vietnamese / Japanese / English b. Which leisure activities do you 3

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think Phuc, Mai and Nick have ?

Tick the boxes . Then find the information from the conversation to explain your choice .

Explain: “ DIY” = Do It Yourself Learning tip DIY: Do It Yourself: Work on the house that you do yourself without the help of experts, e.g. painting a room, fixing the garden fence, building a dog house, etc.

b. Listen again, then complete the table.

- Share your answer with a partner.

Phuc Mai

Nic k

1. Pet training 2. Making crafts

- Share your answer with a partner.

3. Reading

- Check the correct answers on the board.

4. Listening to

c. Answer the questions.

1, What does Mai mean when she says 'Check out this book?

2, What does Phuc mean when he says 'It's right up your Street!?

- Do you know the meaning of the 'Check out this book? from the conversation?

- Now answers the questions in part b orally.

- Ask some Ss to go to the board and write their answers.

- other Ss read the conversation and check their answers.

- T corrects + Activity 2: Find the words/ phrases in the box to describe the photos .Then listen to check your answers.

- Ss listen to the recording and repeat the words/ phrases.

- Have some Ss practise the words/ phrases.

Have them compare the answers with a partner - Ask for Ss’ answers - Give feedback and confirm the correct answers. + Activity 3:

5. Learning

music languages 6. Playing sports 7.Helping parents with DIY projects c. Answer the following questions.

1, When she says 'Check out this book?

She means: “look at this book” 2, When he says 'It's right up your Street!?

He means: “ It depends your idea”

The Answers :.

1, playing computer games 2, playing beach games 3, doing DIY 4, texting 6, making 4

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3. Complete the following sentences with words in the box.

-Ss work individually to complete the following sentences with words in the box.

- Have them compare the answers with a partner - Ask for Ss’ answers - Give feedback and confirm the correct answers.

- Write their answers on the board.

- May ask ss to explain their answers.

crafts museum

5, visiting

3. Complete the following sentences with words in the box.

Good relaxing fun satisfied exciting boring

1. You do leisure activities in your free time and they make you feel ………………. + Activity 4: game 2. You can do activities such as yoga, or Set a time 1 minute for Ss to do this ……………………ones such as activity mountain biking or Choose one leisure activity from 2 or skateboarding.

3. In pairs, talk about it. Try to keep 3. Hobbies such as making crafts or going for one minute each. When the collecting things are…………….. time is up, find a new partner and talk 4. You can surf the Internet but some about another activity. people say this is ……………….

You may: describe the leisure activity 5 You can spend time with family and say if you have done this activity or friends, or become a volunteer for the not community. This will make you feel share your feelings about the activity ………

3. Homework: 4 GAME: CHANGING PARTNERS - Do exercise in workbook.

Example: - Prepare a closer look 1.

A: I like reading comic books . I read in my free time . I am very interested in reading them 3. Homework: - Do exercise in workbook.

- Prepare a closer look 1.

V.Adjustment ………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………

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Preparing date: 08 /09/2018 Teaching date: 10 /09/2018

Period 3 :

UNIT 1: LEISURE ACTIVITIES Lesson 2: A CLOSER LOOK 1

I. Objectives.

By the end of the lesson, Ss will be able to use lexical items related to leisure activities. Pronounce the sounds / br / and / pr / in context.

II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities Ss’ activities 1.Warm up: 1.Warm up: - Have some Ss repeat the words/ phrases - listening to music indicating leisure activities they learnt in - making crafts the previous lesson.

- playing the guitar 2. Activities: - Playing sports A- Vocabulary 2. Activities: 1.Vocabulary.

-Give some new words, explain the socialising: hòa nhập meaning of them.

- Ask ss to get the meaning of them. communicating: giao tiếp - Practise reading. reality: thực tế, thực sự poetry: thơ ca making origami: nghệ thuật xếp giấy Checking –up: Rub out and remember *. Activity 1: Look at the following pie 1. Look at the following pie chart on leisure activities in the US and chart on leisure activities in the US and answer the questions answer the questions 1, About 5.1 hours .

2, Relaxing and thinking, using the Leisure time on an average day Computer for leisure , doing sports Relaxing and thinking (17 minutes) and exercise , reading , socializing Using the Computer for leisure (25 and communicating, watching TV, minutes) 3, They were watching TV , doing Doing sports and exercise (19 minutes) sports and exercise, socializing and 6

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Reading (20 minutes) Socializing and communicating (39 minutes ) Other leisure activities (18 minutes) Watching TV (2.8 hours) * TOTAL LEISURE AND SPORTSTIME = 5.1 HOURS NOTE: Data include all persons aged 15 and over. Data include all days of the week and are anual averages for 2012 source: Bureau of Labor Statistics, American Time Use Survey .Ss work in pairs to do this activity. Have ss read all the sentences carefully to make sure they understand the sentences - Ss work in pairs to ask and answer the questions - T corrects. *. Activity 2: Complete the table with information from the pie chart.

- Ss work in pairs to do this activity.

- Ss work in pairs to complete the table with information from the pie chart.

- Ss share their answers.

- Write the correct answers on the board. *. Activity 3. Look at the words. Match them to the category labels.

1. skateboarding, football, badminton 2. a novel, poetry, a magazine 3. the news, a reality show, a comedy 4. a new language, a skill 5. collecting stamps, making origami 6. going to local performances, visiting museums 7. visiting relatives, going shopping, doing DIY 8. texting, going to the cinema, hanging out Now add more words to each category.

-Ss work in group of four to do this activity : -Ss share their answers with other group.

-T remarks and corrects .

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communicating

2 Complete the table with information from the pie chart Name of activities Verbs Relaxing Relax using use socialising socialise communicating communicate reading read 3. Look at the words. Match them to the category labels.

Ss work in group to match the words to the category labels then write the correct answers on the board : 1-e 2-b 3-f 4-a 5-d 6-h 7-c 8-g Example: S1. How much time do you spend a day on leisure activities ?

S2. About 3 hours S1 .What are the three activities that

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*Activity 4: How much time do you spend you do the most?

S2.Watching TV, playing sports, a day on leisure activities? socialising with friends are three activities that I do the most.

- Ss work in pairs to do this activity.

5. Pronunciation: / br / and / pr/ - Practice asking and answering .

Complete the words under the --T remarks and corrects if necessary . pictures with /br/ or /pr/. Listen to B. PRONUNCIATION Clusters /br/ and /pr/ check your answers and repeat. *Activity 5: Complete the words under 1.pricot 2. Bridge 3. bracelet the pictures with /br/ or /pr/. Listen to 4. bread 5.princess check your answers and repeat.

-Have some Ss read out the words first.

6. president 7.present 8.broccoli -Play the recording.

-Listen to check your answers and repeat - Ss compare their answers with the whole class. *Activity 6: Listen and repeat.

6. Listen and repeat Play the recording , ask ss to listen and 1, She loves making apricot jam. repeat in chorus twice.

2, My dad likes making bread in his - Have some Ss read out the sentences . free time. Hien is our Club president. pay much attention sound / pr /, /br / 3, Mai keeps all her bracelets in a beautiful box.

4, You will need a brush if you want to paint your room.

5, This is a wonderful present.

3. Homework: Thanks so much.

- Do exercise in Workbook.

3. Homework: - Prepare: A closer look 2 - Do exercise in Workbook.

- Prepare: A closer look 2 V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………

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Preparing date: 11 /09/2018 Teaching date: 13 /09/2018

Period 4:

UNIT 1: LEISURE ACTIVITIES Lesson 3: A CLOSER LOOK 2

I. Objectives.

By the end of the lesson, Ss will be able to use verbs of liking + gerunds/ to infinitive correctly and appropriately.

II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities 1.Warm up.

Brainstorming: Teacher writes the word ‘leisure activities’ on the board and askes Ss to call out words or phrases related to leisure activities’ .

2. Activities *Activity 1: Read the conversation in Getting Started again.

Underline verbs that are followed by a gerund.

Ex1:- Ss do this exercise individually - Compare their answers.

- Check the answers and write the correct answers on the board.

Ss’ activities

Leisure activities

Grammar: Verbs of liking + gerund Verbs of liking +to-infinitives If we want to follow a verb with another action, we must use a gerund or an infinitive.

1. Read the conversation in Getting Started again. Underline verbs that are followed by a gerund 1.enjoy listening 2.like reading 3. stop reading Verbs of liking + Ving * Look out ! ( In Studentbook) adore, love, like, enjoy, fancy don't mind, dislike, don't like, hate *Activity 2. Tick the appropriate box. ,detest 9

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Then listen to check .

-Have Ss read the Look out!

Ex2: - Ask Ss to look at the table and make sure that they understand it.

- Ss do this exercise individually - Compare their answers.

SS listen and check the answers and write the correct answers on the table. *Activity 3. Write the correct form of the verbs Ex4: - Ss do the exercise individually, then compare their answers with a classmate - Call some Ss to read out the answers.

- Check the answers and write the correct answers on the board .

followed followed by by gerund both gerund! and toonlỵ infinitive 1. love 2.enjoy 3. detest 4. prefer 5. fancy 2. Tick the appropriate box

3. Write the correct form of the verbs 1. Mai enjoys making crafts especially bracelets.

2. People in Britain love watching TV in their free time.

3. Do you fancy skateboarding in the park this Sunday?

4. Nick started learning Vietnamese last month. *Activity 4 : Write sentences about 5. You should avoid sitting at the what you like or don't like doing in your computer for too long. free time, beginning with the following. 4 Write sentences about what you like Then share what you have written with or don't like doing in your free time, your partner beginning with the following. Then - Ss do this exercise individually share what you have written with your -Explain the way to do this activity. Ss partner. write sentences using the words as 1.I adore …………………………. clues. Call some students to write their 2. I love sentences on the board. Check and comment on Ss’ sentences. …………………………….

- Correct any mistakes .

3. I fancy ………………………. *Activity 5. Look at the following e4. I don't mind ……………………. mail that Minh Duc wrote to his new 5. I don’t like pen friend …………………………. a.There are six grammar mistakes in his 6.

I e-mail Can you find and correct them? detest…………………………… .

SS Work in pairs to do this exercise .

Call on some pair to give their answer .

Ask other Ss for their comments.

5. Look at the following e-mail that Correct any mistakes.

Minh Duc wrote to his new pen friend b. Answer the questions. a.There are six grammar mistakes in 1) How many activities does Duc 10

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his e-mail Can you find and correct mention in his e-mail?

2. Which two activities do you think he them? enjoys the most?

1. like do -> like doing 2. enjoy do -> enjoy doing 3.like have -> like having 3.Homework: 4. hate spend -> hate spending Ask Ss to do Activity 6 at home .

-Activity 6. Write a similar e-mail to 5. love eat -> love eating tell your friend about your free time, using the verbs of liking gerunds or b. Answer the questions. verbs of liking + to-infinitive Swap your 1) Seven activities Duc mentions in his work with a partner and check f e-mail mistakes 2)Two activities I think he enjoys the - Do exercise A1,2 B1-6 in the most: go to the park and play football Workbook.

- Prepare: Communication with his friends and eat out with his family 3.Homework: Ask Ss to do Activity 6 at home .

-Activity 6. Write a similar e-mail to tell your friend about your free time, using the verbs of liking gerunds or verbs of liking + to-infinitive Swap your work with a partner and check f mistakes - Do exercise A1,2 B1-6 in the Workbook.

- Prepare: Communication V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………

Preparing date: 12 /09/2018

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Teaching date: 14 /09/2018

Period 5:

UNIT 1: LEISURE ACTIVITIES Lesson 4: COMMUNICATION

I. Objectives.

By the end of the lesson, Ss will be able to - Talking about good and bad sides of leisure activities.

- Practice reading a forum for friends around the world to share how they spend their free time - Language practice: to be hooked on sth; to be addicted to sth. => For better understanding of how to spend time for leisure activities.

Ss are aware of taking part in good and useful leisure activities.

- Practice doing exercises in Group work, pair work II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities Ss’ activities 1. Warm up: - This activity focuses students on Ex : I like eating out with my family. reviewing how to use of some verbs I enjoy watching TV . of liking - Ss make sentences with liking verbs 1. Extra vocabulary window shopping = hang out 2. Activities : - to be hooked on sth: bị mắc vào.., ham mê * Activity 1 : - Teaching vocabulary : vào..

- This activity focuses students on - to be addicted to sth: bị nghiện làm … some extra vocabularies - To sound + adj ( weird / strange / Ss try to guess the meaning of these challenging…) words in extra voc. & tell how they Exe1. Read the following article on the may relate to the leisure activities magazine…and find out what they like *Exe1. Read the following article doing in their free time. on the magazine…and find out what they like doing in their free time.

- Ss say aloud.

- Ss read, remember and try to say 12

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aloud.

- Ss do this exercise individually and give T the answers, Confirm the correct answers. * Activity 2 : *Exe2. Can you understand the abbreviations in the text…

- Have the Ss look at the table -These abbreviations are informal language that is used on line and in texting message.

- Ask SS add some more abbreviations they know, then write a short text or message in which they use their abbreviations & send to each other – if time left Ss work individually * Activity 3: EX 3: This activity focuses students on finding out the activities that are mentioned & how the felling of each person in the forum -SS read the forum more closely, then complete the table as directed .

- Ss work in group to do * Activity 4 Game: Ss work in pair to put the activities in 3 in order from the most interesting to the most boring.

Then compare the ideas with other pairs.

3. Homework.

- Doexercise: C1,2 in the workbook - Prepare: Skill 1

- Ss do this exercise individually and give T the answers, Confirm the correct answers.

2 moro WBU J4F DYLI …

Tomorrow What about you?

Just for fun Do you like it? …

Ex 3 Find informationin the text to complete the table Who? Whatactivi What does he/she tyis think of it? mentioned ?

Emily - Hanging She loves it. out with friends ( window shopping) - working as a volunteer Hang Cloud She adores it. It is watching easy.

Linn Going to She loves it. the communit y center, painting, dancing and doing drama Minh - Playing He likes it. It’s fun. football - helping his aunt in running cooking classes Manue - playing He’s addicted l computer to it. games It’s ok 13

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- doing judo Ex4. Work with your partner and put the activities in 3 in order from the most interesting to the most boring. Then compare the ideas with other pairs. ……. (free)* 3. Homework.

- Doexercise: C1,2 in the workbook - Prepare: Skill 1 V.Adjustment :………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

Preparing date: 16 /09/2018

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Teaching date: 18 /09/2018

Period 6:

UNIT 1: LEISURE ACTIVITIES Lesson 5: SKILLS 1

I. Objectives.

By the end of the lesson, Ss will be able to - Reading for general and specific information about the positive and negative effects of using computers. (Scanning, skimming).

- Practice speaking by giving fact or opinion about using computers and mobile phone for leisure activities.

- Revise tenses of verbs; asking/ giving for an opinion. => For better understanding of how to spend time for leisure activities.

- Practice doing exercises in Group work/ pair work/ individual II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities

Students’activities

1.Warm up : Ask Ss answer the questions

2.Presentation : -Start the lesson by doing a quick class survey on how many Ss use computers frequently and what they use them for (eg. Watching movies listeningto music, playinggames,accessing social media, doinghomework..)

-Ask Ss give examples of your own use of computers and mobile phones -Then have Ss work in pairs to discuss the questions .Call on some pairs to share their ideas once they have finished their discussion -Ask Ss write the ideas on the board

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Questions : -Do you have a computer / +Doyou like it ? +What are the benefits of using computers ?

A. Reading : 1. What are the benefits of using computers or mobile phones for leisure activities ? What are the harmful things it may bring us ?

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

-Explain the Language notes

-Ask Ss give examples

-Explain to Ss that these speech bubbles are from Quang and his friends . Ss may work in pairs or in groups but they will need to say why they think who says what , based on the information from the passage .Go through the phrases in the Language notes box with Ss .For one of the speech bubbles , demonstrate how you can use this language A; In my opinion , computer games train your

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2. Read the text and choose the correct answer :

*New words : -mind (n) -rely (v) -ban (n) -gaming (n) -get out (v) => 1-B 2-C 3. Write the questions for the answers based on information from the text 1. Is Quang ‘s garden real ?

2. What is problem with using technology in your free time ?

3.What leisure activities do teenagers do these days ?

4.What are the benefits of using the computer?

B. Speaking *Language notes : -Giving an opinion : + I think that ..... + In my opinion......

-Asking for an opinion : + What do you think ? + How do you feel about that?

-Agreeing : + I agree with you + That so true + Exactly -Disagreeing : +I’m afraid I don’t agree + I don’t think so 4. Quang and his parents are talking

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mind and your memory B; That so true -In pairs , have Ss choose a speech bubble and combine it with the language in the Language notes box

-Ask for volunteer to demonstrate their short exchanges

4.Consolidation : -Before the role-play starts , arrange Ss into 3 groups : the group that play Quang , The group that plays Quang’s parents and the group that plays his teacher -Ask each group to brainstorm how they are going to express their opinion .When they are ready , put Ss into new qroups which contain Quang ,Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in 4 for their role-play and emphasise that the phrases in the Study skill box should be used in their discuusion -if the time allows , call on 2 or 3 groups to repeat their role-play for the class 5.Homework : -Ask Ss learn by heart new words and grammar -Give examples with Language notes

about how he should spend his free time .Decide which statements are from Quang and which are from his parents -> Keys : Quang’s parents : Go on and play a sport .It’s good for you -Quang : I’ve made lots of friends from the game network -Quang : I think computer games train my mind and my memory -Quang’s parents : You see your real friends less and less -Quang : my English is much better because i surf the net Quang’s parents : Sitting for too long in front of the computer makes your eyes tired 5. Role-play : WHAT “S THE SOLUTION? Quang , his parents , and his teacher are discussing the impacts of his using the computer .Play the following roles

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

Preparing date: 17 /09/2018

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Teaching date: 19 /09/2018

Period 7 :

UNIT 1: LEISURE ACTIVITIES Lesson 6: SKILLS 2

I. Objectives.

By the end of the lesson, Ss will be able to - Practice writing to discuss an opinion about leisure activities.

- Practice listening for specific information about way of spending time with friends.

- Language practice: Organizing one’s ideas…

- Group-work, pair-work skills. => For being aware of spending time on leisure activities II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities Ss’ activities 1. Warm up.

Chatting: What do you usually do with S1- I read book your friends in your free time ?

S2– I listen to music S3-We play badminton/ football/ listen to music…

S4- I hang out/ go window shopping/ eat 2.Presentation out with friends… * Voc. * Voc. - suggest – ed (v): gợi ý - suggest – ed (v): gợi ý - basically (adv): về cơ bản, cơ bản - basically (adv): về cơ bản, cơ bản - physical health: sức khỏe thể chất - physical health: sức khỏe thể chất - This activity focuses students on practicing listening skills 1. Listening Ex1: Listen to the radio programme and - Ss read the 2 questions, underline the answer the questions. key words before listening 1. What is the topic of this week's programme?

2. Which two main ways does the - Ss listen again & complete the table programme suggest you can hang out 18

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- Individually work-compare- say aloud

3 .while lisening Ex 2. Listen to the radio programme and answer the questions.

- Play the recording again for Ss to answer the question .

- Ask for Ss’ answers and write them on the board next to their guesses.

T remarks and gives the answer key .

* Activity 2: Ex 3. Listen again and complete the table.

- Play the recording again for Ss to complete the table . * If you like staying indoors you can invite your friends over and watch movies and eat popcorn at home. It’s more comfortable than going to the cinema….

Writing:

with your friends?

In this week's programme we'll share with you some cool ways to hang out with your best friends after a busy week at school. Basically you can hang out indoors or outdoors. If you like staying indoors ask your parents if you can invite one or two friends over. Make some popcorn! Watch a movie! It's more comfortable than going to a cinema! Or if you’re feeling Creative, you can make crafts together. You'll feel satisfied once you finish something. If you fancy being outdoors, play some sports together.

Football, badminton, biking... you name it! Or it can simply be a relaxing walk in the park. All these activities are good for your physical health. Do you prefer something more exciting? Go downtown and do some people watching. It's fun. If you like something more organised, go to cultural centres, libraries, and museums. Educate yourself while having fun!

Ex 2. Listen to the radio programme and answer the questions. *Key: 1. The topic of this week’s program is hanging out with your friends.

2. There are 2 main ways: hanging out indoors or outdoors.

Ex 3. Listen again and complete the table. * Key: 1. movies 2. cinema 3. crafts 4.sports 5. physical health 6. people 7. cultural centre

* Writing to give an opinion.

Organizing your ideas.

- This activity focuses students on - Introducing your opinion: writing to give an opinion In my opinion,.. I believe - You study how to give argument - Explain your opinion: writing Firstly, secondly , thirdly… , finally.

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- Concluding / summarizing your opinion: For these reasons, …/ In short,… / As I 4.Post have noted,…

Ex4. Complete the following paragraph with the words in purple Ex4. Complete the following box paragraph with the words in purple - Ss do this exercise individually then box. compare their answers with a partner.

Key: Call on some Ss to give the answers.

1. In my opinion,/ I believe Confirm the correct answers and write 2. Firstly 3. Secondly them on the board.

4. Besides/ Also / In addition * Activity 5 : 5. For these reasons/ In short / As I have EX5 :Write a short passage about noted giving an opinion Ex5. Write a short passage about - Ss write their paragraphs individually . giving an opinion - Ask one St to write his/her paragraph Sample: on the board. Other Ss and T comment I believe the best leisure activity for on the paragraph on the board. Then T teenagers is any group activity. This collects some writings to correct at home could be a hobby group or even volunteering.

Firstly, teenagers like to feel that they belong t a group.

Secondly, being part of a group helps teenagers make friends. Friendships are very important to teenagers.

In addition to, they will make friends with people who have the same interests as them.

For these reasons, I think group activity is the best for teenagers.

3. Homework.

3. Homework.

- Learn new words/workbook: C. - Learn new words/workbook: C. Speaking Speaking - Prepare : Looking back + project.

- Prepare : Looking back + project.

- Do exercise 4, 5 as directed

V.Adjustment ……………………………………………………………………………………… ………………………………………………………………………………………

Preparing date: 20 /09/2018

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Teaching date: 22 /09/2018

Period 8: UNIT 1: LEISURE ACTIVITIES Lesson 7: LOOKING BACK & PROJECT I. Objectives.

By the end of the lesson, Ss will be able to review.

- Knowledge: Revise the knowledge they’ve learnt about the topic “Leisure activities” - Skills: Practice reading, speaking & writing skills (Ind. PW, GW) - Attitude: Co-operation & aware of spending time on leisure activities II. Content: - Vocab: Leisure activities - Grammar: + Verbs of liking + gerunds + Verbs of liking + to - infinitives III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 1Class organization.

- Greeting.

- Checking attendance: 2New lesson.

Teacher’s activities 1. Warm up.

Ss’ activities - Ss read aloud your writing - This activity focuses ss on their - Others try to give your ideas homework & telling aloud how they 1. Vocabulary.

Ex1. Which one is the odd one out? spend their free time 1. DJY 2. hanging out 3. hospital - Ss read aloud your writing 4. detest 5. boring 6. computer - Others try to give your ideas Ex2. Rearrange the letters to find the 2. Presentation: name of the activities. * Activity 1: 1. socializing with friends.

Ex1: Ss do this activity individually 4. doing DJY then compare their answers with a 2. relaxing partner. Check and confirm the correct 5. using computers answers. Then Ss read their sentences 3. communicating with friends out loud .

6. making crafts Activity 2: Grammar: Ex2: Ss do this activity individually * Verbs of liking + V-ing / To V then compare their answers with a Ex 3. Fill in the gaps with the correct partner. Check and confirm the correct form of the verbs answers.

Key: 1. working 2. to learn / learning 3. seeing 21

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4. doing 5. meeting 6. play Ex 4. Complete the following sentences with your own ideas. * Activity 3: - This activity focuses ss on reminding 1. My best friend doesn’t mind cooking the use of verbs of liking & how to and doing the housework. organize their ideas when giving 2. Do you fancy making crafts in your free time? arguments 3. My father used to hate driving in busy - Ss retell how to use verbs of liking street but now he likes doing it.

- Ss do this activity individually .

4. I love caring for trees and flowers in - Give feedback. the garden. * Activity 4 5. My cousin detests going out on cold Ex4: Ss do this exercise individually days. then compare their answers with a Ex 5. Choose the most suitable words / partner. Call on some Ss to give the phrases to fill the gaps. answers.

Key: 1. Firstly - Confirm the correct answers and write 2. Secondly 3. Thirdly them on the board.

4. In addition 5. In short * Actvity 5 Ex5: Ss do this exercise individually COMMUNICATION then compare their sentences with a Ex 6 Choose from the leisure activities partner. Some Ss write their sentences in this one activity you think is fun one activity on the board. you think is boring - Give feedback. one activity you think is exciting one activity you think is good for COMMUNICATION: Ex6: - This activity focuses ss on physical health . practicing speaking about different one activity you think is good for mental leisure activities in this unit & heal discussing how to make a poster to Ex : I think doing exercise is good for physical health . Beacause It helps us promote a group leisure activity keep fit and stay healthy .

- For each activity you choose, you should be able to give at least one - Ss complete the self-assesment. reason - Then exchange their idea with a partner.

PROJECT - You make a poster: Plan a trip to the JOIN OUR LEISURE ACTIVITIES. countryside/ Prepare for a picnic to Mau In a small group decide on a leisure activity that you would like to organize. It Son Mountain/ Visit a museum…

- Work in pairs exchange their ideas// in could be a team sport, or a craft-making activity. Plan a poster advertising your groups 22

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Finished!

Ask Ss to complete the self-assesment.

Identify any difficulties/ weak areas and provive further practice.

PROJECT - Ask Ss to read the instructions in the book - Ss work in group to do the project.

- Explain the activity and include some pictures Explain why this activity is fun/exciting/interesting Give information about the meeting time and place Tell classmates what they should bring to do the activity 3. Homework.

- Review Unit 1. Do project - Prepare: Unit 2: Getting started

activity. Include the following on your poster: Use the poster to present the activity to the rest of the class. See how many classmates will sign up to your activity.

3. Homework.

- Review Unit 1. Do project - Prepare: Unit 2: Getting started

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

Preparing date: 23 /09/2018

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Teaching date: 25 /09/2018

Period 9:

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: GETTING STARTED

I. Objectives.

- By the end of the lesson Ss can understand “Life in the countryside” ”, review vocab related to the topic of life in the countryside.

- Training listening, reading, speaking, writing skills.

II. Content: - Vocab: life in the countryside - Grammar: Comparative forms of adjectives and adverbs III. Preparations: - Materials: Ss’ books, text books, tape & radio.

IV. Procedures: Teacher’s activities 1. Warm up: Brainstorming

Countryside 2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - Take notes down on their notebooks.

3. Listen and read: Pre-questions: + What is the coversation about? + Which season is harvest time in? + Have you ever taken part in harvest time? + What do you think the countryside is like at harvest time? + What do the farmers do? + What do the children do?

- Play the tape twice and get Ss to practice reading in pairs. a. Are these sentences true (T) or false (F)?

- ? Ss to work independently after reading the sentences and decide if they are true or false.

- Compare their answers to partners b. Answer the following questions.

- Get Ss to try to answer the questions without referring to the conversation first.

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Ss’ activities - Give more information about countryside - peaceful / quiet - boring / hardworking ….

Vocabulary: - harvest time: mùa gặt - load (v): bốc lên, xếp lên - buffalo-drawn cart: xe trâu kéo - herd (v): chăn, dắt - envious (a):đố kỵ, ghen tỵ, thèm muốn - charades: trò chơi đố chữ - Check out the conversation and then give the answers to the questions.

a. Write correct answers on the board.

Key: 1-T 2-F 3-F 4-T 5-T b. Correct the answers: 1. He’s in the countryside 2. Right on his first day there.

3. It’s big and colouful.

4. His grandfather

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Then Ss refer to the conversation again for 5. Yes, he does c. Check their answers: the correct answers.

4. paddy field c. Complete the sentences with the words 1. colourful 2. more slowly 5. herding in the box.

6. buffalo- Ask Ss to look the words in the box and 3. harvest time make sure they understand their meanings. drawn cart d. Suggested answers: - Get Ss to do exercises d. In groups, discuss and find how Nguyen He likes it “ …it’s more exciting than I expected” feels about his stay in the countryside. “ It (the kite) looks great up there in the Tick (√) the appropriate box. Look for sky” expressions from the conversation to support your ideas. “ I ive more happy here, and there’s still - Have Ss work in small groups to discuss a lot more to explore” and tick the correct box and look for 2. Write the correct answers: expression to support their answers.

1-c 2-f 3-a 4-c 5.d 3. Match the activities with the pictures. 6.b - Ask Ss to work independently to label the pictures. Have them compare their 3. Example: answers with a partners.

- They climb trees 3. Can you think of some more things that - They go swimming in the river children do in the countyside? Make a list. - They ride / herd the buffaloes/ cows - Ask Ss to work in pairs to brainstorm - They go flying their kites more countryisde activities in limited time - They play football….

(3’).

- Call on each pair to share their list with - Play a game as directed. the class.

- T writes the combined list of activities on 5. Consolidation the board and leaves it there to be used in - Consolidate the lesson the next activity.

6. Homework - Ask Ss to learn new vocab by heart 4. Game: COUNTRYSIDE and give more countryside activities.

CHARADES - Divide the class into two teams for this game.

- Direct Ss to play this game.

5. Consolidation - Consolidate the lesson 6. Homework - Ask Ss to learn new vocab by heart and give more countryside activities.

V.Adjustment………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

Preparing date: 24 /09/2018

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Teaching date: 26 /09/2018

Period 10:

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 2: A CLOSER LOOK 1

I. Objectives.

- By the end of the lesson Ss can + Pronounce correctly words containing the clusters /bl / and /cl/. + Use lexical items related to topic of life in the countryside.

II. Content: - Vocab:topic of life in the countryside - Grammar: Comparative forms of adjectives and adverbs III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work, group work, individual work IV. Procedures: Teacher’ activities Students’activities 1, Warm up: Brainstorming Countrysid e activities 2, Presentation - Have some Ss repeat the words/ phrases indicating the topic of life in the countryside - Ss listen to the recording and repeat the words.

3, Practice - Ss work in pairs to do this activity after reading all the sentences carefully to make sure they understand them.

- Ss share the answers.

- T writes the answers on the board.

- T explains how to do this exercise

Vocabulary: - hay: cỏ khô - pole: cọc, cột sào - cattle: gia súc - wild (a): hoang dại - vast (a): rộng lớn, mênh mông - nomadic (a): thuộc về du mục - blackberry: cây/ quả mâm xôi - scenery: phong cảnh - bloom: sự nở hoa - blossom (v,n) ra hoa, trổ hoa 1. Listen and repeat the words 2. Put the words in 1 into the appropriate category. Some words can be used in more than one category.

Keys: -People: friendly, brave, boring, nomadic, colorful - Life: slow, hard, boring, inconvenient, peaceful, nomadic, colourful.

- Scenery: colourful, vast, peaceful.

3. Match the nouns/ nouns phrases in the box with each verb.

Key: 26

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- T elicils the correct answers”

-ride: a horse, a camel -put up: a tent, a pole -collect: hay, water - herd: the buffaloes, the cattle -pick: wild flowers, apples 4. Use the words in 1 and 3 to complete the sentences. Remember to use the correct form of the verbs.

Key: - Ss use the vocabulary they have 1. picking 2. inconvenient, collect learnt in 1 and 3 to do this 3. herd 4. ridden, brave exercise.

5. peaceful 6. Nomadic - Ask Ss to look at the sentences 7. vast 8. put up, hard and decide if an adjective or a PRONUNCIATION: Clusters /bl / and /cl/ verb is missing.

5. Listen and repeat the words . Pay attention to the initial clusters.

- Have Ss read the words first - T plays the recording and get Ss to listen and repeat the word they hear.

- Play the recording again.

- Ask Ss to circlet the words they hear.

- Ss compare the answers in pairs.

- T checks the answers.

6. Listen again and put the words in the correct column.

1. blame 2. blast 3. blue 4. clock 5. close 7. Listen to the sentences and repeat.

1. blowing 2. climbed 3. bloom 4. clear, bolue 5. blind

- Ss do this exercise individually first, then compare their answers with their partners - T check the answers and give the feedback.

4, Consolidation 8, Consolidation - Ask Ss to review the words, and - Ask Ss to review the words, and clusters they clusters they have learnt. have learnt.

- Direct Ss how to exercise in the - Direct Ss how to exercise in the workbook. workbook.

5, Homewrok 9, Homewrok - Ask Ss to review what they have just learnt - Ask Ss to review what they have just learnt V.Adjustments:………………………………………………………………………… …………………………………………………………………………………………

Preparing date: 27 /09/2018

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Teaching date: 29 /09/2018

Period 11:

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3:

A CLOSER LOOK 2

I. Objectives.

- By the end of the lesson Ss can use comparative forms of adverbs of manner.

II. Content: - Vocab:topic of life in the countryside - Grammar: Comparative forms of adjectives and adverbs III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students - Write the words that have the sound I, Warm up: /bl / and /cl/ - Call Ss to review the Comparative II, Presentation: Grammar Review the Present Simple and Future forms of adjectives and adverbs Simple 1. more/ less + adverb + than.

2. adv-er + than + …..

3. Irregular: well-> better badly-> worse III, Practice 1. Complete the passage below with a - Ss do this exercise individually first, then suitable comparative form of the compare their answers with their partners adjective provided.

Key: 2. easier - T check the answers and give the 1. higher 3. better 4. more exciting feedback.

5. more convenient 6. happier 7. more friendly 8. fast 9. safer 10. best 2. Complete the sentences with - Ss work in pairs to do this activity after suitable comparative forms of reading all the sentences carefully to make adverbs in the box. sure they understand them.

Key: - Ss share the answers.

1. more slowly 2. more soundly - Check Ss’answers and write them on the 3. less traditionally 4, more board. generous 5, more healthily 3. Finish the sentences below with a suitable comparative form of hard, early, late, fast, well and badly.

- Direct Ss to do this exercise 1. better 2. faster 3. later 4. harder 5. worse 6. earlier 4. Underline the correct comparative 28

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- Ss do this exercise individually first, then compare their answers with their partners.

- T check the answers and give the feedback.

- Ss do this exercise in pairs.

- Ss write sentences using the pictures as clues.

- Call some Ss to write their sentences on the board.

IV, Production - Ss do review what they have learnt.

V, Homework - Ask Ss to do exercises on the workbook and prepare the next lesson.

forms to complete the sentences.

1. more optimistically 2. more popularly 3. less densely populated 4. more quickly 5. more easily 6. better 5. Write the answers to the questions below.

Key: 1. The countryside is more peaceful (than the city) 2. A computer works faster at calculus (than a human being) 3. Life in a remote area is harder (than that in a modern town) 4. Ho Chi Minh City is more expensive (than Hue) 5. Animals can smell better than human beings.

IV, Production - Ss do review what they have learnt.

V, Homework - Ask Ss to do exercises on the workbook and prepare the next lesson.

Adjustments: ……………………………………………………………………………………… ………………………………………………………………………………………

Preparing date: 30 /09/2018

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Teaching date: 02 /10/2018

Period 12:

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: COMMUNICATION

I. Objectives.

- By the end of the lesson Ss can + Talk about what they like and dislikeabout life in the countryside + Use lexical items related to topic of life in the countryside.

II. Content: - Vocab:topic of life in the countryside - Grammar: Comparative forms of adjectives and adverbs III. Preparations: - Materials: Ss’ books, text books.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students - Write the comparative of the adjectives/ 1, Warm up: adverbs: ( good, fast, badly, boring, expensive, healthily, traditionally…)

2, Presentation Extra vocabulary: - Introduce new words - disturb : làm phiền - Have Ss read new words individually. - beehive: tổ ong - attitude: thái độ - Check new words: Rub out and - experiences: trải nghiệm remember 3, Practice 1. Read the posts on “Holidays in the - Ss read the posts countryside” - Check that everybody understand the meaning of each post.

2. What are the attitudes of these people towards their experiences?

- Have Ss do this exercise Tick(√) the appropriate box. independently. Ask them to look for Positive Neut Negative expressions which help them decide ral their answers.

Dennis √ -Ask Ss to write their sentences on the Julie √ board.

Phirun √ - Other Ss or T give comments.

Yumi √ Emi √ Lan √ Bob √ ….

4, Production 3. Work in group. Reply to the post in - Ss work in groups between five and 1. Write down your replies.

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seven to reply to each post with their own opinion. Hand out a piece of blank paper for each post - Have the groups write the name of each post at the top (eg: Bob from London).

- Call on some Ss to report the answers to the class.

5, Homework - Ask Ss to review vocabulary and structure they have already learnt.

Bob: In my opinion, the countryside has benefits that a boring person would never discover Helen from Devonshire Bob: I think this is one of the reasons for urbanisation Vu from Da Nang - Review vocabulary and structure

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

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Preparing date: 01 /10/2018 Teaching date: 03 /10/2018

Period 13:

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson5: SKILLS 1

I. Objectives.

- By the end of the lesson Ss can: + read for specific information about an unsual lifestyle in the countryside. + Talk about what they like and dislikeabout life in the countryside + Use lexical items related to hobbies.

II. Content: - Vocab:life in the countryside III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teachers’ activities Students’ activities - Do you like living in the countryside?

1, Warm up: Chatting - Why/ Why not?

2, Pre-reading Extra vocabulary: - pasture: đồng cỏ - Introduce new words - grassland: đồng cỏ - dairy product: thực phẩm từ sữa - Have Ss read new words individually.

-ger: lều - circular: vòng, vòng quanh - transported : xúc động mạnh - chore: công việc nhà 3, While-reading:

1. Quickly read the passage and choose the most suitable heading - Ss quickly read the headings first and A,B,C or D for each paragraph. make sure they understand their meanings, Key: then read each part of the passage and 1. B The importance of cattle to the choose the correct heading for it.. nomads 2. C. The nomads’home - Ss work individually to read the headings 3. A. Nomadic children’s lives again, then give their answers - Compare the answers with a classmate.

2. Match the descriptions with the - Have Ss explain their answers or they words/ phrases from the passage. can either paraphrase the information from Key: 1. b 2.d 3.e 4.a the text or read out loud the part of the text 5.c where the answer to each question is located.

3. Read the passage again and choose - Confirm the correct answers. the best answer A,B,C or D. Key: 1.A 2.C 3.A 4.B 5.B 32

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- Ss underline parts of the text that help them find the answers.

- Ss share their answers with a partner.

- T checks and confirm the correct answers 4, Speaking: - Ask Ss to work in pairs to interview what she/he likes / doesn’t like about the nomads.

- Encourage Ss to think creatively.

6.D

4. Work in pairs. Interview your partner to find out what he/she likes/ doesn’t like about the life of the nomads Example:\ A: What do you like about their - Ss work in groups and take turns talking nomadic life? about the nomads.

B: Well, the children learn to ride a - Call on some Ss to report on their likes horse. and dislikes.

A: And what don’t you like about it?

- T can monitor the conversations and note B: They can’t live permanently in one down common errors. If time permits, T place. can correct the errors with the class.

5. Work in pairs. Discuss and find.

- two things you like about life in the countryside.

- two things you dislike about life in the countryside - Review vocabulary and structure 5, Homework - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

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Preparing date: 04 /10/2018 Teaching date: 06 /10/2018

Period 14:

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

I. Objectives.

- By the end of the lesson Ss can: + listen for specific information about changes in the countryside. + write a short paragraph about a changes in the countryside.

II. Content: - Vocab:life in the countryside III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’activities Students’activities 1, Warm up: Brainstorming Life in the countryside - Ask Ss to talk about their likes and dislikes in the countryside 2, Pre-listening: - Give Ss some questions:

+Questions for discuss: + Do you live in the village or in town? + Are there any changes in your home village nowadays?

3, While-listening: 1. Listen to a boy talking about changes - Give Ss time to look at the changes. in his village and tick ( ) the changes Ask questions to make sure that Ss he mentions. understand the meanings of the words/ Key: phrases.

- B, C E, F - Play the recording again to check the 2. Listen again and say if the sentences answers. are true or fasle.

- Ask Ss to read the sentences and play Key: the tape again.

1. F 2.T 3.F 4.T 5.T - Get Ss to give the answer 3. Listen again and answer the questions in no more than Four words.

Key: - Ask Ss to read the questions first to 1. His parents see what kind of information they need 2. Life outside their village to find and give their answers.

3. Nearby/ Near the village - Check Ss’answers.

4. A nomadic life 4, Pre-writing: 4. What do you think? Which changes - Remind Ss of the changes in the in the listening do you see as positive? village from the listening passage. T can Which do you see as negative? Support help by writing the changes in brief on your opinion with a reason. Write it the board as a guide for the writing out.

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exercise.

5, While-writing: - Place Ss into small groups of three or four.

- Ss in each group work together to decide which rural area they will talk about. Then they discuss and note down some changes they can find in this area.

6, Post –writing: - Call some good students to show their writing before class.

7, Homework - Ask Ss to rewrite and reread their writings.

- earthen houses -> brick house Example: It’s good for the villagers to have TVs. They can now have more fun and learn more about different people and different places.

5. Work in groups. Discuss and find some changes in a rural area. Make notes of the changes.

6. Write a short paragraph about the changes.

Suggested: - The first change is…..

- The change we are most interested in is…..

- Read their writing out loud before class.

7, Homework - Ask Ss to rewrite and reread their writings.

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

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Preparing date: 08 /10/2018 Teaching date: 10 /10/2018

Period 15:

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 7: LOOKING BACK & PROJECT

I. Objectives.

- By the end of the lesson Ss can: + Review the vocabulary, structures in the whole unit. + Practice speaking about changes in the countryside.

II. Content: - Vocab:life in the countryside III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’activities Students’activities 1, Warm-up: Life in the countryside

2, New lesson: - Ss do this activity individually then compare their answers with a partner.

- Check and confirm the correct answers.

- Ss read their answers out loud.

- Ss look at the pictures, then at the verb that goes with it. Ss write the sentences in their full forms.

- T goes round while S are writing and helps Ss with any difficulties - Check and confirm the correct answers.

- Ss read their answers out loud.

- Ss do this activity in pairs.

- T gives the feedback

1. Use the words and phrases in the box to describe the pictures. Some words / phrases may be used for more than one picture.

Key: Picrure a: peaceful, vast, quiet, paddy field Picture b: quiet, colourful, paddy field, harvest time, rice Picture c: peaceful, vast, quiet, nomadic life, inconvenient, ger, pasture, cattle, horses.

2. Look at each picture and write a sentence describing what each person is doing. Use the verbs in brackets.

Keys: 1. A boy is riding a horse.

2. A man is herding his cattle.

3. A girl is picking apples.

4. A boy is flying a kite.

5. The children are running around in the fields.

6. A woman is collecting water from the river.

Grammar.

3. Look at the pictures and complete the 36

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sentences, using suitable comparative forms - Ss do this activity individually of the verbs in brackets.

Key: then compare their answers with a 1. faster than 2. earlier than partner.

4. more skillfully - Call some Ss to give their answers. 3. better ..than - Check and confirm the correct than answers.

5. more beautifully ….than - Ss do this activity individually 4. Read the situations and complete the then compare their answers with a sentences with suitable forms of the verbs in partner. brackets.

- Some Ss to write their answers on 1. …..faster than a camel the board.

2. …..more happily than those in the city - Give feedback 3. …….more heavily on the weather then people in many other jobs.

4. …..worse than I do -Ss work in groups. They take turn Communication: to ask the questions and note down 5. Work in groups. the answers.

You are planning a trip to the countryside.

Work together and answer the question: - Ask some pairs to act out the What will you do during the trip to the interview in front of the class. countryside?

Write the answers in the table below.

3, Production - Ask Ss to complete the selfassessment. Identify and difficulties/ weak areas and provide further practice.

4, Consolidation: -Ask Ss to review the lesson.

5, Homework -Ask Ss to do exercises in the workbook

Finished! Now I can…

- use words/ phrases to describe life in the countryside - use comparative forms of adverbs of manner.

- pronounce words containing clusters /bl/ and /cl/ correctly in isolation and in sentences.

- talk and write about life in the countryside and ways it has changed.

- Review - Do homework at home

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

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Preparing date: 08 /10/2018 Teaching date: 10 /10/2018

Period16:

REVISION UNIT 1 & UNIT 2

I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

IIContent Review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: T’s activities Sts s activities 1. Warm up T ask Ss what they have learnt so far in I. Reading terms of skills .Then summarise their answers and add some more information Activity 1 if necessary.

2. Activities - Give ss some tip to do this kind of reading text. a.

Ss read the letter once or twice.

1, 2, 4 : T T clarifies anything they do not understand 3,5: F fully. a.Ss do the task individually, then b. compare their answers with a partner.

1. Which museum does Kim love to visit T correct answers. on Saturday afternoons?

2. How many ( clay and stone) objects b. Ss work in pairs . are on display at the museum ?

T correct as a class 3. What can you learn in this museum/ Da Nang museum?

II. Speaking Activity 2 : Talk about what your family member like to do in their free time.

2. Ss work in pairs and talk about what their family members like to do in their free time. Encourage them to talk as much 38

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as possible, using the verbs of liking they have learnt.

After some time, T let Ss swap pairs and II. Listening continue to talk. T goes around and gives Activity 3 assistance if necessary.

Keys : 1. B 4. C

3. Play the recording once or twice.

Ss listen and choose the answers

2. A 5. B

3. A

Ss listen to the recording again and check the answers III. Writing T explain the new words or anything Activity 4 difficult if necessary.

Sample writing: In my opinion, life in the countryside 4. T has Ss brainstorm ideas about life in has many good points. Firstly, country the countryside : advantages, dis folk are friendlier than city folk. advantages, what they like and Secondly, life is slower and simpler than dislike,……….. and words and phrases in the city. The food is fresher and the they need for the writing.then explain the air is cleaner. Finally, there are lots of writing task. traditional activities that we can do in Give Ss time to do the writing task. Then the countryside such as horse- riding, correct their papers to check out of class. swimming in the river or kite-flying. For 3. Homework these reasons, I like country life.

- Test yourself 1 in workbook - Prepare for the 45 test V. Adjustment: ............................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .

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Preparing date: 11 /10/2018 Teaching date: 13 /10/2018

Period 17:

Unit 3: PEOPLES OF VIET NAM Lesson 1: GETTING STARTED

I. Objectives.

By the end of the lesson, Ss will be able to know some words, phrases related to Viet Nam and use them to talk about Viet Nam. II. Content: - Projector.

III. Preparations: - Materials: Ss’ books, text books IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities 1. Warm up.

- T introduces the topic “ The Museum of Ethnology” Ask: What can you see in the picture?

-Do you know these characters?

-Where are they now?

- What may they talk about? + Play the recording. Ss listen and read.

2. Activities.

1-a: Ss work independently or in pairs to find the opposite of these words in the conversation. b- Ss work individually to read the questions and give answers.

C- Colloquial expressions.

Tell Ss to refer back to the conversation to find the phrases. Ss practise saying them together .Explain the meaning to the Ss, then give some examples.

Ss’s activities * Vocabulary: ethnic: minority: ethinic group : ethinic minority people: custom: heritage: a. find the opposite of these words in the conversation.

1. interesting 2. largest 3. minority 4.southern. b. Answer the following questions.

1. They are in The Museum of Ethnology.

2.They want to know about the ethnic group of Viet Nam. 3. There are 54....

4.The Viet...

5. Yes, they do c. Can you find the following expression in the conversation? Explain what they mean?

1. Used as reply, agreeing with what sb has just said, or emphasising that it is correct.

2. used to show a strong reaction to sth.

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d. Ask Ss to role-player the short conversations in pairs before creating their short role-plays. More able Ss can try to extend the conversation.

2. Ss work in pairs and label each picture. Then T lets Ss read each word correctly. Check and correct their pronunciation.

3. Ss do the task by themselves. After that they swap their answers in their partner. T corrects as a class. Then let them repeat the words/ phrases in chorus.

4. work in pairs. Ask and answer the question. T gives correction. T may call on some pairs to talk before the class.

3. Homework - Learn new words and phrases - Prepare A closer look 1.

3. used to show you understand what some said.

4. used to show that you think something is great. d. Work in pairs. Use facts from the conversation to m ake short role-plays using the expressions in C Example: A: some groups love in mountains regions.

B: how interesting.

2. use the words and phrases to label each pictures.

1. five-coloured sticky rice.

2. terraced fields 3. festival 4. folk dance 5. open-air market.

6. musical instrument 7. costume 8. stilt house.

3. Complete the following sentences with the words and phrases in the box.

1. ethnic 2. Heritage site 3. Stilt houses 4. festivals 5. member 6. Terraced fields.

4. work in pairs. Ask and answer, using these cues.

1. which ethnic group has the smallest population?

2. Do the Hmong have their own language?

3.........................................

V.Adjustment ……………………………………………………………………………………… ……………………………………………………………………………………… ………………………………………………………………………………………

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Preparing date: 14 /10/2018 Teaching date: 16 /10/2018

Period 18:

Unit 3: PEOPLES OF VIET NAM Lesson 2:

A CLOSER LOOK 1

I. Objectives.

By the end of the lesson, Ss will be able to use the lexical items related to cultural groups of Viet Nam. Pronounce words containing clusters /sk/, /sp/ and /st/ correctly in isolation and in context.

II. Content: - Projector.

III. Preparations: Book,text book IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities 1. Warm up.

- Brainstorm the Ss: let them list the names of the ethnic groups they know, they live, their costumes, their way of life, culture, folk songs... Encourage them to guess and call out as many words as possible.

2. Activities.

VOCABULARY T explain and give examples of adjs.

Ask Ss to give some more .

Ss work in pairs to match the adjs with their opposites. then write out their answers 2. Ss work individually to do the task.

Some Ss write answers on the board.

Correct them.

3. Let Ss work in pairs discuss what the word is for each picture. T goes around and gives assitance if necessary, and check their answers.

Ss’s activities

I- Vocabulary complicated(a): hunt: insignificant(a): waterwheel(n): shawl: tradition(n): 1.Match the adjs in A with their opposites in B. 1.d 2.c 3.g 4.a 5.f 6.e 7.b

2. Use some words from 1 to complete the sentences.

1. written 2. traditional 3. important 4. Simple, basic 5. rich 3. Work in pairs. Discuss what the word is for each picture. Then first and last letters of each word are given.

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1. ceremony 2. Pogoda ( Ly Son) 4. waterwheel ( in the north) 5. shawl ( of the Thai women) 6. basket ( of the Sedang).

PRONUNCIATION II- PRONUNCIATION 4. First, T give examples of clusters /sk/, clusters /sk/, /sp/ and /st/ /sp/ and /st/. Let Ss practise the sounds 4. Listen and repeat the following words. together. Ask Ss to observe the T’s mouth and listen to the teacher for these two sounds carefully. Play the recording 5. Listen again and put them in the right and let Ss listen and repeat as many column according to their sounds. times as required. Correct their /sk/ /sp/ /st/ pronunciation. skateboard speech stamp 5. Play the recording again. Listen school display first carefully and put the words in the right basket crisp station columns. task space instead Note: “ school” 6. Listen and read the following sentences. Then underline the words with 6. Play the recording 2 or 3 times. Help the sounds /sk/, /sp/ and /st/ Ss distinguish the sounds /sk/, /sp/ and 1. speak 2. instead ....staying /st/ and recognize all the words with the 3. speciality ......spicy three sounds, then underline them as 4. student...........studying ....schools. assigned.

5. most .....schooling.

T asks S to give other words they know which are related to the life of ethnic minority people.

3. Homework -Learn new words and phrases Prepare A closer look 2.

V.Adjustment .......................................................................................................................................... ..........................................................................................................................................

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Preparing date: 15 /10/2018 Teaching date: 17/10/2018

Period 19:

Unit 3: PEOPLES OF VIET NAM Lesson 3: A CLOSER LOOK 2

I. Objectives.

By the end of the lesson, Ss will be able to use ask and answer different question types and use articles a, an and the.

II. Teaching aids: - Projector.

III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

Ss’ and T’s activities 1. Warm up.

Chatting: You have already Yes/No questions and Wh-questions. Can you recall all types of questions and question words they have learned sofar.

2. Activities GRAMMAR Give Ss about 5 minutes to read the passage.

Call Ss to read aloud to the class.

Check their pronunciation and intonation.

Ex 2. Ss work in pairs and write questions for the answers given .

Have Ss come up and write their questions on the board.

T gives correction

Have Ss read the Look out!

Ex 3. Ss work independently to complete the task. Then Ss compare their answers with a partner.

Contents Some types of questions and question words: What, which, who...............

Vocbulary: costume(n): multicultural(a): diverse(a): speciallity(n): I. Question : Review 1. Read the passage.

2. Now write questions for these answers.

Example: 1.Who is living in the house?

2.Howmany children do they have ?

3.Do the grandparents say at home ?

4. How often does Mrs Pha go shopping?

5.How far is Vang’s boarding school?

How far is the town?

6. when does Vang go home ( everyweek)?

7.How do they live?

8. Would they like to live ( in a modern flat) in the city? * Look out ! ( In Studentbook) 44

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Ex 4. Let Ss work in pairs While Ss do their task, T goes round to monitor the whole class. When Ss finish their task, call some to read out questions and answers. Let others give comments, T corrects mistakes if necessary.

-Ss work in groups. They take turns to ask and answer questions.

3. complete the questions using the right question words?

1. who 2. which 3.which 4.which 5.what 4.work in pairs. Make questions and answers them 1.who do the shopping in your family?

2. Who is the principal of our school?

3. Which subject do you like better, English or Math?

4. What is the most important festival in Viet Nam? - Lunar New Year 5. Which ethnic group has a larger population, the Khmer or Cham.

- the Khmer : 1,260,600. ( The Cham :161,700) II. Articles: a, an, the.

- T asks Ss to read the grammar box, then explains these ues of the articles, going through the examples given in the box.

- T asks Ss to make sentences using the articles in the same way.

Draw Ss’ attention to the Look out !.

Read out the sentences to show that sounds are what determines whether “an” EX: is used.

You have an hour to prepare.

Ex 5: Ss do this exercise individually, then compare their sentences with a ...................................... classmate. Call on some Ss to write their sentences on the board. Ask other Ss for * Look out ! ( In Studentbook) their comments. Correct any mistakes.

- Dicuss the reason for the articles usage 5. Underline the correct articlses to in each sentences. finish the sentences.

Ex 6: - Ss quickly read the passage 1. a 2. the 3. the 4. the 5.the 6.a without paying attention to the blanks.

Check any unfamiliar vocabulary so that everybody understands of meaning of the passage.

Ss do this exercise individually and give T the answers, Confirm the correct 6. Insert a, an or the in each gap to answers. finish the passage.

Dicuss the reason for the articles usage in each sentences.

1. a 2.a/the 3. the 4. an/the 5. the 6.an 3. Homework - Do exercise part A, B workbook Prepare: Communication V.Adjustment ........................................................................................................................................ .......................................................................................................................................... ..........................................................................................................................................

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Preparing date: 18 /10/2018 Teaching date: 20 /10/2018

Period 20:

Unit 3: PEOPLES OF VIET NAM Lesson 4: COMMUNICATION

I. Objectives.

By the end of the lesson, Ss will be able to know names of the ethnic groups of Viet Nam and talk about them II.Content.

- Projector.

III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities 1. Warm up - Have you ever heard about the ethnic groups of Viet Nam ?

- What do you know about them?

2. Activities Ex 1: Ss work in pairs to do the quiz T checks and gives explaination.

Ex 2: Ss work in groups and write down the ethnic groups groups in the correct boxes.

T goes round to monitor the whole class.

Encourage them to add other ethnic groups they know.

Ss’ activities

• Vocabulary: terrsced field: ……………..

1: What do you know about the ethnic groups of Viet Nam ? Work in pairs to answer the questions.

1.B 2. A 3. C 4. B 5.C 6.A 2. Where do these ethnic groups mainly live? Work in groups. Write down the names of these ethnic groups in the correct boxes. Can you add more Northwest region : Viet, Hmong, Lao Northeast region : Viet, Hmong, Nung, Tay. Red River Delta: Viet The Centra Highlands: Viet, Bahnar, Brau, Ede, Giarai, Sedang.

Mekong River Delta: Viet, Cham, Khmer.

Ex 3. Bring the class back together.

Write on the board subjects that Ss can talk about in relation to these groups.

Elicit these sujects if possible: - location - lifestyle - costumes - foods - festivals/ ceremonies 3. Choose one group and talk about - marriage / weddings.............

T gives some facts and show pictures to them 46

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facilitate the activity.

T give Ss time to prepare, and then let them talk in groups 3. Homework - Do exercise part C workbook Prepare: Skills 1 V.Adjustment ........................................................................................................................................ .......................................................................................................................................... .........................................................................................................................................

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Preparing date: 21 /10/2018 Teaching date: 23 /10/2018

Period 21:

Unit 3: PEOPLES OF VIET NAM Lesson 5: SKILLS 1

I. Objectives.

By the end of the lesson, Ss will be able to read a passage about the life of ethnic group. Talk about the life of ethnic group II. Content: - Projector.

III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities 1. Warm up - Chatting: Look at the picture and make guesses the answers: + Which ethnic group are they ? + where do the Thai people live? + What is their population?

2. Activities.

READING Ex1: Ask Ss to read the text and underline any words they don’t know .

T et SS read in chorur once. The, call on some individuals to read aloud to the class.

Give Ss time to dicuss the 2 questions in pairs and give keys.

T corrects them Activity2 Ex 2: Tell Ss to read the passage two or three times. Set a strist time limit to ensure Ss read quickly for specific information.

Explain the new words and clarify anything difficult.

T asks to do the task.

T checks the answers as a class.

Ex 3. T asks to read the passage again and answer the questions.

Ss’ activities

• Vocabulary: ancestor: ceremony: I- Reading.

1. Work in pairs. Answer the questions: 1. Lai Chau, Son La, Yen Bai, Hoa Binh , Thanh Hoa, Nghe An. 2. About one and a half million people.

2. Complete each sentence, using a word from the text 1. farmers 2. bamboo 3. stilt 4. songs 5.ceremonies.

3. Answer the questions.

1. yes, they do 2. Their main food is rice.

3. It is well-know for being unique, colourful and strong.

4. Thai women do 48

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Ss ask and answer in pairs. T checks the answers as a class.

Activity3 Speaking Ex 4: T devides the class into 2 groups, each preparing to talk about one ethnic group.

T goes around to assist if necessary .

Then ask some volunteers to present to the rest of the class.

Ex 5:T lets Ss talk about YOUR own ethnic group.

T ask them to focus on one or two aspects such as : clothing, food, ways of living, customs and traditions, festivals, beliefs or changes in the life of their people over time.

3. Homework - Do exercise part D workbook - Prepare: Skills 1

5. They worship their ancestors II- Speaking 4. Read some facts about the Bru-Van Kieu people and the Khmer people.

Work in groups. Choose one of the two ethnic groups and talk about it.

5. Talk about YOUR own ethnic group.

1. We should cross the street at the zebra crossing.

2. He/ She must always fasten the seabelt.

3. No, He/ She shouldn’t. Because it is dangerous.( He/ She may cause an accident.)

4. We must give a signal.

5. Because the other road users can see them clearly and avoid crashing into them.

V.Adjustment ........................................................................................................................................ .......................................................................................................................................... ..........................................................................................................................................

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Preparing date: 22 /10/2018 Teaching date: 24 /10/2018

Period 22:

Unit 3: PEOPLES OF VIET NAM Lesson 6:

SKILLS 2

I. Objectives.

By the end of the lesson, Ss will be able to listen for specific information about a traditional dish, write the recipe for a traditional dish.

II. Content - Projector.

III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

Ss’ and T’s activities 1. Warm up.

- Show pictures of sticky rice and ask Ss to dicuss 2 questions: 1. Do you like sticky rice?

2. When do we traditionally have sticky rice?

- T tell Ss to look at the picture and say what they know about that dish.

2. Activities.

LISTENING Ex 2: Play the recording one or two times. Ask Ss to listen carefully and tick (T) or ( F) Ex 3: Play the recording again . ss write down the words as they listen. Play the recording again for them to check.

T corrects as a class.

WRITING Ex 4: T tells Ss to read the notes carefully.

4. Have Ss look at the pictures, read the pgrases and tick the problems Then Ss write full sentences. Call some Ss to write on the board. Others give comments. T gives corrections.

Ex 5. Tell Ss to write the full sentences

Ss’ activities I- Listening.

1.Answer the questions:

2. Listen the passage and tick (T) or ( F) 1, 3 : T 2,4,5: F 3. Now listen to the passage and complete the sentences.

1. mountainous 2. purple/black 3.natural.

4.plants 5. ceremonies.

II- Writing How to make yellow sticky rice.

4. Read the notes on how to make yellow sticky rice.

5. Change the notes into cooking steps to show a foreign visitor how to make yellow sticky rice.

Organising your ideas Introducing your dish 50

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to show the step to make yellow sticky rice.

Tell Ss to use proper connector: first/ firstly, second/ secondly, ……and pay attention to spelling and punctuation.

- Collect some Ss’ writing papers and mark them, then give comments to the class.

3. Homework - Do exercise workbook - Prepare: Looking back

.........................................

Signposting the cooking steps First, Then, Next,.................. ...............................................

Giving advice Remember to ................... ...........................................

V.Adjustment ........................................................................................................................................ .......................................................................................................................................... .........................................................................................................................................

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Preparing date: 25 /10/2018 Teaching date: 27 /10/2018

Period 23:

Unit 3: PEOPLES OF VIET NAM Lesson 7: LOOKING BACK & PROJECT

I. Objectives.

By the end of the lesson, Ss can use what they have learnt during the unit . Ss will be able to review vocabulay, grammar. Practice communication and do project.

II. Content - Projector.

III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities 1. Warm up.

- Chatting: What is the topic of Unit 3.

We are going to to review some vocabulary….

2. Activities.

VOCABULARY Ex 1.

Let Ss repeat the words as a class to practise pronunciation.

Ask Ss to do this task individually T corrects their mistakes and lets them read the words correctly.

Ex 2: let Ss work in pairs , use the correct form of the words in brackets to finish the sentences.

Tell Ss to write the answers in their notebooks. T checks their answers.

Let Ss read the sentences aloud.

GRAMMAR Ex 3. Let ss read the passage aloud.

Clarify any difficulties.Have Ss work in pairs or in groups and write their questions in their notebooks. T checks their answers.

Ex 4: Tells Ss to read the sentences

Ss’ activities

I- Vocabulary Ex1: Complete the sentences with the words/ phrases from the box.

1.cultural groups 2. communal, activities.

3.costumes,deverse 4.ethnic 5. Unique.

2. Use the correct form of the words in brackets to finish the sentences..

1. cultural 2. Peaceful.

3. richness 4. Diversity 5. traditional.

II- Grammar 3. Make questions for the underlined parts in the passage.

1. what are these houses built on?

2. Where is the entrance?

3. Which house is the largest , tallest and most elaborate building in the village?

4. What is it used for?

5. Who can sleep in this house?

4. Each sentences has an error. Find and correct it.

1 . a-> the 2. a-> the 3. an-> the 4. the -> a 5. an-> the 52

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carefully and try to find the error relating to articles in each entence. Ss work individually first. Then they work in pairs to swap their sentences. T gives correction and calls some Ss to read the sentences aloud.

Ex 5: Ss complete this task individually then share their answers with a partner and/or the class.

T gives correction COMMUNICATION Ex6: Game: CULTURAL KNOWLEDGE CHALLENGE Ss work in pairs .Ss recall what they leart about the cultural group of Viet Nam. SS take turns to ask each other questions about the topic . The person asking can look at the book. The first person to get five correct answers is winner PROJECT 1- Ss work in groups.

3. Homework

5. Fill each gap with a, an, or the to complete the passage.

1. an 2. a 3. the 4. the 5. the 6. the Game: CULTURAL KNOWLEDGE CHALLENGE Example: A: Are you ready?

B: yes A: What is the population of the largest ethnic group?

- Prepare: Review 1 IV.Adjustment ........................................................................................................................................ .......................................................................................................................................... ..........................................................................................................................................

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Preparing date: 28 /10/2018 Teaching date: 30 /10/2018

Period24:

REVIEW 1

I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

IIContent Review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: Sts and T’s activities Contents 1. Warm up T ask Ss what they have learnt so far in I. Reading terms of skills .Then summarise their answers and add some more information Activity 1 if necessary.

2. Activities - Give ss some tip to do this kind of reading text. a.

Ss read the letter once or twice.

1, 2, 4 : T T clarifies anything they do not 3,5: F understand fully. a.Ss do the task individually, then b. compare their answers with a partner.

1. Which museum does Kim love to T correct answers. visit on Saturday afternoons?

2. How many ( clay and stone) objects b. Ss work in pairs . are on display at the museum ?

T correct as a class 3. What can you learn in this museum/ Da Nang museum?

II. Speaking Activity 2 : Talk about what your family member like to do in their free 2. Ss work in pairs and talk about what time. their family members like to do in their free time. Encourage them to talk as much as possible, using the verbs of liking they 54

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have learnt.

After some time, T let Ss swap pairs and continue to talk. T goes around and gives II. Listening assistance if necessary.

Activity 3 Keys : 2. B 4. C

3. Play the recording once or twice.

Ss listen and choose the answers

2. A 5. B

3. A

Ss listen to the recording again and check the answers T explain the new words or anything III. Writing difficult if necessary.

Activity 4 Sample writing: 4. T has Ss brainstorm ideas about life in In my opinion, life in the countryside the countryside : advantages, dis has many good points. Firstly, country advantages, what they like and folk are friendlier than city folk. dislike,……….. and words and phrases Secondly, life is slower and simpler they need for the writing.then explain the than in the city. The food is fresher and writing task. the air is cleaner. Finally, there are lots Give Ss time to do the writing task. Then of traditional activities that we can do correct their papers to check out of class. in the countryside such as horse- riding, 3. Homework swimming in the river or kite-flying.

- Test yourself 1 in workbook For these reasons, I like country life.

- Prepare for the 45 test V. Adjustment: .......................................................................................................................................... .......................................................................................................................................... .

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Preparing date: 29 /10/2018 Teaching date: 31 /10/2018

Period 25: THE FIRST 45-MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 1 to Unit 3 about three topics ( Leisure activities/ Life in the ountryside/ Peoples of Viet Nam. II. Teaching aids: - Paper test III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

Chủ đề

Nhận biết KQ TL

Thông hiểu KQ TL 2

Reading Reading

Vận dụng KQ TL

2

3

3 5

Writing

Language focus

Tổng

5 5

5

5

10 10

5

VI. Total 13

5

2

5

5 10 marks

Question I. Find the word which has different sound in the part underlined.

1. A. wanted B. washed C. danced D. played 2. A. beds B. dogs C. porters D. books 3. A. pictures B. watches C. buses D. brushes 4. A. homework B. mother C. open D. judo Question II. Choose the best answer.

1. My dad doesn't mind............... my mom from work every day.

A. pick up B. picked up C. picking up D. picks up 2. Using computers too much may have harmful effects ....... . your minds and bodies.

A. on B. to C. with D. onto 3. I love the people in my village. They are so..................... and hospitable.

A. friendly B. vast C. slow D. inconvenient 4. Among the .................., the Tay people have the largest population.

A. groups B. majorities C. ethnic minorities D. ethnic cultures.

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5. People in the countryside live .................. than those in the city.

A. happy B. more happily C. happily D. less happy 6. Viet Nam is ............. Multicultural country with 54 ethnic groups.

A. a B. an C. the D. A and C Question III. Give the correct form of the following verbs: 1. Mai enjoy ____________ crafts , especially bracelets (make) 2. ____________ you ever ___________ a buffalo? (ride) 3. The children used to ___________ a long way to school. (go) 4. They hate ___________ their son texting his friends all day. (see) 5. Do you fancy. ___________ in the park this Sunday? (skateboard) Questions IV: Read the passage, and then decide whether the statements that follow are True (T) or False (F) In my opinion, using the computer as your hobby can be harmful to both your health and your social life. Firstly, sitting all day in front of the computer can cause health problems such as eye-tiredness and obesity. Secondly, you may get irritated easily.

Besides, if you use the computer too much, you will not have time for our family and friends. In short, computers should only be used for a limited time.

1. Using the computer too much can make your eyes tired.

1. ....................

2. Using the computer too much is not good for you.

2. ....................

3. We still can spend a lot of time with our family and friends.

3. ....................

4. According to the writer, we can use the computer for a long time. 4. ...................

5. Computers should only be used for a limited time.

5. ....................

2. Read the passage carefully.

MY VILLAGE I live in a village by Mekong River. Every day, like most of my friends, I walk to school. It is three kilometers away. After class, I often help my mother to collect water from the river and feed the chickens. At the weekend, the villagers often gather at the community hall where there is a TV. The adults watch TV, but more often they talk about their farm work and exchange news. The children run around, playing games and shouting merrily. Laughter is heard everywhere.

My father sometimes takes me to the market town nearby where he sells our home products like vegetables, fruits, eggs... He then buys me an ice cream and lets me take a ride on the electric train in the town square. I love those trips.

On starry nights, we children lie on the grass, looking at the sky and daring each other to find the Milky Way. We dream of faraway places.

Answer the following questions.

1. Does the boy like riding on the electric train in the town square? ..........................................................................................

2. What do the children do on starry nights? .......................................................................................

3. Do you like to live in the countryside or in the city? Why? .......................................................................................

Question V. a. Use the correct forms of comparison to complete the sentences.

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1. Some people think that country folk are ............................ than city people. (friendly) 2. Which one is ...................................................., Red River or Mekong River? (long) b. Rewrite the second sentence so that it has a similar meaning to the first one 1. My house is smaller than your house.

Your house . .......... .......... .......... .......... .......... ................................................

2. I love listening to music.

I fancy................ .......... .......... .......... .......... .......... ............................... ..........

3. The black dress is more expensive than the white one.

The white dress .... .......... .......... .......... .......... .......... ........................................

4. No one in my group is more intelligent than Mary.

Mary.......... ............................................................................................................

Key Question I. (0,25) 1. D 2. D 3. A 4. B Question II. 1. C 2. A 3. A 4. C 5. B 6. A Question III. (0,25) 1. making 2. have - ridden 3. go 4. seeing/ to see 5. skateboarding C. READING Question IV: (0,25) 1. Read the text again and write True (T) or false (F).

1. T 2. T 3. F 4. F 5. T 2. Answer the following questions: 1. Yes , the boy does or yes , he does.

2. On starry nights, we children lie on the grass, looking at the sky and daring each other to find the Milky Way 3. I like to live in the countryside because it is quiet and comfortable.

D. WRITING 58

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Question V: 1. more friendly 2. longer b1. Your house is bigger than my house.

2. I like listening to music.

3. The white dress is not as expensive as the black dress.

Or The white dress is cheaper than the black dress.

4. Mary is the most intelligent in my group.

V. Adjustment: ............................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .

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Preparing date: 31 /10/2018 Teaching date: 03 /11/2018

Period 26:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson1:

GETTING STARTED

I. Objective: - By the end of the lesson Ss can understand “A lesson on customs and traditions ”, review vocab related to the topic customs and trditions .

- Training listening, reading, speaking, writing skills.

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities

1. Warm up:

Brainstorming

- Give more information about ethnic groups: Ethnic group - The Viet ( Kinh) - Cham, Tay, Hmong, Yao, Khmer, Ede… 2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies Vocabulary: - Take notes down on their notebooks.

- accept: chấp nhận - pass down: truyền cho - generation: thế hệ - social (a): thuộc xã hội - table manner: phép tắc ăn uống - spot on: (a): chính xác 3. Listen and read: Pre-questions: - sharp (adv): chính xác, đúng + Who can you see in the picture?

- You’re kidding! Bạn nói đùa thế thôi + What do you think people in the - human society: nhân loại, xã hội picture are talking about?

- compliment: lời khen - Play the tape twice and get Ss to - worshipping ancestors: thờ cúng tổ practice reading in pairs. tiên - similarity: sự tương tự a. Find a word/ phrase that mean: - ? Ss to work independently to find the - Check out the conversation and then word/ phrase in the dialogue. give the answers to the questions.

- Allow them to share their answers to Key: partners before discussing as a class.

1. accepted 2. generations - Ask Ss to read out the lines in the 3. spot on 4. sharp dialogue that contains the word/ phrase. 5. social 6. table 60

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) true (T) or false (F). b. Tick ( - Ss read the conversation again to do this exerise. Ask Ss’answers as well as the explanations for their choices. Write the correctn answers on the board. c. Answer the following questions.

- Get Ss to try to answer the questions without referring to the conversation first.

manner Key: 1. T 2. F (There are also socail ones) 3. T 4. F (There are a lot of customs for table manners in the UK) Key: 1. It’s eating dinner at 7 p.m sharp.

2. He’s surprised.

3. They both refer to doing something d. Find these sentences in the that develops over time. conversation and fill in the missing 4. A custom is something accepted. A words. .

- Ask Ss to look the words in the box and tradition is smt special and passed make sure they understand their down through the generatons. meanings.

5. They should find information about - Get Ss to do exercises a custom or tradition.

Key: 2. a. Match the pictures with the 1. have to: It’s an obligation- you have ustoms and traditions in the box.

- Have Ss look at the pictures. Ask them no choice. what they see in each of them.

2. should: It’s a suggestion- it would be best to follow it. b. Write C (custom) or T (tradition) - Ss give their answers: under each picture in a. In pairs, Key: compare your answers.

- Ask Ss to work independently to decide 1- g 2-c 3- f 4-h if the pictures show custom or traditions 5- e 6- a 7- b 8d 3. Game: CUSTOMS AND Suggested answers: TRADITIONS EXPERTS. - Divide the class into small groups for 1. C 2. C or T 3. C this game.

4. T 5. C 6. C 7. T 8. C or T 4. Consolidation - Consolidate the lesson - Play a game as directed - Write as many customs and traditions 5. Homework - Ask Ss to learn new vocab by heart and as possible. give more countryside activities.

V. Adjustment: ………………………………………………………………………………………… ........................................................................................................................................

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Preparing date: 04 /11/2018 Teaching date: 06 /11/2018

Period 27:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson2:

A CLOSER LOOK 1

I. Objective: - By the end of the lesson Ss can + Pronounce correctly words containing the clusters /spr / and /cl/. + Use lexical items related to topic customs and trditions .

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Ss’ activities 1, Warm up: Brainstorming Customs and traditions

2, Presentation - Have some Ss repeat the words/ phrases indicating the topic of life in the countryside - Ss listen to the recording and repeat the words.

3, Practice - Have Ss look at the table in the book make sure they understand what to do.

- Ask Ss to complete the sentences individually and then compare the answers with their partner.

- T writes the answers on the board.

- Ask Ss to read sentences in 1 again and complete the expressions.

- Ss compare the answers with their partner.

Vocabulary: - sponge-cake: bánh xốp - break with: không theo - filmstrip: đoạn phim - offspring: con cháu - shake (v): bắt tay - spray: xịt, phun - frustrated (a) : nản chí Listen and repeat the words 1. Match the first halves of the sentences (A) with the second halves (B).

Keys: -1.e 2.d 3.a 4.g 5. b 6.c 7.f 2. Read the full sentences in 1 again and complete the expression below.

Key: 1. custom 2. tradition 3. according 4. tradition 5. with 6. of 7. doing 3. Read the following customs and traditions. Make sentences to say if you have these in your province or area, 62

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- Ask Ss to work in groups to do this activity.

- Get Ss to complete the following sentences with your own ideas.

- Have Ss read the words first - T plays the recording and get Ss to listen and repeat the word they hear.

- Play the recording again.

- Ask Ss to circle the words they hear.

- Ss compare the answers in pairs.

- T checks the answers.

- T check the answers and give the feedback.

4, Consolidation - Ask Ss to review the words, and clusters they have learnt.

- Direct Ss how to exercise in the workbook.

5, Homewrok - Ask Ss to review what they have just learnt V. Adjustment:

musing any of the expressions in 2.

Remember to change the verbs tense if necessary.

Suggested answers: 1. According to tradition, we have fireworks on New Year’s Eve. 2. My area broke with tradition by waiting until the guests finish eating before leaving the dinner table.

3. My area broke with tradition by touching children’s head.

4. There’s a tradition in our province of decorating the house on special occasions.

5. According to tradition, women shaking strangers’ hands.

4. Now complete the following sentences with your own ideas.

1. It’s the custom in my ountry that…..

2. We broke with tradition by…

3. There’s a tradition in my family that…..

4. We have the custom of …………

PRONUNCIATION: Clusters /spr / and /str/ 5. Complete the words under the pictures with spr or str. Then listen and repeat.

1. str 2. str 3. spr 4. spr 5. str 6. str 7. spr 8. spr 6. Listen and circle the words with /spr/ and underlined the words with /str/. Then say the sentences.

1. strictly 2. strangers, spread 3. streets 4. filmstrip 5.

Offspring - Review the words and clusters they have learnt.

- Do exercises

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

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Preparing date: 05 /11/2018 Teaching date: 07/ 11/2018

Period 28:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson3:

A CLOSER LOOK 2

I. Objective - By the end of the lesson Ss can use should and shouldn’t correctly and appropriately to give advice and express obligation and necessity using the correct form of have to.

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t; have/ has to III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher activities Ss’ activities - Write the words that have the sound 1, Warm up: /spr / and /str/ 2, Presentation: Grammar Review modal verbs: Should/ shouldn’t; have/ has to

- Call Ss to review the Modal verbs: Should/ shouldn’t (+) S + should + V(bare infinitive) +…..: is used to advise sb to do st (-) S + shouldn’t + V(bare - Give situation and get Ss to give advice: infinitive) +…..:is used to advise sb not Your friend is going out with a friend. to do st The weather forecast says it’s a hot sunny S: You should take an umbrella / a hat day. Give him some advice.

You should ….. * Have to: is used to express obligation or necessity. It shows external obligation, sb else makes a decision about what you must do. + I have to finish my work today. * Don’t have to: is used when it is not necessary to do st.

- She doesn’t have to work because she is very rich. * If you want to tell sb not to do st as an obligation, use must not/ mustn’t instead.

- You mustn’t smoke here 3, Practice 1. Look at the pictures and complete - Ss do this exercise individually first, the sentences with should or then compare their answers with their shouldn’t. partners Key: 64

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1. should 2. shouldn’t 3. should 4. shouldn’t - T check the answers and give the 5. should feedback.

2. Match the situations in A and the advice in B. Key: 1-b 2-c 3- e 4-d 5-a - Ss work in pairs to do this activity after 3. Complete the sentences with the reading all the sentences carefully to correct form of have to.

1. have to 2. have to make sure they understand them.

3. has to 4. had to, don’t - Ss share the answers.

- Check Ss’answers and write them on the have to 5. does…have to 6. didn’t have to board.

4. Choose A or B to convey the - Direct Ss to do this exercise meaning of the first sentence.

1. B 2. A 3. A 4.B 5. Mi is going to visit her friend Eri in - Ss do this exercise individually first, Japan. Read Eri’s email. There are then compare their answers with their six mistakes in it. Can you find and partners. correct them?

Key: 1. shouln’t give -> should give - T check the answers and give the 2. has to -> have to feedback.

3. shouldn’t wear -> should wear 4. didn’t have to -> don’t have to 5. have use -> have to use - Ss do this exercise in pairs.

6. should worry -> shouldn’t worry - Ss write sentences using the pictures as 6. Work in pairs. Imagine that you clues. bothhave a friend who is coming to Viet Nam this summer. List three - Call some Ss to write their sentences on pieces of advice and three obligations the board. your friend should follow. Share your ideas with the whole class.

Suggested answers: 4, Production - Ss do review what they have learnt.

5, Homework - Ask Ss to do exercises on the workbook and prepare the next lesson.

V. Adjustment: .......................................................................................................................................... ..........................................................................................................................................

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Preparing date: 07 /11/2018 Teaching date: 10 /11/2018

Period29: CORRECTING THE FIRST 45-MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 1 to Unit 3 about three topics ( Leisure activities/ Life in the ountryside/ Peoples of Viet Nam. II Content - Content, vocabulary, pronunciation III.Preparation -Test paper IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2.New lesson - Nhận xét chung về bài kiểm tra: - Trả bài kiểm tra cho học sinh.

- Học sinh xem lại bài, trao đổi theo nhóm.

- Giáo viên đưa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ năng viết còn hạn chế. + Kỹ năng nghe còn yếu. + Grammar mistakes: + Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu quá liền nhau,...

• Chữa bài kiểm tra Question I. Find the word which has different sound in the part underlined.

1. A. wanted B. washed C. danced D. played 2. A. beds B. dogs C. porters D. books 3. A. pictures B. watches C. buses D. brushes 4. A. homework B. mother C. open D. judo Question II. Choose the best answer.

1. My dad doesn't mind............... my mom from work every day.

A. pick up B. picked up C. picking up D. picks up 2. Using computers too much may have harmful effects ....... . your minds and bodies.

A. on B. to C. with D. onto 3. I love the people in my village. They are so..................... and hospitable.

A. friendly B. vast C. slow D. inconvenient 4. Among the .................., the Tay people have the largest population.

A. groups B. majorities C. ethnic minorities D. ethnic cultures.

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5. People in the countryside live .................. than those in the city.

A. happy B. more happily C. happily D. less happy 6. Viet Nam is ............. Multicultural country with 54 ethnic groups.

A. a B. an C. the D. A and C Question III. Give the correct form of the following verbs: 1. Mai enjoy ____________ crafts , especially bracelets (make) 2. ____________ you ever ___________ a buffalo? (ride) 3. The children used to ___________ a long way to school. (go) 4. They hate ___________ their son texting his friends all day. (see) 5. Do you fancy. ___________ in the park this Sunday? (skateboard) Questions IV: Read the passage, and then decide whether the statements that follow are True (T) or False (F) In my opinion, using the computer as your hobby can be harmful to both your health and your social life. Firstly, sitting all day in front of the computer can cause health problems such as eye-tiredness and obesity. Secondly, you may get irritated easily.

Besides, if you use the computer too much, you will not have time for our family and friends. In short, computers should only be used for a limited time.

1. Using the computer too much can make your eyes tired.

1. ....................

2. Using the computer too much is not good for you.

2. ....................

3. We still can spend a lot of time with our family and friends.

3. ....................

4. According to the writer, we can use the computer for a long time. 4. ...................

5. Computers should only be used for a limited time.

5. ....................

2. Read the passage carefully.

MY VILLAGE I live in a village by Mekong River. Every day, like most of my friends, I walk to school. It is three kilometers away. After class, I often help my mother to collect water from the river and feed the chickens. At the weekend, the villagers often gather at the community hall where there is a TV. The adults watch TV, but more often they talk about their farm work and exchange news. The children run around, playing games and shouting merrily. Laughter is heard everywhere.

My father sometimes takes me to the market town nearby where he sells our home products like vegetables, fruits, eggs... He then buys me an ice cream and lets me take a ride on the electric train in the town square. I love those trips.

On starry nights, we children lie on the grass, looking at the sky and daring each other to find the Milky Way. We dream of faraway places.

Answer the following questions.

1. Does the boy like riding on the electric train in the town square? ..........................................................................................

2. What do the children do on starry nights? .......................................................................................

3. Do you like to live in the countryside or in the city? Why? .......................................................................................

Question V. a. Use the correct forms of comparison to complete the sentences.

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1. Some people think that country folk are ............................ than city people. (friendly) 2. Which one is ...................................................., Red River or Mekong River? (long) b. Rewrite the second sentence so that it has a similar meaning to the first one 1. My house is smaller than your house.

Your house . .......... .......... .......... .......... .......... ................................................

2. I love listening to music.

I fancy................ .......... .......... .......... .......... .......... ............................... ..........

3. The black dress is more expensive than the white one.

The white dress .... .......... .......... .......... .......... .......... ........................................

4. No one in my group is more intelligent than Mary.

Mary.......... ............................................................................................................

Key Question I. (0,25) 1. D 2. D 3. A 4. B Question II. 1. C 2. A 3. A 4. C 5. B 6. A Question III. (0,25) 1. making 2. have - ridden 3. go 4. seeing/ to see 5. skateboarding C. READING Question IV: (0,25) 1. Read the text again and write True (T) or false (F).

1. T 2. T 3. F 4. F 5. T 2. Answer the following questions: 1. Yes , the boy does or yes , he does.

2. On starry nights, we children lie on the grass, looking at the sky and daring each other to find the Milky Way 3. I like to live in the countryside because it is quiet and comfortable.

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Question V: 1. more friendly 2. longer b1. Your house is bigger than my house.

2. I like listening to music.

3. The white dress is not as expensive as the black dress.

Or The white dress is cheaper than the black dress.

4. Mary is the most intelligent in my group.

V. Adjustment: .......................................................................................................................................... .........................................................................................................................................

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Preparing date: 10 /11/2018 Teaching date: 13 /11/2018

Period 30:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson4: COMMUNICATION

I. Objective - By the end of the lesson Ss can + Explore the table manners in the UK and compare them with those in Viet Nam. + Use lexical items related to topic “ customs and traditions ”.

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students - Make five sentences with “should” or “ 1, Warm up: have to” 2, Presentation Extra vocabulary: - Introduce new words - table manner: phép tắc ăn uống - Have Ss read new words - prong: đầu đĩa individually.

- tray: mâm, khay - cutlery: bộ đồ ăn( dao, dĩa, thìa) - Check new words: Rub out and - mat: chiếu, thảm remember - palm: lòng bàn tay - host/ hotess: chủ nhà nam/nữ - oblige (v): bắt buộc - upwards: hướng lên trên - dessert:mòn tráng miệng - course = dish : món ăn 3, Practice 1. Look at the pictures below. In pairs, - In pairs, Ss look at the pictures and discuss the differences between them. discuss the differences between them. Suggested: Encourage Ss to use extra vocabulary. - In the first picture, people are sitting on the mat to have the meal. In the second picture, they are sitting around the dinning - Have Ss do this exercise table. independently.

- In the first picture, people are using rice bowls and chopsticks. In the second -Ask Ss to write their sentences on the picture, they are using cutlery board.

- The courses in the first picture ares - Other Ss or T give comments. different from the ones in the second picture.

- Ss work in pairs to decide if the 2. Read the following sentences about 70

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table manners in Britain. Work in pairs.

Write T or F Ss’ guesses: 1…. 2…. 3…. 4… 5.... 6…. 7…

8…

3. Now listen to Nick giving a presentation on the table manner in Britain and check your answers.

Key: 1. F ( You have folk in the left and the knife in the right) - Play the recording for Ss to check 2. T their answers. If there are any 3. F ( There is also a spoon and a folk for incorrect answer, have Ss explain why dessert) they are false.

4. T 5. F ( You should never use your own cutlery to take more food from the serving dish-use the serving spoon) 6. F ( You should break off the bread with your hands) 7. F ( Guests have to wait until the host or - In pairs Ss discuss if they follow the hostess starts eating ) same table manners in their family.

8T 4. Work in pairs. Discuss if you follow - Ask Ss to add more in five minutes. these table manners in your family. Are - T writes them on the board these other table manners you follow?

The table manners my family follow are 1, 2, 3, 4,5 More table manners: 4, Production 5. There is a British exchange student in - Ss work in pairs and role-play. They your class. You invite her to dinner at continue the conversation in the book your home. Play the following roles. or make up their own.

Minh: Hey, Jessica! My family would like - Call on some Ss to act out the to invite you to dinner. conversation in front of the class.

Jessica: Oh, that’s nice but…I don’t know Other Ss give comments. anything about Vietnamese table manners.

- Give praise and feedback on Minh: Well, what do you want to know?

Ss’conversations.

- Review vocabulary and structure 5, Homework - Ask Ss to review vocabulary and structure they have already learnt.

V. Adjustment: ............................................................................................................................................... .......................................................................................................................................... statements are true or false.

- Have them write the answers on the board. Do not confirm the correct answers now

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Preparing date: 12 /11/2018 Teaching date: 14/11/2018

Period 31:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson5:

SKILLS 1

I. Objective - By the end of the lesson Ss can: + read for specific information about family customs and traditions. + Ask about and describe different customs and traditions. + Use lexical items related to the topic “ customs and traditions”.

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students -Talking about some Vietnamese table 1, Warm up: Chatting manners 2, Pre-reading Extra vocabulary: - anniversary: ngày/ lễ kỉ niệm - Introduce new words - lasagne:món bột với cà chua và nước sốt - grill : nướng - Have Ss read new words individually.

- sense of belonging: cảm giác thân thuộc - Answer the questions: 1. Look at the pictures and answer the questions.

P1: A family is celebrating a birthday.

1. What are the people doing in each P2: People are making chung cakes picture?

P3: A family is at an amusement park.

2. Does your family ever do the same thing?

3, While-reading: 2. Read Mi’s presentation on customs and traditions. Is she writing about her - Ss work individually to read the family or her society? passage quickly and tell if Mi is writing Key: about her family or her society.

1. She is writing about her family.

3. Now decide in which paragraph each - Ss read the statements and underlined detail below is mentioned. Write A, B or the keyword and read through the C in the blank. passage and locate the keywords Key: - Stop reading the part that includes the 1.C 2. A 3.C 4.B 5.A 6.B keywords more carefully to make sure 4. Read the text again and answer the the information matches. questions.

- Ss read the text again to answer the Key: questions. Ss can learn parts of the text 1. They are: having lunch together on the 72

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that help them with the answers.

- Ss compare their answer before giving the answers to T. Ask them to give the evidence when giving the answers.

- Ss underline parts of the text that help them find the answers.

- Ss share their answers with a partner.

- T checks and confirm the correct answers 4, Speaking: - Ask Ss to work in pairs take turn to ask each other the three questions about their own family customs and traditions.

- Two pairs of Ss join together. One pair interviews the other. One student interviews and the other note down the answer in the table. Then the second pairs interview the first pair 5, Homework - Ask Ss to review vocabulary and structure they have already learnt.

VAdjustment

second day of Tet, spending Sunday together, and celebrating her grandparents’s wedding anniversary oh the firrst Sunday of October.

2. They usually go to the cinema or go for a picnic together.

3. They don’t remember.

4. They made five-coloured stickyrice served with grilled chicken.

5. They love family customs and traditions because they provide a sense of belonging.

5. Work in pairs and discuss the questions.

6. Interview another pair to get their answers to the questions in 5. Note down their answers in the table below.

Then present what you have found out to the class.

- Review vocabulary and structure

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

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Preparing date: 15 /11/2018 Teaching date: 17/ 11/2018

Period 32:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson6:

SKILLS 2

I. Objective - By the end of the lesson Ss can: + listen to get specific information about a traditional dance of an ehtnic group in Viet Nam. + write a description of a traditional Japanese dance.

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: Group work, individual work IV. Procedures: Teacher Students 1, Warm up: Brainstorming Customs and traditions - Ask Ss to talk about their likes and dislikes in the countryside 2, Pre-listening: - Give Ss some questions:

+ Vocabulary: - spiritual: - conical: - break with: không theo - yagura - clockwise: theo chiều kim đồng hồ - counter-clockwise: ngược chiều kim đồng hồ - reunite: - typical: 1. Look at the picture. What tradition do you think this is? Share your ideas with a partner.

-The xoe dance 2. Listen to Mai’s presentation and complete the table with no more than three words from the recording.

Key: 1. Happy and wealthy 2. Private gatherings 3. 30 4. The circle dance 1. Social 6. Fire

3, While-listening: - - Tell Ss that they are going to listen to Mai’s presentation on the xoe dance and complete the table - Play the recording once.

- Ask Ss to write the answers on the board - Play the tape again to check their answers.

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- Get Ss to give the answer

7. the music 8. Culture and lifestyle - Without listening to the recording again, 3. Listen again and tick ( ) true or Ss decide if sentences are true or false. fasle.

Key: - Have Ss compare their answers with 4.T 5.T their partner before giving answers to the 1T 2.F 3.F class.

- Check Ss’answers.

4, Pre-writing: 4. Work in pairs. Read about a - Ss work in pair and make sentences traditional Japanese dance. Make using the given information. complete sentences, using the - Encourage Ss to write down the full information given. sentences - T should move around to give comments as they may not be enough time for checking with the whole class.

5, While-writing: 5. Imagine that you are joining a -Ss to write their description individually writing contest about customs and based on the sentences they have made, traditions and have chosen to write beginning with the given sentence. Ss about the Obon dance. Now write a may also write this in group on big pieces description of this dance. Begin with of paper. the following sentence.

- There is a tradition in Japan that people perform the Obon dance during the Obon festival.

- Ss or groups exchange theirr 6. When you have finished, swap your descriptions to spot any mistakes. Share work with a partner. Did they add them with the whole class. anything different? Can you spot any - T correct the Ss’descriptions. mistakes in their work? Share your ideas.

6, Post –writing: - Call some good students to show their writing before class.

7, Homework - Ask Ss to rewrite and reread their writings.

- Read their writing out loud before class.

VAdjustment ………………………………………………………………………………………… …………………………………………………………………………………………

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Preparing date: 19 /11/2018 Teaching date: 21/ 11/2018

Period 33:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson7:

LOOKING BACK + PROJECT

I. Objective - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + - practice speaking about customs and traditions.

II. Content: - Vocab: customs and traditions - Grammar: Should or shouldn’t III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm-up: Aks student to write vocabulary in the previous lesson on the board 2, New lesson: 1. Complete the sentences with the words from the box.

- Ss do this activity individually Key: then compare their answers with a 1. respect 2. worshipping partner.

3. wrap 4. host - Check and confirm the correct 5. cutlery 5. generations answers.

2. Write sentences with the following - Ss read their answers out loud. expressions.

Suggested answers: 1. There’s a tradition that…………

- Ss do this activity individually 2. According to tradition….. then compare their answers with a 3. Follow the tradition of……… partner.

4. Break with tradition by……….

- Check and confirm the correct 5. Have the custom of…………… answers.

3. Complete the following wordwebs with - Ss read their answers out loud. the customs and traditions you know or have learnt Grammar.

- Ss do this activity in pairs.

4. Complete the sentences, using should or - T gives the feedback shouldn’t and a verb from the box.

Key: - Ss do this activity individually 1. should wait 2. shouldn’t use then compare their answers with a 3. shouldn’t break 4. Should follow partner.

5. shouldn’t touch 76

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- Call some Ss to give their answers.

- Check and confirm the correct answers.

- Ss do this activity individually then compare their answers with a partner.

- Some Ss to write their answers on the board.

- Give feedback

-Ss work in groups. They take turn to ask the questions and note down the answers.

- Ask some pairs to act out the interview in front of the class.

3, Production - Ask Ss to complete the selfassessment. Identify and difficulties/ weak areas and provide further practice.

5. Underline one mistake in each of the following sentences. Corect it.

Key: 1. has to -> have to 2. should -> shouldn’t 3. have to has -> have to have 4. should to -> should 5. have avoid -> have to avoid Communication: 6. GAME: What should I do?

In small group, take turns to choose one of these scenariors for each other. Once everyone has had a turn at answering, vote for the person who gave the best advice.

P1: I’ve been invited to dinner with a British family.

P2: I’m going to visit a pagoda in Viet Nam. Finished! Now I can…

- use different expressions to talk about customs and traditions - use should or shouldn’t, have to to express advice and obligation about customs and traditions.

- pronounce words containing clusters /spr/ and /str/ correctly in isolation and in sentences.

- write a description of a traditional dance - Review

4, Consolidation: -Ask Ss to review the lesson.

- Do homework at home 5, Homework -Ask Ss to do exercises in the workbook VAdjustment ………………………………………………………………………………………… …………………………………………………………………………………………

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Preparing date: 21 /11/2018 Teaching date: 24/ 11/2018

Period34:UNIT 5: FESTIVALS IN VIET NAM Leson 1: GETTING STARTED I. Objectives.

By the end of the lesson, Ss will be able to know some words, phrases related to festivals Viet Nam and use them to talk about festivals Viet Nam. II. Content: - Vocab: customs and traditions - Grammar: III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: - Check old lesson: Teacher writes “Tet festival” on the board and asks two groups of five students to come to the board. Group A writes what VietNamese people should do and group B writes what VietNamese people shouldn’t do during the Tet festival.

2. New lesson.

T’s activities Ss’ s activities 1. Warm up. * Vocabulary: regret: -T ask SS to add any names of any other anniversary: festivals in Viet Nam that they know or ceremony: have been to. carnival: - T introduces the topic “ Festivals in gong: Viet Nam” reunion: Ask Ss to open their books and look at the procession: picture and the heading Which festival should I see? Ask them some questions: a. tick true or false Where are Duong and Peter?

Key: 1.T 2.T 3.F What are they doing?

4.F 5.T What might they be talking about?

Ss answer the questions as a class. b. Answer the following questions.

2. Activities.

Key: 1-a: play the recording and have Ss work 1. In April. They can see a grand opening independently. Play the recording twice. ceremony, ao dai fashion show, Dem Then allow Ss to share their answers with Phuong Dong or oriental night show, a classmate . royal court music performances…and T call SS to read their answers and correct sporting activities.

2. Duong’s family prepares a five-fruit 78

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b- First, ask Ss not to look at the conversation to answer the questions, then have them open their books and check their answers.

Ss give answers.

T corrects C- Colloquial expressions.

Ask Ss to look at the dialogue again and underline the phrases. Have Ss use the context to try to explain when they may use the phrases. Correct them if necessary.

Ss practise saying them together .

T Explains the meaning to the Ss, then give some examples. d. In pairs, have Ss role-play, practicing the phrases in c . Call on a few pairs to perform to the class.

2. Have Ss work in pairs, matching the words with the pictures. Then check their answers. Afterwards, have Ss repeat the words chorally. Correct their pronunciation if necessary.

3. Have Ss work independently, match the names of the festivals with the appropriate pictures, then cross-check with a partner. Finally, check Ss’answers.

4. Ask Ss to work in pairs, matching the descriptions of festivals with their names.

Check Ss’s answers.

3. Homework - Learn new words and phrases - Prepare A closer look 1.

tray and make jam and chung cakes.

3. Because there are so many interesting things to see and enjoy, it would take too long to describe them.

4. In Bac Ninh, on 12th of the first lunar month.

5. Because it’s near Ha Noi. c. Can you find the following expression in the conversation? Explain what they mean?

Key: 1. Used as suggestion or to give advice 2. (It/that) Sounds + Adj: used to give your first impression of what you hear 3. To stress that it is worth spending time or money doing something 4. To show surprise and to check that something is really Ok to do. d. Work in pairs. Use facts from the conversation to m ake short role-plays using the expressions in C Example: A: why don’t you come with us to the Lim festival? You won’t regret it.

B: Sound great! Are you sure?

2. use the words and phrases to label each pictures.

Key: a. ceremony b. anniversary c. reunion d. procession e. carnival f. performance 3. Match the words with the pictures of the festivals Key: 1. d 2. a 3. c 4. b 5. E 4. Match the festivals in 3 with their d escriptions Key: 1. c 2. b 3. e 4. d 5.

A

VAdjustment

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

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Date of planning: 21/11/2017 Period35:UNIT 5: FESTIVALS IN VIET NAM Lesson 2: A CLOSER LOOK 1 I. Objectives.

By the end of the lesson, Ss will be able to use the lexical items related to the topic ‘Festivals in Viet Nam’ and Stress correctly multi-syllable words with –ion and –ian endings II. Content: - Vocab: - Grammar: III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities Ss’ activities 1. Warm up.

- Brainstorm : ask Ss to write nouns and Vocabulary verbs related to festivals on the board.

They can draw two columns on the board, preserve(v) preservation(n) one for nouns and one for verbs. Then ritual: check the answers with the whole class. commemorate Decide the winner. offering 2. Activities. incense VOCABULARY companion 1. T ask Ss to work in independently to match the words with their meaning then, ask them to share their answers with partners. then write out their answers T checks Ss’s answers.

2. Ss work individually to do the task.

Some Ss write answers on the board.

Correct them.

1.Match the words with their meaning Key: 1. c 2. e 3. a 4. b 5.d 2. Complete the sentences using the words in 1 Key: 1. commemorate 2. worship 3. preserve 4. ritual 5. performance

3. Match nouns with each verb. A 3. Have Ss work in pairs to match verbs noun can go with more than one verb.

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with nouns on a piece of paper then swap the answers with another pair to check.

T goes around and gives assitance if necessary, and check their answers.

PRONUNCIATION . Stress of words ending in –ion and –ian 4a Ask Ss to look at the word list. T asks ‘What do you notice about the endings?

How many syllables does each word have?. Have Ss answer and sum up.

Model stress in different words with the ending –ion, and –ian. Ask Ss to look at the rules in the Remember! box. Discuss this rule with the class and elicit some pronunciations from Ss.

1. WATCH…a ceremony, a show 2. HAVE…(all can fit) 3. WORSHIP…a god, a hero 4. PERFORM:a ritual, a ceremony, a show II- PRONUNCIATION Stress of words ending in –ion and –ian 4a. Look at the table below .What can you notice about the words?

Key: They are all words with more than two syllables They end with the suffix –ion or –ian

4b.Listen and repeat the words compe’tition commemo’ration pro’cession preser’vation con’fusion ma’gician mu’sician vege’tarian 5 Play the recording and ask Ss to listen com’panion and stress the words. Ask Ss to pay 5. Listen and stress the words below. attention to the endings.Ss compare their Pay attention to the ending.

1. pro’cession answers in pairs.

5.poli’tician T checks 2. com’panion 6mu’sician 3. pro’duction 6.First , have Ss work individually to 7.his’torians mark the stress patterns. Then ask Ss to 4.compe’tition work in small groups to read out the 8.lib’rarian sentences. Go around to help Ss. Call some Ss to practice in front of the class.

6. Read the following sentences and Correct their pronunciation if necessary. mark (’) the stressed syllable in Ask Ss to listen and repeat the sentences underlined words . Listen and repeat.

1. com’panions 4. while listening to the recording. his’torians 3. Homework 2. partici’pation -Learn new words and phrases 5.tra’dition Prepare A closer look 2.

3. at’tention V:Adjustment………………………………………………………………………… ………………………………………………………………………………………… …

4b.Play the recording and ask Ss to listen and repeat the words, paying attention to the stress on the syllable immediately before the ending –ion or –ian.

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Date of planning: 23/11/2017 Period36:UNIT 5: FESTIVALS IN VIET NAM Lesson 3: A CLOSER LOOK 2 I. Objectives.

By the end of the lesson, Ss will be able to : *Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise •Write complex sentences using subordinators because, if, when, while, although, even though II. Content: - Vocab: - Grammar: III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities Ss’ activities 1. Warm up.

Review: Simple sentences and compound sentences.

Simple sentences and compound A simple sentence is one independent sentences review clause. Notice that a sentence that has two Chatting: verbs as in the sentence/enjoy playing and What is a simple sentence? look forward to. It every weekend or two What is a compound sentence ? nouns as in. My mother and I go shopping every weekend is still a simple sentence because it has only one clause.

A compound sentence is two or more independent clauses joined together. Each 2. Pre-teach vocab: clause is of equal importance and could - Get Ss to listen and repeat vocabulary stand alone. They can be joined with - Take notes down on their notebooks. conjunctions and , but, on, so, yet, or conjunctive adverbs however, 3. Activities nevertheless,moreover, therefore, GRAMMAR otherwise.

Ex 1: Ask Ss to work in pairs. Then have Vocbulary: Ss answer before checking with the whole carnival(n): lễ hội 82

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class.

Ex 2. Have Ss work individually and check with another S. Finally, T check Ss’s answers with the whole class.

Ex 3. Ask Ss to look at the rules in the Look out! box. Tell them the use of punctuation in formal language when we write a compound sentence using conjunctive adverbs.

Ss work independently to complete the task. Then Ss compare their answers with a partner.

T call some ss to read the keys and give feebback.

Complex sentences : Ex 4. Tell Ss to read the grammar box Complex sentences carefully. Go through the grammar point with the class to make sure everybody understands. Explain the meaning of the subordinators, translting if necessary. If time allows, ask Ss to give examples using the grammar point. Then ask Ss to work individually to match the clause and check with one or more partners. Finally, T corrects as a class.

Ex 5: ask Ss to work individually to add the subordinators.

T checks as a class. Dicuss the reasons for using subordinators.

Ex 6: Have Ss work in pairs to complete

command(n): hiệu lệnh latern(n): đèn trời, đèn thả sông defeat(v): đánh bại invader(n): kẻ xâm lược I. Simple sentences and compound sentences: Review 1. Write S for simple and C for compound sentences.

Key: 1. S 2. C 3. C 4. S 5. S 2. Connect each pair of setentences with an appropriate conjuntion in the box to make compound sentences.

Key: 1. At the Mid-Autumn Festival we carry beautiful lanterns, so it’s a memorable childhood experience.

2. During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as well.

3. The Hung King’s sons offered him many special foods, but Lang Lieu just brought him a Chung cake and a day cake.

4. To welcome Tet we decorate our house with peach blossoms, or we can buy a mandarin tree for a longer lasting display.

5. The Huong Pagoda festival is always crowded, yet we like to go there to pray for good fortune and happiness. *Look out ! ( In Studentbook) 3. Connect each pair of setentences with an appropriate conjuntive adverb in the box to make compound sentences.

Key: 1. Chu Dong Tu and Giong are both legendary saints; however/nevertheless, they are worshipped for different things.

2. Tet is the most important festival in Viet Nam; therefore , most Vietnamese return home for Tet. 3. Tet is a time for us to worship our ancestors; moreover, it is also a time for family reunion.

4. The Khmer believe they have to float lanters; otherwise, they may not get good

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the sentences. Ask Ss to swap their sentences with other pairs and crosscheck. Have some Ss read out their answers. If the classroom has a projector, show some answers and check them with the whole class.

luck.

5. The Hung King Temple Festival; nevertheless/ however, it has become a public holiday in Viet Nam since 2007.

II. Complex sentences 4. Match the dependent clauses with the independent ones to make complex sentences.

1 Key: 1. Because 2. If 3. When 4. While 5. When 6. Although/ Even though 5. Fill each blank with one suitable subordinator when, while, even though/although, because or if.

1. because 2. If 3. when 4. while 5. When 6. although / even though.

4. Homework - Do exercise part A, B workbook Prepare: Communication

6. Use your own words/ ideas to complete the sentences below. Compare your sentences with a partner.

Suggested answers: 1. , I have never been there.

2. , we shouldn’t miss it.

3. , you should visit GiongTemple.

4. , they take a lot of photos.

5. , they can enjoy the beautiful scenery of the area.

V:Adjustment…………………………………………………………………………… ………………………………………………………………………………………… …

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Date of planning: 25 / 11/ 2017 Period37:UNIT 5: FESTIVALS IN VIET NAM Lesson 4: COMMUNICATION I. Objectives.

By the end of the lesson, Ss will be able to know some more about festival in Viet Nam and practice listening and talk about them II. Content: - Vocab: - Grammar: III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2New lesson.

T’s activities Ss’ activities 1. Warm up Ask Ss if they have been to / seen a festival by the Khmer. T says : “Today, we are going to listen to an interview with a Khmer Festival. What questions might the interviewer ask?”

• Vocabulary: 2. Pre-teach vocab: archway(n): mái vòm.

- Get Ss to listen and repeat vocabulary clasp (v) : bắt tay - Take notes down on their notebooks. rice flake (n): cốm.

3. Activities ……………..

Ex 1: 1: Look at the pictures. Discuss the Ask Ss to look at the pictures and guess following questions with a partner and answers then write the right words under the pictures ………………..

Ex 2: 2. Now listen to an interview between a Play the recording and let Ss check their TV reporter and a man about a festival guesses. to check your answers.

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Ex 3. Ask Ss to work in pairs, making full questions based on the given question words and giving as many answers as possible based on what they can remember from the previous listening.

Play the recording again for Ss to answer.

If Ss haven’t been able to answer all the questions, play the recording another time. Check the answers with the whole class.

Ex 4: Before the role-play begins, give Ss a little time to decide which festival to talk about and assign roles. Note that Ss could also invent a festival. Use the example in 4 and the listening in 3 as models. When everyone has finished, ask some groups to role-play in front of the whole class.

3. Homework - Do exercise part C workbook Prepare: Skills 1

Key: a 1. bamboo archway 2. green rice flakes 3. potatoes 4. coconuts 5. pia cake 6. clasped hands 7. lanters 8. dragon boat race b Ooc born festival 3. Listen to the interview again and complete the table below with the answers to the suggested questions.

1. Where is the festival held?

2. When is the festival held?

3. Who do the people worship at the festival?

4. What activities do people do at the festival?

Key: 1. Soc Trang 2.14th, 15th evenings of the 10th lunar month 3. Moon God 4. have a worshipping ceremony 5. float paper lanterns 6. hold dragon boat races.

4. Role-play in groups of three. One of you is a reporter; two of you are locals.

Do an interview about a local festival. It can be a real or an imaginary festival.

V.Adjustment:………………………………………………………………………… ………………………………………………………………………………………… …….................................................................................................................................. .......................................................................................................................................... ......................................................................................................

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Date of planning: 27 / 11/ 2017 Period38:UNIT 5: FESTIVALS IN VIET NAM Lesson 5: SKILL 1 I. Objectives.

By the end of the lesson, Ss will be able to read for specific information about festivals and talk about a festival.

II. Content: - Vocab: - Grammar: III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities Ss’ activities 1. Warm up 1.Below are the pictures from websites Ex1: Have Ss look at the pictures and about festivals in Viet Nam . Work in answer the questions in 1 , T doesn’t groups to answer the following questions. check the answers with the class.

2. Vocabulary: Vocabulary: Elicit from students the meanings - emperor (n): đế chế.

Ask them to listen and repeat each word - joyful (adj): vui vẻ Write them on the board - scenery(n): cảnh quan.

3. Activities.

READING I- Reading.

Ex 2: Give Ss two minutes to skim the 2. Now read the information about these passages and check their answers in 1. festivals to check your ideas.

Explain that to skim , they must move their eyes very quickly over the text to get a general idea of the subject.

3. Find words/ phrases in the passages that Ex 3. Now give Ss one minute to scan have similar meaning to these words or the passages to find the words. Explain phrases.

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that to scan they must move their eyes Key: 1. emperors 2. features quickly over the text to look for specific 3. joyful 4. from overseas information, rather than reading every 5. hiking 6. scenery word. Ask Ss underline or circle the 4. Read the information again and answer words they find with a pencil. T may the questions. help Ss work out the meanings of these Key: words from the context. Then check with 1. The Hung King Temple festival takes the whole class. place from the 8th to 11th day of the third Ex 4: Set a longer time limit for Ss to lunar month. read the text again and answer the 2. Incense, specialities such as Chung questions. Ask Ss to note where they cakes, day cakes and five-fruit trays. found the information that helped them 3. Because there are many jouful activities to answer the questions. Ss can compare including bamboo swings, lion dances, with a partner before discussing them as wrestling and xoan singing performances.

4. People join in a procession and make a class. offerings of incense, flowers, fruit and Speaking candles.

Ex 5: a First, ask Ss to work in pairs, choosing 5. Ss’s own answers.

II- Speaking one of the two places:Huong Pagoda or Hung King Temple to go to. Remind Ss 5.a Work in pairs. Your teacher is or going to Hung King Temple. You have to decide to give a reason for their choice like in the following.

Example 1.

Now, ask Ss to think about what to take 5b. Now report your decision to the class.

Which location is more popular and why? with them. Ask them to use the suggestions in the pictures. Encourage them to add any other items they think necessary and give reasons. Go around to help Ss. b Ask Ss to report their decisions to the class and decide which location is more popular. Remember to ask Ss to say why the chosen location is more popular.

3. Homework - Do exercise part D workbook - Prepare: Skills 1 V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… …….................................................................................................................................. .......................................................................................................................................... ..........................................................................................................

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Date of planning: 29 / 11/ 2017 Period39:UNIT 5: FESTIVALS IN VIET NAM Lesson 6: SKILL 2 I. Objectives.

By the end of the lesson, Ss will be able to listen for specific information about a festival and write about a festival they like or have been to II. Content: - Vocab: - Grammar: III. Teaching aids: - A tape and a cassette player, pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

T’s activities Ss’ activities 1. Warm up.

Write the word ‘hero’ on the board as the centre of a word web. Ask volunteers to come up and add any words or phrases to the word web connected with the topic of ‘heroes’. Accept all ideas and don’t correct anything. Then tell Ss they are I- Listening. going to listen to a passage about a 1 Work in pairs. Descibe the picture and Vietnamese hero and open the books. answer the questions ................

2. Activities.

LISTENING 2. Listen to a tour guide giving - Set the scene information about the Giong Festival 1 Ask Ss to work in pairs, describing the and circle the correct answer A, B, C. picture and then answer the questions.

Key: 1. B 2. A 3. C 2 Tell Ss that they are going to listen to 3. Now listen to task again and write a tour guide giving information about the answers to the questions.

Giong Festival. Ask them to read the Key: 89

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questions carefully and try to predict the 1. He is a mythical hero, why grew from a answers based on what they know. three-year-old child into a giant overnight.

Remind them to pay attention to key 2. The preparations begin one month words in the options. Play the recording before the festival. and ask Ss to circle the right answers. 3. A religious ceremony Check their answers with the whole class. 4. There is a cheo performance Ex 3: Have Ss underline key words in 5. This festival shows the love for our the questions. Play the recording. Ask motherland and the preservation of our them to write answers on a piece of cultural heritage. paper. If necessary, play the recording II- Writing again for Ss to check the answers. Then The festival in Viet Nam that you like select Ss to read out their answers to the best. class. Elicit any corrections from the 4. Work in pairs. Discuss with your class as you write their answers on the partner the festival in Viet Nam that you board. like best.Use the word web below to take WRITING notes.

Ex 4: T tells Ss to read the notes ........................................... carefully.

5. Now use the notes to write an article 4. Have Ss look at the pictures, read the about this festival for the school website. pgrases and tick the problems Remember to add any necessary Then Ss write full sentences. Call some connectors below to make compound and Ss to write on the board. Others give complex sentences. comments. T gives corrections. ...................................................

Ex 5. Tell Ss to write the full sentences to show the step to make yellow sticky rice.

Tell Ss to use proper connector: first/ firstly, second/ secondly, ……and pay attention to spelling and punctuation.

- Collect some Ss’ writing papers and mark them, then give comments to the class.

3. Homework - Do exercise workbook - Prepare: Looking back V:Adjustmen: ………………………………………………………………………………………… ……………………………………………………………………………… .......................................................................................................................................... .......................................................................................................................................... ..........................................................................................................................................

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Date of planning: 3 / 12/ 2017 Period40:UNIT 5: FESTIVALS IN VIET NAM Lesson 7: LOOKING BACK+ PROJECT I. Objectives.

By the end of the lesson, Ss can use what they have learnt during the unit . Ss will be able to review vocabulay, grammar. Practice communication and do project.

II. Teaching aids: - Projector.

III. Procedure I. Class organization.

- Greetings.

- Checking attendance: II. New lesson.

T’s activities 1. Warm up.

Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions.

Ss should record their result for each exercise to finish the self-assessment at the end of the unit and identify areas to review.

2. Activities.

VOCABULARY Ex 1.Ask Ss to work individually, then compare their answers with a partner. Ask some Ss to write their answers on the board.

Ss’ s activities

I- Vocabulary Ex1: Rearrange the letters to label the pictures.

1. incense 2. offering 3. pray 4. lantern 5. crowds 6. cheering 2. Complete the text about the Kate Festival with the words in the box.

1. ethnic 2. commemorates 3. respect 4. ritual

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T corrects their mistakes Ex 2: Ask Ss to work individually, then check answers with a partner. Check Ss’ answers. Ask some Ss to write answers on the board GRAMMAR Ex 3,4 . For 3 and 4. ask Ss to do them individually first. Then Ss check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment.

COMMUNICATION Ex 5: First, ask Ss to do the task individually to sort the words and phrases for the two festivals. Then check their answers as a class.

Ex6: Ask Ss to interview each other about the 3 activities that they like best and give reasons. Encourage them to give as many reasons as possible.

Finished!

Finally, ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice.

5. ancient 6. procession 7. perform 8. performances II- Grammar 3. Choose the correct answer.

Key: 1. if 2. Even though 3. Because 4. While 5. When 4. Use your own words / ideas to complete the sentences below. Compare the sentences with a partner.

Suggested answers: 1. When the Lim festival begins, people come to see the quan ho singing performance.

2. Because we have many festivals in January, we call it the month of fun and joy.

3. If you go to the Hue festival, you can enjoy an ao dai show.

4. Even though/ Although sticky rice is very tasty, it’s hard to eat it everyday.

5. While/ When we are boiling chung cakes, we ofen listen to our grandparents’ stories.

COMMUNICATION 5. Put the following things and activities in the correct columns.

New Year Mid-Autumn festival festival Family reunion Mooncakes Visiting relatives Lion dance Firework Floating lanterns displays Kumquat Welcome-the-moon party The first-footer Hang Nga and Cuoi stories

6. Work in pairs, find out which festival Project your partner prefers. Which three Talent show things or activities does your partner 1 First, ask Ss to work in groups. Ask like best in the festival he/she chooses? and answer the questions.

Why?

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PROJECT TALLENT SHOW 1.Look at the pictures. Ask and answer the questions.

Suggested answers: 1. Chau van singing, xoan singing, quan ho singing and don ca tai tu singing.

2. – Chau van is often performed in competitions or religious ceremonies in the north of Viet Nam. - Xoan is often performed in the Hung King Temple Festival of in other local festivals in Phu Tho Province.

- Quan ho is often performed in the Lim festival, BacNinhProvince and local festivals.

- Don ca tai tu is often performed in the south of Viet Nam, normally in weddings, birthday anniversaries, and local festivals.

2. Plan your performance

2. Ask Ss to work in bigger groups to do the project. Based on the result of Ss’ answers to question 3, rearrange the groups so that Ss who know how to sing these songs are distributed evenly among the groups. Ss read the instructions in the book. Answer Ss’ question if there are any. Ss will probably need to do some research outside of class before making presentations and performances. Start the next lesson with the talent show. Have Ss perform, then ask the whole class to vote for the best performance. .

3. Homework - Prepare: Unit 5-Getting started V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… …….................................................................................................................................. .......................................................................................................................................... ..........................................................................................................

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Date of planning: 5/ 12/2017 Period 41:REVIEW II I. Objectives.

By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 4,5,6.

II. Content: - Modal verbs: should/ shouldn’t, have to - The past continuous tense and past simple tense - Complex sentences using subordinators.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities 1. Warm up: T ask Ss what they have learnt so far in terms of skills. Then summarise their - Answer the questions answers and add some more information if necessary.

I. Reading: New words: 2. Activities Ex 1: - Give ss some tip to do this kind of - goodwill: lòng tốt, thiện chí reading text.

- release: giải thoát, phóng thích Ss read the letter once or twice.

- gratitude: lòng biết ơn T clarifies anything they do not understand - pass away: mất fully.

- code: chuẩn mực đạo đức, đúng đắn a. Ss do the task individually, then Activity 1: compare their answers with a partner.

1.T 2. F 3. F 4.T 5.T T correct answers.

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II. Speaking Activity 2: Make sentences about tradition and Ex 2: Ss work in pairs and talk about what customs Suggested: their family members like to do in their - You should …… free time. Encourage them to talk as much - You shouldn’t …… as possible, using the verbs of liking they II. Listening: have learnt. b. Ss work in pairs.

T correct as a class

After some time, T let Ss swap pairs and Activity 3: continue to talk. T goes around and gives Keys: assistance if necessary.

1. A 2.B 3. A 4. C Ex 3: Play the recording once or twice.

2.

Ss listen and choose the answers III. Writing: Ss listen to the recording again and check Activity 4: Sample writing: the answers Dear Peter, T explain the new words or anything Thanks a lot for your letter-it was great difficult if necessary. to hear from you again and we’re delighted you can come and stay with us.

Ex 4: T has Ss brainstorm ideas about ………………………………………..…….. social customs in Viet Nam.. and words and phrases they need for the writing.then ………………………………………………

That’s all for now, then. We’ll see you at explain the writing task. the airport on April 10th - Give Ss time to do the writing task. Then Best wishes, Van correct their papers to check out of class.

3. Homework: 3. Homework: - Test yourself 1 in workbook - Test yourself 1 in workbook - Prepare for the 45 test.

- Prepare for the 45 test.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… …….................................................................................................................................. .......................................................................................................................................... ..........................................................................................................

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Date of planning: 6 / 12/ 2017 Period42:THE SECOND 45-MINUTE TEST Time: 45 minutes I. Objectives.

- T checks Ss’ understanding from Unit 3 to Unit 5 II. Teaching aids:A CD and a CD player, Paper test III. Procedure 1. Class organization.Greetings.

- Checking attendance: 2. New lesson.

Chủ đề

Nhận biết TNKQ TL

Thông hiểu TNKQ TL

Vận dụng TNKQ TL

Tổng

I. Listening II. Reading

4

5 0,5

III. Language focus IV.Writing

10 0,5

14 0,25

3,5 14 4

5

5 0,5

Tổng

12

9

2,5 5

26

3 4,5 2,5 10 Question I. Find the word which has different sound in the part underlined. ( 1 point) 1.

A. mention B. question C. action D. education 2.

A. listened B. opened C. wanted D. lived 3.

A. community B. computer C. museum D. customs 96

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B. opened C. wanted D. decided A. needed 4.

Question II.Choose the best answer A, B, C , or D to complete the sentences. (2. 5 points) 1. You should ____________ information about a custom or tradition.

A. finds B. found C. finding D. find 2. A tradition is something we do that is special and ____________ down through the generations.

A. to passed B. passed C. passing D. is passing 3. In the UK, there are lots of customs for table manners. For example, We ________ use a knife and fork at dinner.

A. have to B. are having C. has to D. having to 4. In Viet Nam, you____________ use only the first name to address people older than you.

A. should B. must C. shouldn’t D. have to 5. At the Mid-Autumn Festival ,kids can sing, dance, and enjoy moon-cakes ; ____________, every child likes it very much.

A. However B. Moreover C. Because D. Therefore th 6. In 2010, Ha Noi____________ its 1000 anniversary.

A. celebrated B. commemorated C. worshipped D. remembered 7. Tet is an occasion for family____________ in Viet Nam. A. visitings B. Meeting C. reunions D. seeings 8. ____________ spring comes, many Vietnamese villages prepare for a new festival season.

A. While B. When C. Nevertheless D. However 9.People burn incense to show respect to their ____________ during Tet. A. relatives B. ancestors C. friends D. neighbors 10.The Le Mat Festival ____________ the founding of the village.

A. worships B. commemorates C. performs D.preserves Question III. Give the correct form of the following verbs: ( 2.0 points) 1.Peter ____________ football yesterday. (play) 2. When I came, the whole family _________dinner around a big dining table. (have) 3. Children should___________ things from adults with both hands. (take) 4. My father and I _________ up at 5 o’clock every morning. (get) 5. They _____________English at the moment. ( learn) 6.We ______________to Hung King Festival since last Sunday. (go) 7. Before leaving the dinner table, _____your son ________ ask for permission? (have to) 8.When I ________ ,the whole family was having dinner around a big dining table. (come) 97

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Question IV. Choose the correct word for each blank in the following passage.( 3.0 points) Spring is a time when there are many festivals in our country. Among them, Hoa Ban Festival is the most beautiful and interesting and it takes place in Lai Chau. It is typical of the (1)………life of the Thai people. In the second lunar month of the year, when it (2) ……..warmer and hoa ban - a kind of beautiful flower in the northwest mountainous area - blossoms, Hoa Ban Festival is (3)………... This is a great time for everyone, (4) …………… for boys and girls. The boy (4)………… the most beautiful flower and gives it to his girlfriend. This is not only a time for love but also for the Thai people to (5)………..for good crops, for happiness, and express their special thanks to the Gods and (6) …………... The festival is always full of songs and prayers.

1. A .minor B. cultural C. custom D. festival 2. A. gets

B. goes

C. comes

D. runs

3. A. seen

B. arranged

C. observed

D. celebrated

4. A. largely

B. especially

C. generally

D. typically

5. A. ask

B. look

C. pray

D. call

6. A. fathers

B. relatives

C. families

D. ancestors

Question V . Combine each pair of sentences to make one sentence, using the words given in brackets. ( 1.5 points) 1.Lang Lieu couldn’t buy any special food . He was very poor.

(BECAUSE) …………………………………………………………………………………………..

2.During Tet, Vietnamese people buy all kinds of sweets. They make Chung cakes as well.(SO) …………………………………………………………………………………………..

3.The Hung King Temple Festival was a local festival. It has become a public holiday in Viet Nam since 2007.(HOWEVER) ………………………………………………………………………………………….

THE END KEY: Question I : Mỗi câu 0.25 điểm 1.B 2.C 3.D 4.B Question II: Mỗi câu 0.25 điểm 1.D 98

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2.B 3.A 4.C 5.D 6.A 7.C 8.B 9.B 10.B Question III: Mỗi câu 0.25 điểm 1.played 2.was having 3.take 4.get 5.are learning 6.have gone 7.Does- have to 8.came Question IV: Mỗi câu 0.5 điểm 1.B 2.A 3.D 4.B 5.C 6.D Question V: Mỗi câu 0.5 điểm 1.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes; therefore , every child like it very much.

2.During Tet, Vietnamese people buy all kinds of sweets, so they make Chung cakes as well.

3.The Hung King Temple Festival was a local festival; however , it has become a public holiday in Viet Nam since 2007 V:Adjustment: ………………………………………………………………………………………… ……………………………………………………………………………….................. .......................................................................................................................................... .......................................................................................................................................... ................................................................................

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Date of planning: 8 / 12/ 2017 Period43:UNIT 6: FOLK TALES LESSON 1: GETTING STARTED I. Objectives: - By the end of the lesson Ss can understand “A suggestion for Nick’s project”, review vocab related to the topic folk tales.

- Training listening, reading, speaking, writing skills.

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’ activities Students’ activities 1. Warm up: Brainstorming - Give more information about topic: - Tam Cam, Folk tales - So Dua, Vocabulary: - research: nghiên cứu 2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - legend: truyền thuyết - fairy: nàng tiên, bà tiên - fairy tales: truyện thần kì 100

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- Take notes down on their notebooks.

3. Listen and read: Pre-questions: + Where are Duong and Nick? What are they doing? + What are they talking about?

- Have you ever read or been told a Vietnamese legend? + What is its title? What is it about? What are the main characters?

- Play the tape twice and get Ss to practice reading in pairs. a. Read the conversation again and choose the correct answers: - ? Ss to work independently - Allow them to share their answers to partners before discussing as a class.

- Ask Ss to read out the lines in the dialogue that contains the word/ phrase. b. Match the words to their meanings - Ss read the conversation again to do this exerise. Ask Ss’answers as well as the explanations for their choices. Write the correct answers on the board. c. Find the information in the conversation to complete the table - Get Ss not to look at the book and try to remember the information about the legend and complete the table d. What does this sentence from the conversation express?

- Ask Ss to discuss the questions in pairs.

Then draw Ss’ attention to the structure, meaning and use of exclamatory sentences by analysing the instruction and examples 101

- give birth: sinh con - genre: thể loại - moral: thuộc về đạo đức - involve: liên quan - Check out the conversation and then give the answers to the questions.

Key: 1. accepted 2. generations 3. spot on 4. sharp 5. social 6. table manner

Key: 1. B

2.C

Key: 1. c 2.d

3.A

3.a

4.C

5.A

4. b

Key: Genre: Legend M.C: Lac Long Quan, Au Co and their sons.

Plot: - Au Co gave birth to 100 baby boys.

- Lac Long Quan missed the sea.

- Lac Long Quan took fifty of their son to the sea - Au Co took the others to the mountains 1. handsome / man-> What a handsome man!

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in the Remember box.

- Get Ss to do exercises 2. Match the words with their definitions. Then listen, check and repeat.

- Have Ss look at the words and their definitions. Ask them what they see in each of them.

- Explain some new words and get Ss to do this exercise.

3. Game: GUESS THE STORY - Have Ss work independently, filling the table with the information of the legend, folk tale, fable or fairy tale they know.

- Direct Ss to play this game.

IV. Consolidation: - Consolidate the lesson V. Homework: - Ask Ss to learn new vocab by heart.

2. interesting / game 3. good/ news 4. lovely / dogs 5. brave / women

- Ss give their answers: Key: 1- C 2-D 3-B 4-A

- Play a game as directed

- Retell as many folk tales as possible.

- Ask Ss to learn new vocab by heart.

V:Adjustment: ………………………………………………………………………………………… ……………………………………………………………………………….................. .......................................................................................................................................... .......................................................................................................................................... ................................................................................

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Date of planning: 12/ 12/ 2017 Period44:UNIT 6: FOLK TALES Lesson 2: A Closer look 1 I. Objectives: - By the end of the lesson Ss can + Use an exclamatory sentence with the correct intonation + Use lexical items related to topic Folk tales .

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher s’ activities Students’ activities 1, Warm up: Brainstorming Folk tales

2, Presentation: - Have some Ss repeat the words/ phrases indicating the topic folk tales

Vocabulary: - woodcutter: tiều phu - emperor: Hoàng đế - Buddha: Đạo Phật - knight: hiệp sĩ 103

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- princess: công chúa - giant (a) : khổng lồ - witch: phù thủy - Ss listen to the recording and repeat - hare: con thỏ - ogre: yêu tinh, quỷ the words.

- eagle: đại bàng - generous: hào phóng - greedy: tham lam - mean: ích kỉ - evil: xấu xa - cunning: xảo quyệt, gian trá, khôn ranh - wicked: xấu xa, độc ác, nham hiểm - fierce: hung dữ, dữ tợn Listen and repeat the words 3, Practice: 1. These are popular characters in folk tales.

- Have Ss look at the pictures in the Match the characters with the pictures. Can book make sure they understand what you add more? to do.

Key: - Ask Ss to work individually and then 1.G 2.C 3.E 4.B 5.H 6.A 7.D 8.F ask Ss to share the answers with one More: King, Queen, hunter, God…. or more partners.

2. These creatures are popular characters in - T writes the answers on the board. folk tales. Match the creatures with the pictures. Can you add more?

- Ask Ss to work individually and then Key: ask Ss to share the answers with one 1. G 2.F 3.A 4.E 5.B 6.C 7.H or more partners.

8.D - Ask Ss to categorise the creatures More: fish, python, buffalo, into typically “ good” or “bad” Good: hare, dragon, tortoise Bad: eagle, fox, wolf, lion…

- Have Ss complete the table 3a. The adjectives in the box are often used to individually. Then have some Ss write describe characters in folk tales. Put them into their answers on the board before the correct columns. Can you add more? checking with the whole class.

Positive: cheerful, generous, brave, kind.

Negative: cruel, mean, evil, greedy, wicked, - Ask Ss to do the exercise in pairs, fierce, cunning. using the adjectives in a. to describe b. Now use these adjectives to describe some characters in one of their favorite folk characters in ont of your favourite folk tales. tales.

- There’s a wolf in Little Red Riding Hood. He’s - Ask some Ss to say their sentences in cunning and wicked. front of the class.

PRONUNCIATION: Intonation in - T plays the tape and ask Ss to listen exclamatory sentences and repeat the sentences, paying 4. Listen and repeat the sentences, paying attention to the intonation of each attention to intonation. Do they have rising or sentence. falling intonation?

- Ask Ss to work in pairs, practise - We use falling intonation for exclamatory 104

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saying the sentences. Call some Ss to practise in front of the class.

- Correct Ss’ pronunciation.

sentences 5. Practise these sentences. Then listen and repeat.

- Review the words and clusters they have learnt.

4, Consolidation: - Ask Ss to review the words, and clusters they have learnt.

- Do exercises - Direct Ss how to exercise in the workbook.

5, Homewrok: 5, Homewrok: - Ask Ss to review what they’ve just - Ask Ss to review what they’ve just learnt learnt V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

Date of planning:14/12/2017 Period45:UNIT 6: FOLK TALES Lesson3: A Closer look 2 I. Objectives: - By the end of the lesson Ss can use past continuous tense correctly and the simple past tense.

- Distinguish between the past continuous tense and the simple past.

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teachers’ activities Students’ activities - Read the conversation from Getting started again 1, Warm up: 2, Presentation: Grammar - Have some Ss repeat the words/ phrases indicating the topic folk tales - Ss listen to the recording and repeat the words.

Vocabulary: - fable: truyện ngụ ngôn - gown: áo choàng - magician: thầy phù thủy - spin: xe chỉ, quay sợi - castle: lâu đài - merrily: vui vẻ 105

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Past Continuous tense: - Introduce the Grammar box

3, Practice: - Ss do this exercise individually first, then compare their answers with their partners - T check the answers and give the feedback.

- Ss work individually to do this activity after reading all the sentences carefully to make sure they understand them.

- Ss share the answers.

- Check Ss’answers and write them on the board.

- Direct Ss to do this exercise - Ss do this exercise individually first, then compare their answers with their partners.

- T check the answers and give the feedback.

- Ss do this exercise in pairs.

- Ss write sentences using the pictures as clues.

- Call some Ss to write their sentences on the board.

- claw: vuốt, móng 1. Introduce the new tense: (+) S + was/ were + V-ing + …

(-) S + wasn’t / weren’t + V-ing + … (?) Was / Were + S + V-ing + ….?

- We use the Past Continuous to describe an action that was in process at a started time in the past.

- We use Past Continuous to describe an action that was in progress when another shorter action happened (this shorter action is expressed by the simple past) 2. Complete the following sentences by putting the verbs in brackets in the correct form: Key: 1. was wearing 2. Were you doing 3. was going 4. ran 5. was not/ wasn’t waiting 3a. Use the past continuous and suggested words to write sentences to describe what was happening in each pictures.

Key: 1. The servant was spinning in the woods.

2. The girl was picking flowers by the side of the road.

3. The knights were riding (their) horses to the castle.

4. Cinderella was dancing with the prince.

5. Saint Giong was flying to heaven.

6. The ogre was roaring with anger.

3b. Work in pairs. Ask and answer questions about the pictures in a.

Ex: S1: What was the servant doing?

S2: The servant was spinning in the woods - Do these rest sentences the same.

4. Write the correct form of the each verb. Use the past continuous or the past simple.

1. was walking, stopped, had 2. was lying, heard, needed 3. heard, was following, started 4. dropped, ate 5. were dancing, left 6. was missing/ missed, decided 5a. Read the fable and put the verbs in brackets into the past simple or the past continuous.

Key: 106

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- Have Ss discuss the questions in pairs.

- Ask some pairs to give their answers to the whole class.

4, Production: - Ss do review what they have learnt.

5, Homework: - Ask Ss to do exercises on the workbook and prepare the next lesson.

1. was shining 2. was sleeping 3. went 4. were flying 5. opened 6. fell 5b. What is the moral of the fable?

- Be happy/ content with what you have.

6a. Guess what your partner was doing last Sunday at these times.

I think Mai was sleeping at 7 a.m last Sunday.

She was having lunch at 10 a.m 6b. Ask your partner to check your guesses.

S1: Were you sleeping at at 7 a.m last Sunday?

S2: Yes, I was / No, I wasn’t - Ss do exercises on the workbook and prepare the next lesson.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

Date of planning: 16/12/ 2017 Period46:CORRECTING THE FIRST 45-MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 4 to Unit 5 about three topics II Content - Content, vocabulary, pronunciation III.Preparation -Test paper IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2.New lesson - Nhận xét chung về bài kiểm tra: - Trả bài kiểm tra cho học sinh.

- Học sinh xem lại bài, trao đổi theo nhóm.

- Giáo viên đưa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ năng viết còn hạn chế. + Kỹ năng nghe còn yếu. + Grammar mistakes:

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+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu quá liền nhau,...

• Chữa bài kiểm tra Question I. Find the word which has different sound in the part underlined. ( 1 point) B. question C. action D. education 1.

A. mention 2.

A. listened B. opened C. wanted D. lived B. computer C. museum D. customs 3.

A. community 4.

A. needed B. opened C. wanted D. decided Question II.Choose the best answer A, B, C , or D to complete the sentences. (2. 5 points) 1. You should ____________ information about a custom or tradition.

A. finds B. found C. finding D. find 2. A tradition is something we do that is special and ____________ down through the generations.

A. to passed B. passed C. passing D. is passing 3. In the UK, there are lots of customs for table manners. For example, We ________ use a knife and fork at dinner.

A. have to B. are having C. has to D. having to 4. In Viet Nam, you____________ use only the first name to address people older than you.

A. should B. must C. shouldn’t D. have to 5. At the Mid-Autumn Festival ,kids can sing, dance, and enjoy moon-cakes ; ____________, every child likes it very much.

A. However B. Moreover C. Because D. Therefore th 6. In 2010, Ha Noi____________ its 1000 anniversary.

A. celebrated B. commemorated C. worshipped D. remembered 7. Tet is an occasion for family____________ in Viet Nam. A. visitings B. Meeting C. reunions D. seeings 8. ____________ spring comes, many Vietnamese villages prepare for a new festival season.

A. While B. When C. Nevertheless D. However 9.People burn incense to show respect to their ____________ during Tet. A. relatives B. ancestors C. friends D. neighbors 10.The Le Mat Festival ____________ the founding of the village.

A. worships B. commemorates C. performs D.preserves Question III. Give the correct form of the following verbs: ( 2.0 points) 1.Peter ____________ football yesterday. (play) 108

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2. When I came, the whole family _________dinner around a big dining table. (have) 3. Children should___________ things from adults with both hands. (take) 4. My father and I _________ up at 5 o’clock every morning. (get) 5. They _____________English at the moment. ( learn) 6.We ______________to Hung King Festival since last Sunday. (go) 7. Before leaving the dinner table, _____your son ________ ask for permission? (have to) 8.When I ________ ,the whole family was having dinner around a big dining table. (come) Question IV. Choose the correct word for each blank in the following passage.( 3.0 points) Spring is a time when there are many festivals in our country. Among them, Hoa Ban Festival is the most beautiful and interesting and it takes place in Lai Chau. It is typical of the (1)………life of the Thai people. In the second lunar month of the year, when it (2) ……..warmer and hoa ban - a kind of beautiful flower in the northwest mountainous area - blossoms, Hoa Ban Festival is (3)………... This is a great time for everyone, (4) …………… for boys and girls. The boy (4)………… the most beautiful flower and gives it to his girlfriend. This is not only a time for love but also for the Thai people to (5)………..for good crops, for happiness, and express their special thanks to the Gods and (6) …………... The festival is always full of songs and prayers.

7. A .minor B. cultural C. custom D. festival 8. A. gets

B. goes

C. comes

D. runs

9. A. seen

B. arranged

C. observed

D. celebrated

10. A. largely

B. especially

C. generally

D. typically

11. A. ask

B. look

C. pray

D. call

12. A. fathers

B. relatives

C. families

D. ancestors

Question V . Combine each pair of sentences to make one sentence, using the words given in brackets. ( 1.5 points) 1.Lang Lieu couldn’t buy any special food . He was very poor.

(BECAUSE) …………………………………………………………………………………………..

2.During Tet, Vietnamese people buy all kinds of sweets. They make Chung cakes as well.(SO) …………………………………………………………………………………………..

3.The Hung King Temple Festival was a local festival. It has become a public holiday in Viet Nam since 2007.(HOWEVER) ………………………………………………………………………………………….

KEY: Question I : Mỗi câu 0.25 điểm 1.B 2.C 3.D 109

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4.B Question II: Mỗi câu 0.25 điểm 1.D 2.B 3.A 4.C 5.D 6.A 7.C 8.B 9.B 10.B Question III: Mỗi câu 0.25 điểm 1.played 2.was having 3.take 4.get 5.are learning 6.have gone 7.Does- have to 8.came Question IV: Mỗi câu 0.5 điểm 1.B 2.A 3.D 4.B 5.C 6.D Question V: Mỗi câu 0.5 điểm 1.At the Mid-Autumn Festival, kids can sing, dance, and enjoy moon-cakes; therefore , every child like it very much.

2.During Tet, Vietnamese people buy all kinds of sweets, so they make Chung cakes as well.

3.The Hung King Temple Festival was a local festival; however , it has become a public holiday in Viet Nam since 2007 V:Adjustment:

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

110

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Date of planning18/12/2017 Period47:UNIT 6: FOLK TALES Lesson4 : Communication I. Objectives: - By the end of the lesson Ss can + Read for specific information in a fairy tale. + Use lexical items related to topic “ folk tales ”.

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teachers’ activities Students’ activities - Write the name of the characters in the Little 1, Warm up: Red Riding Hood.

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2, Presentation: - Introduce new words - Have Ss read new words individually.

- Check new words: Rub out and remember 3, Practice: - In pairs, Ss look at the pictures and discuss the differences between them.

Encourage Ss to use extra vocabulary.

+ Little girl, woodcutter, wolf, Granny Extra vocabulary: - granny: bà - scream (v,n) gào thét, tiếng hét - swallow: nuốt

1a. Look at the pictures. Then put the parts of the fairy tale in order.

Key: 1.h 2. a 3.e 4.f 5.d 6.c 7.b 8.g 1b. Work in pairs. Compare your answers with a partner’s. Discuss any differences.

- Have Ss do this exercise independently.

-Ask Ss to write their sentences on the board.

- Other Ss or T give comments.

2. Work in group. In turn, retell the fairy - In pairs Ss discuss if they follow the tale to your group members in your own same table manners in their family. words. Choose the best storyteller in your - Ask Ss to add more in five minutes. group.

- T writes them on the board 4, Production: 3. Work in group.

- Ss work in group, discuss and write Discuss and write an ending for the fairy their own ending for the fairy tale. tale. Share it with other groups.

- Call on some Ss to act out the conversation in front of the class. Other Ss give comments.

- Give praise and feedback on Ss’conversations.

5, Homework: - Ask Ss to review vocabulary and - Review vocabulary and structure structure they have already learnt.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

......................................................................................................................... ......................................................................................................................... ..........................................

112

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Date of planning 20/12/2017 Perio48:UNIT 6: FOLK TALES LESSON 5: SKILLS 1 I. Objectives: - By the end of the lesson Ss can: + Read for specific information in a fairy tale. + Use lexical items related to topic “ folk tales ”.

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’ sactivities Students’ activities -Talking about some Vietnamese table 1, Warm up: Chatting 113

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manners Extra vocabulary: - anniversary: ngày/ lễ kỉ niệm - lasagne:món bột với cà chua và nước sốt - grill : nướng - sense of belonging: cảm giác thân thuộc 1. Look at the pictures and answer the questions.

P1: A family is celebrating a birthday.

P2: People are making chung cakes P3: A family is at an amusement park.

2, Pre-reading: - Introduce new words - Have Ss read new words individually.

- Answer the questions: 1. What are the people doing in each picture?

2. Does your family ever do the same thing?

3, While-reading:

2. Read Mi’s presentation on customs and traditions. Is she writing about her family - Ss work individually to read the passage or her society? quickly and tell if Mi is writing about her Key: family or her society.

1. She is writing about her family.

3. Now decide in which paragraph each - Ss read the statements and underlined the detail below is mentioned. Write A, B or keyword and read through the passage and C in the blank. locate the keywords Key: - Stop reading the part that includes the 1.C 2. A 3.C 4.B 5.A 6.B keywords more carefully to make sure the 4. Read the text again and answer the information matches. questions.

- Ss read the text again to answer the Key: questions. Ss can learn parts of the text that 1. They are: having lunch together on the help them with the answers. second day of Tet, spending Sunday - Ss compare their answer before giving the together, and celebrating her grandparents’s answers to T. Ask them to give the wedding anniversary oh the firrst Sunday of evidence when giving the answers.

October.

2. They usually go to the cinema or go for a picnic together.

- Ss underline parts of the text that help 3. They don’t remember. them find the answers.

4. They made five-coloured stickyrice - Ss share their answers with a partner. served with grilled chicken.

- T checks and confirm the correct answers 5. They love family customs and traditions because they provide a sense of belonging.

4, Speaking: 5. Work in pairs and discuss the - Ask Ss to work in pairs take turn to ask questions. each other the three questions about their own family customs and traditions.

- Two pairs of Ss join together. One pair interviews the other. One student 6. Interview another pair to get their interviews and the other note down the answers to the questions in 5. Note down 114

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answer in the table. Then the second pairs interview the first pair

their answers in the table below. Then present what you have found out to the class.

5, Homework: - Ask Ss to review vocabulary and structure - Review vocabulary and structure they have already learnt.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

......................................................................................................................... ......................................................................................................................... ..........................................

Date of planning23/12/2017 Period 49: UNIT 6:FOLK TALES LESSON6: SKILL 2 I. Objectives: - By the end of the lesson Ss can: + listen to get specific information about a fairy tale. + write a narrative of a legend/ folk tale/ fable.

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: Brainstorming Folk tales 115

Students

Legends

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- Ask Ss to write the names of folk tales and legends.

2, Pre-listening: - Give Ss some questions:

+ Vocabulary: - capture: bắt giữ - rescue (v): giải thoát - fiery: lửa - gently (adv): nhẹ nhàng

3, While-listening: - Tell Ss that they are going to listen to fairy tale and correct the following statements.

- Play the recording once.

- Ask Ss to write the answers on the board - Play the tape again to check their answers.

- Get Ss to give the answer - Ask Ss read the story carefully. Ss may work in pairs to discuss what may be missing by using the information they heard in 1.

- Play the recording again nad have Ss find the missing words - Check Ss’answers.

4, Pre-writing: - Ss to make notes about one of their favourite fairy tales or invent their own fairy tales. Remind them that they do not have to write full msentences and they can use abbreviations

1. Listen to the fairy tale The Princess and the Dragon and correct the following statements.

Key: 1. prince -> princess 2. a gaint -> an ugly ogre 3. sing -> cry 4. made friends -> married 2. Listen again and fill the missing words.

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

5, While-writing: - Ss to refer back to the reading passage in Skills 1 for useful language and ideas, and note some necessary expressions and language on the board.

- Ask Ss to work individually to write the draft.

- Encourage Ss to write down the full sentences 6, Post –writing: - Call some good students to show their writing before class.

- Ss or groups exchange their writing to spot any mistakes. Share them with the

4a. Use your notes in 3 to write the fairy tales. The the Princess and the Dragon as a model - Once up on time …………………..……… …………………………lived happy ever after.

116

3. Make notes about one of your favourite fairy tales. You can invent your own story.

4b. Swap stories with your classmates and read each other’s stories.

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whole class 7, Homework - Ask Ss to rewrite and reread their writings.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

......................................................................................................................... ......................................................................................................................... ..........................................

Date of planning 23/12/2017 Period 50: UNIT6:FOLK TALES LESSON7:LOOKING BACK + PROJECT

I. Objectives: - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + - practice speaking about customs and traditions.

II. Content: - Vocab: folk tales - Grammar: Past Simple and past continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: 117

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Students

Teacher 1, Warm-up:

Characters in folk tales

2, New lesson:

1. Complete the sentences with the words from the box.

- Ss do this activity individually then Key: compare their answers with a Legend: The Adventures of Robin Hood. partner.

Hoan Kiem Lake - Check and confirm the correct Dragon Balls, Aladin and the Magic answers.

Lamp, - Ss read their answers out loud.

The legend of Watermelon, Ali Baba and forty thieves, Snow white and seven dwarfs 2. Write the correct words under the pictures.

- Ss do this activity individually then Key: compare their answers with a 1. witch 2. hare 3. knight 4. ogre partner.

5. fairy 6. tortoise 7. gaint 8. dragon - Check and confirm the correct 3. Put the words in the box into the correct answers. columns.

- Ss read their answers out loud.

Characters: woodcutter, witch, dragon, fairy, giant, hare, emperor, tortoise, knight, ogre, eagle, Buddha - Ss do this activity in pairs.

Personality: cruel, kind, generous, mean, wicked, - T gives the feedback cheerful, fierce, evil, cunning, brave, greedy.

Grammar - Ss do this activity individually then 4. The following people were at home at 5p.m compare their answers with a yesterday. What were they doing? Work in partner. pairs, ask and answer questions.

- Call some Ss to give their answers. Key: - Check and confirm the correct 2. A: Was Mrs Lan doing the gardening? answers.

B: No, she wasn’t. She was cooking.

- Ss do this activity individually then 3, A: Was Mr Hung writing a letter? compare their answers with a B: No, he wasn’t. He was reading a newspaper partner.

4: A: Were Hoa and Hai playing table tennis?

- Some Ss to write their answers on B: Yes, they were the board.

5, A: Was Duong listening to music?

- Give feedback B: No, he wasn’t. He was watching TV 6, A: Was Mai doing her homework?

B: No, she wasn’t. She was sweeping the floor.

5. What were you doing at the following times?

-Ss work in groups. They take turn to Work in pairs. Ask and answer the questions, ask the questions and note down the as in the example:. answers.

Key: 118

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- Ask some pairs to act out the interview in front of the class.

3, Production - Ask Ss to take notes.

+ What were you doing at 5 a.m this morning? this time last week? at lunch time yesterday? two hours ago?

6. Work in pairs. Make exclamatory sentences about your partner or other classmates.

Ex: What a lovely shirt you’re wearing!

What a nice hat you have!

Communication: 7. Number the lines of the dialogue in the correct order.

Key: 1.D 2.I 3.A 4.C 5.F 6.H 7.J 8.B 9.G 10.E Finished! Now I can…

- Review

4, Consolidation: -Ask Ss to review the lesson.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

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Date of planning24/12/2017 Period 51: REVISION FOR THE 1ST TERM TEST I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 4 to unit 6.

II. Content: - Modal verbs: should/ shouldn’t, have to - The past continuous tense and past simple tense - Complex sentences using subordinators.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work 119

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IV. Procedures: Teacher’s activities 1. Warm up: Brainstorming ? What have you learnt in unit 4,5,6 in terms of language?

Ss’ activities Vocab

Pronunciation Unit

Then summarise their anserws and add some more information if necessary.

Grammar

2. Practice: Ex 1: T plays the recording and ss repeat.

Play the recording as many times as necessary . Pause and correct ss’ pronunciation.

Ex 2: T plays the recording 2 or more times if necessary.

Ask Ss underline them as instructed.

Have Ss read the sentences as clas, or individually.

- T checks pronunciation and intonation.

Ex 3: Ss do this exercise individually then share their answers with a partner T checks the answers.

Ex 4: Ss do this exercise individually.

T ask SS go to the board and write their answers.

T corrects as a class.

Ex5: Ss do this individually and then share their answers with a partner.

T ask SS go to the board and write their answers.

T corrects as a class.

Ex 6: SS do this exercise individually.

Two Ss write their anwers on the board.

Confirm the correct answers.

Call some ss to read the whole passage.

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I. Pronunciation Ex 1 - Listen and repeat.

- Underline the words with /spr/ and circle the words with /str/ Ex 2 Keys: 1. Bam’boo 2. ‘cultural 3. Compe’tition 4. Presen’tation 5. ‘heritage II. Vocabulary Ex 3: 1.A 2.B 3.C 4.D 5.B 6.B Ex 4: 1. legend 2. cunning 3.ever 4. generous 5. Kind III. Grammar: Ex 5: 1.B 2.A 3.E 4.D 5.C Ex 6: 1. Although 2. otherwise 3. While 4. Moreover 5. however Ex 7: 1. were you doing 2. was watching 3. was telling 4. happened 5. were having 6. were setting off IV. Everyday English Ex 8

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Ex 7.

Ss do this in pairs. After checking their answers, ask one or two pairs to act out the conversation.

3. Homework: - Review the target knowledge - Prepare for Review- Skills

1.C

2. A

3. B

4. D

5. E

3. Homework: - Review the target knowledge - Prepare for Review- Skills

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

......................................................................................................................... ......................................................................................................................... ..........................................

Date of planning: 24/ 12/2017 Period 52: REVISION FOR THE 1ST TERM TEST I. Objectives.

By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 4,5,6.

II. Content: - Modal verbs: should/ shouldn’t, have to - The past continuous tense and past simple tense - Complex sentences using subordinators.

III. Preparations: 121

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- Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities 1. Warm up: T ask Ss what they have learnt so far in terms of skills. Then summarise their - Answer the questions answers and add some more information if necessary.

I. Reading: New words: 2. Activities Ex 1: - Give ss some tip to do this kind of - goodwill: lòng tốt, thiện chí - release: giải thoát, phóng thích reading text.

Ss read the letter once or twice.

- gratitude: lòng biết ơn T clarifies anything they do not understand - pass away: mất fully.

- code: chuẩn mực đạo đức, đúng đắn a. Ss do the task individually, then Activity 1: compare their answers with a partner.

1.T 2. F 3. F 4.T 5.T T correct answers. b. Ss work in pairs.

II. Speaking T correct as a class Activity 2: Make sentences about tradition and Ex 2: Ss work in pairs and talk about what customs Suggested: their family members like to do in their - You should …… free time. Encourage them to talk as much - You shouldn’t …… as possible, using the verbs of liking they II. Listening: have learnt.

After some time, T let Ss swap pairs and Activity 3: continue to talk. T goes around and gives Keys: assistance if necessary.

3. A 2.B 3. A 4. C Ex 3: Play the recording once or twice.

4.

Ss listen and choose the answers III. Writing: Ss listen to the recording again and check Activity 4: Sample writing: the answers Dear Peter, T explain the new words or anything Thanks a lot for your letter-it was great difficult if necessary. to hear from you again and we’re delighted you can come and stay with us.

Ex 4: T has Ss brainstorm ideas about ………………………………………..…….. social customs in Viet Nam.. and words and phrases they need for the writing.then ………………………………………………

That’s all for now, then. We’ll see you at explain the writing task.

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- Give Ss time to do the writing task. Then correct their papers to check out of class.

3. Homework: - Test yourself 1 in workbook - Prepare for the 45 test.

the airport on April 10th Best wishes, Van 3. Homework: - Test yourself 1 in workbook - Prepare for the 45 test.

V:Adjustment:………………………………………………………………………… ………………………………………………………………………………………… ……

......................................................................................................................... ......................................................................................................................... ..........................................

Date of planning2/1/2018 Period 54: REVISION FOR THE 1ST TERM TEST I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

IIContent Review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

III. Teaching aids: - A tape and a cassette player, pictures.

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IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: T’s activities 1. Warm up T ask Ss what they have learnt so far in terms of skills .Then summarise their answers and add some more information if necessary.

Sts 's activities *Matching:

Ask SS to match V-inf to the verb in P.P. be taken eat made take gone get eaten see been write written go seen make got 1, Vocabulary: 1, Vocabulary: -Ask SS to open the book- the part: -Ask SS to open the book- the part: glossary and read tall the newwords from glossary and read tall the newwords from unit 5 to unit 8. -Give some exercises on unit 1 to unit 6. -Give some exercises on voc and ask SS to do them quickly. voc and ask SS to do them quickly.

-Hang on the extra board of the exercises -Hang on the extra board of the exercises and ask SS to do one by one quickly. and ask SS to do one by one quickly.

2, Structures: 2, Structures: -Review all the structures that have learnt -Review all the structures that have learnt from unit 1 to u.6. from unit 5 to u.8. a.Modal: Should is used to express an a.Modal: Should is used to express an advice. advice. b.Indirect speech: S + told/ asked sb + to b.Indirect speech: S + told/ asked sb + to do sth. do sth. c.The present simple to express a future c.The present simple to express a future action. action. d.Asking for assistance/ favors and d.Asking for assistance/ favors and responding them. responding them.

May/ could/ can + I/You + V-inf.

May/ could/ can + I/You + V-inf.

-Notice SS the answers of two kinds of -Notice SS the answers of two kinds of requests. requests. e.Gerunds: To like/ enjoy/ love/ dislike/ e.Gerunds: To like/ enjoy/ love/ dislike/ f.The present perfect tense with “since” hate + gerunds. f.The present perfect tense with “since” and“for” (+) S + have/ has + P.P ... Since + point of and“for” (+) S + have/ has + P.P ... Since + point time For + period of of time For + period time of time (-) S + haven’t/ hasn’t + P.P. (?) Have/Has + S + P.P? (-) S + haven’t/ hasn’t + P.P. (?) Have/Has + S + P.P? g.Comparison: Like, (not) as...as....

To be (not) the same as.....; to g.Comparison: Like, (not) as...as....

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be different from.

To be (not) the same as.....; h.The present cotinuous tense with future to be different from. h.The present cotinuous tense with future meaning. meaning.

-Ask SS to give each structures clearly and explain once more.

Ask SS to give examples.

-Then give some exercises and ask SS to do one by one.

-Ask SS to give each structures clearly and explain once more.

-Ask SS to give examples.

-Then give some exercises and ask SS to do one by one.

1, Exercise 1- pimproved exercise book. *Keys: a.hasn’t visited/ moved

d.have

finished b.speaking

e.learned/ have fogotten

c.is getting.

f.started.

2, Exercise - improved exercise book *Keys: a. I haven’t spoken to her for 3 years. b. Tam used to type more slowly than she can now. c. My father asked me to turn down the radio for him. d. It’s Nhung’s fifteenth birthday next week.

When did you use the car.

- Ask SS to learn all the structures and - Ask SS to learn all the structures the newwords from unit5 to unit 8 at and the newwords from unit5 to unit 8 at home. home.

Ask SS to do all the exercises again in the - Ask SS to do all the exercises workbook. again in the workbook.

V. Adjustment: ...............................................................................................................................................

Date of planning25/12/2016

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Period 54: REVISION FOR THE 1ST TERM TEST I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

IIContent Review the pronunciation, vocabulary, and grammar that they have learnt from unit 1 to unit 3.

III. Teaching aids: - pictures.

IV. Procedure 1. Class organization.

- Greetings.

- Checking attendance: T’s activities - *Ask SS to find out short adj and long adj they have learned - Share the class into two group - Group one take red chalk Group two take green chalk - They try to run to the board as fast as possible and write the adj their group has just find out .

In five minutes the group write more words will be winner. a) Present simple tense usage : to express an action what happen everyday , a habit , a hobby It is used with adv of frequency.

Example: - she /go /school / everyday.

- She goes to school everyday - They / play /volleyball/after /school.

- They usually play voleyball after school. b) Not adj + enough + to + vinf - ®ñ / kh«ng ®ñ........................ ®Ó lµm g×.

- Example - She/ old / enough/drive /a c¶.

- They/strong /enough/run/ around /school. c) Talk about the intention with be going to

Sts 's activities - *Ask SS to find out short adj and long adj they have learned - Share the class into two group - Group one take red chalk Group two take green chalk - They try to run to the board as fast as possible and write the adj their group has just find out .

In five minutes the group write more words will be winner. a) Present simple tense usage : to express an action what happen everyday , a habit , a hobby It is used with adv of frequency.

Example: - she /go /school / everyday.

- She goes to school everyday - They / play /volleyball/after /school.

- They usually play voleyball after school. b) Not adj + enough + to + vinf - ®ñ / kh«ng ®ñ........................ ®Ó lµm g×.

- Example - She/ old / enough/drive /a c¶.

- They/strong /enough/run/ around /school. c) Talk about the intention with be going to

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- 1 example: - He/play /socer this afternoon.

- We/visit /our grand parents/ this weekend.

- 1 example: - He/play /socer this afternoon.

- We/visit /our grand parents/ this weekend.

- parents this weekend.

- Form - S + BE + GOING + TO + V (INF) +O - S + BE + NOT + GOING + TO + V (INF) + O - BE +S + GOING + TO + V (INF) +O - YES, S + BE - NO, S + BE + NOT d) Reflexive pronoun. §¹i tõ ph¶n th©n.

-Ask SS to give each structures clearly and explain once more.

Ask SS to give examples.

-Then give some exercises and ask SS to do one by one.

- Ask SS to learn all the structures and the newwords from unit5 to unit 8 at home.

Ask SS to do all the exercises again in the workbook.

Ask SS to learn all the structures and the newwords by heart .

-Do the exercise

-Exercise one Complete the dialogue . Use the correct form of the verb in the box.

Exercise two: Exercise three : Comlete the sentences use the verb from the box and adj.

Exercise four : Let’s SS t free practice Repeat the main content of the lesson - Ask SS to learn all the structures and the newwords from unit5 to unit 8 at home.

- Ask SS to do all the exercises again in the workbook.

Ask SS to learn all the structures and the newwords by heart .

-Do the exercise

V. Adjustment: .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ..

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Date of planning: 4 /1/2018 Period55 :UNIT 7: POLLUTION Lesson 1: Getting started I. Objectives: By the end of the lesson, Ss will be able to listen and read for information about a project on pollution, practice use condition sentences type 1 and 2 to desrible pollution.

II. Content: - Vocab: pollution - Grammar: condition sentences type 1 and 2 III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teachers’s activities Ss’ activities 1. Warm up: 1.Warm up: Chatting: -Talk about types of pollution.

- show causes of pollution.

- give some projects on pollution

…………………………….

- Give more information about pollution and projects on pollution ….

2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - Take notes down on their notebooks.

- checking vocabulary: rub out….

3. Listen and read: Pre-questions: Who can you see in the picture?

Where do you think they are ?

What can you see in the picture ?

What do you think the people in the picture are talking about?

- Play the tape twice and get Ss to practice 129

Vocabulary: - Check out the conversation and then give the answers to the questions.

a.find a word/ phrase that means 1. dead 2. acquatic 3. dump 4.poison 5. polluted 6. to come up with

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reading in pairs. a.find a word/ phrase that means - ? Ss to work independently to find the word/ phrase in the dialogue.

- Allow them to share their answers to partners before discussing as a class.

- Ask Ss to read out the lines in the dialogue that contains the word/ phrase.

Watch out: Have Ss look at the Watch out box and quickly read the information. Ask them if they know what I can’t believe my eyes means. Then explain to them . b. Answer the following questions.

- Get Ss to try to answer the questions without referring to the conversation first.

Then Ss refer to the conversation again for the correct answers.

Watch out: I can’t believe my eyes means you are very surprised at sth you see. b. Correct the answers: 1. They are in Mi’s home village.

2. It’s almost black.

3. She’s surprised because she sees the fish are dead.

4. It’s dumping poison into the lake.

5. He’s sneezing so much because the air is not clean c. Are these sentences true (T) or false (F)?

1. F 2. T 3. NI 4 T 5 T

2. Write the correct answers: c. Are these sentences true (T) or false (F), or no information (NI)?

- ? Ss to work independently after reading the sentences and decide if they are true or false or no information.

- Compare their answers to partners 2. Match the activities with the pictures.

Have Ss look at the pictures . Ask they see in each pictures. Now tell Ss that in box are some types of pollution.

- Ask Ss to work independently to label the pictures. Have them compare their answers with a partners.

3. Complete the sentences with the types of pollution.

Have Ss read through the sentences to get a genenerral understanding.

- Ask Ss to work independently then compare their answers with a partners.

- call on some Ss to stand up and give their answer.

T confirm the correct answers.

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3.Complete the sentences with the types of pollution.

IV. Consolidation Play a game: who is a winner.

- Consolidate the lesson

V. Homework - Ask Ss to learn new vocab by heart and give more information about pollution and projects on pollution ….

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*. Consolidation Prepare A closer look 1.

4. work in groups . Which types of pollution in 3 does your neibourhood face ? Rank them in order of seriousness. Give reasons for your group’s order.

T devide the class into 2 groups. In 5 minutes, ss writ down the pollution types their neibourhood faces and rank them in order of seriousness. They also have to give reasons for their group’s order. Call group representatives to present their group’s order and reasons. The group who is voted for with the best reason will win - Consolidate the lesson 5. Homework - Ask Ss to learn new vocab by heart and give more information about pollution and projects on pollution ….

Prepare A closer look 1.

V. Adjustment ............................................................................................................................................... ...............................................................................................................................................

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Date of planning: 5 / 1/2018 Period56:UNIT 7: POLLUTION Lesson 2: A CLOSER LOOK 1 I. Objectives.

- By the end of the lesson Ss can + Use lexical items related to topic “ pollution” to talk about types of pollution. + Use words and phrases showing cause /effect relationships to describe the cause and effects of pollution. + pronounce the words endings.with –ic and –al correctly in isolation and in context.

II. Content: - Vocab:topic of topic “ pollution” III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Ss’ activities Teacher’s activities 1, Warm up: Brainstorming pollution Ask Ss to call out the types of pollution they learnt in the previous lesson.

2, Presentation - Have some Ss repeat the words/ phrases indicating the topic of pollution

Vocabulary: -cause(n,v): nguyên nhân, gây ra.

-effect(n): két quả -comtaminant(n): chất gây bẩn.

- float(v): nổi -litter(n,v): rác vụn, vứt rác.

- pollutant(n): chất gây ô nhiễm

- Ss listen to the recording and repeat the 1. Complete the table with approprivate words. verbs, nouns, and adjective.

Have Ss look at the table in the book .

Key: Make sure that they understand what to 1.poison 2. contaminate do. Ss complete the exercise 3. pollutant 4. polluted individually and then compare their 5. death 6. damaged 132

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answers with a partner. Call on some Ss to write their answers on the board .

Check their answers.

3, Practice - Have

Ss read through the sentences silently to get a genenerral understanding and decide which word form should be filled in each blank.

Point out that the provided letter is a clue to help them find the word. Ss do the exercise individually and then compare their answers with a partner.

Call on some Ss to give out their answers before confirming the correct answers.

Have ss look at the language box. Tell Ss that the words and phrases in the box express cause and effect relationships.

Have Ss read the example sentences and underline the clause or noun phrase, 0r infinitive…..

Ask ask to make sentences with express cause and effect relationships.

2. Complete the sentences with the words from the table in 1. You do not need to use all the words . The first letter of each word has been provided.

Keys: 1. poisonous 2.pollutant 3.dead 4.contaminated 5.damage 6.pollute

Some words and phrases you can use to signal the cause of a problem.

- Because/ since + clause - Due to / Because of + sth Some words and phrases you can use to signal the effect of a problem.

- so + clause - to cause sth / to lead to sth/ to result in sth - to make sb/ sth do sth.

3.a Decide which sentences in each pair of sentences is a cause and which is an effect. Write C (for cause) or E ( for effect) next to each other.

Key: Have Ss read each pair of sentences and 1……………..C………………E decide which sentences is a cause and 2. ……………..C………………E which is an effect. Ss compare their 3. ……………..C………………E answers with a partner. Call on some Ss 4. ……………..E………………C to give out their answers before giving 5. . ……………..E………………C the answers to the teacher. .

3b. Combine the sentences in each pair into a new sentence that shows a cause/ - T checks the answers. an effect relationships. Use the a cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.

Ask Ss to read the example sentences.

Key: Ask them what chanes they can see in 1………………………… the new sentence.

2. Oil spills from ships in oceans and rivers - Ask Ss to combine each pair of lead to the death of many aquatic animals sentences in 3a into a complete and plants. sentences, using the word/ phrase in 3.Households dump waste into the river so 133

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brackets. Call on some Ss to write their answers on the board and correct them carefully.

Have Ss look at the pictures in 1. Ask Ss which picture shows the cause and which picture shows the effect.. Then ask them to read the example sentences and pay attention to the cause / effect words or phrases. Ss work in pairs to write sentences showing the cause / effect relationships.

Have some pairs to read their sentences T give feedback.

Ask ss to look at the rules and the example in the box. Go through the rules with them.

Have SS give some more example.

Pay the recording for Ss to stress the words. Ask Ss to say where the stress in each word is. Confirm the correct answers. Play the recordinagain for Ss to repeat the words. Call on some Ss to read out the words.

Play the recording and ask Ss to listen and stress the words. Ask Ss to pay attention to the endings. Ss compare their answers in pairs.

it is polluted.

4. Since the parents were exposed to radiation, their children have birth defects.

5. We can’t see the stars at night due to the light pollution.

4. Work in groups. Look at the pairs of pictures. Give as many sentences as possible to show cause / effect relationships.

Suggested answers: 2. The soil is polluted, so plants can’t grow.

3. We won’t have fresh water to drink because of water pollution.

4. we plant tree, so we can have fresh air.

II- PRONUNCIATION Stress of words ending in –ic and –al 5. Listen and mark the stress in each words , then repeat it 1. ar ‘,tistic 2. ath ‘letic 3. his ‘toric 4. . his ‘torical 5. ‘ logical 6. Underline the words ending in –ic and circle the words ending in –al in the following sentences.mark the stress in each word. Listen and check your answers, then repeat sentences.

1. scien ‘tific 2. ‘ national 3. ‘ medical 4. ‘ chemical 5. dra‘matic

Ask Ss to listen and repeat the sentences while listening to the recording.

4, Consolidation - Ask Ss to review the words, and Stress of words ending in –ic and –al they have learnt.

- Direct Ss how to exercise in the workbook.

5, Homewrok - Ask Ss to review what they have just learnt - Prepare A closer look 2.

IV, Consolidation - Ask Ss to review the words, and Stress of words ending in –ic and –al they have learnt.

- Direct Ss how to exercise in the workbook.

V, Homewrok - Ask Ss to review what they have just learnt.

- Prepare A closer look 2.

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V. Adjustment .......................................................................................................................................... .......................................................................................................................................... ..............................................................................................

Date of planning: 7 / 1/2018 Period57:UNIT 7: POLLUTION Lesson 3: A CLOSER LOOK 2 I. Objectives.

- By the end of the lesson Ss can use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution.

II. Content: - Vocab:pollution.

- Grammar: conditional sentences type 1 and type 2 III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities 1, Warm up: 2, Presentation: Grammar Elicit the form and use of the conditional sentences type 1 from ss.

Ask Ss to give some example sentences.

3, Practice - Ss do this exercise individually first, then compare their answers with their partners Have ss read out their answers.

- T check the answers and give the feedback.

-Have ss read pairs of sentences.

-Call 2 Ss to write the new conditional

Ss’ activities -Write the words that ending in –ic and –al and ask ss to mark the stress in each word - conditional sentences type 1 : If clause ( S + V ( simple present), clause ( S + will/ can/ ……+ V Example: 1. put the verbs in brackets into the correct form.

Key: 1. recycle, will help 2. won’t dump; fines 3. travel; will be 4. will save; don’t waste 5. use ; will have 2. Combine each pairs of sentences to make a conditional sentences type 1 Key: 1.Students will be more aware of protecting the environment if teacher teach 135

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sentences type 1.

- Give feedback and correct.

Write this incomplete sentences on the board: If I were a billionaire, I would………………

-Ask ss to complete the sentene orally.

-Have Ss look at the structure of the conditional sentences type 2 in the language box. Draw Ss’ attention to the example sentences on the board.

Underline the subject, verb,….and explain the structure of the conditional sentences at the same time.

-Have SS read the example in the box.

Ask Ss to give one or two examples.

- Ss do this exercise individually first, then compare their answers with their partners.

- T check the answers and give the feedback.

- Ss do this exercise individually first, Call some Ss to write their sentences on the board.

- T check the answers and give the feedback.

- Ss do this exercise individually first, then compare their answers with their

environmental issues at school.

2. When light pollution happens, animals will change their behavior patterns.

3. The levels of radioactive pollution will decrease if we switch………………

4. If the water temperature increases, some acquatic creatures will be unable to…………….

5. people will get……………if the water is……… * conditional sentences type 2: Example: If I were a billionaire, I would ………………..

If clause ( S + V ( past simple ), clause ( S + would/ could/ ……+ V

3. Match an If –clause with a suitable main clause in B 1. b 2. C 3.d 4.e 5.a 4. put the verbs in brackets into the correct form.

1. were; would..do 2. exercised; would be 3. had; would build 4. tidie; wouldn’t be 5. were; would grow 5. Write conditional sentences type 2 for each situation, as in the example Key: 2. if there weren’t so many billbards in our city, people could enjoy the view.

3. if there weren’t so much ligh in the city at night, we could see the stars clearly.

4. if we didn’t turn on the heater all the time, we wouldn’t have to pay three 136

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partners.

- Ask one or two ss to write their sentences on the board.

- T check the answers and give the feedback.

Put Ss in group of 5 or 6 to play this chain game.Explain that the aim of the game is to keep the chain going for as long as possible using type 1 or 2 conditional sentences 4, Production - Ss do review what they have learnt.

5, Homework - Ask Ss to do exercises on the workbook and prepare the next lesson. ´ communication” V. Adjustment:

million dong for electricity a month.

5 if the karaoke bar didn’t make so much noise almost every night, the resident wouln’t complain to its owner.

6.She wouldn’t have a headache after work every day if she didn’t work in a noisy office 6. Chain game:

IV, Production - Ss do review what they have learnt.

V, Homework - Ask Ss to do exercises on the workbook and prepare” communication”

.......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ....

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Date of planning: 8 / 1/2018 Period58:UNIT 7: POLLUTION LESSON 4: COMMUNICATION I. Objectives: - By the end of the lesson Ss can +Explore noise pollution, a common pollution type that not many people recognize as a pollution.

II. Content: - Vocab:pollution.

- Grammar: conditional sentences type 1 and type 2 III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’ activities Students’ activities ……………………………………………….

1, Warm up: Have 2 students make five sentences use ………………………………………………… ‘conditional sentences type 1 or type 2 ” - T give feedback and correct.

2, Presentation: - Introduce new words - Have Ss read new words individually.

- Check new words: Rub out and remember 3, Practice: - Have Ss read he questions in the questionnaire to make sure they understand everything. Explain any unclear points. Then Ss answer the questionnaire individually. Remind them to circle their answers

Extra vocabulary: permanent ( adj): vĩnh viễn. earplug( n): cái nút tai affect(n): làm ảnh hưởng hearing loss(n): mất thính lực blood pressure(n): huyết áp.

1. noise pollution is more common and more damaging than many people realize. The green Organisation is doing a survey on how much teenagers know about this type of pollution. Help them answer the question 2. Compare your answers with those of a 138

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- Ss work in pairs to compare their answers and see if they have any different answers. They don’t have to reach an agreement at this stage. Ask some pairs to report on their differences.

classmate. How many different answers have you got ?

3. Now listen to a short presentation about noise pollution. How many correct answers have you got ?

1. B 2. C 3.A 4.B 5.C 6.A 7.A 8.C

- Play the recording for Ss to check their answers.Ss listen to the recording twice.

If there are any incorrect answer, have Ss correct them .

4, Production: -Ask Ss which of the 8 questions in the 4. Work in groups. Discuss other ways to questionnaire proposes ways to prevent prevent noise pollution. noise pollution. Have Ss work in pairs ……………………………………………….. in 5 minutes to discuss more ways ways to reduce noise pollution.

- T writes answers on a big piece of paper and then present their answers.

Have SS vote for the best ways.

5, Homework: - Review vocabulary.

- Review vocabulary.

-Ask Ss to do exercises on the -Ask Ss to do exercises on the workbook and workbook and prepare” skill 1” prepare” skill 1” V.Adjustments: ............................................................................................................................................... ...............................................................................................................................................

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Date of planning:10 / 1 / 2018 Perod59:UNIT 7: POLLUTION LESSON 5: SKILLS 1 I. Objectives: - By the end of the lesson Ss can: + read for general and specific information about water pollution. + talk about the causes and effects of water pollution as well as ways to reduce II. Content: - Vocab:pollution.

- Grammar: conditional sentences type 1 and type 2 III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher ’ activities Students’ activities -Talking about noise pollution and ways to 1, Warm up: Chatting -Talking about noise pollution and ways to prevent noise pollution. prevent noise pollution.

2, Pre-reading

Vocabulary: -ground water (n): nước ngầm - Introduce new words -untreated(adj): không được xử lí - Have Ss read new words individually.

-herbicide(n): thuốc diệt cỏ -non-point source pollution (n): ô nhiễm - Check new words: Rub out and remember không nguồn.

-point source pollution (n): ô nhiễm có nguồn -Have Ss do this activity in pairs. One - cholera(n): bệnh tả student looks at picture A on page 12 while the other looks at picture B on page 15.

1. Work in pairs. One of you looks at They ask each other yes/no questions to picture A and the other looks at picture find out the differences between 2 pictures . B on page 15. Ask each other questions to - T modal asking and answering questions find out the differences between your with a strong student. pictures .

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- Call on one student to report on difference. Other Ss can add some more .

- Ask Ss what the pictures tell them ( water poppution). Lead to the second activity.

Ex: T (picture A) : Are there 5 ducks in your pictures?

S (picture B) : yes, there are. Are the ducks black in your pictures?

T: No, they aren’t. They are white.

Suggested differences: picture B picture A - the ducks are - the ducks are white black -They’re going to They’re going from the lake . the lake.

-there aren’t any there are some factoties near the factoties near the lake lake - the lake water is - the lake water is clean. dirty/ black.

3, While-reading: 2. Mi and Nick have decided to give a presentation on water poppution to the - Ss work individually to read the passage class.Read what they prepared and quickly and answer the questions. answer the questions.

- Ss underline parts of the text that help Key: them find the answers.

1. The second paragraph tells about the causes of water poppution.

- Ss read the text again to answer the 2. The third paragraph tells about the questions. Ss can learn parts of the text that effects of water poppution. help them with the answers.

3. it’s water beneath the Earth’s surface.

- Ss compare their answer before giving the 4. They are industrial waste, sewage , answers to T. pesticides, and herbicides.

5. They are pollutants from storm water and the atmosphere.

6. They use herbicides to kill weeds - Ss read the statements and underlined the keyword and read through the passage and locate the keywords.

- Stop reading the part that includes the keywords more carefully to make sure the information matches.

3. Read the text again and complete the notes about the effects of water poppution. Fill each blank with no more then three words.

Key: 1.cholera 2. die 3. water poppution 4.dead 5. aquatic plants.

- Ss share their answers with a partner.

- T checks and confirm the correct answers 4, Speaking:

4. Work in groups and discuss the 141

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- Ask Ss to work in groups to the solution to water poppution.

T suggest they make 2 sub-headings - Ss can then go through each cause in the presentation and think of the solutions.

- They make notes of the answers on a piece of paper. Invite one group to quickly present their solutions. Other groups add any ideas if necessary.

Ss work in groups agai to complete the diagram. Set the time of about 5 to seven minutes. It is better if ss draw the diagram on on a big piece of paper.

solutions to water polution . Make notes of your answer.

Suggested key: - 2 sub-headings: non-point source pollution point source pollution -Solution: + Solution 1: give heavy fines to companies that are found doing this. + Solution 2: Educate companies about the environment. + SolutioGive tax breaks to companies that find ‘clean’ ways to dispose of their waste.

5. Now complete the diagram of water pollution. Use the information from the text for the causes and effects and your’s idea for solutions.

6.Make a presentation about water pollution on the diagram.

Ask some groups to give a presentation about water pollution. Other groups listen and give comments.

5, Homework: - Ask Ss to review vocabulary - Review vocabulary.

-Ask Ss to do exercises on the workbook -Ask Ss to do exercises on the workbook and prepare” skill 2” and prepare” skill 2” V.Adjustments: ............................................................................................................................................... ...............................................................................................................................................

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Date of planning:13 / 1 / 2018 Period60:UNIT 7: POLLUTION LESSON 6: SKILLS 2 I. Objectives: - By the end of the lesson Ss can: + listen to get specific information about thermal pollution. + write about the causes and effects of one pollution type.

II. Content: - - Vocab:pollution.

- Grammar: conditional sentences type 1 and type 2 III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’ activities Students’ activities 1, Warm up: - Ask Ss to talk the solutions to water Talk the solutions to water polution . polution .

2, Pre-listening: + Vocabulary: -algea (n): tảo - Introduce new words -discharge(n): sự bắn ra,…

- Have Ss read new words individually.

- reservoir (n): hồ chứa, bể chứa - Check new words: Rub out and remember - Look at the picture. Describe what you see in the picture and talk about the relationship between them. Share your ideas with a partner.

- play the recording for Ss to check their answers

1. Describe what you see in the picture and talk about the relationship between them.

Key: The first picture shows an algal bloom in coastal seawater.

The second picture shows the cooling towers from a power station.

They are both related to thermal pollution.

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3, While-listening: - have Ss quickly read the diagram and indentify the form of word/ phrase to be fill in each blank.

-- Play the recording once.

- Ask Ss to write the answers on the board - Play the tape again to check their answers.

- Make changes to the answers on the board.

2. Listen to part of conversation on TV between a reporter and invironmentalist about thermal pollution. Complete the diagram. Use no more then three words for each blank.

Key: 1.hotter 2. cooler 3.

Cool 4. warm rivers 5. warmer water 6.fish polutations 7. Harmful 8. colour 9. poison 10. cool down

4, Pre-writing: - Ss work in pairs and decide which pollution type in their area they are going to discuss. Have Ss take notes of the causes and effects. Move around to offer help as pairs discuss their area

3. Work in pairs. Dicuss the causes and effects of one type of pollution in your area. Make note in the diagram

5, While-writing:

4. Imagine that you are writing article for the local newspaper about a type of pollution in your area. One of you write about the causes and the other write about effects of pollution type you have just discussed in 3.

-Ss stay with their partner. One write about the causes and the other write about effects based on their notes from 3.

- Move around to offer help and take notes of any structure or language that Ss are struggling with. . Ss may also write this in group on big pieces of paper.

- Ss or groups exchange their article to spot any mistakes. Share them with the whole class.

- T correct the Ss’ article.

6, Post –writing: - Call some good students to show their writing before class.

……………………………………..

5. Read each other’s work and put them together to make a complete article.

- Read their writing out loud before class.

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7, Homework: - Ask Ss to rewrite and reread their - Ss rewrite and reread their writings. writings.

- Ask Ss to do exercises on the workbook - Ask Ss to do exercises on the workbook and prepare” Looking back”. and prepare” Looking back” V.Adjustments: .......................................................................................................................................... .......................................................................................................................................... .............................................................................................................................

Date of planning:13 / 1 / 2018 Period61:UNIT 7: POLLUTION LESSON 7: LOOKING BACK + PROJECT I. Objectives: - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit.

II. Content: - Vocab:pollution.

- Grammar: conditional sentences type 1 and type 2 III. Preparations: - Materials: Ss’ books, text books, tape & radio.

IV. Procedures: Teacher ’ activities Students’ activities 1, Warm-up: 2. Write types of pollution in the word web.

- Ss do this activity individually then compare their answers with a partner.

- Check and confirm the correct answers.

- Ss read their answers out loud.

2, New lesson:

Type of pollution

1.thermal pollution 2. air pollution 3. radioactive pollution 4. light pollution 5. water pollution 6. land/soil pollution 7. noise pollution 8. visual pollution 1. Complete the sentences with the correct form of the words in blackets.

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- Ss do this activity individually then compare their answers with a partner.

- Check and confirm the correct answers.

- Ss read their answers out loud.

- Ss do this activity individually then compare their answers with a partner.

- Call some Ss to give their answers.

- Check and confirm the correct answers.

- Ss do this activity individually then compare their answers with a partner.

- Some Ss to write their answers on the board.

- Give feedback -Ss complete the sentencs individually, using your own ideas.

Remind them to identify whether the sentences is a conditional sentences type 1 and type 2 - Call some Ss to share their sentences – Accept all the sentences if they make sense.

- Ss work in groups. Discuss what you would do or say in each situation.

- Ask Ss to read the example.

- Move ar ound the class to listen to their ideas.

3, Production:

Key: 1. pollution 3. death 5. pollutants

2. contaminate 4. poisonous

3. Rewrite the sentences, using the words in brackets.

1.The residents of the street cannot sleep because of the loud noise from the music club 2. Vy had a stomachache since she ate a big dinner.

3. The road in front of my house was flooded due to the heavy rain.

4. His mother is unhappy because his room in untidy 5. Too much carbon dioxide in the atmosphere causes global warning.

Grammar.

4. put the verb from the brackets into the correct form Key: 1won’t be, don’t take 2. Continue; will be 3. were/ was ; would wear 4. Do; will see 5. would..travel; didn’t have 6. wouldn’t be; didn’t take care.

5. Complete the sentencs, using your own ideas. …………………….

Communication: 6.work in groups. Discuss what you would do or say in each situation.

Finished! Now I can… ………………………

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- Ask Ss to complete the selfassessment. Identify and difficulties/ weak areas and provide further practice.

- Review 4, Consolidation: -Ask Ss to review the lesson.

5, Homework: -Ask Ss to do exercises in the - Do homework at home workbook V.Adjustments: ...............................................................................................................................................

Date of planning:17 / 1 / 2018 Period 62: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson1: GETTING STARTED I.Objectives: - By the end of the lesson Ss can understand “How’s your summer camp?”, review vocab related to the topics of people and places in English speaking countries.

- Training listening, reading, speaking, writing skills.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures:

Teacher’ activities 1. Warm up:

Ss’ activities

Brainstorming E speaking

2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - Take notes down on their notebooks.

3. Listen and read: Pre-questions: + Where are the children? What do you think they are doing?

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- Give more information about topic: - England, America, Canada, Australia, Singapore,….

Vocabulary: - awesome: tuyệt vời - absolutely: tuyệt đối, chắc chắn - official: chính thức - accent: giọng điệu - native speaker: dân bản xứ - Check out the conversation and then give the answers to the questions.

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a. Find a word or an expression from the conversation which you use when you..

- ? Ss to work independently b. Read the conversation again and answer the questions: - Play the tape twice and get Ss to practice reading in pairs - ? Ss to work independently - Allow them to share their answers to partners before discussing as a class.

- Ask Ss to read out the lines in the dialogue that contains the word/ phrase.

2. Complete the sentences with words/ phrases from the box.

- Ask Ss to underline these words/ phrases inn the conversation and make sure they understand their meanings.

- ? Ss to work independently 3. Put the name of the countries under their flags.

- Have Ss look at the flags and the names of the countries and do exercise.

3. Game: WHERE ARE THEY? - Have Ss work independently, locate the countries in 3 on the map. The group find more countries wins.

- Direct Ss to play this game.

IV. Consolidation: - Consolidate the lesson V. Homework: - Ask Ss to learn new vocab by heart.

Key: 1. awesome 2. Absolutely/ Right 3. It’s hard to say 4. Perhaps/ Maybe Key: 1. He’s an international summer camp.

2. They come from different countries/ from all over the world.

3. He has made new friends, visited places 4. Because he uses English every day with people from different countries.

5. Two boys from Australia and girl from the USA. 6. After July 15th Key: 1. summer camp 2. E speaking countries 3. native speakers 4. The USA 5. accents 6. official language Key: 1. the USA Kingdom 3. Singapore 5. Canada

2. the United 4. Australia 6. New Zealand

- Play a game as directed

V.Adjustments: ............................................................................................................................................... .......................................................................................................................................... ..

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Date of planning:19 / 1 / 2018 Period 63: UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson2: A CLOSER LOOK1 I.Objectives: - By the end of the lesson Ss can + Use lexical items related to topic of people and places in English speaking countries. + Pronounce the words ending in-ese and –ee correctly in isolation and in context.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Brainstorming E speaking countries 2, Presentation: - Have some Ss repeat the words/ phrases indicating the topic folk tales - Ss listen to the recording and repeat the words.

Vocabulary: - icon: biểu tượng - scenic: phong cảnh - parade: cuộc diễu hành, diễu binh - cattle station: trại gia súc - loch: hồ - spectacle: quang cảnh 149

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Listen and repeat the words 3, Practice: - Have Ss look at the table in the book make sure they understand what to do.

- Ask Ss to work individually and then ask Ss to share the answers with one or more partners.

- T writes the answers on the board.

1. Write the names for the people who belong to these places. Then listen and repeat the wrods.

Key: 1. the Americans 2. The English 3. the Scottish 4. The Welsh 5. the Irish 6. The Canadians 7. the Australians 8. The New Zealanders

- Ask Ss to work individually and then ask Ss to share the answers with one 2. Change the words into a noun(N), an or more partners. adjective (A), a verb (V).

Key: - Have Ss complete the table 2. symbolise 3. Legendary individually. Then have some Ss write 4. icon 5. Spectacular their answers on the board before 6. festival 7. Scenic checking with the whole class.

8. attract - Ask Ss to do the exercise in pairs 3. Use the words in the box to complete the - Ask some Ss to say their sentences in sentences. front of the class.

Key: 1. icon 2. symbolises 3. Scenic 4. unique 5. attracts - T plays the tape and ask Ss to listen and repeat the sentences, paying 4. Match the words/ phrases with the pictures attention to the intonation of each 1. castle 2.loch 3.parade sentence.

4.monument 5.state 6.cattle - Ask Ss to work in pairs, practise station saying the sentences. Call some Ss to practise in front of the class.

PRONUNCIATION: Stress in words ending - Correct Ss’ pronunciation. in –ese and -ee 5. Listen and repeat the words.

- For words ending in -ese and –ee , the stress often placed on the final syllable.

6. Mark the stress in the underlined words.

Then listen and repeat the sentences.

1.Chi’nese 2.refu’gee 3.trai’nee 4. Jap’nese 5.guaran’tee 4, Consolidation: - Ask Ss to review the words, and clusters they have learnt.

- Direct Ss how to exercise in the workbook.

- Review the words and clusters they have learnt.

- Do exercises

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5, Homework: - Ask Ss to review what they’ve just learnt V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

Date of planning:23 / 1 / 2018 Period 64:UNIT 8: ENGLISH SPEAKING COUNTRIES Leson3:A CLOSER LOOK 2 I.Objectives: - By the end of the lesson Ss can use present simple to talk about future activities.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: 2, Presentation: Grammar Present Simple tense: review - Introduce the Grammar box

3, Practice: - Ss do this exercise individually first, then compare their answers with their partners - T check the answers and give the

Students - Read the conversation from Getting started again Vocabulary: - increase: gia tăng - pose: sắp đặt, tư thế - excursion: chuyến tham quan - session: buổi, kỳ họp - promote: thăng chức - journalism: nghề báo chí

1. Complete the sentences with the correct form of the verbs in brackets in the correct form: Key: 1. has served 2. is increasing 3. symbolises 4. form 5. has celebrated 6. is 151

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feedback.

- Ss work individually to do this activity after reading all the sentences carefully to make sure they understand them.

- Ss share the answers.

- Check Ss’answers and write them on the board.

- Direct Ss to do this exercise - Ss do this exercise individually first, then compare their answers with their partners.

- T check the answers and give the feedback - Ss do this exercise in pairs.

- Have Ss discuss the questions in pairs.

- Ask some pairs to give their answers to the whole class.

4, Production: - Ss do review what they have learnt.

5. was not/ wasn’t waiting 2. Four of the underlined verbs in the passage are incorrect tense. Find and correct them.

Key: 2. visit-> has visited 3. increase -> is increasing 4. has celebrated -> celebrates 5. are dancing -> dance 3a. Read the schedule and underline the verbs in the sentences describing the activities.

Key: 1. takes 2. Leaves 3b. Work in group and discuss the questions.

We use the present simple with a future meaning when we talk about schedule, programmes.

4. Use the verbs in the box in their correct forms to complete the sentences describing other activities in 3a.

Key: 1. starts- finishes 2. takes place 3. holds 4. hosts 5. lasts 5. Make notes of some activities your school has planned for next week. Write five sentences about the activities, using the present simple with future meaning

5, Homework: - Ask Ss to do exercises on the workbook and prepare the next lesson.

V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

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Date of planning:25 / 1 / 2018 Period 65:UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson4 :COMMUNICATION I.Objectives: - By the end of the lesson Ss can + Read for specific information about the attraction of a country. + Use lexical items related to topic of people and places in English speaking countries II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: 2, Presentation: - Introduce new words - Have Ss read new words individually.

- Check new words: Rub out and remember 3, Practice: - In pairs, Ss look at the quiz and discuss the differences between them.

Encourage Ss to use extra vocabulary.

- Have Ss do this exercise

Students - Make sentences using present simple with future meaning.

Extra vocabulary: - territory: lãnh thổ - North Pole: bắc cực - Artic Circle: vòng Bắc cực - illustrate: minh họa 1. Do the quiz and do the correct answers.

Key: 1.C 2. A 3.C 4.B 5.B 6.B 7.C 8.A 9.B 10.A 2. Write the name of the countries next to 153

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independently.

-Ask Ss to write their sentences on the board.

- Other Ss or T give comments.

- Ask Ss to add more in five minutes.

- T writes them on the board

their facts.

1. the USA 2.New Zealand 3.the United Kingdom 4. Canada 5.Australia

4, Production: - Ss work in group, discuss and write their own ending for the fairy tale.

- Call on some Ss to act out the conversation in front of the class. Other Ss give comments.

- Give praise and feedback on Ss’conversations.

3. Game: How much do you know about a country. a. Work in group. Choose a country and together find out as much about it as possible.

Then prepare a small introduction of that country. Don’t say the name of the country.

Ex: far north, north America , cold, two languages: English and French b. Each group then presents their introduction to the class. The class.

- Review vocabulary and structure

5, Homework: - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments:

.....................................................................................................................................................................

..................................................................................................................................................... ..............

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Date of planning:28 / 1 / 2018 Period 66:UNIT 8: ENGLISH SPEAKING COUNTRIES Leson5:SKILL1 I. Objectives: - By the end of the lesson Ss can: + Read for specific information about the attraction of a country. + Talk about interesting facts of a country.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: Chatting 2, Pre-reading: - Introduce new words 3, While-reading: - Ask Ss scan the passage to find where the words in the box are in the story - Ss work individually to read the passage 155

Students -Talking about some English speaking countries.

Vocabulary: - haunt (v): ám ảnh - piping: thổi kèn, thổi sáo/ tiêu - fire brigade: đội cứu hỏa 1. Discuss the questions: 1. Where is Scotland?

2. What is this land famous for?

Key:

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quickly and explain the words.

1. It’s in the north of Great Britain.

2. It’s famous for ít rich and unique culture as well as its amazing natural beauty….

- Ss read the text again to answer the 2. Match each place or event with its questions. Ss can learn parts of the text that picture. help them with the answers.

Key: - Ss compare their answer before giving the 1. Edinburgh: d,f answers to T. Ask them to give the 2. Castles: a,c evidence when giving the answers.

3. Highland Games: b,h 4. Lochs: e,g 3. Read the passage again and answer the - Ss underline parts of the text that help questions. them find the answers.

Key: - Ss share their answers with a partner.

1. Yes, it is - T checks and confirm the correct answers 2. a ghost 3. piping, drumming, dancing 4.the telephone, television, penicillin, the rain coat.

5. in 1824 4. Work in pairs. Talk about the things you 4, Speaking: like most about Scotland. Give reasons.

- Ask Ss to work in pairs take turn to ask each other the three story summaries.

5. Work in groups. Read and discuss these - Two pairs of Ss join together. One pair interesting facts about Australia. Prepare a interviews the other. One student short introduction of Australia. interviews and the other note down the answer in the table. Then the second pairs interview the first pair.

- Review vocabulary and structure 5, Homework: - Ask Ss to review vocabulary and structure they have already learnt.

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Date of planning:2/ 2 / 2018 Period 67:UNIT 8: ENGLISH SPEAKING COUNTRIES Leson6:SKILLS 2 I. Objectives: - By the end of the lesson Ss can: + listen to get specific information about a day trip to an amazing town. + write a description of a schedule for a visit or a tour.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Brainstorming - Ask Ss to write the things they learnt about Scotland 2, Pre-listening: - Give Ss some questions:

Sctoland + Vocabulary: - destination: điểm đến - paradise: thiên đường - trail: vạch, đường mòn - trolley: xe đẩy 157

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3, While-listening: - Tell Ss that they are going to listen and correct the following statements.

- Play the recording once.

- Ask Ss to write the answers on the board - Play the tape again to check their answers.

- Get Ss to give the answers - Play the recording again and have Ss find the missing words - Check Ss’answers.

4, Pre-writing: - Ss to make notes about one of their favourite fairy tales or invent their own fairy tales. Remind them that they do not have to write full sentences and they can use abbreviations 5, While-writing: - Ss to refer back to the reading passage in Skills 1 for useful language and ideas, and note some necessary expressions and language on the board.

- Ask Ss to work individually to write the draft.

- Encourage Ss to write down the full sentences 6, Post-writing: - Call some good students to show their writing before class.

- Ss or groups exchange their writing to spot any mistakes. Share them with the whole class 7, Homework: - Ask Ss to rewrite and reread their writings.

1. Listen and fill in the time for the schedule of events.

Key: 1. 9.30 2.12.30 3. 4.00 4.15

4.

2. Listen again and choose the right answers.

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

3a. Choose four activities from the list that you would like to do in a two-day visit to Washington D.C, the capital of the USA. 3b. Schedule your visit 4. Write a passage describing the schedule for the visit. You can start with: - This is the schedule for our group’s twoday visit to Washington D.C. On the first day we plan to go to the White House early at 8 o’clock. This way, we avoid the crowds.

Then we get on a Hop-on Hop-off trolley, which rides around the city. We do some shopping and go for a nice lunch. Then we see some of the sights of the city. On the second day, we take the 8.30 shuttle bus to the canoe club to join a canoe trip along the C&O canal. This canal is famous for its beautiful scenery, especially in autumn. The trip takes about three hours. In the afternoon, we visit the National Children’s Museum. The brochure says that this museum offers children a lot of fun activities where they can learn through playing.

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Date of planning:3/ 2 / 2018 Period 68:UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson7: LOOKING BACK AND PROJECT I. Objectives: - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + practice speaking about customs and traditions.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students - Read the passage describing the schedule for the 1, Warm-up: visit that they’ve already done in the previous period.

2, New lesson: Vocabulary 1. Match the words with the definitions.

- Ss do this activity individually then Key: compare their answers with a 1.c 2.e 3.f 4.b 5.d 6.a partner.

2. Choose the best answers A,B,C or D to - Check and confirm the correct complete the sentences.

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Key: 1. C 2.A 3.C 4.B 5.B 6.A Grammar 3. Decide if the sentences have a present meaning (P) or a future meaning (F).

Key: 1.F 2.F 3.P 4.P 5.F - Ss do this activity individually then 4. Complete the sentences with the appropriate compare their answers with a present tense of the verbs in brackets: partner.

Key: - Check and confirm the correct 1.faces 2.doesn’t set 3.has won answers.

4.has done 5.is 6.are trying - Ss read their answers out loud.

Communication 5. Work in group. Discuss if the statements are correct.

- Ss do this activity in pairs.

Key: - T gives the feedback 1. Scottish men wear kilts 2. The USA has the biggest population.

3. California is a state in the USA. -Ss work in groups. They take turn to 4. They live in Australia. ask the questions and note down the 5. English and French. answers.

Finished! Now I can…

- Tell Ss to keep in mind who this poster is for.

3, Production: These can help decide: - Ask Ss to take notes. + which attractions you would include in your poster. + what information about the acttraction you would introduce. + which picture you would use for your poster + the design for your poster.

- Review 4, Consolidation: -Ask Ss to review the lesson.

- Do homework at home 5, Homework: -Ask Ss to do exercises in the workbook V.Adjustments: answers.

- Ss read their answers out loud.

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Date of planning:20/ 2 / 2018 Period 69:UNIT 9 - NATURAL DISASTERS Leson1: GETTING STARTED I. Objectives: - By the end of the lesson Ss can understand “Shocking news ”, review vocabulary related to natural disasters - Training listening, reading, speaking, writing skills.

II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures:

Teacher’s activities 1. Warm up:

Ss’ activities

Brainstorming

- Give more information about natural disasters …………………………………….

Natural disasters

What was the natural disaster?

When did it happen?

Was there any damage to people or property?

Vocabulary: - disasters: tai họa, thảm họa 161

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2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - Take notes down on their notebooks.

3. Listen and read: Pre-questions: + where are Duong and Nick? What are they talking about?

Which natural disasters can we see in the bubbles? a. Read the conversation again and fill the blank with no more than three words - Ask Ss to read each sentences and locate the information in the conversation, then choose suitable words/phrases to fill each blank.

- Ss work individually and then compare the answers with their partner. b. Responding to news.

T models an exchange with students by giving some bad news, “My cat died”, and electing “ That’s terrible” from student.

Tell Ss to refer back to the conversation to fin the other phrases.

2a. Write the responses into the correct columns. Then listen, check and repeat.

- Ss work independently - Allow them to share their answers to partners before playing the recording for them to check.

- Play the recording for Ss to repeat the phrases. Remind Ss to pay attention to their intonation as they practice.

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- typhoon: bão nhiệt đới - damage : sự thiệt hại, sự hư hại.

- rescue worker : nhân viên cứu hộ - trap: làm cho mắc kẹt - accommodation: chỗ ở - erupt: phun ( núi lửa) - eruption: sự phun ( núi lửa).

- volcanic: thuộc núi lửa.

- tornado(n): lốc xoáy.

- forest fire (n): cháy rừng.

- earthquake (n): trận động đất.

- tsunami(n): sóng thần.

- mudslide (n): lũ bùn.

- drought(n):hạn hán. a. Read the conversation again and fill the blank with no more than three words Key: 1. tropical storm 2. injured 3. damage 4. trapped 5. medical supplies 6. temporary accommodation b. Responding to news.

Key: 1. Oh no!

2. That’s’s a relief.

3. That’s awful!

2a. Write the responses into the correct columns. Then listen, check and repeat.

Key: Responding to Responding to good news bad news Wow! Oh dear !

That’s great !

That’s awful That’s a relief !

How terrible !

How wonderful !

Oh no!

That’s awesome ! That’s shocking !

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2b. Match the sentences (1-6) to the responses (a-f). Then practice the exchanges with a partner.

- Ss work independently - Allow them to share their answers to partners before T gives comments. Point out that some of the responses could fit more than one statement . If Ss can justify their choice, then accept it. Ask SS to work in pairs, practicing the exchanges with good intonation. T goes around the class to provide help.

3. Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?

- Ss work in pairs to match the words/ phrases to pictures. Then allow them to share their answers to partners before playing the recording for them to check.

- Play the recording for Ss to repeat the phrases.

4. Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam - Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Cll on some pairs to practise in front of the class.

4. Consolidation: - Consolidate the lesson 5. Homework: - Ask Ss to learn new vocab by heart.

2b. Match the sentences (1-6) to the responses (a-f). Then practice the exchanges with a partner.

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

3. Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more?

1. C 5.G

2. D 6. A

3. F 7. H

4. B 8.E

4. Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam

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Date of planning:21/ 2 / 2018 Period 70:UNIT 9 - NATURAL DISASTERS Leson2:A CLOSER LOOK1 I. Objectives: - By the end of the lesson Ss can + Use lexical items related to topic “natural disasters” + Pronounce the words ending in- logy and –graphy correctly in isolation and in context.

II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Brainstorming Natural disasters

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2, Presentation: - Have some Ss repeat the words/ phrases indicating the topic folk tales - Ss listen to the recording and repeat the words.

Vocabulary: - bury : chôn vùi, vùi lấp.

- collapse: đổ, sập, sụp, đổ sập.

- rage: diễn ra ác liệt, hung dữ.

- cattle station: trại gia súc - shake: rung, lắc, làm rung, làm lắc.

- mudslide: lũ bùn.

-scatter : tung, rải, lắc.

- evacuate: sơ tán.

-put out: dập tắt(lửa…)

-victim: nạn nhân Listen and repeat the words

3, Practice: - Write the first verb erupt on the board and elect the past tense from Ss, wtiting erupted on the board. Do the same with all the verbs.

- Ask Ss to work individually and then ask Ss to share the answers with one or more partners.

- T plays the tape and ask Ss to listen and repeat the sentences - T writes the answers on the board.

1. Fill each blank with a suitable verb in the corect form from the box below. Then listen, check and repeat.

Key: 1. struck 2. erupted 3. shook .

4. buried 5. raged 6. collapsed

- Ask Ss to work individually and then ask Ss to share the answers with one 2. Match the verbs in column A to the nouns or more partners. in column B. Then listen, check and repeat.

Key: - Play the recording for Ss to repeat 1. b 2.d 3. A 4.e 5.c the phrases.

- Ask Ss to complete the sentences individually , using the phrases in 2.

- Ask some Ss to say their sentences in front of the class.

- confirm the correct answers.

- T plays the tape and ask Ss to listen and repeat the words, paying attention to the stressed syllable of each words .

- Explain the rule in the REMEMBER

3. Now use the phrases in 2 in correct form to complete the sentences.

Key: 1.provide aid 2. Put out the forest fire 3. took shelter 4. Scattered debris 5. evacuate the village.

PRONUNCIATION: Stress in words ending in- logy and –graphy 4. Listen and repeat these words. Pay attention to the stressed syllables.

- For words ending in- logy and –graphy 165

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! box and some Ss to give some words , the stress often placed on the third syllable from in- logy and –graphy. the end.

- Ask Ss to work in pairs to mark the 5.Listen and mark the stress on the correct stress on the correct syllable in the syllable in the words below. Pay attention words. Then plays the tape and check. logy and –graphy 1.soci‘ology 4. clima‘tology 2. zo‘ology 5. as‘trology 3.bibli'ography 6. de’mography Play the recording and ask Ss to listen and mark stress in the underlined 6. Read the following sentences and mark the words. Ask Ss to pay attention to the stress in the underlined words. Then listen endings. Ss compare their answers in and repeat the sentences. pairs.

1. ge’ography 2.bi’ ology Ask Ss to listen and repeat the 3. pho’tography sentences while listening to the 4. bi’ography recording.

5. . zo‘ology 4, Consolidation: - Ask Ss to review the words, and clusters they have learnt.

- Direct Ss how to exercise in the workbook.

5, Homework: - Ask Ss to review what they’ve just learnt

- Review the words and clusters they have learnt.

- Do exercises

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Date of planning:25/ 2 / 2018 Period71:UNIT 9 - NATURAL DISASTERS Leson3:A CLOSER LOOK2 I. Objectives: - By the end of the lesson Ss can use the past perfect tense to talk about an action before a stated time or another action in the past.

II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: Ask if Ss remember how to form the passive voice. T ask Ss to write the form on the board and have other Ss give examples.

2, Presentation: Grammar

Students - Read the conversation from Getting started again

Grammar 167

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Passive voice: review

Passive voice: review

- Introduce the Grammar box 3, Practice: Ask Ss to read the conversation from Getting started again and underline all sentences in the passive voice that they can find. Then ask them to share their findings with a partner before checking with the whole class.

- Ss do this exercise individually first, then compare their answers with their partners - T check the answers and give the feedback.

- T model the first sentence for Ss. Have SS write the next two sentences and correct them carefully. The rest can be done as homework.

- Ss work individually to do this activity after reading all the sentences carefully to make sure they understand them.

- Ss share the answers.

- Check Ss’answers and write them on the board.

- Ask Ss to read the conversation from Getting started again, paying attention to the underlined part. Then, refer to the yellow box, explaining the form of the Past perfect tense and going through the examples.

1. Read the conversation from Getting started again and underline any sentences in the passive voice that you can find. Check your findings with a partner.

Was……..injured? …………were reported. …………. were destroyed or flooded, ………. were left…… ………..were trapped. ……………have also been sent. ….have been taken………………….will be provided……..

2. Complete the sentences with the correct form of the verbs in brackets in the correct form: Key: 1.was scattered 2. are built 3were taken 4. will be predicted 5.will/ are going to be delivered 3. Rewrite the following sentences using the correct passive voice.

Key: 1.Food and blankets have been given out to homeless people by volunteers.

2. Ten people trapped in collapsed buildings have been feed by the rescue workers so far.

3. Was the whole village destroyed by the storm ?

4. if the area is hit by the storm, a lot of damage will caused.

5. A garden party is going to be organized to raise money for the victims of the flood. * Past perfect 4a. Read part of the conversation from Getting started again pay attention to the underlined part.

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- Now ask Ss to think about the rules for Past perfect tense. First, try to elecit them from Ss. Then go through the rules in the boxes by analyzing the examples given. Then ask Ss to give some more examples of their own.

- Direct Ss to do this exercise - Ss do this exercise individually first, then compare their answers with their partners.

- T check the answers and give the feedback - Ss do this exercise in pairs.

- Have Ss discuss the questions in pairs.

- Ask some pairs to practice to the whole class.

-Divide the whole clas teams. Then allow members from the 2 teams to take turns in giving reasons why they were pleased/ upset…. Count the correct sentences to find the winning team.

4, Production: - Ss do review what they have learnt.

5, Homework: - Ask Ss to do exercises on the workbook and prepare the next lesson.

4b. when do we use the Past perfect ? Can you think of any rules? .

We use the Past perfect to describe an action before a stated time in the past.

5. complete the sentences by putting the verbs in the box into the simple past or past perfect.

Key: 1. had left, erupted 2. arrived, had stopped.

3. had spent 4. got, hadn’t taken.

5. found, had bought 6. Work in pairs. Ask and answer the following questions about you.

7. Game

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Date of planning:27/ 2 / 2018 Period 72:UNIT 9 - NATURAL DISASTERS Leson4:COMMONICATION I. Objectives: - By the end of the lesson Ss can listen , read and express someone’s own views on natural disasters.

II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher

Students

1, Warm up: Ask Ss: Can we prevent natural disasters with the help of modern technology?

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2, Presentation: - Introduce new words - Have Ss read new words individually.

- Check new words: Rub out and remember 3, Practice: - First , have Ss read the interview and guess what the missing word for each gap in the interview is. Write the Ss’ideas on the board. Ask Ss to say which question each person is answering. Then play the recording.

Ask SS to share their answers in pairs before plaing the recording a final time.

- Refer Ss back to ideas on the board and decide together if all of them are possible options.

Extra vocabulary: - climate change : sự thay đổi khí hậu - victims: -in charge:

- Ask Ss to decide whose opinions they agree with and who they disagree with.

Ss make notes of the reasons for their decision.

2. Read the listeners’s views on natural disasters again and decide who you agree with and who you disagree with.

1. Listen to a radio programme on 4Teen News. Then fill the gaps with the words you hear.

Key: 1.flooded 2. warming 3. used 4. unprepared 5. reminding

- Have Ss make notes of their answers 3.Answer the two questions. Express your to two questions in the interview. own views and write them down below.

Remind Ss that it does not matter what their answers are, and that it is more important that they justify their answers.

4, Production: - Ss work in pairs to share their answers with a partner. Encourage each pair to negotiate for the same views.

4.Work in pairs. Now compare your views with a partner. Do you share the same views?

5, Homework: - Ask Ss to review vocabulary and structure they have already learnt.

- Review vocabulary and structure

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Date of planning:28/ 2/ 2018 Period 73:UNIT 9: NATURAL DISASTERS Lesson5- SKILLS 1 I.Objectives: - By the end of the lesson Ss can: + Read for specific information about natural disasters in a news report. + Talk about a natural disaster and what to do when it happens.

II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher

Students

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1, Warm up: Chatting What can we do to prepare for a natural disaster ?

2, Pre-reading:

Vocabulary: - wreak havoc: - Introduce new words - essential: - Ask Ss to scan the article to find where - destructive: the words/phrases …. Are in the article.

- guidelines: - T help Ss work out the meaning of these -emergency: words from the article.

T may set a longer time limit for Ss to read the article again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions.

- Ss compare their answer before giving the answers to T. - T checks and confirm the correct answers

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2. Read the article again and answer the questions.

3, While-reading: - T may set a longer time limit for Ss to Key: read the article again and answer the 1. B/c they can wreak havoc across large questions. Ask Ss to note where they areas and cause loss of life or damage to found the information that helped them to property. answer the questions.

2.Learn about the risks in your are and rad - Ss compare their answer before giving the information about natural disasters on the answers to T. local government sites.

- T checks and confirm the correct 3. Enter all the emergency contact answers numbers in your mobile phone so you can call the rescue and emergency workers if necessary.

4.Your emergency supply kit should include food, water, medications, personal hygiene item, copies of personal documents and some money.

5. We need to know the evacuation routes and shelters

4, Speaking: - Ask Ss to read each news report. T may help with the new vocabulary. Then ask Ss to match each news report to the correct picture. Have some Ss read out their answers before checking with the whole class.

* Speaking 3a. Read the news reports ( A-C) and match each one to the correct picture ( 1-3) Key: 5. C 6. B 7. A

-Remind Ss of the responses they practice 3b. Work in pairs………… in GETTING STARTED; refer them back to this section if necessary. Now ask Ss to work in groups of three and roleplay telling each other about one of the news reported in 3a. T may go around to provide help. After finishing, T may call on some groups to do the role-play in front of the class.

4a. Make a list of things to do before, during and after each of the disasters in - Ask Ss what disasters often happen in your area. You can read the article in 1 their area. Elicit the answers from Ss and again for ideas choose two disasters that happen the 174

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most. Divide the class into two groups; each will discuss one disaster. Ss work in pairs within each group to discuss and write down what to do before, during and after this disaster. Move around the class to help Ss if necessary.

-Have Ss form new pairs; one student from each group above. Have Ss ask and answer questiona about the things they should do in the event of each disaster they had discussed in a.

5, Homework: - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments:

Disaste rs

Things to do Before

During

After

4b.Discuss what you should do in the event of a natural disaster in your area.

Use the information from the table above - Review vocabulary and structure

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Date of planning:3/ 3/ 2018 Period 74: UNIT 9: NATURAL DISASTERS Lesson6- SKILLS 2 I.Objectives: - By the end of the lesson Ss can: + listen to get specific information about natural disasters in a news report. + write a news report a natural disaster II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Chatting - Ask Ss: the disasters in your area and what you should do in the event of a natural disaster in your area ?

2, Pre-listening: + Vocabulary: - Give Ss some new vocabulary.

- bureau: - rain-free: - coastal : 3, While-listening: 1. Listen to the news report and correct - Remind Ss about listening for keywords the following statements. in statements.

Key: - Play the recording and ask Ss to listen and 1. A typhoon hit Nghe An Province last correct the statements. night.

- Ask Ss to write the answers on the board 2. Dozens of people were seriously injured - Play the tape again to check their in the storm. answers.

3. There was extensive damage to property in Cua Lo, a coastal town in Nghe An. 4. The storm had already weakened when rescue workers arrived in the area.

5. According to the weather bureau, heavy rain will continue over the next few days.

- Ask Ss to work in pairs to discuss the 2. Listen again and complete the data missing word for each gap from the chart. information they have heard in 1. Then Key: play the recording again and allow Ss to fill 1. winds 2.homeless 3.damage in the gaps as they listen. Ask Ss to share 4.flood 5.debris 6. Accommodation. their answers in pairs.

- Get Ss to give the answers 176

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- Play the recording again and have Ss find the missing words - Check Ss’answers.

4, Pre-writing: - Ss to make notes about a natural disaster or one of their family members have experienced in the given table. Remind them that they do not have to write full sentences and they can use abbreviations .

- Ask Ss to share their notes .

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

5, While-writing: - Set up the writing activity. Remind Ss that the first and most important thing is always to think about what thay are going to write. In this case, Ss cn use the chart in 3 as a model for their report.

-Ask Ss to write a draft report first. Then have them write their final version in class or at home, depending on time allowed -T display some of the reports on the wall and invite other Ss to give comments.

6, Post-writing: - Call some good students to show their writing before class.

- Ss or groups exchange their writing to spot any mistakes. Share them with the whole class 7, Homework: - Ask Ss to rewrite and reread their writings.

3. Have you or one of your family members experienced a natural disaster?

Make notes about it in the table below.

Alternatively, you can write about a natural disaster you have read about.

4a. Use your notes in 3 to write a news report.

4b. Swap news reports with a partner and review each other’s drafts. Make revisions and corrections if necessary.

Then present your final news report to the class.

V.Adjustments: .....................................................................................................................................................................

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Date of planning:5/ 3/ 2018 Period 75: UNIT 9: NATURAL DISASTERS Lesson7- LOOKING BACK + PROJECT I.Objectives: - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + practice responding to good news or bad news; and writing about natural disasters.

II. Content: - Vocab: Types of natural disasters - Grammar: Passive voice ; Past perfect.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students ……………..

1, Warm-up: - Read the passage describing about a natural disaster that they’ve already done in the previous period.

2, New lesson: Vocabulary 1. Match the words (1-6) with the definitions( - Ss do this activity individually then A-F). compare their answers with a Key: partner.

1.C 2.F 3.D 4.B 5.A 6.E - Check and confirm the correct 2. Use the words from the box in the correct answers. form to complete the sentences.

- Ss read their answers out loud.

Key: 1. evacuated 2.put out 3.take 4.provided 5.scattered Grammar 3. Decide which of the sentences can be changed to passive voice. Write them down.

Explain why two of them cannot.

Key: 1. The tickets will be collected by Mr Smith.

2. A play was put on by the students at the end of - Ss do this activity individually then term. compare their answers with a 3. The sentences cannot be written in the passive partner. because its main verb “is” is not a transitive - Check and confirm the correct verb. answers.

4. The message was taken by Julie.

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- Ss read their answers out loud.

5. The picture was painted by a local artist.

6. The sentences cannot be written in the passive because its main verb “ arrive” is not a transitive verb.

4. Match the two parts to make complete sentences.

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

- Ss do this activity individually writing down, ỏ inventing five bad things that happened to them 5a. Imagine five bad things that happened to yesterday. Then let Ss compare their you yesterday, and write them down. answers with a partner.

- T gives the feedback -Ss work in groups. Remind them to add time clauses and use the past perfect with their sentences. They take turn to say out their to the members of their group.

3, Production: - Ask Ss to take notes.

4, Consolidation: -Ask Ss to review the lesson.

5, Homework: -Ask Ss to do exercises in the workbook V.Adjustments:

5b. Work in groups. Add time clauses to your sentences as the following example.

Communication

Finished! Now I can…

- Tell Ss to keep in mind who this poster is for.

These can help decide: + which attractions you would include in your poster. + what information about the acttraction you would introduce. + which picture you would use for your poster + the design for your poster.

- Review - Do homework at home

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Date of planning:6/ 3/ 2018 Period 76: REVIEW 3- UNIT 7,8,9.

I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 7 to unit 9.

II. Teaching aids: - Sub-board, a tape and a cassette player, pictures.

III. Procedure 1. Class organization.

- Greetings.

- Checking attendance: 2. New lesson.

Sts’ and T’s activities Contents 1. Warm up: Vocab Pronunciation Brainstorming ? What have you learnt in unit 7,8,9 in terms of language?

Unit 7 Then summarize their answers and add some more information if necessary.

Grammar

Vocab

Pronunciation

Unit 8

Grammar

Ex 1: Mark the stress on the correct syllables in the words. Then listen and repeat - Review the rules of stress in words ending in ic, al, ee, ese, logy, graphy - Have ss mark the stress individually - Play the recording, SS listen and correct Ex 2 : Complete each sentence with the 180

…..

I. Pronunciation Ex 1 Nepal’lese ‘musical Pho’tography Eco’nomic ‘physical II. Vocabulary Ex 2

ath’letic technology refe’ree ge’ography exami’nee

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Keys: 1. predict 2. iconic 3. natural 4. culture 5. flooded 6. polluted Ex 3: Match the definitions with their Ex 3 words.

1.c 2.a 3.f 4.b 5.d - Ask ss to do this exercise individually

suitable form of the word provided.

- Ask Ss to read and decide what kind of word is needed - Elicit their answers.

- Let ss do individually, then check the answer

- Check their answers Ex 4 : Choose the correct answer A, B, C, or D to complete the sentences.

- Have a brief revision - Have ss do it and then discuss with others Ex5 : Use the verbs in brackets in the correct form to complete the conditional sentences.

- Have SS read and decide which type of conditional is used - Elicit their answers - Let ss do individually and check

Grammar Ex 4: 1c, 2a, 3f,

4b,

6.e

5d,

6e

Ex 5 1.get, will grow 2.was/ wouldn’t have to work 3.could choose, would go 4. don’t act, will lose 5. was/ would be 6. used, would be Ex 6 1. have been sent 2. organized Ex 6: Choose the correct voice to complete 3. is made up the sentences.

4. is caused 5. was chosen - Ask ss to look at the subjects and verbs to 6. have replaced decide if an active or passive is needed.

- Have ss do in pairs - Check and write correct answer on the board.

Ex 7. Match the sentences in A with IV. Everyday English replies in B Ex 7 - Have ss do this exercise in pairs. Correct 1e, 2a, 3g, 4b, 5d, 6f their answers and ask some oairs to act out the mini dialogues.

Homework - Review the target knowledge - Prepare for Review- Skills 181

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Date of planning:7/ 3/ 2018 Period 77:THE THIRD - 45 MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 7 to Unit 9 about three topics II Content 1. Topics: - Pollution.

- English speaking contries.

- Natural disasters.

2. Grammar: - Conditional sentences type 1, 2.

- Present tences.

- Past perfect.

- Passive voice.

III. XÂY DỰNG MA TRẬN ĐỀ KIỂM TRA: Chủ đề 1. Listening

Nhận biết TN TL 10 0,2

2. LG 4 0.25 focus(Pro,voca ,Gr).

3. Reading 4 0,25

Thông hiểu TN TL

Vận dụng TN TL

Tổng 10 2,0

4

4 0,25

12 0.25

3,0

4

8 0.5

3,0

4. Writing

5

5 0.4

Tổng

18

12

35

5

5,0

3,0

2,0

2,0

IV. ĐỀ BÀI: Question 1: Find the word which has different stress pattern from the others (0.5 point).

1.

A. geography B. electronic C. scientific D. preparation 2.

A. disaster B. eruption C. pollution D. permanent Question 2: Choose the correct option A, B, C or D to complete the sentences(1.5 points).

1. Australia is composed of seven _________ A. nation B. countries C. states D. town 2. What can be done to protect people from _________ disasters?

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10

B. environmental C. environmentally D. environmentalist A. environment 3. The forest fire ________ for eight hours killing all of the animals.

A. burst B. occurred C. raged D. spread 4. Much of the town was rebuilt after the massive__________ of tornado.

A. peace B. humour C. destruction D. safety 5. _________ Nam ever been to any English speaking countries?

A. Does B. Have C. Was D. Has 6. If we ________ soon, the pollution will get much worse.

A. won’t act B. didn’t act C. don’t act D. hadn’t acted Question 3: Complete the sentences with the correct form of the verbs (1.0 point).

1. This bike (use) ………………….for more than six years.

2. They (water) …………………………..the vegetables every morning.

3. She (clean) .................the house after I (have) ………………….breakfast this morning.

Part C: Reading (3.0 points) Read the passage and answer the questions below When a volcano erupts, hot gases and melted rock from deep within Earth find their way up to the surface. This material may flow slowly out of a crack in the ground, or it may explode suddenly into the air. Volcanic eruptions may be very destructive. But they can also create new landforms.

Of the nearly 1,900 volcanoes are active today, or known to have been active in historical times, about 90% can be found in the areas of South America, North America, Asia and Oceania that are close to the Pacific Ocean. When marked on a map of the world, this line of volcanoes looks a bit like a vast, open circle. For this reason it is known as the ring of fire.

I. Decide whether the statements below are True or False: (1,0 point) 1. When a volcano erupts, hot gases and melted rock from deep within Earth find their way up to the surface.

1. ………...

2. This material may flow quickly out of a crack in the ground, or it may 2. ………... explode suddenly into the air.

3. Volcanic eruptions may not be very destructive.

3. ………...

4. About 90% can be found in the areas of South America, North America, Asia and Oceania that are close to the Pacific Ocean.

4. ………...

II. Questions: (2,0 points) 1. What can volcanic eruptions also create?

-> ……………………………………………………………………………….

2. Where can most volcanoes be found?

-> ……………………………………………………………………………….

3. How does this line of volcanoes look?

-> ……………………………………………………………………………….

4. Why is The Pacific Ocean known as the ring of fire?

-> …………………………………….………………………………………….

Part D: Writing (2,0 points) Make the sentences, using the words and phrases 1. The tsunami happened. Many people in this area became homeless. (made) 183

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The tsunami ………………………………………………………………

2. This factory doesn’t treat its waste well so there is a lot of water pollution. (If) If this factory ……………………………………………………………

3. Eating too much sugar can result in health problems. (lead) Eating …………………………………………………..………………..

4. All flights had to be cancelled as a result of the pilots’ sudden strike. (so) The pilots suddenly went on ………..……………………………………

5. The storm destroyed his house completely. (was) His house……………………………………………….………………..

Part A: Listening (2 points) 1. hotter 3. cool 5. water 7. harmful 9. poison 2. cooler 4. warm 6. fish 8. colour 10. down Part B: Language focus (3,0 points) Question 1: Find the word which has different stress pattern from the others (0.5 point).

1. A 2. D Question 2: Choose the correct option A, B, C or D to complete the sentences(1.5 points).

1. C 2. B 3. C 4. C 5. D 6.C Question 3: Complete the sentences with the correct form of the verbs (1.0 point).

1. has been used 2. water 3. cleaned, had had Part C: Reading (3.0 points) 1. T 2. F 3. F 4. T II. Questions: (2,0 points) 1. Volcanic eruptions can also create new landforms.

2. Most volcanoes can be found in the areas of South America, North America, Asia and Oceania.

3. It looks a bit like a vast, open circle.

4. Because the line of volcanoes looks a bit like a vast, open circle and they are close to the Pacific Ocean.

Part D: Writing (2,0 points) Make the sentences, using the words and phrases 1. The tsunami made many people in this area homeless.

2. If this factory treated its waste well, there would be less water pollution.

3. Eating too much sugar can lead to health problems.

4. The pilots suddenly went on strike , so all flights had to be cancelled.

5. His house was completely destroyed by the storm V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

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Date of planning:10/ 3/ 2018 Period78: UNIT 10:COMMUNICATION Lesson1: GETTING STARTED I. Objectives.

- By the end of the lesson Ss can understand “My battery was flat”, review vocab related to communication now and in the future.

- Training listening, reading, speaking, writing skills.

II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities

1. Warm up:

Review Past Perfect tense - Combine sentences: +I missed the school bus. I was annoyed. +She said goodbye to her parents. She 2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies went to school.

- Take notes down on their notebooks.

Vocabulary: - oversleep: ngủ quá giấc 3. Listen and read: Pre-questions: - battery: bộ pin + What do you think Phuc andNick are - social media: mạng xã hội talking on the phone?

- face-to-face: trực diện, mặt đối mặt st Where are Mai and Phuc in the 1 picture? - video conference: hội thảo/họp qua mạng What are they doing there? có hình ảnh.

Where is Nick in the second picture?What - snail mail:thư gửi qua đương bưu điện is he doing?

-email:gửi thư What is it in the third picture?What does it -telepaphy: thần giao cách cảm mean? What is possible connection - Check out the conversation and then give between pictures 1,2 and 3? the answers to the questions.

Key: a. Find words or phrases in the 1. wait for ages 2.show up conversation that mean: - ? Ss to work independently 3.get through 4.“My battery was flat” b. Decide if the statements are true (T) 5.“Are you kidding?” 6.We can try again or fasle (F) - Play the tape twice and get Ss to practice Key: reading in pairs 1.T 2.T 185

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- ? Ss to work independently - Allow them to share their answers to partners before discussing as a class. c. Why couldn’t Phuc, Mai and Nick see film together as was their plan?What was the problem?Was it only because of Nick’mobile phone?

2. Match the words/phrases with the photos about ways of communication.

Then listen to check your answers.

- Ask Ss to work in pairs to complete the task.

- ? Ss to further explain the meaning of the words/ phrases.

3.F(Nick was waiting outside the wrong cinema) 4.T 5.T 6.T

Key: They couldn’t see the film together because Nick went to the wrong cinema.

They didn’t communicateclearly the nameand address of the cinema beforehand. Then they were not able to contact each other because Nick’mobile phone was flat.

Key: 1. having a video conference 2.emailing 3.video chatting 3. Fill in the gaps with the correct form 4.meeting face-to-face 5.using social media of the words/phrases from the box in2.

- Have Ss look at the sentences, the 6.using telepathy words/phrases in2 and do exercise.

7.sending letter(snail mail) Key: 3. Game: - Have Ss work independently, write down 1.using social media as many different ways they have 2.meet face-to-face communicated so far today as they can.

3.emailing;sending letter(snail mail) - Direct Ss to play this game.

4.using telepathy 5.video chatting 6.have a video 4. Consolidation - Consolidate the lesson conference 5. Homework - Ask Ss to learn new vocab by heart .

- Play a game as directed

V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

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Date of planning:13/ 3/ 2018 Period79: UNIT 10: COMMUNICATION Lesson2- A CLOSER LOOK 1 I. Objectives - By the end of the lesson Ss can + Use lexical items related to topic Communication. + Pronounce the words ending in-ity and -itive correctly in isolation and in context.

II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities 1, Warm up: Brainstorming Ways of communication

2, Presentation - Have some Ss repeat the words/ phrases indicating the topic communication - Ss listen to the recording and repeat the words.

Vocabulary: - non-verbal language: ngôn ngữ không dùng lời nói - codes: mật mã - body language:ngôn ngữ cơ thể - multimedia: đa phương tiện - landline phone: điện thoại bàn - message board:diễn đàn trên mạng - transmission:sự truyền/ phát tin - touchscreen: - visible:hữu hình, trong tầm mắt - multiple: nhiều Listen and repeat the words 3, Practice 1. Choose words/phrases from the box to - Have Ss look at the table in the book describe the photos about other ways of make sure they understand what to do. communication.

- Ask Ss to work individually and then Key: 187

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ask Ss to share the answers with one or more partners.

- T writes the answers on the board.

1. using music 2. using signs 3. leaving a note 4. painting a picture 5. communicating non-verbally wwith animals 6. Using codes 8. using body language - Ask Ss to work individually and then 7. sending flowers ask Ss to share the answers with one 2. Communication technology. Match the or more partners. words with the definitions.

Key: 1.d 2.e 3.b 4.c 5.a - Have Ss complete the table individually. Then have some Ss write their answers on the board before 3. Complete the diagram with the checking with the whole class. communication examples you have learnt so far. Some can be put in more than one - Ask Ss to do the exercise in pairs category. Can you add more ideas?

- Ask some Ss to say their sentences in front of the class.

4. Debate. Choose one or more pairs of ways of communicating. Which one is better?Why? - T plays the tape and ask Ss to listen and repeat the sentences, paying attention to the intonation of each sentence.

- Ask Ss to work in pairs, practise saying the sentences. Call some Ss to practise in front of the class.

- Correct Ss’ pronunciation.

4, Consolidation - Ask Ss to review the words, and clusters they have learnt.

5, Homewrok - Ask Ss to review what they’ve just learnt V.Adjustments:

PRONUNCIATION: Stress in words ending in –ity and -itive 5. Mark the stress for the following words, then listen and repeat.

- For words ending in -ity and -itive, the stress often placed on the syllable before the suffix.

1.com’petitive 2.in’finitive 3.re’petitive 4.’positive 5.a’bility 6.possi’bility 7.curi’osity 7.natio’nality 6. Fill the gaps with the words in5 and practise saying the sentences. Then listen and check.

1.natio’nality 2.re’petitive 3.com’petitive 4.possi’bility 5.a’bility - Review the words and clusters they have learnt.

.....................................................................................................................................................................

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Date of planning:14/ 3/ 2018 Period80: UNIT 10:COMMUNICATION Lesson3- A CLOSER LOOK 2 I. Objectives - By the end of the lesson Ss can use some verbs that are followedby to-infinitive and review future continuous tense.

II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities 1, Warm up: 2, Presentation: Grammar Future Continuous tense: review - Introduce the REVIEW box 3, Practice - Play the recording and ask Ss do this exercise individually first, then compare their answers with their partners - T check the answers and give the feedback.

- Ss work individually to do this activity after reading all the sentences carefully to make sure they understand them.

- Ss share the answers.

- Check Ss’answers and write them on

- Ask Ss to repeat the Future Continuous (+) S + will be + V-ing + …….

1. Listen again to part of the conversation in Getting started. Underline the future continuous tense and answer the questions: Key: 1. He will be having his Vietnamese class 2. They will be watching a film at the cinema.

2. Complete the sentences with the future continuous.

Key: 1. Will he still be sleeping; will be studying 2. will be having 3. will be eating 4. Will she be staying; will be writing 5. will be playing 6. will be learning 189

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the board.

- Direct Ss to do this exercise - Ss do this exercise individually first, then compare their answers with their partners.

- T check the answers and give the feedback - Ss do this exercise in pairs.

- Have Ss discuss the questions in pairs.

- Ask some pairs to give their answers to the whole class.

4, Production - Ss do review what they have learnt.

3. Look at the years provided. Work in groups to predict when the following may happen in the future. The compare your answers with other groups.

Verb + to-infinitive 4. Look at the conversation in Getting started again and write down all the verbs that are followed by to-infinitive that you can find.

5. Choose the best answers Key: 1.c 2.b 3.a 4.c 5.a 6. The Dream list. Imagine we are in the year 2050. Work in pairs and select three ways of communication that you think will be most common. Then make the list longer by sharing your ideas with another pair using full sentences.

5, Homework - Ask Ss to do exercises on the workbook and prepare the next lesson.

V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

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Date of planning:17/ 3/ 2018 PERIOD 81.CORECTINGTHE THIRD - 45 MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 4 to Unit 5 about three topics II Content - Pollution.

1. Topics: - English speaking contries.

- Natural disasters.

2. Grammar: - Conditional sentences type 1, 2.

- Present tences.

- Past perfect.

- Passive voice.

Question 1: Find the word which has different stress pattern from the others (0.5 point).

1.

A. geography B. electronic C. scientific D. preparation 2.

A. disaster B. eruption C. pollution D. permanent Question 2: Choose the correct option A, B, C or D to complete the sentences(1.5 points).

1. Australia is composed of seven _________ A. nation B. countries C. states D. town 2. What can be done to protect people from _________ disasters?

A. environment B. environmental C. environmentally D. environmentalist 3. The forest fire ________ for eight hours killing all of the animals.

A. burst B. occurred C. raged D. spread 4. Much of the town was rebuilt after the massive__________ of tornado.

A. peace B. humour C. destruction D. safety 5. _________ Nam ever been to any English speaking countries?

A. Does B. Have C. Was D. Has 6. If we ________ soon, the pollution will get much worse.

A. won’t act B. didn’t act C. don’t act D. hadn’t acted Question 3: Complete the sentences with the correct form of the verbs (1.0 point).

1. This bike (use) ………………….for more than six years.

2. They (water) …………………………..the vegetables every morning.

3. She (clean) .................the house after I (have) ………………….breakfast this morning.

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Part C: Reading (3.0 points) Read the passage and answer the questions below When a volcano erupts, hot gases and melted rock from deep within Earth find their way up to the surface. This material may flow slowly out of a crack in the ground, or it may explode suddenly into the air. Volcanic eruptions may be very destructive. But they can also create new landforms.

Of the nearly 1,900 volcanoes are active today, or known to have been active in historical times, about 90% can be found in the areas of South America, North America, Asia and Oceania that are close to the Pacific Ocean. When marked on a map of the world, this line of volcanoes looks a bit like a vast, open circle. For this reason it is known as the ring of fire.

I. Decide whether the statements below are True or False: (1,0 point) 1. When a volcano erupts, hot gases and melted rock from deep within Earth find their way up to the surface.

1. ………...

2. This material may flow quickly out of a crack in the ground, or it may 2. ………... explode suddenly into the air.

3. Volcanic eruptions may not be very destructive.

3. ………...

4. About 90% can be found in the areas of South America, North America, Asia and Oceania that are close to the Pacific Ocean.

4. ………...

II. Questions: (2,0 points) 1. What can volcanic eruptions also create?

-> ……………………………………………………………………………….

2. Where can most volcanoes be found?

-> ……………………………………………………………………………….

3. How does this line of volcanoes look?

-> ……………………………………………………………………………….

4. Why is The Pacific Ocean known as the ring of fire?

-> …………………………………….………………………………………….

Part D: Writing (2,0 points) Make the sentences, using the words and phrases 1. The tsunami happened. Many people in this area became homeless. (made) The tsunami ………………………………………………………………

2. This factory doesn’t treat its waste well so there is a lot of water pollution. (If) If this factory ……………………………………………………………

3. Eating too much sugar can result in health problems. (lead) Eating …………………………………………………..………………..

4. All flights had to be cancelled as a result of the pilots’ sudden strike. (so) The pilots suddenly went on ………..……………………………………

5. The storm destroyed his house completely. (was) His house……………………………………………….………………..

Part A: Listening (2 points) Part B: Language focus (3,0 points) Question 1: Find the word which has different stress pattern from the others (0.5 point).

1. A 2. D 192

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Question 2: Choose the correct option A, B, C or D to complete the sentences(1.5 points).

1. C 2. B 3. C 4. C 5. D 6.C Question 3: Complete the sentences with the correct form of the verbs (1.0 point).

1. has been used 2. water 3. cleaned, had had Part C: Reading (3.0 points) 1. T 2. F 3. F 4. T II. Questions: (2,0 points) 1. Volcanic eruptions can also create new landforms.

2. Most volcanoes can be found in the areas of South America, North America, Asia and Oceania.

3. It looks a bit like a vast, open circle.

4. Because the line of volcanoes looks a bit like a vast, open circle and they are close to the Pacific Ocean.

Part D: Writing (2,0 points) Make the sentences, using the words and phrases 1. The tsunami made many people in this area homeless.

2. If this factory treated its waste well, there would be less water pollution.

3. Eating too much sugar can lead to health problems.

4. The pilots suddenly went on strike , so all flights had to be cancelled.

5. His house was completely destroyed by the storm V.Adjustments: .....................................................................................................................................................................

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Date of planning:19/ 3/ 2018 Period 82 UNIT 10: COMMUNICATION Lesson4 COMMUNICATION

I . Objectives.

- By the end of the lesson Ss can + Read for general and specific information about communication in the future. + Use lexical items related to topic “Communication breakdown” II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Brainstorming Ways of communication

2, Presentation - Introduce new words - Have Ss read new words individually.

- Check new words: Rub out and remember

3, Practice - In pairs, Ss look at the quiz and discuss the differences between them.

Encourage Ss to use extra vocabulary.

- Have Ss do this exercise independently.

Extra vocabulary: - language barrier:rào cản ngôn ngữ - cultural difference:khác biệt văn hóa - communication channel: kênh giao tiếp - shrug (shoulders):nhún, nâng vai (nghi ngờ) - glance: liếc nhìn - shorthand: dùng tốc ký, viết nhanh -fists: quả đấm, nắm tay - abbreviation:sự rút ngắn, tóm tắt 1. Match the following possible reasons for communication breakdown with the examples. Can you add in some more reasons and examples.

Key: 1.A 2.B 3.C 4.C 5.A 6.B 194

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-Ask Ss to write their sentences on the board.

- Other Ss or T give comments.

- Ask Ss to add more in five minutes.

- T writes them on the board

2. If you don’t understand body language, communication breakdown may happen.

Match the body language with the meaning.

Add more examples if you can.

1. c 2.a 3.e 4.b 5.d

4, Production - Write on the board some of the language for online communication learnt in U1 and ask Ss if they can read them in the full form - Ss work in pairs to complete the task.

- Give praise and feedback on Ss’conversations.

3. Using abbreviations for online chatting and texting is not always easy to understand.Can you decode the following sentences written in texting/ chatting style without looking at the cues.

1. Where are you? We are at Lotte on the second floor.

2. I’ll be 5 minutes late. See you soon.

3. Do you want to see a movie this weekend?

4. Please call me right back. Thanks.

5. Hi! What are you doing tonight?

6. Did you see it? Laugh out loud!

- Review vocabulary and structure

5, Homework - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments:

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Date of planning:24/ 3/ 2018 Period 83: UNIT 10: COMMUNICATION Lesson5. SKILLS 1 I. . Objectives.

- By the end of the lesson Ss can: + Read for general and specific information about communication in the future. + Talk about communication now and in the future.

II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students -Talking about communication breakdown 1, Warm up: Chatting 2, Pre-reading - Introduce new words

3, While-reading: - Ask Ss scan the passage to find where the words in the box are in the story - Ss work individually to read the passage quickly and explain the words.

- Ss read the text again to answer the questions. Ss can learn parts of the text that help them with the answers.

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Vocabulary: - holography:phép chụp ảnh giao thoa la de - three-dimensional images:hình ảnh ba chiều - interact: tương tác - cyberworld:giới ao - digital world: thế giới số 1. Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project. Why do you think they chose this way to communicate with each other?

2. Read the text.

Communication in the future: What is

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- Ss compare their answer before giving the there for us? answers to T. Ask them to give the Key: evidence when giving the answers.

1. in real time 2. interact 3. three-dimensional images 4. cyberworld 5. Network - Ss underline parts of the text that help them find the answers.

3. Answer the following questions.

- Ss share their answers with a partner.

Key: - T checks and confirm the correct answers 1. They love to write and read real letters.

One student likes to send sweets with the letters as well.

2. They are telepathy and holography.

Telepathy uses a tiny device in our head to communicate by thought over the network.

Holography gives three-dimensional images and we will be able to interact with each other in real time.

3. She prefers to use real,face-to-face communication because she thinks this makes life more interesting.

4. In small groups, decide whether you 4, Speaking: - Ask Ss where in the text the author’s agree with the author of this text. Why/Why opinion is expressed. They they work in not? Share your ideas with the class. pairs or small group to tell each other if they agree with the author’s opion or not, 5. Class survey. What ways of and explain why. Then call onsome pairs/ communication do you use for the following groups to share what they have discussed. purposes now and what will they be in the - Ss work in group of 5 or 6 where each year 2030? member completes the survey himself/ Purpose At In 2030 herself and share it with the group. The present group leader will then report to the class 1.working on a I use…

I’ll be either the way of communication that are group project using… most mentioned or the way of 2.keeping in touch communication that the group likes best. with a friend who lives far away.

3.contacting friends to meet to see a film - Review vocabulary and structure 5, Homework - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments: .....................................................................................................................................................................

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Date of planning:25/ 3/ 2018 Period 84:UNIT 10: COMMUNICATION Lesson6. SKILLS 2 I. Objectives.

- By the end of the lesson Ss can: + Listen for general and specific information about netiquette. + Write an email using netiquette.

II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Brainstorming Communication in - Ask Ss to write the things they learnt the future about Communication in the future 2, Pre-listening: - Give Ss some questions: - ?Ss to look at the message board: Who posted the message? Who is the message for?

- ?Ss to try to identify what problems in terms of communication politeness they think the message has.

3, While-listening: - Ask Ss that they are going to do at this

+ Vocabulary: - essay submission: quy trình bài luận - attached: gắn bó - netiquette: phép lịch sự khi giao tiếp trên mạng 1. Look at the way this message is posted on an e-learning message board. Can you find any problems with it?

2. Listen to this interview between a 4Teen magazine reporter and Dr Minh 198

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task.

Explain the word “netiquette” and “CAPSLOCK” in the box, then ask Ss to look at the questions first - Play the recording once.

- Ask Ss to write the answers on the board - Play the tape again to check their answers.

- Get Ss to give the answers - Play the recording again and have Ss complete the following grid.

- Check Ss’answers.

4, Pre-writing: - Ss to work in pairs to complete this task.

- Call two or three pairs to write their version of the message on the board and the class votes for the best one.

5, While-writing: - Draw Ss’attention to the Remember! Box. - Ask Ss to work individually to write the draft.

- Encourage Ss to write down the full sentences 6, Post-writing: - Call some good students to show their writing before class.

- Ss or groups exchange their writing to spot any mistakes. Share them with the whole class 7, Homework - Ask Ss to rewrite and reread their writings.

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Vu about netiquette and answer the questions.

Key: 1.The word is a combination of “net” and “etiqutte”. It’s a set of rule for behaving properly online.

2.Don’t say and do unpleasant things online, just like in real life.

3.It’s how we communicate with each other online.

3. Listen again to the interview and complete the following grid.

Key: 1. Shouldn’t. (It looks like you are shouting at people) 2. Should (It shows respect for your reader) 3. Shouldn’t. (This may confuse your reader) 4. Should. (People may not know who you are but you are judged by the quality of your writing 4. Look at the message in 1. Work with a partner to impove it with the netiqutte you have learnt so far.

Write an email using netiquette.

Remember!

5. Put the following parts in their correct place to make an email.

Key: 1.c 2.f 3.e 4.b 5.a 6.d 6. Write a short email to your teacher to submit your group homework for this week. Check if you have used the netiqutte learnt.

- Write a short post on your class message board to ask how many words the final essay should be.

- Write a short post on a message board to help somebody answer the question What does commnucation breakdown mean?

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Date of planning:26/ 3/ 2018 Period 85: UNIT 10: COMMUNICATION Lesson7. LOOKING BACK + PROJECT I. Objectives.

- By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + practice speaking about customs and traditions.

II. Content: - Vocab: topics about communication now and in the future - Grammar: V+ to-V, future continuous III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students - Read the passage describing the schedule for the 1, Warm-up: visit that they’ve already done in the previous period.

2, New lesson: Vocabulary 1. Complete the sentences using the cues - Ss do this activity individually then provided. compare their answers with a Key: partner.

1. body language 2. Multimedia - Check and confirm the correct 3. face-to-face 4. cultural answers. differences - Ss read their answers out loud.

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2. Write the following text messages/ chat lines in shorthand form.

Key: 1. Thx 4 ur gift 2. BTW, wot r u doin this wkd?

3. Pls call me rite now 4. LOL 5. C U 2nite - Ss do this activity individually then 3. Have you ever used music, art, codes, signs compare their answers with a or any non-verbal ways to communicate? Tell a partner. partner what you did. Was the communication - Check and confirm the correct successful? answers.

Grammar - Ss read their answers out loud.

4. Underline the correct answer Key: 1. will not be sleeping - Ss do this activity in pairs.

2. will be playing - T gives the feedback 3. will he be doing 4. will be waiting 5. will not be using, will be using -Ss work in groups. They take turn to 6. will be raining ask the questions and note down the Communication answers.

5. Gerund or to-infinitive Key: 1. talking 2. to use 3. to show 4. communicating 5. chatting 6. to have Communication 3, Production - Ask Ss to take notes.

6. Choose any three forms of communication in this unit and work with a partner to decide if people will be using them in the year 2100 or 4, Consolidation: not. Give at least two reasons for each decision.

-Ask Ss to review the lesson.

Finished! Now I can…

-Tell Ss to keep in mind who this poster is for.

- Do homework at home 5, Homework -Ask Ss to do exercises in the workbook V.Adjustments: .....................................................................................................................................................................

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Date of planning:1/ 4/ 2018 Period 86: UNIT 11: SCIENCE AND TECHNOLOGY Lesson1 GETTING STARTED I. Objectives.

- By the end of the lesson Ss can understand “science and technology ”, review vocabulary related to science club - Training listening, reading, speaking, writing skills.

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures:

Teacher’s activities

Ss’ activities

1. Warm up: Brainstorming - Give more information about science and technology …………………………………….

2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - Take notes down on their

science and technology

Vocabulary: -science: khoa học - scientific : khoa học - enormous: to lớn.

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notebooks.

3. Listen and read: Pre-questions: -Ask Ss look at the pictures and predict: What can you see in the pictures?

Do you know these characters?

Where are they now?

What are they talking about? _ Let Ss listen to the tape and check Ss’s predicted answers match the conversation. a. Read the conversation again and fill the blank with no more than three words - Ask Ss to read the conversation again and do exercise in pairs.

- Have Ss substitute the B words into the conversation to check that thay match. b. Answer the questions Get Ss to try to answer the questions without referring to the conversation first. Then Ss refer to the conversation again for the correct answers.

c. Work with a partner. What fields are mentioned in the conversation which are affected by science and technology - Ask Ss to work in pairs to complete the task.

-technique: thủ thuật, kĩ thuật -technology: kĩ thuật, công nghệ - yield: sản lượng

a. Find words or p in A in the conversation then match them to the words in B with similar meaning: Key: 1. c 2.b 3.d 4.e 5.a 6.f b. Answer the questions Key: 1.They are at the Science Club.

2. It is the roles of science and technology in the 21st century.

3. Science and technology are greatly changing everything.

4. He told Nick that only robots would work in factories and clean our homes in the future.

5. He/ She said that there would be no more schools: they’d just stay at home and learn on the internet. c. Work with a partner. What fields are mentioned in the conversation which are affected by science and technology 1. The economic 4. travel 2. the workplace 5. education 3. the home d. Put a word / phrase from the box in each blank.

Key: 1.field 2.space 3.the key 4.economic development 5.flying cars.

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- Check SS’s answers. d. Put a word / phrase from the box in each blank.

- Ask Ss to work in pairs to complete the task.

- Check SS’s answers.

* Look out - Help Ss distinguish the 2 words

2.Put a word / phrase from the box in each gap. There is one extra.

- Ask Ss to work in pairs to complete the task.

- Allow them to share their answers to partners before T gives comments.

- T goes around the class to provide help.

3. Give the opposite of the words in blackest, using the prefix unor im- Tell Ss to look at example - Then allow them to share their answers.

- Let’s Ss repeat the words in chorus.

* Look out Science: technology: 2.Put a word / phrase from the box in each gap.

There is one extra.

1. science subjects 2. technology 3.researchers 4. machines 5. scientific progress 3. Give the opposite of the words in blackest, using the prefix un-or im2. unknown 2. Technology 3. researhers 4. Machines 5. scientific progress.

4.GAME: FIND SOMEONEWHO

4.GAME: FIND SOMEONEWHO - let Ss stand up and move around with pens and papers to ask Qs and take notes.

- Go around to provide help.

- congratulate the winners.

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- Consolidate the lesson 6. Homework: - Ask Ss to learn new vocab by heart.

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Date of planning:2/ 4/ 2018 Period 87: UNIT 11: SCIENCE AND TECHNOLOGY Lesson2 A CLOSER LOOK 1 I. Objectives.

- By the end of the lesson Ss can + Use lexical items related to topic “science and technology ” + Pronounce the words with the prefix un- and im-correctly in isolation and in context.

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: - Ask Ss to write some nouns Inventor indicating people.

Teacher - Give feedback ……………

2, Presentation: - Have some Ss repeat the words/ phrases indicating the topic folk tales - Ss listen to the recording and repeat

Vocabulary: - archeologist: khảo cổ học.

- explore: nghiên cứu, .

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the words.

Listen and repeat the words

3, Practice: -- Ask Ss to work individually and then ask Ss to share the answers with one or more partners.

- Ss writes the answers on the board.

- T gives feedback

1. Complete the following sentences with nouns indicating people.

Key: 1. adviser/advisor designer 4. progra

2. chemist

3.

5. biologist

- Ask Ss to work in pairs and dicuss 2. Write a noun from the list under each what the words is for each picture.then picture. ask Ss to share the answers with one Key: or more partners.

2. software developer 2. chemist - T checks as class 3.engineer 4. physicist 5.doctor 6.conservationist 7.explore 8.archeologist - Ask Ss to complete the sentences individually.

- Ask some Ss to say their sentences in 3. Give correct form of the words in brackets Key: front of the class.

1.developments 2.scientist - confirm the correct answers.

3.exploration 4.medical 5.economic - T plays the tape and ask Ss to listen and repeat the words, paying attention to the stressed syllable of each words .

- Explain the rule in the REMEMBER ! box and some Ss to give some words with prefix un- and im- to a root word

PRONUNCIATION: Stress in words starting with un- and imWhen we add the prefix un- and im- to a root word, the stress of words does not normally change.

-Ask Ss to listen and repeat the sentences while listening to the recording.

- Play the recording and ask Ss to 4. Listen and repeat the following words. listen and mark stress in the words. By Mark the stressed syllables in the words. drawing circle above the stressed syllable.

-Ss compare their answers in pairs.

- Ask Ss to read out the words first.

Then they work in groups to put

5.Put the words from 4 in the right columns 206

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words in the right columns. Call on some Ss to write the answers on the board.

T plays the tape and check.

- Have Ss work individually to write down the words. Play the recording two or three times for Ss to check 4, Consolidation: - Ask Ss to review the words, and clusters they have learnt.

- Direct Ss how to exercise in the workbook.

5, Homework: - Ask Ss to review what they’ve just learnt V.Adjustments:

oO

o0o oo0 oOoo un‘lucky unfore‘seen un‘limited un‘wise un‘healthy imma‘ture im‘possible im‘pure im‘patient impo‘lite un‘natural un‘hurt 6Fill the gaps with one of the words in 5.

Listen and check , then read the sentences.

1.impure 2.unhealthy 3.impossible 4.unlimited 5.impatient - Review the words and clusters they have learnt.

- Do exercises

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Date of planning:3/ 4/ 2018 Period 88: UNIT 11: SCIENCE AND TECHNOLOGY Lesson3 A CLOSER LOOK 2 I. Objectives.

- By the end of the lesson Ss can use the future simple and future continous to talk science and technology in the future; use direct speech and indirect speech to report what people say or tell.

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: Ask if Ss remember how to form future simple and future continous. T ask Ss to write the form on the board and have other Ss give examples.

2, Presentation: Grammar Future tense: review Reported speech.

Students Future Continuous (+) S + will be + V-ing + …….

Future simple: ………………………

Grammar Future tense: review Reported speech.

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- Introduce the Grammar box 3, Practice: -Ss do this exercise individually first, then compare their answers with their partners - T check the answers and give the feedback.

-Tell Ss to study the example first.

Then Ss do this exercise in pairs.

-Encourage them to talk as much as possible.

T give feedback

Future tense: review 1. Put the verbs in brackets into the correct tense: 1. will have 2. will be working 3. will she be 4. won’t pass 5. decide; will support.

2.Work in pairs. Read the following predictions about the year 2040 and say whether you think it will happen *Reported speech .

- Explain to Ss the differences between direct speech and reported speech . Go through the tablec arefully, using the examples to clarify the rules 3. Read the conversation from Getting started again and underline the examples of - Read the conversation from Getting reported speech. started again and underline the Key: examples of reported speech. Focus Well, my my dad told me that only robots them on the use of the verbs. would work in factories and clean our homes in the future.

Our science teacher said that there would be no more schools: we’d just stay at home and learn on the internet.

4.Complete the sentence b in each pai so that it means the same as sentence a, using reported speech.

Key: Ss do this exercise in pairs.

1.Nick said that he came rom a small town in - Ss write the answers on the board.

England.

- Check Ss’answers 2. My friend said that Brazil would win the World cup.

3. Olive told Chau that she was leaving Viet Nam the next day.

4. David told Catherine that he was unable to read her writing.

5. Minh said that he had overslept that morning.

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5. Change the following sentences into reported speech, using the words given in blackets - Ss do this exercise individually first, then compare their answers with their partners -Ss write the answers on the board.

- T check the answers and give the feedback.

1. He said that he hadn’t said anything at the meeting the week before.

2.She told me that letter had been opened.

3. Tom said thatin 50 years’time we would probably be living on Mars.

4.Mi said she hoped they would build a city out at sea.

5. Son told us that his wish was to become a young inventor.

Let Ss to plan what they are going to say before they come to the front of the 6. Game: MY FRIEND SAID class.

Encourage Ss to give true sentences about themselves.

4, Production: - Ss do review what they have learnt.

5, Homework: - Ask Ss to do exercises on the workbook and prepare the next lesson.

V.Adjustments: .....................................................................................................................................................................

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Date of planning:7/ 4/ 2018 Period 89: UNIT 11: SCIENCE AND TECHNOLOGY Lesson4 COMMUNICATION I.Objectives.

- By the end of the lesson Ss can widen their knowledge about the inventors and their inventions, express their own ideas about some inventions; futher practice using the past simple , reported speech.

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher

Students

1, Warm up: List the name of the inventors and their inventions.

………………

2, Presentation: - Introduce new words - Have Ss read new words individually.

Extra vocabulary: - steam engine: đầu máư hơi nước.

- light buld : bóng đèn.

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- Check new words: Rub out and remember 3, Practice: - Ss do this exercise individually first, then compare their answers with their partners -Elicit the answers from Ss in full sentences.

- T check the answers and give the feedback.

Qiz : Who invented what ?

1. Match the inventors in A with their inventions in B. Key: -Thomas Eison invented the light bulb.

- Sir Alexander Fleming discovered penicillin.

- Alexander Graham Bell invented the telephone.

- The Wright brothers invented the airplane.

- James Watt invented the steam engine.

- Mark Zuckerberg invented Facebook. _ Tim Berners-Lee invented the internet.

2. Work in groups . Dicuss the question: - Form groups of four Ss to dicuss in the which invention is more beautiful? inventions.

-T goes around the class to provide help.

-Invent some groups to present their ideas.

- Refer Ss back to ideas on the board and decide together if all of them are possible options.

-Call on two confident Ss to come to the front and act out the dialogue between Ha and Alexander Graham Bell. Then put Ss into pairs to report on the conversation.

3a.Ha had an interesting dream last might in which she met and interviewed Alexander Graham Bell, the invention of the telephone .

3b. Two days later, Ha told her friend what Alexander Graham Bell said. Now report what Ha told her friend, using reported speech.

Suggested answers: -Alexander Graham Bell said / told me he was born in 1847 in Scotland.

- He said / told me he had always liked……

- He said / told me he had taught………

- He said / told me he had invented…………..

4, Production: 4.Work in pairs. One of you is a reporter, - Ss work in pairs to role-play, using the and the other is Tim Berners-Lee. Role-play, information given. using the information given.

- T goes around the class to provide help.

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- Ask some pairs to role-play in front of the class. The class then votes for the best performance 5, Homework: - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments:

- Review vocabulary and structure

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Date of planning:8/ 4/ 2018 Period 90: UNIT 11: SCIENCE AND TECHNOLOGY Lesson5 SKILLS 1 I.Objectives.

- By the end of the lesson Ss can: + Read for specific information about the role of science and technology in the future. + Talk about the role of science and technology.

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher 1, Warm up: Brainstorm Write these heading on the board: Travel Health Home

Students

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Brainstorm with the class some predictions for future developments in these three fields. Encourage Ss to use their imagination.

2, Pre-reading:

Vocabulary: - underground: dưới lòng đất, ngầm - Introduce new words - anti-ageing : chống lão hóa - Have Ss read new words individually.

- become a reality: trở thành hiện thực - Check new words: Rub out and remember -cure : chữa khỏi -field: lĩnh vực 3, While-reading: 1. Quickly read the passage. Match the - Ask Ss to read the passage quickly headings with the passage. looking for keywords and then match them Key: with the heading.

1. B 2. A 3.C - Ss compare their answer before giving the answers to T. - T checks and confirm the correct answers.

2.Underline the following words and phrases in the the passage in 1. Match each -Ss do this exercise individually first, then of them with its explanation. compare their answers with their partners.

Key: -T checks and confirm the correct answers.

1.D 2. A 3. E 4.B 5.F 6.C 3. Answer the questions: Key: 1. To explore Mars/ To find out if there is, or - Ask Ss to read the passage and answer the ever has been, life there/ To explore the question. Ss can answer the questions in possibility of living there. pairs.

2. They help people live longer.

- T checks and confirm the correct answers. 3. 70 or 75 years.

4. Solar panels and solar windows.

5. They can do chores such as cleaning, cooking, washing, and organizing things.

4, Speaking:

* Speaking

4. Think about your ideas about scientific advances in these fields. Look at the example and make notes.

Advances Advantages Disadvantages -SS work in pairs to think about these pros robots do a lot of unemploymen and cons. Encourage Ss to think of as many things t 214

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ideas as possible.

-Move around to give some cues and observe

nuclear energy

convenient, clean,availa ble…

nutrition pills People can live longer, convenient,

- Divide the class into two groups; each group will talks about one of the fields in 4.

Tell Ss to read the example before they start.

-Move around the class to help Ss if necessary.

-Have Ss summarise their group’s idea and present to the class

smart phones

convenient, quick, entertaining …

space travel

exciting, adventurous …

expensive, unsafe, environmental ly unfriendly expensive, create an ageing population, create overpopulatio n.. environmental ly unfriendly, discourage face to face communicatio n, People can be tracked at all times.. expensive, dangerous…

5. Work in groups. Express your agreement and disagreement about how scientific advances can help us solve problems in the future.

- Review vocabulary and structure 4, Homework: - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments: .....................................................................................................................................................................

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Date of planning:9/ 4/ 2018 Period 91: UNIT 11: SCIENCE AND TECHNOLOGY Lesson6 SKILLS 2 I.Objectives.

- By the end of the lesson Ss can: + listen to get specific information about how science and technology solve some problem in the future. + write to express agreement and disagreement the role of science and technology.

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher Students 1, Warm up: Express your own idea about how scientific ……………….. advances can help us solve problems in the future.

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2, Pre-listening: - Ask Ss: What are the benefits of science and technology?

3, While-listening: - have Ss read the three options.

- Play the recording and ask Ss to listen and correct the answers.

- Ask Ss to write the answers on the board - Play the tape again to check their answers.

-Play the recording again twice. Ask SS to listen carefully and tick the words/phrases according to what they hear in the passage.

………………………..

1. Listen to the conversation and choose the best summary.

Key: b. The benefits and drawbacks that advances in science and technology may bring to people’s lives.

2. Listen to the conversation between Nick, Duong, and Chau again. Circle the words and phrases as you hear them.

Key: 1. problems 2. high yields 3.the moon 4.overcrowding 5.on television 6. Bring unemployment 3.Listen again and the answers Key: 1. High yields in farming wil….

2.on the other planets.

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

4. Yes, she does.

5. He thinks there will be many new problems

-Play the recording again. . Ask Ss to share their answers in pairs.

- Get Ss to give the answers - Play the recording again .

- Check Ss’answers.

4, Pre-writing: Tell Ss to read the notes in the box carefully.

- Have Ss read the sample paragraph.

- have Ss work in pairs to fill the outline - Ask Ss to share their notes .

- T may ask some fill the outline on the board to the whole class.

-Check as a class.

5, While-writing: - Have SS read their argument put forward.

Then work in pairs to make notes , Ss can use the paragraph in 4 as a model for their topic.

- Ss must decide if they agree or dis agree, 217

4. Look at the sample paragraph and fill the outline below.

5. Make notes, then write a paragraph on the following topic.

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give 3 supporting points, then conclude their argument.

-Move around the class to help Ss if necessary.

Then have them write their final version in class or at home, depending on time allowed -T display some of the notes on the board and invite other Ss to give comments.

6, Post-writing: -T display some of the notes on the board and invite other Ss to give comments.

- Call some good students to show their writing before class.

- Ss or groups exchange their writing to spot any mistakes. Share them with the whole class 7, Homework: - Ask Ss to rewrite and reread their writings.

Date of planning:13/ 4/ 2018 Period 92: UNIT 11: SCIENCE AND TECHNOLOGY Lesson6 LOOKING BACK + PROJECT I.Objectives.

- By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + practice writing one predict for some fields based on the cues and your own ideas..

II. Content: - Vocab: science and technology - Grammar: Future tenses ; reported speech.

III. Preparations: - Materials: Ss’ books, text books, - Method: T- WC, group work, individual work IV. Procedures: Teacher Students ……………..

1, Warm-up: - Read the writings that they’ve 218

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already done in the previous period.

2, New lesson: - Ss do this activity individually then compare their answers with a partner.

- Check and confirm the correct answers.

- Ss read their answers out loud.

Vocabulary 1. Write the correct form of the words in brackets.

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

2. complete the word web with the fields that could benefit from science and technology.

-Give Ss a few minutes to complete Key: the word web. T may give some -Farming -Medicine cues/ examples -Home life - Space exploration - Have Ss read out loud their answer. -Energy - Architecture ………………

3.Fill each gap with a word from the box to complete sentences.

-Let Ss read the passage and Key: complete sentences individually then 1.inventions 2.laboratory compare their answers with a 3.science 4.inventing partner.

5,benefits 6.productive - Check and confirm the correct answers.

- Ss read their answers out loud.

Grammar 4. Change the sentence into reported speech Key: 1.He said that they were doing an experiment.

2.She told me that I had to sign the paper again.

3. Tam said that they had watched a television Let Ss repeat the rules of changing documentary on the future of nuclear power. the pronouns, the verbs, and time and 4. They announced that the 10 o’clock flight to place expressions in reported speech. kuala Lumpur would be an hour late.

Have Ss do tasks 4 and 5 in their 5. Scientists said that in 50 years’time we might be notebook. living on the moon.

- Then let Ss compare their answers with a partner.

-Call on some Ss to rea their 5. Change the sentence into direct speech answers, sentence by sentence Key: 1.Kien said: “ I missed/ have missed the train” - T gives the feedback 2.Duong said: “ I can run very fast” 3. “ I’ll hand in the report tomorrow” Mia told me.

4.She said: “ I’m reading a science fiction book about life on Venus” 5. “ I’ll be a lawyer when I grow up,” he told me.

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-Ss work in groups, write one predict for each of following fields, based on the cues and your own ideas.

- have Ss read out their prediction to the class

Communication 6. write one predict for each of following fields, based on the cues and your own ideas. Then share it with class.

Finished! Now I can…

-T asks Ss to complete the selfconfident. Dicuss with the class what difficulties remain and what areas Ss have mastersed. Provide further practice on the weak areas of the class 3, Production: - Ask Ss to take notes.

4, Consolidation: -Ask Ss to review the lesson.

5, Homework: -Ask Ss to do exercises in the workbook V.Adjustments:

- Review - Do homework at home

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Date of planning: 14/4/2018 Period 93: REVION UNIT 10-11 I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 10 to unit 11.

II. Content: - Future tenses:review - Verbs +to-V - Reported speech - Pronunciation: stress in words starting with: un-; im-, and ending in -ful; -less; ity and -itive III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s activities Ss’ activities 221

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1. Warm up: Brainstorming ? What have you learnt in unit 10, 11,12 in terms of language?

Vocab

Pronunciation Unit 10-12

Grammar

Then summarise their anserws and add some more information if necessary.

I. Pronunciation Ex 1 - Listen and mark the stress 2. Practice: a’bility suc’cesful Ex 1: T plays the recording and ss repeat. uni’dentified capa’bility ‘meaningful Play the recording as many times as im’mobile necessary - Pause and correct ss’ doing Ex 2: T plays the recording 2 or more Ex 2: Complete times if necessary.

Keys: 1. colourless 2. unidentified Ask Ss underline them as instructed.

3. interactive 4. capability Have Ss read the sentences as class, or 5. meaningful 6. impossible individually.

- T checks pronunciation and intonation.

II. Vocabulary Ex 3: Ss do this exercise individually then Ex 3: 1. meet face to face share their answers with a partner 2. make invention T checks the answers.

3. exchange information 4. fly into space Ex 4: Ss do this exercise individually.

T ask SS go to the board and write their 5. move round the sun 6. benefit from science and technology. answers.

T corrects as a class.

Ex 4: 2. chemistry Ex5: Ss do this individually and then share 1. scientist 3. inventor 4. ambitious their answers with a partner.

6. invention T ask SS go to the board and write their 5. unhappy answers.

III. Grammar: T corrects as a class.

Ex 5: 5. will be Ex 6: SS do this exercise individually. 1. will …be 6. will appear Two Ss write their anwers on the board. 2. to buy 3. to read 7. to read Confirm the correct answers.

4. look 8. will appear Call some ss to read the whole passage.

Ex 6: Ex 7.

1. Lena said she enjoyed chatting on the Ss do this in pairs. After checking their answers, ask one or two pairs to act out the phone with her friends.

2. The teacher said a communication conversation. breakdown might happen due to cultural 3. Homework: differences.

- Review the target knowledge 3. Duong asked me what the habitants of - Prepare for Review- Skills Jupiter might look like.

4. Chau asked if/whether we would still 222

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have traffic jams in 30 years’time.

5. Phuc told me that he had read a book about life on other planets.

IV. Everyday English Ex 7 1.D 2. F 3. E 4.G 5.A 6.C 7.H 8.B 3. Homework: - Review the target knowledge - Prepare for Review- Skills V.Adjustments: .....................................................................................................................................................................

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Date of planning:15/ 4/ 2018 PERIOD 94:THE FOURTH - 45 MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 4 to Unit 5 about three topics II Content 1. Topics: 2. Grammar: III. XÂY DỰNG MA TRẬN ĐỀ KIỂM TRA: Chủ đề 1. Listening

Nhận biết TN TL 10 0,2

Thông hiểu TN TL

Vận dụng TN TL

Tổng 10 2,0

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4

4 2. LG 0.25 focus(Pro,voca ,Gr).

3. Reading 4 0,25

4 0,25

12 0.25

3,0

4

8 0.5

3,0

4. Writing

5

5 0.4

Tổng

12

18

35

5 3,0

5,0

2,0

2,0

I. Pronunciation: (1pt) 1) Choose the word which has a different sound in the part underlined. (0,5pt) 1. A. exhaust B. house C. honest D. hour 2. A. Dutch B. Russian C. use D. just 2) Choose the word which has a different stress pattern from the others. (0,5pt) 1. A. transitive B. impressive C. exciting D. connection 2. A. impair B. unhurt C. effect D. insect II. Choose A, B, C, D for each gap in the following sentences. (2,0pts) 1. Americans rarely shake hands to say goodbye, except___ business occasions.

A. during B. at C. on D. in 2. __________ at someone is usually considered rude.

A. Point B. To point C. To pointing D. Pointing 3. The most common way of attracting someone’s attention is by __________.

A. waving B. to waving C. to wave D. wave 4. Lien told me that ___________ a biology teacher.

A. she wants to become C. she wanted to become B. she will become D. she wanted becoming 5. We reminded Lily_____ late for our appointment the next day.

A. to be not B. not to be C. to don’t be D. don’t be 6. We __________ with each other by mobile phone in 2050.

A. won’t be communicating C . aren’t communicating B. haven’t communicated D. aren’t going to communicate 7. The teacher said we___________ a week off on the occasion of the International Labor Day. A. will have B. didn’t have C. have D. would have 8. Tomoko and Kiko said that they ______ cycling the day after tomorrow.

A. will go B. have goneC. would go D. has gone III. Give the correct form of the word given to complete the sentences. (0,5pt) 1. There is still room for ___________in your work. IMPROVE 2. The first experiment was ________, so we need to do another one. SUCCEED C. READING: (2,5pts) 224

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10

I. Read the text and choose one word/ phrase from the list to fill each gap.

(2,0pts) that activity get information informs says the field enormous addictive It is estimated that about three billion people use the Internet around the world.

Most people use the Internet to (1) _____________ or for entertainment. A new study, however, shows us that almost ten percent of Internet users are using it so often that it is seriously harming their lives. The study (2) ____________ that these people may find it difficult to stop using the Internet because they have become addicted.

Someone who is addicted finds it extremely difficult to stop doing (3) ____________.

According to a psychologist in (4)_____________, thirty percent of Internet users claim that they use the Internet to escape from their problems. The study also shows that having a chat, or discussion, with strangers on the Internet is one of the most (5)_____________ activities.

II. Answer the questions about you. (0,5pt) 1. How many people use the Internet around the world? →……………………………………………………………………………….

2. Why can’t many people stop using the Internet? →……………………………………………………………………………….

D. WRITING: (3,0pts) I. There is a mistake in the four underlined parts of each sentence. Find the mistake and correct it. (1.0pt) 1. Nick said that he wants to stay in Viet Nam longer.

A B C D 2. It is predicted that all students have had e-books by 2050.

A B C D II. Rewrite the following sentences so that their meaning stays the same, using the words given. (2,0pts) 1. “We don’t open the laboratory today,” Mr.Minh said. → Mr. Minh said …………………………………………………………………

2. “ The film will begin at seven o’clock,” they told me. → They told me…………………………………………………………………..

3. The doctor advised me to have a rest. → The doctor suggested………………………………………………………….

4. The only reason the party was a success was that a famous film star attended. → Had it not………………………………………………………………………

ANSWER KEY: I. Pronunciation: (1pt) 1) Choose the word which has a different sound in the part underlined. (0,5pt) B. house C. honest D. hour 1. A. exhaust 2. A. Dutch B. Russian C. use D. just 2) Choose the word which has a different stress pattern from the others. (0,5pt) 1. A. transitive B. impressive C. exciting D. connection 2. A. impair B. unhurt C. effect D. insect 225

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II. Choose A, B, C, D for each gap in the following sentences. (2,0pts) 1. Americans rarely shake hands to say goodbye, except___________ business occasions.

A. during B. at C. on D. in 2. __________ at someone is usually considered rude.

A. Point B. To point C. To pointing D. Pointing 3. The most common way of attracting someone’s attention is by __________.

A. waving B. to waving C. to wave D. wave 4. Lien told me that ___________ a biology teacher.

A. she wants to become C. she wanted to become B. she will become D. she wanted becoming 5. We reminded Lily_________ late for our appointment the next day.

A. to be not B. not to be C. to don’t be D. don’t be 6. We _____________ with each other by mobile phone in 2050.

A. won’t be communicating C . aren’t communicating B. haven’t communicated D. aren’t going to communicate 7. The teacher said we___________ a week off on the occasion of the International Labor Day. A. will have B. didn’t have C. have D. would have 8. Tomoko and Kiko said that they ___________ cycling the day after tomorrow.

A. will go B. have gone C. would go D. has gone III. Give the correct form of the word given to complete the sentences. (0,5pt) 1. There is still room for improvement in your work. IMPROVE 2. The first experiment was unsuccessful, so we need to do another one. SUCCEED C. READING: (2,5pts) I. Read the text and choose one word/ phrase from the list to fill each gap.

(2,0pts) that activity get information informs says the field enormous addictive It is estimated that about three billion people use the Internet around the world.

Most people use the Internet to (1) get information or for entertainment. A new study, however, shows us that almost ten percent of Internet users are using it so often that it is seriously harming their lives. The study (2) says that these people may find it difficult to stop using the Internet because they have become addicted. Someone who is addicted finds it extremely difficult to stop doing (3) that activity. According to a psychologist in (4) the field, thirty percent of Internet users claim that they use the Internet to escape from their problems. The study also shows that having a chat, or discussion, with strangers on the Internet is one of the most (5) addictive activities.

II. Answer the questions about you. (0,5pt) 1. How many people use the Internet around the world? → About three billion people.

2. Why can’t many people stop using the Internet? → Because they have become addicted.

D. WRITING: (3,0pts) 226

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I. There is a mistake in the four underlined parts of each sentence. Find the mistake and correct it. (1.0pt) 1. Nick said that he wants to stay in Viet Nam longer. → wanted A B C D 2. It is predicted that all students have had e-books by 2050. → will be having A B C D II. Rewrite the following sentences so that their meaning stays the same, using the words given. (2,0pts) 1. “We don’t open the laboratory today,” Mr.Minh said. → Mr. Minh said that they didn’t open the laboratory that day.

2. “ The film will begin at seven o’clock,” they told me. → They told me that the film would begin at seven o’clock.

3. The doctor advised me to have a rest. → The doctor suggested that I should have a rest. → The doctor suggested having a rest.

4. The only reason the party was a success was that a famous film star attended. → Had it not been for a famous film star, the party wouldn’t have been successful.

V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

Date of planning:22/ 4/ 2018 Period 95: UNIT 12: LIFE ON OTHER PLANETS Less0n1: Getting started I.Objectives.

- By the end of the lesson Ss can understand “What could happen to Earth?”, review vocab related to life on other planets.

- Training listening, reading, speaking, writing skills.

II. Content: - Vocab: topics about life on other planets - Grammar: report questions; may/might 227

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III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s

Ss’ activities

1. Warm up: Network 2. Pre-teach vocab: - Get Ss to listen and repeat vocabularies - Take notes down on their notebooks.

3. Listen and read: Pre-questions: + What do you think Nhi and Duong are talking on the phone?

What are they doing there?

+ Transportation; Communication; Housing and energy.

Vocabulary: - terrorist:kẻ khủng bố - planet:hành tinh - alien: người ngoài hành tinh - adventure:cuộc phiêu lưu - spaceship:tàu vũ trụ - crew:phi đoàn - space buggy:xe vũ trụ - galaxy: dải ngân hà a. Tick ( ) true(T) or fasle (F) - ? Ss to work independently - weightless:không trọng lượng - scientific progress: sự tiến bộ của khoa b. Read the conversation again and học answer the questions.

- Play the tape twice and get Ss to practice - technique:kỹ thuật reading in pairs - researcher: nhà nghiên cứu - ? Ss to work independently * Check out the conversation and then - Allow them to share their answers to give the answers to the questions. partners before discussing as a class.

Key: 1. F 2.T 3.F 4.T 5.F c. Can you find the sentences in reported speech in the conversation?

Key: 1.James Kirk is the captain of the Underline them.

What was the problem?Was it only spaceship. because of Nick’mobile phone?

2. They went to Nibiru planet.

3. It happens in 2259 2. Use the words/phrases in the box to 4. It’s the name of the spaceship that the label the picture. Then listen and crew travels on. repeat.

- Ask Ss to work in pairs to complete the 5. He wants to destroy Earth. task.

Key: - ? Ss to further explain the meaning of the 1. That’s funny, Trang also asked me what words/ phrases.

I thought would happen to Earth in the future.

2. I said I didn’t know but that Earth might 3. Use the words/phrases in2 to fill the be run by aliens! blanks.

- Have Ss look at the sentences, the Key: words/phrases in2 and do exercise.

1. aliens 2. space buggy 3. UFO 4. weightless 3. Game: - Have Ss work independently, write down 5. galaxy 6. spaceship as many different ways they have 7. solar system 8. planet 228

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communicated so far today as they can.

- Direct Ss to play this game.

IV. Consolidation - Consolidate the lesson V. Homework - Ask Ss to learn new vocab by heart .

Key: 1. aliens 2. UFO 3. space buggy 4. planet, planet

5. weightless 6. solar system 7. galaxy 8. spaceship

- Play a game as directed V.Adjustments: .....................................................................................................................................................................

..................................................................................................................................................... ..............

Date of planning:23/ 4/ 2018 Period 96: UNIT 12: LIFE ON OTHER PLANETS Lessn2; A CLOSER LOOK 1 I.Objectives.

- By the end of the lesson Ss can + Use lexical items related to topic Life on other planet. + Pronounce the words ending in-ful and-less correctly in isolation and in context.

II. Content: 229

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- Vocab: topics about life on other planets - Grammar: report questions; may/might III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher and Students 1, Warm up: Brainstorming

Board & contents Solar system

2, Presentation - Have some Ss repeat the words/ phrases indicating the topic communication - Ss listen to the recording and repeat the words.

Vocabulary: - Mercury: Sao Thủy - Mars: Sao Hỏa - Venus: Sao Kim - Neptune: Sao Hải Vương - Saturn: Sao Thổ - Jupiter: Sao Mộc - Software developer: lập trình viên - physicist: nhà vật lí - archaeologist: nhà khảo cổ học Listen and repeat the words 3, Practice 1. Use the names of the planets in the box to label - Have Ss look at the table in the the diagram of the solar system. book make sure they understand Key: what to do.

A. Mercury B. Venus C. Mars - Ask Ss to work individually and D. Jupiter E. Saturn F. Neptune then ask Ss to share the answers with 2. Now scan the passage and check your answers. one or more partners.

- Check the answers in1.

- T writes the answers on the board. 3. Write the names of the planets that match the Roman Gods.

- Ask Ss to work individually and Key: then ask Ss to share the answers with 1. Neptune 2. Saturn 3.Mars one or more partners.

4. Jupiter 5. Venus 4a. Add suffixes –ful or –less to the words in the - Have Ss complete the table box. Note that some words can use either suffix. individually. Then have some Ss Suggested answers: write their answers on the board weightless resourceful/ resourceless before checking with the whole waterless airless class. beautiful wonderful 4b. Now use the topic of space to make a senetnce - Ask Ss to do the exercise in pairs for each new word. Compare your sentences with a - Ask some Ss to say their sentences partner. in front of the class. ex: Earth looks beautiful from space 230

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Venus is a dry and waterless planet.

You are weightless when you are on the Moon.

Pronunciation Stress in words ending in –ful and –less - T plays the tape and ask Ss to listen When we add –ful or –less to nouns or verbs to form and repeat the sentences, paying adjectives, the stress of the words remain unchanged. attention to the intonation of each 5. Put the stress in the correct place in the words. sentence.

Then listen and check.

- Ask Ss to work in pairs, practise ’thoughtless ’meaningful ’helpless saying the sentences. Call some Ss to ’meaningless ’helpful ’thoughtful practise in front of the class. ’useless ’plentiful ’useful - Correct Ss’ pronunciation.

6. Read the following sentences and mark the stress 4, Consolidation syllable on the words in italics. Then listen and - Ask Ss to review the words, and check clusters they have learnt.

1.’meaningful 2.’helpful 3.’helpless 5, Homewrok 4.’useful 5.’plentiful - Ask Ss to review what they’ve just learnt V.Adjustments: .....................................................................................................................................................................

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Date of planning:24/ 4/ 2018 Period 97: UNIT 12: LIFE ON OTHER PLANETS Lesson3: A CLOSER LOOK 2 I.Objectives.

- By the end of the lesson Ss can use some verbs that are followedby to-infinitive and review future continuous tense.

II. Content: 231

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- Vocab: topics about life on other planets - Grammar: report questions; may/might III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher and Students Board & contents - Ask Ss to review: may / migh I, Warm up: S + may / might + Vinfinitive + …..

II, Presentation: Grammar May and might: review - Use the Grammar box to take note III, Practice 1. Use may / might to fill each of the blank.

- Ask Ss do this exercise individually Key: first, then compare their answers with 1. may / might 2.may / might 3.may / their partners might 4. may 5. may / might 6. May - T check the answers and give the 7.may / might 8. may feedback.

REPORTED SPEECH * Questions in reported speech.

S +said to/asked +O: “ (Wh) + Au.V + S + V …?”

-> S + asked + O + (Wh)/ If/ whether + S + - Ss work individually to do this V activity after reading all the sentences 2. Read the interview between a reporter and carefully to make sure they understand Nick, and finish the following sentences. them.

Key: - Ss share the answers.

1.what 2. had seen; had landed 3.what - Check Ss’answers and write them on 4.had been going 5.had looked the board.

6.had been; had looked like 7.had seen 8.had hidden 3. Circle the correct word in italics to complete each sentence.

- Direct Ss to do this exercise Key: - Ss do this exercise individually first, 1. ask 2.if 3.before 4.different then compare their answers with their 4. Read other questions by the interview. partners.

Rewrite them as reported questions.

- T check the answers and give the Key: feedback 1. The interview asked if he went for a walk - Ss do this exercise in pairs. everyday.

- Have Ss discuss the questions in 2. He asked how Nick had felt when he had seen pairs. the alien.

- Ask some pairs to give their answers 3. He asked what the alien had looked like. to the whole class.

4. He asked why Nick hadn’t taken a photo of the alien.

5. The inetrviewer asked how long the UFO had 232

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IV, Production - Ss do review what they have learnt.

V, Homework - Ask Ss to do exercises on the workbook and prepare the next lesson.

stayed there.

6. The interviewer asked if Nick had seen any UFO since then.

5. Work in groups of three. One is Nick and the others are Nick’s friends. Ask and answer questions about what Nick saw. Then report the friends’questions and Nick’s answers to the whole class.

Ex: 1. I asked Nick what he exactly had seen 2. Hoa asked Nick if he had met any aliens.

V.Adjustments: .....................................................................................................................................................................

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Date of planning:25/ 4/ 2018 PERIOD 98:CORRECTING THE FOURTH - 45 MINUTE TEST I. Objectives.

- T checks Ss’ understanding from Unit 10 to Unit 11 about three topics II Content 1. Topics: 2. Grammar: I. Pronunciation: (1pt) 233

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1) Choose the word which has a different sound in the part underlined. (0,5pt) B. house C. honest D. hour 3. A. exhaust 4. A. Dutch B. Russian C. use D. just 2) Choose the word which has a different stress pattern from the others. (0,5pt) 3. A. transitive B. impressive C. exciting D. connection 4. A. impair B. unhurt C. effect D. insect II. Choose A, B, C, D for each gap in the following sentences. (2,0pts) 9. Americans rarely shake hands to say goodbye, except___ business occasions.

A. during B. at C. on D. in 10. __________ at someone is usually considered rude.

A. Point B. To point C. To pointing D. Pointing 11. The most common way of attracting someone’s attention is by __________.

A. waving B. to waving C. to wave D. wave 12. Lien told me that ___________ a biology teacher.

A. she wants to become C. she wanted to become B. she will become D. she wanted becoming 13. We reminded Lily_____ late for our appointment the next day.

A. to be not B. not to be C. to don’t be D. don’t be 14. We __________ with each other by mobile phone in 2050.

A. won’t be communicating C . aren’t communicating B. haven’t communicated D. aren’t going to communicate 15. The teacher said we___________ a week off on the occasion of the International Labor Day. A. will have B. didn’t have C. have D. would have 16. Tomoko and Kiko said that they ______ cycling the day after tomorrow.

A. will go B. have goneC. would go D. has gone III. Give the correct form of the word given to complete the sentences. (0,5pt) 3. There is still room for ___________in your work. IMPROVE 4. The first experiment was ________, so we need to do another one. SUCCEED C. READING: (2,5pts) I. Read the text and choose one word/ phrase from the list to fill each gap.

(2,0pts) that activity get information informs says the field enormous addictive It is estimated that about three billion people use the Internet around the world.

Most people use the Internet to (1) _____________ or for entertainment. A new study, however, shows us that almost ten percent of Internet users are using it so often that it is seriously harming their lives. The study (2) ____________ that these people may find it difficult to stop using the Internet because they have become addicted.

Someone who is addicted finds it extremely difficult to stop doing (3) ____________.

According to a psychologist in (4)_____________, thirty percent of Internet users claim that they use the Internet to escape from their problems. The study also shows that having a chat, or discussion, with strangers on the Internet is one of the most (5)_____________ activities.

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II. Answer the questions about you. (0,5pt) 3. How many people use the Internet around the world? →……………………………………………………………………………….

4. Why can’t many people stop using the Internet? →……………………………………………………………………………….

D. WRITING: (3,0pts) I. There is a mistake in the four underlined parts of each sentence. Find the mistake and correct it. (1.0pt) 3. Nick said that he wants to stay in Viet Nam longer.

A B C D 4. It is predicted that all students have had e-books by 2050.

A B C D II. Rewrite the following sentences so that their meaning stays the same, using the words given. (2,0pts) 5. “We don’t open the laboratory today,” Mr.Minh said. → Mr. Minh said …………………………………………………………………

6. “ The film will begin at seven o’clock,” they told me. → They told me…………………………………………………………………..

7. The doctor advised me to have a rest. → The doctor suggested………………………………………………………….

8. The only reason the party was a success was that a famous film star attended. → Had it not………………………………………………………………………

ANSWER KEY: I. Pronunciation: (1pt) 1) Choose the word which has a different sound in the part underlined. (0,5pt) B. house C. honest D. hour 3. A. exhaust 4. A. Dutch B. Russian C. use D. just 2) Choose the word which has a different stress pattern from the others. (0,5pt) 3. A. transitive B. impressive C. exciting D. connection 4. A. impair B. unhurt C. effect D. insect II. Choose A, B, C, D for each gap in the following sentences. (2,0pts) 9. Americans rarely shake hands to say goodbye, except___________ business occasions.

A. during B. at C. on D. in 10. __________ at someone is usually considered rude.

A. Point B. To point C. To pointing D. Pointing 11. The most common way of attracting someone’s attention is by __________.

A. waving B. to waving C. to wave D. wave 12. Lien told me that ___________ a biology teacher.

A. she wants to become C. she wanted to become B. she will become D. she wanted becoming 13. We reminded Lily_________ late for our appointment the next day.

A. to be not B. not to be C. to don’t be D. don’t be 14. We _____________ with each other by mobile phone in 2050.

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C . aren’t communicating A. won’t be communicating B. haven’t communicated D. aren’t going to communicate 15. The teacher said we___________ a week off on the occasion of the International Labor Day. A. will have B. didn’t have C. have D. would have 16. Tomoko and Kiko said that they ___________ cycling the day after tomorrow.

A. will go B. have gone C. would go D. has gone III. Give the correct form of the word given to complete the sentences. (0,5pt) 3. There is still room for improvement in your work. IMPROVE 4. The first experiment was unsuccessful, so we need to do another one. SUCCEED C. READING: (2,5pts) I. Read the text and choose one word/ phrase from the list to fill each gap.

(2,0pts) that activity get information informs says the field enormous addictive It is estimated that about three billion people use the Internet around the world.

Most people use the Internet to (1) get information or for entertainment. A new study, however, shows us that almost ten percent of Internet users are using it so often that it is seriously harming their lives. The study (2) says that these people may find it difficult to stop using the Internet because they have become addicted. Someone who is addicted finds it extremely difficult to stop doing (3) that activity. According to a psychologist in (4) the field, thirty percent of Internet users claim that they use the Internet to escape from their problems. The study also shows that having a chat, or discussion, with strangers on the Internet is one of the most (5) addictive activities.

II. Answer the questions about you. (0,5pt) 3. How many people use the Internet around the world? → About three billion people.

4. Why can’t many people stop using the Internet? → Because they have become addicted.

D. WRITING: (3,0pts) I. There is a mistake in the four underlined parts of each sentence. Find the mistake and correct it. (1.0pt) 3. Nick said that he wants to stay in Viet Nam longer. → wanted A B C D 4. It is predicted that all students have had e-books by 2050. → will be having A B C D II. Rewrite the following sentences so that their meaning stays the same, using the words given. (2,0pts) 5. “We don’t open the laboratory today,” Mr.Minh said. → Mr. Minh said that they didn’t open the laboratory that day.

6. “ The film will begin at seven o’clock,” they told me. → They told me that the film would begin at seven o’clock.

7. The doctor advised me to have a rest. → The doctor suggested that I should have a rest. → The doctor suggested having a rest.

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8. The only reason the party was a success was that a famous film star attended. → Had it not been for a famous film star, the party wouldn’t have been successful.

V.Adjustments: .....................................................................................................................................................................

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Date of planning:2/ 5/ 2018 Period 99: UNIT 12: LIFE ON OTHER PLANETS :Lesson4 COMMUNICATION I.Objectives - By the end of the lesson Ss can 237

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+ Read for general and specific information about communication in the future. + Use lexical items related to topic “Communication breakdown” II. Content: - Vocab: topics about life on other planets - Grammar: report questions; may/might III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher and Students Board & contents 1, Warm up: Brainstorming Changes in 2, Presentation reported - Introduce new words - Have Ss read new words individually.

3, Practice Extra vocabulary: - In pairs, Ss look at the quiz and discuss - appropriate: thích hợp the differences between them. Encourage - powerful: mạnh mẽ Ss to use extra vocabulary.

-NASA: cơ quan hàng không và vũ trụ Mỹ - Have Ss do this exercise independently.

- breathable (a) thở -Ask Ss to write their sentences on the Life on other planets board.

1. Five teenagers are discussing the - Other Ss or T give comments. possibility of other life forms in our galaxy.

- Ask Ss to add more in five minutes.

Read the comments they have posted on an - T writes them on the board online forum.

- I disagree with Duc because the 2. Work in groups to decide if you agree or inhabitants there may be able to exact disagree with each of the opinions and ideas liquid from underground to survive. Their in 1 bodies may be adapted to the environment .Say why or why not. there. They may not need oxygen but Suggested for disagreements: hydrogen or nitrogen to breathe.

- I disagree with Nhi because the inhabitants -I disagree with Anh. Any planets can be there may be able to live in high temperatures. considered powerful. Any inhabitant is They may have bodies which can resist heat. Or proud of her/his own planet. they may have a special machine to cool down the atmosphere of the place where they live.

4, Production - Write on the board some of the language for online communication learnt in U1 and ask Ss if they can read them in the full form - Ss work in pairs to complete the task.

- Give praise and feedback on Ss’conversations.

5, Homework

3a. Work in pairs. Imagine you are going into space. Decide together what you will take with you. You can add any item you think necessary. Remember to give reasons.

Suggested: - I will wear a spacesuit because it may be very cold there and I won’t be able to breathe.

- I will bring hand washing gel to clean my hands.

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- Ask Ss to review vocabulary and structure they have already learnt.

- I will take food tablets because I may have a haedache 3b. Report your decisions to another pair or to the classs.

- Review vocabulary and structure

V.Adjustments: .....................................................................................................................................................................

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Date of planning:4/ 5/ 2018 Period 100: UNIT 12: LIFE ON OTHER PLANETS Lesson5: SKILLS 1 I.Objectives 239

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- By the end of the lesson Ss can: + Read for general and specific information about communication in the future. + Talk about communication now and in the future.

II. Content: - Vocab: topics about life on other planets - Grammar: report questions; may/might III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher and Students Board & contents -Talking about life on other planets I, Warm up: Chatting II, Pre-reading Vocabulary: - reddish (a):đo đỏ, hơi đỏ - Introduce new words - surface: bề mặt - accommodate (v): có đủ chỗ ở cho, chứa được - climate: khí hậu - poisonous (a): có độc - trace: dấu vết - experiences: trải nghiệm 1. Look at the pictures and discuss the III, While-reading: - Ask Ss scan the passage to find where questions. the words in the box are in the story -What else can you infer from the pictures?

- Ss work individually to skim the 2. Read the text below and check your passage and check their answers. answers.

Key: - Ss read the text again to answer the 2. twice questions. Ss can learn parts of the text 1. poisonous 3. experiences 4. traces 5.surface that help them with the answers.

7. accommodate - Ss compare their answer before giving 6. climate 3. Match the headings with the paragraphs. the answers to T. Ask them to give the evidence when giving the answers.

Key: - Ss underline parts of the text that help 1. C 2.B 3.A them find the answers.

4. Read the text again and answer the - Ss share their answers with a partner. questions.

1. It is also called the Red Planet.

- T checks and confirm the correct answers 2. The lowest temperature is 87oC and the highest may be a bit higher than zero.

3. Because 95% of the atmosphere is carbon dioxide.

4. A day on Mars is a bit longer.

5. It is twice as long as a year on Earth IV, Speaking: 5. Work in pairs. One is a human and the - Ask Ss where in the text the author’s other is a Martian. Use the suggestions opinion is expressed. They they work in below to ask and answer about life on Earth 240

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pairs or small group to tell each other if they agree with the author’s opion or not, and explain why. Then call onsome pairs/ groups to share what they have discussed.

- Ss work in group of 5 or 6 where each member completes the survey himself/ herself and share it with the group. The group leader will then report to the class either the way of communication that are most mentioned or the way of communication that the group likes best.

V, Homework - Ask Ss to review vocabulary and structure they have already learnt.

V.Adjustments:

and life on Mars Suggested: M: What kind of food do you eat?

U: We eat things like bread, cooked meat. And you?

M: We eat tablets and rocks. So what do you drink?

U: …….

6. Now swap pairs. The human of one pair works with the Martain of the other pair.

Take turns to report what your previous partner said about life on their planet to your new partner to see if he/she said similar things.

Suggested: + Martain asked me what kind of food we ate and I said that we ate things like bread, cooked meat - Review vocabulary and structure

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Date of planning:7/ 5/ 2018 Period 101: UNIT 12: LIFE ON OTHER PLANETS Lesson 6 :SKILLS 2 I.Objectives - By the end of the lesson Ss can: + Listen for general and specific information about netiquette. + Write an email using netiquette.

II. Content: - Vocab: topics about life on other planets - Grammar: report questions; may/might III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher and Students Board & contents I, Warm up: Brainstorming - Talking about Mars II, Pre-listening: 1. Work in pairs. Describe the pictures - Give Ss some questions: and answer the questions.

- ?Ss to look at the picture and answer the qs III, While-listening: 2. Listen to Tom’s imagined description - Ask Ss that they are going to do at this of what an alien from another planet may task. be like. Fill each blank with no more than - Play the recording once. three words from the recording.

- Ask Ss to write the answers on the board Key: - Play the tape again to check their answers. 1. Jupiter 2. much bigger - Get Ss to give the answers 3. more poweful 4.lots of hair 5. thick skin 6. Four eyes - Play the recording again and have Ss 7. happiness 8. fear complete the following grid.

9. energy 10. rocks - Check Ss’answers.

3. Listen again and tick ( ) true (T), fasle IV, Pre-writing: (F) or not given (NG) - Ss to work in pairs to complete this task.

Key: - Call two or three pairs to write their 1. F 2.NG 3.T 4.F 5.F 6.F version of the message on the board and the class votes for the best one.

4. Work in pairs. Imagine what an alien may V, While-writing: - Draw Ss’attention to the Remember! Box. be like. Use your imagination to fill the web - Ask Ss to work individually to write the below. draft.

-Complete the web - Encourage Ss to write down the full 5. Now use the notes to write a 242

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description of your alien.

- Write a description 6. Swap your work with your partner.

How different is your description from your partner’s?

sentences VI, Post-writing: - Call some good students to show their writing before class.

- Ss or groups exchange their writing to spot any mistakes. Share them with the whole class VI, Homework - Ask Ss to rewrite and reread their writings.

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Date of planning:8/ 5/ 2018 Period 102: UNIT 12: LIFE ON OTHER PLANETS Lesson7:LOOKING BACK + PROJECT I.Objectives - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + practice speaking about customs and traditions.

II. Content: - Vocab: topics about life on other planets - Grammar: report questions; may/might III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher and Students Board & contents Read the passage describing the schedule for the 1, Warm-up: visit that they’ve already done in the previous period.

2, New lesson: Vocabulary 1. Rearrange the letter to label the pictures.

- Ss do this activity individually then Key: compare their answers with a 1. aliens 2. space buggy 3. weightless partner.

4. solar system 5. planet 6. Spaceship - Check and confirm the correct 7. flying saucer 8. Galaxy answers.

2. Fill each gap with a suitable word from the - Ss read their answers out loud. box.

1. accommodate 2.surface 3. traces 4. experienced 5. climate 6. NASA Grammar 3. Underline the correct answers.

Key: 1.if 2.had been 3.who 4.had been 5.how 6.ate 7.what 4. Put the words/phrases in the correct order to - Ss do this activity individually then make reported questions. compare their answers with a 1. He asked me how I would react if I saw an partner. alien.

2. The teacher asked me which planet was most - Check and confirm the correct answers. suitable for human life.

3. My friend asked me when humans had first - Ss read their answers out loud. landed on the moon.

4. She asked me what the difference between a 244

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- Ss do this activity in pairs.

- T gives the feedback

planet and a star was.

5. They asked if there was water on Mars.

5. Change the following questions into reported questions.

-Ss work in groups. They take turn to Key: ask the questions and note down the 1. The teacher asked her students what the answers. essential conditions for human life were.

2. Samuel asked the scientist if humans had been able to communicate with people on other planets.

3. Nick asked the journalist if the Roswell UFO incident had been.

4. Vanessa asked her uncle who the witness in the 3, Production - Ask Ss to take notes.

Roswell UFO incident had been.

5. The son asked his father when humans would be able to travel from one planet to another more easily.

4, Consolidation: -Ask Ss to review the lesson.

6. Diane asked her mother why people couldn’t move to Mars immediately.

Communication 6. Choose the right sentences (A-E) to put into the dialogue.

Key: 5, Homework -Ask Ss to do exercises in the 1. B 2.D 3.A 4.C 5.E workbook Finished! Now I can…

-Tell Ss to keep in mind who this poster is for.

- Do homework at home

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Date of planning: 26/4/2016 Period 102

TEST CORRECTION

I OBJECTIONS : Remark and correct students’ mistakes TASK A Part A: Phonetics (1,0 point) Question 1: Find the word which has different stress pattern from the others (1.0 point).

1.B. charity 2.C. positive 3.B. kindness 4.A. immature Part B: Vocabulary and grammar (5points) Question 1: Choose the correct option A, B, C or D to complete the sentences(1.5 points).

1. C. Will you be using 2. D. will you be watching 3. B. told 4. D. would have 5. A. if 6. B. the next day Question 2: Turn the adverbs of time in the box into reported speech (1point).

1. now -> then 3. tomorrow -> the next/ following day; the day after 2. today -> that day 4. last week -> the previous day/ the day before Question 3: Complete the sentences with the correct form of the verbs (1.0 points).

1. to make.

2. working.

3. will be taking 4. was Question 4: Complete the sentences with the correct form of the words (1.5 point).

1. impolite 2. Designer 3. unhappy Part C: Reading (2.0 points) Read the passage and answer the questions below.

1. He was born in Ha Tinh, Viet Nam 2. Yes, he did.

3. He was offered a scholarship to study in Paris, France 4. To provide the country with qualified teachers and technicians.

Part D: Writing (2,0 points) Change these sentences into Reported Speech.

1. Nam said that he lived with his parents 2. She said that she couldn’t speak Chinese 3. Phong asked Lan if she enjoyed reading.

4. Tam’s friend asked me how long I would stay in England.

TASK B Part A: Phonetics (1,0 point) Question 1: Find the word which has different stress pattern from the others (1.0 point).

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1. B. insensitive

2. D. facility

3. D. impolite

4. A. important

Part B: Vocabulary and grammar (5points) Question 1: Choose the correct option A, B, C or D to complete the sentences(1.5 points).

1. B. will I be doing 2. C. will be cooking 3. A. if 4. D. wanted 5. A. would go 6. B. the previous day Question 2: Turn the adverbs of time in the box into reported speech (1point).

1. ago -> before 2. next week -> the next week; the week after; the following week 3. tonight -> that night 4. yesterday -> the day before; the previous day.

Question 3: Complete the sentences with the correct form of the verbs (1.0 point).

1. to go 2. watching 3. will be having 4. was Question 4: Complete the sentences with the correct form of the words (1.5 point).

1. worker 2. unhappy 3. unhealthy Part C: Reading (2.0 points) Read the passage and answer the questions below.

1. She was a famous Vietnamese scientist.

2. Yes, she did 3. She did research in the fields of Maths and Physics 4. She received the Kovalevskaia Prize for her contributions to science Part D: Writing (2,0 points) Change these sentences into Reported Speech.

1. She said that she didn’t want anything to eat then.

2. He said that he couldn’t play the guitar 3. Hoa asked Nam if/ whether he liked sports.

4. Phong asked me when my father would leave Vietnam for the USA. .......................................................................................................................................... ...........

Period 106

Date of planning: 26/4/2016 REVIEW 4 (Unit 10-11-12) language

I. Objectives.

By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 10 to unit 12.

II. Content: - Future tenses:review - Verbs +to-V - Reported speech 247

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- Pronunciation: stress in words starting with: un-; im-, and ending in -ful; -less; ity and -itive III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s and Ss’ activities Contents 1. Warm up: Vocab Pronunciation Brainstorming ? What have you learnt in unit 10, 11,12 in Unit 10-12 terms of language?

Grammar

Then summarise their anserws and add some more information if necessary.

I. Pronunciation Ex 1 Listen and mark the stress 2. Practice: Ex 1: T plays the recording and ss repeat. uni’dentified a’bility suc’cesful Play the recording as many times as capa’bility ‘meaningful necessary - Pause and correct ss’ doing im’mobile Ex 2: T plays the recording 2 or more Ex 2: Complete times if necessary.

Keys: Ask Ss underline them as instructed.

1. colourless 2. unidentified Have Ss read the sentences as class, or 3. interactive 4. capability individually.

5. meaningful 6. impossible - T checks pronunciation and intonation.

II. Vocabulary Ex 3: Ss do this exercise individually then Ex 3: share their answers with a partner 1. meet face to face T checks the answers.

2. make invention 3. exchange information Ex 4: Ss do this exercise individually.

4. fly into space T ask SS go to the board and write their 5. move round the sun answers.

6. benefit from science and technology.

T corrects as a class.

Ex 4: Ex5: Ss do this individually and then share 1. scientist 2. chemistry their answers with a partner.

3. inventor 4. ambitious T ask SS go to the board and write their 5. unhappy 6. invention answers.

III. Grammar: T corrects as a class.

Ex 5: Ex 6: SS do this exercise individually. 1. will …be 5. will be Two Ss write their anwers on the board. 2. to buy 6. will appear Confirm the correct answers.

3. to read 7. to read Call some ss to read the whole passage.

4. look 8. will appear Ex 7.

Ex 6: 248

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Ss do this in pairs. After checking their answers, ask one or two pairs to act out the conversation.

3. Homework: - Review the target knowledge - Prepare for Review- Skills

Period : 107

1. Lena said she enjoyed chatting on the phone with her friends.

2. The teacher said a communication breakdown might happen due to cultural differences.

3. Duong asked me what the habitants of Jupiter might look like.

4. Chau asked if/whether we would still have traffic jams in 30 years’time.

5. Phuc told me that he had read a book about life on other planets.

IV. Everyday English Ex 7 1.D 2. F 3. E 4.G 5.A 6.C 7.H 8.B 3. Homework: - Review the target knowledge - Prepare for Review- Skills

Date of planning: 26/ 4 /2016 REVIEW 4 (Unit 10-11-12) Lesson 2: Skills.

I. Objectives.

By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 10,11,12.

II. Content: - Future tenses:review - Verbs +to-V - Reported speech - Pronunciation: stress in words starting with: un-; im-, and ending in -ful; -less; ity and -itive III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures: Teacher’s and Ss’ activities Contents 1. Warm up: T ask Ss what they have learnt so far in terms of skills. Then summarise their - Answer the questions answers and add some more information if necessary.

I. Reading: 2. Activities Activity 1: Ex 1: - Give Ss some tips to do this kind New words: 249

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of reading text.

Ss read the letter once or twice.

T clarifies anything they do not understand fully.

Ex 2: Speaking - Ask Ss to choose one of the questions that interests you the most.

- Encourage Ss to use the language they have learnt.

Listening Ex3: Listen to the conversation and choose the correct ansswer to each question.

- Play the recording once or twice.

- Ss listen and choose the answers - Ss listen to the recording again and check the answers Ex 4: T has Ss brainstorm a message to a friend and tell him/her about the problems you have had recently wwith your iPads - then explain the writing task.

- Give Ss time to do the writing task. Then correct their papers to check out of class.

3. Homework: - Test yourself 1 in workbook - Prepare for the 45 test.

- affect: ảnh hưởng - playful: vui đùa, vui chơi - misunderstanding: hiểu nhầm Key: 1.T 2.F 3.F 4.F 5.T 6.T II. Speaking Activity 2: - Choose one of the questions that interests you the most Listening: Activity 3: Keys: 1. C 2. B 3. A 4. A 5. C Writing: Activity 4: You can refer to the following: -Time-consuming -flat battery -weak signal -no connection 3. Homework: - Test yourself 1 in workbook - Prepare for the 45 test.

Date of planning: 2/ 5/2016 Period : 105 : THI HỌC KÌ II ĐỀ THI DO PHÒNG GD THANH PHỐ THANH HÓA GIAO

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Date of planning: 2/ 2 / 2018 Period 69:REVISION:UNIT7 AND UNIT8 I. Objectives: - By the end of the lesson Ss can: + review the vocabulary, structures in the whole unit. + practice speaking about customs and traditions.

II. Content: - Vocab: topics of people and places in English speaking countries - Grammar: Past Simple and Present Simple III. Preparations: - Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work IV. Procedures:

Teacher’s activities 1, Warm up: Brainstorming Ask Ss to call out the types of pollution they learnt in the previous lesson.

Ss’ activities pollution

2, Presentation - Have some Ss repeat the words/ phrases indicating the topic of pollution

251

Vocabulary: -cause(n,v): nguyên nhân, gây ra.

-effect(n): két quả -comtaminant(n): chất gây bẩn.

- float(v): nổi

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-litter(n,v): rác vụn, vứt rác.

- pollutant(n): chất gây ô nhiễm - increase: gia tăng - pose: sắp đặt, tư thế - excursion: chuyến tham quan - session: buổi, kỳ họp - promote: thăng chức - journalism: nghề báo chí - territory: lãnh thổ - North Pole: bắc cực - Artic Circle: vòng Bắc cực - illustrate: minh họa

- Ss listen to the recording and repeat the words.

Have Ss look at the table in the book .

3, Practice

Some words and phrases you can use to signal the cause of a problem.

- Because/ since + clause - Due to / Because of + sth • Some words and phrases you can use to signal the effect of a problem.

- so + clause - to cause sth / to lead to sth/ to result in sth - to make sb/ sth do sth.

3.a Decide which sentences in each pair of sentences is a cause and which is an effect.

.

Have ss look at the language box. Tell Ss that the words and phrases in the box express cause and effect relationships.

Have Ss read the example sentences and underline the clause or noun phrase, 0r infinitive…..

Ask ask to make sentences with express cause and effect relationships.

4. Work in groups. Look at the pairs of pictures. Give as many sentences as possible to show cause / effect relationships.

II- PRONUNCIATION Stress of words ending in –ic and –al 5. Listen and mark the stress in each Play the recording and ask Ss to listen and words , then repeat it stress the words. Ask Ss to pay attention to 1. ar ‘,tistic the endings. Ss compare their answers in 2. ath ‘letic pairs.

3. his ‘toric 4. . his ‘torical Ask Ss to listen and repeat the sentences 5. ‘ logical while listening to the recording.

6. Underline the words ending in –ic and circle the words ending in –al in the following sentences.mark the stress in each word. Listen and check your answers, then repeat sentences.

252

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4, Consolidation - Ask Ss to review the words, and Swords ending in –ic and –al they have learnt.

- Direct Ss how to exercise in the workbook.

5, Homewrok - Ask Ss to review what they have just learnt - Prepare A closer look 2.

V. Adjustment

2. ‘ national 3. ‘ medical 1. scien ‘tific 4. ‘ chemical 5. dra‘matic IV, Consolidation - Ask Ss to review the words, and Stress of words ending in –ic and –al they have learnt.

- Direct Ss how to exercise in the workbook.

V, Homewrok - Ask Ss to review what they have just learnt.

- Prepare A closer look 2.

.......................................................................................................................................... .......................................................................................................................

253

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Preparing date: 23/09/2018

Buổi 1:

Revision (The present simple tense)

I. Aims -Giúp HS hiểu được thì hiện tại đơn.

-Cuối bài,học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids: white board III.Content: 1.Uage: - Diễn tả một thói quen ở hiện tại Eg:She often goes to shool on foot.

- Diễn tả một sự thật hiển nhiên Eg : The sun rises in the East.

2.form * tobe : am ,is ,are * to have: have ,has * ordinary verbs :V ( inf )/V(s/es ) 3.Structures (+)I,you ,we,they,N(pl) +V(inf) / He ,she,it,N(s)+V(s/es) (-)I,we,you they,N(pl)+don’t +V(inf)/ He,she,it,N(s) +doesn’t +V(inf) (?) Do +I,we,you,they,N(pl) +V(inf)…?/ Does +he,she,it,N(s)+V(inf)……? *NOTES: 4.adverbs - always, usually, sometimes, occasionally, frequently, seldom, rarely, scarcel, never - In the mornings…

- every,once ,twice,three times…

II. Excercise Supply the correct verb form: a.

We seldom (eat) ___________________ before 6.30 b.

The sun ( set) ______________________ in the West c.

It (be) __________________ often hot in the summer d.

She always (cook) _________________ in the morning. e.

My father usually (watch) _________________ the news at 7.00 f.

What __________ you (do) __________ every morning? g.

She (not drink) _____________coffee. She (drink) ___________ water h.

We (be) ______________ in grade 8 this year i.

Lien’s mother (teach) ___________ Math in our school j.

Nam sometimes (go) ____________ fishing with his friends k.

We seldom (eat) ___________________ before 6.30 l.

The sun ( set) ______________________ in the West m.

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n.

She always (cook) _________________ in the morning. o.

My father usually (watch) _________________ the news at 7.00 p.

What __________ you (do) __________ every morning? q.

She (not drink) _____________coffee. She (drink) ___________ water r.

We (be) ______________ in grade 8 this year s.

Lien’s mother (teach) ___________ Math in our school t.

Nam sometimes (go) ____________ fishing with his friends 2.

Turn these sentences into Negative and Question a.

We go to school every weekday ……………………………………………………………………………………… b.

Lan play badminton every weekends ……………………………………………………………………………………… c.

Hoa likes to read story books ……………………………………………………………………………………… d.

Lien and Lan are in the same class ……………………………………………………………………………………… e.

Ba’s father works in the factory ……………………………………………………………………………………… f.

Tam studies English every Tuesday ……………………………………………………………………………………… g.

They enjoy watching television ……………………………………………………………………………………… h.

His mother cooks dinner for the family ……………………………………………………………………………………… i.

Hoa’s mother goes shopping every Sunday ………………………………………………………………………………………

3.Write complete sentences in Simple Present, using the cues given j.

Lan/ usually/ read/ book/ recess ……………………………………………………………………………………… k.

Ba/ seldom/ go / school/ bus ……………………………………………………………………………………… l.

Her father/ ride / his motorbike ……………………………………………………………………………………… m.

Nam / have / short black hair ……………………………………………………………………………………… n.

She/ usually/ get up/ early ………………………………………………………………………………………

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Preparing date: 30/09/2018

Buổi 2:

Revision (The past simple tense)

I. Aims -Giúp HS hiểu được thì quá khứ đơn.

-Cuối bài,học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids:white board III.Content: A. Form I. Động từ “to be”: was/ were 1. Thể Khẳng Định I, He, She, It, single noun + was We, You, They, plural noun + were 2. Thể phủ định I, He, She, It, single noun + was not ( wasn’t) We, You, They, plural noun + were not (weren’t) 3. Thể Nghi Vấn Was + he, she, it +………..?

Were + you, they + …………………?

-> Yes, S+ was/were . No, S + wasn’t/ weren’t II. Động Từ Thường 1.

Thể Khẳng Định I, You, He, She,It, We, They, ….+ V2/ V-ed Ex: We lived in Hue last year She went to HCM City two days ago 2.

Thể Phủ Định I, You, He, She,It, We, They, ….+ didn’t + V(bare-infinitive) Ex: We didn’t live in Hue last year She didn’t go to HCM City two days ago 3.

Thể Nghi Vấn Did + S + V(bare-infinitive) + ……………..?

-> Yes, S + did / No, S + didn’t B. Usages 1 . An acion that happened and finished at a specific time in the past.

Ex: He went to Ha Noi last summer Mai left this city two years ago Ex: Mozart wrote more than 600 pieces of music * Adverbs: Ago Yesterday Last night/week/ month/ year…. : In 1998 3 Phát hành PDF bởi Ths Nguyễn Thanh Tú Đăng ký Word doc qua Zalo 0905779594 Email thanhtuqn88@gmail.com

When I was young…

C. Exercises I. Objectives: - Ss will be able to use present tense more fluently - Understand and use some model sentences clearly, exactly II. Language content - The exercises of the simple present tense III. Time: 45’ IV. Exercises 1. Write simple past form of the verbs a. do- did f. spend b. go – g. fly – c. tell – h. drink d. buy – i. swim e. give – j. sleep 2. Supply correct verb form : Simple Past 1. I (see) _____________ her last year 2. Hoa (meet) ___________ Lan two year ago 3. She (play) ________________ the piano last night 4. __________ you (watch) __________ TV last night?

5. The house (build) _______________ five years ago 6. Last night, I (go) ________________ to bed late. Suddenly I (hear)___________ a noise. I (get)_________________ to see what it(be) ____________but I(not see) _____________ anything 3. Complete the dialogues, using the simple past 1.

A : How _____________________________?

B : I went to school by bus 2. A: Where did you go last summer?

B: ______________________________ Ha Long Bay 3. A : __________________________ in the supermarket?

B : I bought some beef and oranges.

4. A: What did you drink at the party?

B: __________________________ some Coca-Cola 5. A: __________________________ last night?

B: I slept very well

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Preparing date: 07/10/2018

Buổi 3:

Revision (The future simple tense)

I. Aims -Giúp HS hiểu được thì tương lai đơn.

-Cuối bài,học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids:white board III.Content: A.Grammar: - The future simple tenses. a. cụng thức: will / shall + verb. b. Cỏch chia; + I/ We + will/ shall + verb He/ she, it, you, they + will + verb.

- I/ We + will not/ shall not + verb.

He, she, it, you, they + will not + verb.

Note Will not = Won’t.

Shall not = shan’t. ? Will/ shall + I/ We + verb?

Will + he, she, it, you, they + verb?

- Các cụm từ chỉ mục đích: in order to; so as to.

Vớ dụ : We learn English in order to/ so as to communicate with people in the world.

He does morning exercises in order to/ so as to be healthy.

B.Exercises.

I. Combine each pair of sentences, using in order (not) to or so as (not) to.

1. He always drives carefully. He doesn’t want to cause accidents. _________________________________________________________________ 2. I went to the college. I wanted to see Professor Taylor. _________________________________________________________________ 3. She wore warm clothes. She didn’t want to get cold. _________________________________________________________________ 4. Nam is studying very hard. He wants to keep pace with his classmates. _________________________________________________________________ 5. We turned out the lights. We didn’t want to waste electricity. _________________________________________________________________ 6. He moved to the front row. He could hear the speaker better. _________________________________________________________________ 7. I wish to have enough money. I want to buy a new house. _________________________________________________________________ 8. Thanh and Nga are going to Australia. They want to learn English.

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_________________________________________________________________ 9. We hurried to school. We didn’t want to be late. _________________________________________________________________ 10. You want to stop the bleeding. You should cover the wound with a tower or a handkerchief. _________________________________________________________________ 11. They got up very early. They wanted to get to the top of the hill before sunrise. _________________________________________________________________ 12. I bought a new screwdriver. I wanted to repair my bicycle. _________________________________________________________________ 13. She wants to make her body strong. She should eat lots of green vegetables. _________________________________________________________________ 14. Jim finally went to the dentist. He wanted to get some relief from his toothache. _________________________________________________________________ 15. They save money. They want to buy a house in the city. ________________________________________________________________ IV. homework: - Redo again all the exercises.

- Prepare for next lesson: modal will to make requests, offers, and promises.

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Preparing date: 14/10/2018

Buổi 4:

Revision (Revise structures)

I. Aims -Giúp HS hiểu và năm vững một số cấu trúc đã học.

-Cuối bài,học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids: white board III.Content: A.Grammar: Modal Will to make requests, offers, and promises. *Will ngoài việc diễn tả ý định trong tương lai, còn được dùng để diễn tả lời yêu cầu.

Ví dụ : Will you get me a newspaper while you are out?.

Will you keep quiet, please!

Will you have a look at the house for me while I am on holiday?

I promise I will stop smoking.

I will help you when you need.

B.Exercises. I. Read the passage then answer the questions below.

Yesterday, when I was riding along a busy street, I saw an accident. A woman was knocked down when she crossed the street at a zebra crossing. Many people stopped to offer their help. A policeman arrived and asked a young man to telephone for an ambulance. While waiting for the ambulance, the policeman and some people tried to stop the bleeding. They used a handkerchief to cover the wood, then put pressure on it and held it tight. They tried to talk to her in order to keep her awake. After about ten minutes, the ambulance arrived and the woman was taken to the hospital.

1. When did the accident happen? -->.......................................................................

2.Where was the woman knocked down? ………………………………………

3. Who telephoned for an ambulance? -->..................................................................

4. What did they do to stop the bleeding? -->.............................................................

5.How long did the ambulance arrive?-->...............................................................

II. Fill in the blanks with the suitable prepositions.

1. The girl fell _____ her bike and hit her head ____ the road.

2. The policeman asked me to phone _____ an ambulance.

3. You’d better put pressure _____ the wound.

4. The ambulance will be there _____ about 10 minutes.

5. Don’t overheat the victim _____ blankets or coats.

6. How will we contact ______ you?

7. Thanks _____ your praise. It really cheers me _____.

8. Will you come ______ to my house on the weekends?

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9. Please contact with us _______ the phone number 0984. 888. 333.

10. Nga is waiting ______ a bus _______ the bus station.

11. What do you usually have _____ breakfast?

III. Put the words in correct order to make full sentences.

1. as/ cool/ immediately/ the/ burn/ so/ to/ tissue/ damage/ minimize. _________________________________________________________________ 2. part/ put/ affected/ a/ cold/ the/ tap/ under/ running. _________________________________________________________________ 3. burned/ cover/ sterile/ area/ with/ a/ dressing/ the/ thick. _________________________________________________________________ 4. clean/ water/ the/ victim’s wound/ soap/ with/ warm/ and. _________________________________________________________________ 5. give/ soon/ the/ victim/ an anti-tetanus/ as/ as/ possible/ injection. ________________________________________________________________ 6. the/ of/ patient’s feet/ or/ lower/ his/ below/ the/ level/ the/ heart/ elevate/ head. ________________________________________________________________ 7. give/ when/ the/ a/ cup/ revives/ of/ tea/ he/ victim. _________________________________________________________________ 8. don’t/ drugs/ the/ victim/ or/ alcohol/ give. _________________________________________________________________ 9. don’t/ chilled/ let/ the/ become/ victim. _________________________________________________________________ 10. don’t/ the/ to/ sit/ or/ force/ victim/ stand. ……………………………………………………………………………………

IV. homework: - Redo all the exercises.

- prepare for new lesson: passive voice.

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Ngµy so¹n: 18 /10/2017

Buổi 5:

Ngµy d¹y: / 10 /2017

Revision Used to & Preposition of time

I. Aims -Giúp HS hiểu được cấu trúc ‘used to’ và các giới từ chỉ thời gian.

-Cuối bài,học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids:white board III.Content: I. "used to" Ex: He used to smoke 20 cigarettes a day * S + used to + infinitive Ex: I used to play video game but now I don't II. Prepositions of time: AT/ IN/ON 1 AT : + Giờ Ex: at 5 am , At 6 o’clock * At noon : * At night : At sunrise/ dawn : At sunset/ : At breakfast/ lunch/ dinner 2. On: + Ngày Ex: On Sunday : On the Sunday morning : On February 8th 2000 : 3. In (Tháng, năm) Ex: In May In 1989 * In the morning/ afternoon: I. Choose the best correct verbs 1. I’ll see you ____________ Sunday, April 1 2. We’ll arrive ________ 5 o’clock _________15 September 3. It often rain ___________ May 4. What do you usually do _____________ the weekend?

5. They often go out for dinner ____________ Sunday evening 6. They got married ____________ December 1996 7. I saw him _____________ 1998 8. Do you often give each others presents ____________ Christmas Day II. Complete these sentences with correct form of words 1. I was born ……... January 1st 1965 2. When did you meet him? At ………. lunch to day.

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3. It often rains ………... October in Viet Nam. 4. What are you going to do ……….. 2009?.

5. I don’t know but I’m going to go to college ….... September this year.

6. Do you want to watch the sky …………. Sunset?

7. Sure and I’d like to walk ……… sunrise, too.

8. Well, let’s go for a walk ………... the weekends.

9. I don’t know what he’s doing ………….. this moment .

10. What did he do ……….. thi ninth of April, 2000?

3. Use “Used to” and “didn’t use to..”

Ex: -travel/ donkey -> People used to travel on donkey 200 years ago.

- not talk/ on the phone -> People didn’t use to talk on the phone 200 years ago.

1. believe in/ fairytales (chuyÖn thÇn tiªn) -> People used to believe in fairytales 200 years ago.

2. think/ the earth was flat -> People used to think the earth was flat 200 years ago.

3. not go to work/ by car -> People didn’t use to go to work by car 200 years ago Ex1: Use Used to to describe the chages a/ She always get up early in the morning. b/There are many tall buildings in the city now c/ People are much richer these days d/ People take holidays abroad these days. e/ People don’t smoke a lot these days. f/ People do exercise regulary these days.

Ex2 Wirte the questions. Use “Did you use to…..?” a/ In the past. I used to live in the countryside. b. Yes, I used to have lots of friends. c/ I used to go to the Vinh Loc School When I was 8. d/ I used to go to the beach on my summer holidays. e/ I used to plat tenis with my father last year.

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Ngµy so¹n: 25 /10/2017

Ngµy d¹y:

/ 10 /2017

Revision CONSOLIDATION

Buổi 6: I. Aims

-Giúp HS hiểu được cấu trúc đã học và các giới từ .

-Cuối bài, học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids:white board III.Content: Excercises: I. Multiple choices: 1. Our grand-mum told us some __________ in the countryside (tales / stories / books / lamps) 2. Birds used __________ their eggs under that roof (to lie / to lay / laid / lying) 3. He tied the tiger to a tree with __________ (straw / wisdom / socket / rope) 4. The prince wanted to participate in the harvest _________ that year (field 5.

6.

7.

8.

9.

/ village / fair / festival) A fairy __________ and helped her at once. (fell / walked / appeared / tied) When I was young, I often __________ the chicken (feed / fed / feeds / are feeding) We must be at school _____ Monday. (in / at / on / with) The man died ________ a broken heart ( of / for / to / on) Our guest will come __________ 9 PM and 10 PM (between / at / on / in)

- T calls Ss to do the exercise.

- T remarks and corrects Keys: 10. Tales 2. To play 3. Rope 4. Festival 5. Appeared Feed 11. 7. on 8. Of 9. between

6.

II: Rewrite thsese sentences

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12. We usually drove the car to the city when we worked there.

We…………………………………………………………..

13. Our Dad is a hard runner.

Our Dad……………………………………………………..

14. Playing this game is quite easy.

It's……………………………………………………………..

15. We cannot go out today because we aren't well. . ………………………………………………………………..

16. You shouldn't stay up late tonight.

You ought……………………………………………………..

Keys 12.We used to drive the car to the city when we worked there.

13.Our dad runs hard 14.It’s easy to play this game 15.We aren’t well enough to go out today.

16.You ought to stay up late tonight

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Ngµy so¹n: 29/10/2016

Buổi 7:

Ngµy d¹y: 03/ 11 /2016

Revision STRUCTURES

I. Aims: -Giúp HS hiểu được cấu trúc enough to đã học và các cấu trúc khác .

-Cuối bài, học sinh có thể áp dụng lý thuyết để làm bài tập.

II.Teaching aids:white board III.Content: Ex1:. Writing: (using: + adj + enough + (for + O) + to Inf) 1. Lan is very young. She couldn’t do that work.

2. Mai is very tall. She can touch the top of the shelves.

3. The film was very good. I saw it through. (Omit it.)

4. You are very young. You can't have a front-door key.

5 The ladder wasn't very long. It didn't reach the window.

6. Tom was very foolish. He told lies to the police.

7. The ice is quite thick. We can walk on it. (Omit it.)

8. The shoes aren’t big. They can’t wear them.(omit them) - Tcalls Ss to do the exercise , - Ss work in pair - T corrects and gives the keys.

Ex2 . Give the correct form of the verbs in the blankets 1. I (not have) breakfast this morning, but I (be) not hungry now.

2. I lived with my grandma when I (be) a young girl.

3. Where we (spend) the night tonight? – I think we (come) to the festival.

4. My friend (get) married in August this year.

5. My father (read) newspaper every morning.

6. You (invite) the newcomers of our class to the party last night?

- T gives class to do in group then calls some Ss to do - Ss do, others remark - T corrects and gives the keys Keys didn’t / am 2. was 3. will we spend/ will come 4. got 5. reads I/ Correct mistakes in these sentences: 1. He speaks well English.

2. He walks slow.

3. I have quickly breakfast.

4. What do you do to remember words betterly?

5. There are many differently ways of learning words.

6. I don't know very well him.

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7. I do it very good.

8. He runs fastly.

Ss: read and work in groups. *Answer keys: 1. He speaks English well.

2. slow slowly 3. quickly quick 4. betterly better 5. differently different 6. I don't know him very well.

7. good well 8. fastly fast (adv) II/ Rewrite sentences.

Ex: He runs slowly.

He is a slow runner.

2. He is a good singer.

1. He eats quickly.

3. She teachers English excellently.

4. They work very hard.

5. She performs badly.

6. We are quick learners.

7. You are a good listener.

T: tells the request and guides.

Ss: work in pairs.

T corrects. *Answer keys: 1. He is quick eater 2. He sings well 3. She is an excellent teacher 4. They are hard workers 5. She is a bad performer 6. We learn quickly 7. You listen very well.

Ngµy so¹n: 07/11/2016

Ngµy d¹y: 10/ 11 /2016

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Buổi 8:

Revision REPORTED SPEECH - SHOULD

A. Aims : Help Ss to grap the use of reported speech -Ss can practice and do exercises well B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

1.1 .Modal :should (nên) Diễn tả lời khuyên S + Should + V(inf) 1.2.Reported speech: • Definition.

Dùng diễn tả lai hay kể lại một số việc cho ai đó nghe • How to turn a directed speech in to a reported speech. a.Command.

- Đổi SAY sang TELL,ASK,ORDER,BEG,tùy theo ý nghĩa của cau -Bỏ dấu hai chấm, dấu ngoạc kép, dấu chấm than nếu có sau PLEASE -Chuyển đại từ nhân xưng và tính từ SH << ( +)D: (please) +V + O/A …>> S +SAID… R: S +TOLD +O +TO INF… Eg: <<please open the door>> he said to me He told me to open the door. << (-)D: DON’T +V +O/A…>>S+SAID… R: S +TOLD +O +NOT +TO INF +O/A… << Eg: Don’t clean your shoes>> He said to me.

He told me not to clean my shoes. b.Request: < D: Would/could/can =you/I +v(inf) …?>s +said/asked…

R: S+asked +o +toinf…. << Eg: can you help me?>>Lan said to me Lan asked me to help her. c.Advice: • D:<<S +should/had better +(not)+v(inf) +o/A>> S+said to +O • R: S +said +(that)+S +should(not) +v(inf)+O Eg:<<you should clean your bike>>He said to me.

He said that I should clean my bike. o S+adviced +o +(not)+toinf… .EXERCISE: I. Change into "Reported speech" 1. Mr. Brown told Ann, 'Please give me some food!'

Mr. brown asked _____________________________________

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2. I said to her, 'Don't make noise in class!'

I told 3. Peter said 'Can you help me, Juan?"

Peter asked Juan _____________________________________ 4. She told him "Don't swim the in sea!"

She

_____________________________________________

5. The tiger said to the farmer "Show me your wisdom!"

The tiger asked ______________________________________ 6. They said to me "Don't drive too fast, please" They told ___________________________________________ 7. He told me "Can you lend me your dictionary" He asked ___________________________________________ 8. The man said "Please tell me the way to the post office" The man told me _____________________________________ 9. The teacher told us "Don't put your legs on the table" The teacher ordered __________________________________ 10. "Could you open the door, Linh!"

He asked Linh _______________________________________

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Ngµy so¹n: 19/11/2016

Ngµy d¹y: 24/ 11 /2016

Revision

Buổi 9:

REPORTED SPEECH (Continue) A. Aims : Help Ss to grap the use of reported speech -Ss can practice and do exercises well B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

1.1 Command D:

<<

(please) +V + O/A …>> S +SAID…

R: S +TOLD +O +TO INF… Eg: “Stand up, please !” Their teacher said He told us to stand up.

1.2

Request D: R:

<

Would/could/can = you/I +v(inf) …?> S +said/asked…

S+asked +O + to V-inf….

Eg: She told me “please tell me the way to the market?”

1.3

She asked me to tell her the way to the market Advise

D:<<S +should/had better +(not)+v(inf) +O/A>> S+said to +O R: S +said +(that)+S +should(not) +v(inf)+O Eg: “You should go to the dentist ” My mother said to me

2.

My mother said that I should go to the dentist.

Excercises

1.1

./ Put the following commands and requests and advise into reported speech

1./ Their mother said to them,” Don’t make so much noise” 2./ The police policeman said, “ Show me your driving license, please”

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3./ The lifeguard said, “Don’t swim out too far, boys” 4./ “You should take a few days off” The doctor said to him 5./ “ You should stay in beds for a few days” He said to me 6./ “ You should take these medicines every four hours” She said to me 7. “Clean the floor, please! ” My teacher said 8. “Learn by heart all the new English words,please! ” My teacher said 9. He said to her “Could you read slowly, please !”

10. “ Don’t eat your dinner so quickly. “ He said to her.

3. Exercise 2 1. Ha said to Mai: “ Don’t touch the electric wires” 2. “Please, don’t tell anyone the news,” Ha said to her sister.

3. “Don’t drive so fast” Ha said to Minh.

4. Please remove your shoes before entering” Ha said to Hang.

5. “Ba, don’t interrupt me when I’m meditating” Ha said to Ba. 6. First switch on, then wait for 2 minutes” Ha said to Nhung.

7. “Hanh, take the man to the cells” Ha said to Tung.

8. “Don’t forget to write me a letter every week” Ha said to her friend.

9. Ha said: “Don’t make so much noise, Hieu” 10. “You should go home early ” My teacher said to me.

III./ Put the following commands and requests in to reported speech (VI, P.38) e.g: The teacher said to Tim, “Com into my office, please” => The teacher asked/ told Tim to come into her office 1./ Their mother said to them,” Don’t make so much noise” 2./ The police policeman said, “ Show me your driving license, please” 3./ The lifeguard said, “Don’t swim out too far, boys”

Ngµy so¹n: 26/11/2016

Ngµy d¹y: 01/ 12 /2016

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Revision

Buổi 10:

GERUND A. Aims : Help Ss to grap the use of Gerund -Ss can practice and do exercises well B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

• Gerund: Động từ thêm _ing được sử dụng như danh từ gọi là danh động từ(Gerund ) V_ing + V-ìnf Eg:

I like dancing, but I don’t like swimming • Gerund được dung làm tân ngữ trực tiếp của những động từ như: like, love, hate,avoid, begin, consider, continue, enjoy, finish, mind, prefer, suggest, stop..

2. Excercises 2.1. complete the sentences using the correct form of the verbs in brackets a. Ba enjoys(go)………………..to the circus. b. Nam doesn’t like(play)……………football but he likes(watch)…….football matchs on TV c. I hate(get up)………early in the winter days. d. My mother loves(talk)………days when she was young. e. My sister likes(decorate)………..the house f. After(learn)……..by heart the new words, Hoa oftens writes them into her notebook. g. Before(go)……….to bed. I often read a newspaper.

2.2 Gerund or infinitive? Complete the sentences usung the correct form of the verbs in the brackets

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a. Where do you want (go)……… ? b. What have you decide (do0……… c. Don’t forget(send)……me a postcard when you’re on holiday. d. You must stop(work)…….so hard. It’s bad for you. e. I don’t mind(travel)……..by train but I prefer(fly)…………. f. The weather was nice, so I suggest(go)……for a walk by the river. g. Have you finished(clean)…….the kitchen - T gives class to practice - Ss do and exchange the results - T calls Ss to give the answer, others listen - T remarks and corrects

Ngµy so¹n: 04/12/2016

Buổi 11:

Ngµy d¹y: 08/ 12 /2016

Revision 20

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REPORTED SPEECH

(Continue)

A. Aims : Help Ss to grap the use of reported speech -Ss can practice and do exercises well B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

1.1 . Quy tắc chuyển từ trực tiếp sang gián tiếp a. Quy tắc chuyển từ lối nói trực tiếp sang gián tiếp: lùi một thời Simple present –> simple past Present progressive –> past progressive Present perfect –> past perfect Simple past –> past perfect Past progressive –> past perfect progressive Simple future –> would + V Can/may/must –> could /might/had to b. Trạng ngữ chỉ thời gian: Today –> that day Tomorrow –> the next day/ the following day Yesterday –> the day before/ the previous day Last week –> the week before/ the previous week The day after tomorrow –> in 2 days’ time The day before yesterday –> two days before.

Now –> then Ago –> before 1.2. Các chuyển đổi khác: a. Questions with “shall I…”–> 4 loại sau: • About future event (sự kiện trong tương lai) “Shall we attend the meeting tomorrow”, she said.

–>She asked if they would attend the meeting the next day • Request for instruction or advice (Lời hướng dẫn hoặc lời khuyên) “Shall I read it, mother?” ha said.

–> He asked his mother if he should read it.

• Offer to do something “Shall we bring you some new books?” she said.

–> She offered to bring me some new books.

• Suggest to do something “Shall we go to the cinema tonight”, he said.

–> He suggested going to the cinema that night. b. Questions with “Will you, would you, could you…?” (yêu cầu, đề nghị, mời)–> offer, invite, order, ask, told. “ Will you come to my party tomorrow?” he said.

–> He invited me to come to his party the next day.

“Could you get ready at 6p.m tonight?” he said.

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–> He told/asked me to get ready at 6p.m that night.

“Would you like some cigarettes?” he said.

–> He offered me some cigarettes.

“Will you shut your mouth?” he said.

–> He ordered me to shut my mouth.

2. Bài tập: Chuyển những câu sau sang gián tiếp.

1. “Shall I help you with the exercises?” he said.

3. “Will you have a drink?” he said.

4. “Do you often have breakfast at 6.30 a.m?” he said 5. “Do come in and have a drink” he said.

7. “Would you like to come to my birthday party next Sunday?” she said.

9. “ Shall I do the cleaning up for you?” he said.

10. “Take your seat”, he said. “thank”, I said.

Keys: 1.

He offered to help me with the exercises.

2.

He offered me a drink.

3.

He asked if I often had breakfast at 6.30.

4.

He invited me to come in and have a drink.

5.

He invited me to come to his birthday party the following Sunday.

6.

He offered to do the cleaning up for me.

7.

He told me to take my seat and I thanked him. *. Change into reported speech: 1. She said:” I can’t find my umbrella.” → 2. Tom said:” My friend is coming next week.” → 3. We said:” We shall overcome this difficulty.” → 4. The boy said to the neighbor:” I’m going on holiday tomorrow.” → 5. The teacher said :” You‘ll have to finish all these exercises before next week.” → 6. Peter said:” I enjoy looking at myself in the mirror.” → 7. Nam said “I am told to be at school before 7 o’clock.”

Nam said 8. Lan said “I will be very busy tomorrow.”

Lan said

Ngµy so¹n: 11/12/2016

Buổi 12:

Ngµy d¹y: 15/ 12 /2016

Revision PRESENT PERFECT

A. Aims : Help Ss to grap the use of present perfect tense -Ss can practice and do exercises well B. Preperation : Books , reference books

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C. Procedure 1. Warm up 2. Presentation

1. form: + S + Have/Has + Vpp..

- S + Have/Has + NOT + Vpp.. ? Have? Has + S + Vpp…?

2. Excercises 2.1 Complete the sentences. Use the present perfect form ò the verbs in brackets. a. I …………..here since 1989. (live) b. They………..for his factory for 20 years. (work) c. He ………..this novel three times.(read) d. Hoa and me ………….each other we were at the same class. (know) e. I ………… her since last evening. (seen) f. John ………..in England since yesterday. (be) - T gives class to works in pair.

- Ss do the exercise.

- T calls, Ss gives the answer - T remarks and gives the keys.Ss check their answer. And write down. a. have lived b. have worked c has read d. have known e. have seen f. has been 2.2 Complete the sentences. Put for and since in each group. a. She has been in Vung Tau ………January. b. Ha and Nam have seen this film ……….7’ o’clock. c. I have send her 3 letters ………..last week. d. My sister has worked at that hospital……….5 years. e. I have known her………….we were at elementary school. f. Nam has became a footballer ………. 3 years.

- T gives class to do the exercise and then calls them to give the abswer - Ss gives theie answer, T remarks and gives the keys. a. since b. since c. since d. for e. since f. for 2. Excercises.

2.1 Complete the sentences. Put for and since in each gap. a/ She’s been in London……..Monday. b/ Mike has lived in Hanoi…….fours years.

Ngµy so¹n: 18/12/2016

Buổi 13:

Ngµy d¹y: 22/ 12 /2016

Revision COMPARISION (1)

A. Aims : Help Ss to grap the use of comparision -Ss can practice and do exercises well B. Preperation : Books , reference books C. Procedure

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1. Warm up 2. Presentation

Excercises.

2.1 Rewrite these sentences, using: (not)as…as, the same as, different from. a/ The weather is still cold today but yesterday it was colder.

The weather isn’t………………………(as….as). b/ I’m 14 years old and she is 14 years old, too.

She…………………………..(the same as) c/ Your bag is made in Korea but my bag is made in Vietnam.

My school bag……………………(different from.) d/ Hanoi is older than HoChiMinh City.

HoChiMinh City ……………….(not as….as). e/ I had a grammar mistake in the English test. She had a grammar mistake,too.

She had……………………………….(the same……as) f/ Hoa’s picture describes the river and Nam’s picture describes the sea.

Nam’s picture …………………(different from). g/ The examination was easier than we expexted.

The examination wasn’t……………………..(as……..as) h/ This book is big but that book is small.

That book ………………..(not as …..as) i/ This red car is $ 50000 and that blue car is $ 50000, too. Oh! It’s too expensive.

That car…………………………..(the same……as). j/ DaNang is very large and it ‘s more beautiful than my hometown.

My hometown is…………………………….(as……as) k/ That green ball is big but my ball is too small.

My ball………………………….(different from) - T gives class work in pairs and then calls them to do the exercise.

- Ss give the answer. T remarks and gives the keys. a/ The weather isn’t as cold as yesterday. b/She is the same age as me. c/ My school bag is different from yours. d/ HoChiMinh city is not as old as Hanoi. e/ She had a grammar the same grammar mistake as I did.

Ngµy so¹n: 24/12/2016

Buổi 14:

Ngµy d¹y: 29/ 12 /2016

Revision COMPARISION (2)

A. Aims : Help Ss to grap the use of comparision -Ss can practice and do exercises well B. Preperation : Books , reference books C. Procedure

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1. Warm up 2. Presentation

2.1 Write the comparative (short adj/long adj) a/ old……………

b. difficult…………

c. large…………

d. strong……….

e. far……………….

f. serious……….

g. careful………

h. pretty…………..

i. crowded……..

j. bad

k. important………

l/ good………..

- T gives Ss to work individually.

- T calls Ss to give the answers. Others listen - T remarks and gives the keys. a. older

b. more difficult

c. larger

d. stronger

e. farrer

f. more serious

g. more careful

h. prettier

i. more crowded.

j. worse

k. more important

l. better.

2.2 Complete the sentences. Use the comparative. a/ My car isn’t very big. I wants a ……….car. b/ This house is not very modern. I prefer …………………house. c/ You are not tall. Your sister ………….. than you. d.It’s not warm today. It ……………..yesterday. e. Lao is not very large. Vietnam……………….. f/ People today are not polite. In the past they were…………. g/ Hoa is not work very hard. I work…………………… h/ Last night I went to bed…………….(early) …. usual. i/ The exam is qiuet difficult. It…………(difficult)…we expected. j. Is your headache better? No, It…………..(bad) - T calls Ss to give the answers. Remarks and gives the keys. a. bigger

b. more modern

c. is taller

d. is warmer than

e. is larger

f/ more polite

g. harder

h. earlier than

i. is more difficult

j. is worse.

IV - Read the following passage, then choose the correct answer to questions 26 - 30. (0,2)

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Today, computer companies sell many different programs for computers. First, there are programs for doing math problems. (26)_________, there are programs for scientific studies. Third, some programs are like fancy typewriters. They are often used by writers and business people. Other (27)_________are made for courses in schools and universities. And finally, there are programs for fun. They include word games and puzzles for children and adults.

There are many wonderful new computer programs, but there are other reasons to like (28)_________. Some people like the way computers hum and sing when they (29)_________. It is a happy sound, like the sounds of toy and childhood.

Computers also have lights and pretty pictures. And computers even seem to have personalities. That may sound strange, but computers seem to have feelings. Sometimes they seem happy, sometimes they seem angry. It is easy (30)_________they are like people.

26. A. Two

B. Second

C. Twice

D. Double

27. A. programs

B. people

C. students

D.

B. reasons

C. games

D. computers

typewriters 28. A. programs

Homework: Redo the exercises

Ngµy so¹n: 01/1 /2017

Ngµy d¹y: 06/ 1 /2017

Revision

Buổi 15:

THE PRESENT PROGRESSIVE WITH GET/BECOME A. Aims :

Help Ss to grap the use of the present progressive with get and become -Ss can practice and do exercises well

B. Preperation : Books , reference books C. Procedure

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1. Warm up 2. Presentation

I. Exercise 1 1. Complete the sentences. Use get/become and given adjectives a/ The air in the city …………………..(polluted). b/ Those house …………………………(modern) c/ The streets in the village ……………(clean) d/ People in my hometown …………….(busy) e/ Diamonds…………………….(valuable) f/ I’m tired. I………………………(hungry) g/You should go on a diet. You………….(fat). h/ Computer……………….(important) in our life.

- T gives class to free work and then calls Ss to give the answers.

- Ss give, T remarks and corrects. a. is getting/becoming more polluted

b. are getting/becoming more modern.

c. are getting/becoming cleaner

d. are getting/becoming busier.

e. are getting/becoming more valuable

f. am getting/becoming hungrier

g. are getting/becoming fatter

h. is getting/becoming more important

- Ss copy.

2.2 Write 4 fours sentences to talk about the changes in your house.

- T guides Ss to do - T calls, Ss write down the answers.

- T remarks and corrects.

II. Exercise 2 1.1 Put the verbs in the present progressive. a/ We (have)……a party next Sunday. Would you like to come? b/ I (not go)…...away for my holiday next month. Because I’ve not got enough money. c. She (travel)…….to VungTau on Saturday. d/ Lan (come)…….tomorrow. What time……..(arive)she..? e/ They (build)……..a new school in my village. f/ Where are you? Nam? In thekitchen, I (cook )…..meal.

- T gives class to work in pairs and then calls them to do - Ss do, T remarks and corrects.

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- Ss copy. a. are having b. am not going c. is traveling d. is coming e. are building f. am cooking 2.2 Complete the sentences. a/ I/ wash / my hair/ now. b/ The Sun/ shine c/ She/ read/ magazine/ moment. d/ You/ write / a letter? Yes, to my friend. e/ Why/ you / run?. Because I’m late. f/ You/ feel / tired ? Yes, I feel hungry.

- T gives class to work in pairs and then calls them to do.

- Ss do, T remarks and corrects. a. I am washing my hair now. b. The Sun is shining. c. She is reading a magazine at the moment. d. Are you write a letter? Yes, to me friend. e. Why are you running? Because I’m late. f. Are you feeling tired? Yes, I’m late.

Homework: Redo the exercises

Ngµy so¹n: 09/1 /2017

Revision COMPARATIVE AND SUPERLATIVE

Buổi 16:

A. Aims :

Ngµy d¹y: 13/ 1 /2017

Help Ss to grap the use of the comparatives and superlatives

can practice and do exercises well B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

I. Form : Comparative and Superlative Comparative: S1 + be + adj_er + than + S2 more adj Superlative: S + be + the adj_est.

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-Ss

the most adj II. Exercise.

- T gives Ss to do the exercise.

- T expalains the task and asks Ss to do a/ This building is very old in my village. b/ You’re 20. She’s 18. c/ I can run very fast. d/ She is very interesting person. e/ In a year, today is very cold. f/ Hoa is very intelligent student in my class. g/ Diamonds are 50,000 USA. Gold is 45,000 USA. h/ Nam is a weak student. Hung is a strong student. i/ It was a very bad mistake. j/ She is a very popular singer.

- T gives Ss to work individually. Ss do the exercise and exchange the results.

- T calls Ss to do - T remarks and corrects. Ss copy down a/ This building is the oldest in my village. b/ She is younger than you/ You are older than her. c/ You can run faster than me. d/ She is the most interesting person. I’ve seen. e/ In a year, today is the coldest day. f/ She is the most intelligent student in my class. g/ Diamonds is more expensive than gold./ Gold is cheaper than diamonds. h/ Hung is stronger than Nam./ Nam is weaker than Hung. i/ It was the worst mistake. j/ She is the most popular singer.

II. Exercise: Write the comparative & Superlative of the ADJs Adj

Comparative

Superlative

Cheap Bad Expensive Good Interesting Short Comfortable Noisy Clever Important Tall Beautiful Big Old

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Far Dirty Modern Wide Small Intelligent Useful Homework: Redo the exercises

Ngµy so¹n: 16/ 1 /2017

Revision PASSIVE VOICE

Buổi 17: A. Aims : well.

Ngµy d¹y: 20/ 1 /2017

Help Ss to grap the use of the passive voice. Ss can practice and do exercises

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

I. Use

C©u bÞ ®éng ®−îc sö dông khi chñ tõ chÞu t¸c ®éng bëi hµnh ®éng cña ®éng tõ ( it is used when the Subject is affected by the action of the verb.) + C¸ch chuyÓn ®æi tõ c©u chñ ®éng sang c©u bÞ ®éng (How to change an active Sent to a passive Sent ) Active : S + V + O Passive : S Eg: I

+

be + Pp + write a letter

O

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a letter

is written by me O

Chó ý : S I me You you We us She her He him They them It it Pp ___ Ved V3 - by people , by them , by someone ….. ®−îc bá ®i a. Th× hiÖn t¹i ®¬n ( Passive Form in the present Simple.)

S + is / are / am + past participle + by + O Ex: She buys a new hat yesterday .

A new hat is bought by her yesterday b. Th× qu¸ khø ®¬n .( simple Past ) S + was / were + Pp + by + O. Ex: She bought a new hat .

A new hat was bought by her c. Th× hiÖn t¹i hoµn thµnh .( present perfecr tense ) S + have / has +been + Pp + by + O Ex: She has just bought a new hat A new hat has been just bought by her d. §éng tõ khiÕm khuyÕt (Modal verb : will, shall, can , could , may , might , could , should , have to / has to , ought to … ) A: S + Mv + V( inf ) + O P: S + Mv + be + Pp + by +O .

Ex : She will buy a new hat .

A new hat will be bought by her e. Th× hiÖn t¹i tiÕp diÔn ( present progressive tense ) A : S + am / is /are + Ving + O P : S + am /is / are + being + Pp + by + O Ex : She is writing a letter A letter is being written by her f. Th× qu¸ khø tiÕp diÔn ( past progressive tense ) A : S + was / were + Ving + O

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P : S + was / were + being + Pp + by + O Ex : She was writing a letter at 8 o’clock last night A letter was being written by her at 8 o’clock last night II. Exercises.- Change the following sentences into passive voice.

1. Mr Tuan delivered the speech yesterday . …………………………………………………………………………………….

2. Turn off the computer at night …………………………………………………………………………………….

3. I clean the floor everyday. …………………………………………………………………………………….

4. My mother bought this dress this morning. …………………………………………………………………………………….

5. She did this exercise tow days ago. …………………………………………………………………………………….

They send him abroad to study chemistry. …………………………………………………………………………………….

Nobody has used this room for a long time . …………………………………………………………………………………….

Someone has stolen my bike . …………………………………………………………………………………….

Homework: Redo the exercises

Ngµy so¹n: 06 /2 /2017

Revision PASSIVE VOICE (Continue)

Buổi 18: A. Aims :

Ngµy d¹y: 9/ 2 /2017

Help Ss to grap the use of the passive voice fluently. Ss can practice and do

exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

1. People drink a great deal of tea in England. .................................................................................

2. Someone has locked this door. .................................................................................

3. Look ! Helen is carrying a basket of pears. .................................................................................

4. This team will win the prize by any means. .................................................................................

5. When she had taken off her coat , she hung it up. .................................................................................

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6. The hot sun dried up the pools . .................................................................................

7. You may hand in the answers now. .................................................................................

8. By the end of the day the party will have set up the big tent. .................................................................................

9. People have laughed at the joke for many years. .................................................................................

10. They heard him make an interesting remark . .................................................................................

11. I can assure you will arrange everything in time . .................................................................................

12. Why don’t you have an optician test your eyes ? .................................................................................

13. Have you counted the money ? .................................................................................

14. Last night the visitors ate all the cakes. .................................................................................

15. They have brought most of these thongs from London. .................................................................................

16. Tom and Bill are painting the fence over there. . ................................................................................

17. You must finish your homework before 9 o’clock. .................................................................................

18. No one helped her to solve that problem . .................................................................................

19. Jane doesn’t drink tea very often. .................................................................................

20. Someone had asked me to give a talk about my country. .................................................................................

21. David’s going to be given a big surprise. .................................................................................

22. Considerable damage has been caused by the fire. .................................................................................

23. Why was the house built so close to the road? .................................................................................

24. The old theatre is being pulled down . .................................................................................

25. People speak English all over the world. .................................................................................

26. I haven’t seen him for 3 month. .................................................................................

27. Who wrote this article ? .................................................................................

28. Nobody has used this bicycle for many years .

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.................................................................................

29. You have to give the book back . .................................................................................

30. Mozart wrote more than 600 pieces of music. .................................................................................

31. Farmers cut rice during the harvest. .................................................................................

32. You must give more care to your work . .................................................................................

33. I have seen that play three times. .................................................................................

34. No one like reading that book . .................................................................................

35. They are setting up a new theatre. .................................................................................

36. The smell of fresh paint greeted hundreds of pupils. .................................................................................

37. They have just seen the new teachers in the school yard. .................................................................................

38. He doesn’t admire this actor.

Homework: Redo the exercises Ngµy so¹n: 11/2 /2017

Revision PASSIVE VOICE (Continue)

Buổi 19: A. Aims :

Ngµy d¹y: 15/ 2 /2017

Help Ss to grap the use of the passive voice more fluently. Ss can practice

and do exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation I. Change these sentences into passive forms.

1. They speak English all over the world. .................................................................................................

2. He uses milk for making butter and cheese. .................................................................................................

3. Does anyone answer my questions? .................................................................................................

4. People always admire this picture .................................................................................................

5. Her mother will take her to the hospital next week. .................................................................................................

6. They made the fire in the traditional way.

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.................................................................................................

7. The children are decorating the sitting-room. .................................................................................................

8. Parents look after their children. .................................................................................................

9. They made their friends feel comfortable at the party. .................................................................................................

10. She cleans the floor twice a day. .................................................................................................

11. We are doing our homework in the room. .................................................................................................

12. He'll solve the problem soon. .................................................................................................

13. He is writing a book on biology. .................................................................................................

14. The teacher is explaining the lesson to the students. .................................................................................................

15. They don't teach French in this school. .................................................................................................

16. Nam can answer most of the questions .................................................................................................

17. Miss Thanh taught me to draw the Christmas cards. .................................................................................................

18. Santa Claus gave children presents on Christmas Eve. .................................................................................................

19. They don't grow coffee on this farm. .................................................................................................

20. Do you often have bread and milk for your breakfast? .................................................................................................?

21. This boy broke my window last night. .................................................................................................

22. We will meet him at the airport. .................................................................................................

23. My father often buys me a math magazine on his way home every day. ...............................................................................................................................

24. Are the students doing the experiments in the laboratory at the moment? .............................................................................................................................?

25. They have known him well. .................................................................................................

26. They will transport oranges from Valencia to Germany in a special crates. ............................................................................................................................

27. You must do this work right now. ..............................................................................................................................

28. My sister didn't gave me a new pair of jeans on my fifteen birthday. .................................................................................................................

29. The workers are building a supermarket on our street. .................................................................................................

30. You mustn't use this machine after 5:30 p.m. .................................................................................................

31. Did people make jeans two hundred years ago? .................................................................................................?

32. We are going to grow flower in the front garden.

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.................................................................................................

33. Have you learned English for three years? .................................................................................................

34. How do they cook this kind of food? .................................................................................................

35. What are the boys doing over there? .................................................................................................

36. When I came, he was repairing the computer. .................................................................................................

37. They will laugh at you if you wear that silly hat. .................................................................................................

38. How do people learn English? .................................................................................................

39. Where did you take these photographs? .................................................................................................

40. No-one has seen Peter since last week. .................................................................................................

Homework: Redo the exercises

Ngµy so¹n: 18/2 /2017

Buổi 20: A. Aims :

Ngµy d¹y: 22/ 2 /2017

Revision Reported speech

Help Ss to grap the use of the reported speech. Ss can practice and do

exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

A. Quy t¾c chung 1. Direct speech (lêi nãi trùc tiÕp ):lµ lêi nãi cña mét ng−êi nµo ®ã ®−îc thuËtn l¹i nguyªn v¨n Ex : Mary said to me “ our teacher will give us a test ” 2. Indirect speech(lêi nãi gi¸n tiÕp ): lµ lêi cña mét ng−êi nµo ®ã thuËt l¹i víi tõ vµ c¸ch nãi cña ng−êi thuËt l¹i nh−ng ý nghÜa kh«ng thay ®æi .

Ex : Mary said to me our teacher would give us a test .

3. Lêi nãi trùc tiÕp hay lêi nãi gi¸n tiÕp gåm cã hai phÇn. + mÖnh ®Ò tr−êng thuËt ( mÖnh ®Ò chÝnh ) + Lêi nãi trùc tiÕp hay lêi nãi gi¸n tiÕp .

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Ex : Henry said : “ I’m studying law next year ”. mÖnh ®Ò tr−êng thuËt Lêi nãi trùc tiÕp Ex : Henry said (that ) he was studying law the next year ”. mÖnh ®Ò tr−êng thuËt lêi nãi gi¸n tiÕp .

4. Mét sè thay ®æi khi ®æi tõ c©u trùc tiÕp sang c©u gi¸n tiÕp .

I He / She a. §¹i tõ lµm chñ tõ We they You they ,he , she b. §¹i tõ lµm t©n ng÷ me him / her us their you them. her , him c. §¹i tõ së h÷u my his / her our their you their , her , him * §éng tõ t−êng thuËt cã tóc tõ : chñ tõ cña c©u trùc tiÕp ®−îc ®æi theo t©n ng÷ cña ®éng tõ t−êng thuËt .

Ex : He said to me “ You do the test very well ” He told to me (that ) I did the test very well Tom said to Mary : “ It’s veru kind of you ” Tom told Mary ( that ) It was very kind of her * Chñ tõ cña c©u trùc tiÕp lµ ng«i thø ba sè : She , He , It , They …. th× khi ®æi sang c©u gi¸n tiÕp ta kh«ng thay ®æi .

Ex : He said : “ She’s a nice person ” He said that she was a nice person d.Thay ®æi th× : Khi ®éng tõ t−êng thuËt ë th× qu¸ khø ®¬n , th«ng th−êng ®éng tõ cña c©u trùc tiÕp ®æi sang c©u gi¸n tiÕp ph¶i lui vÒ qu¸ khø mét th× t−¬ng øng .

Direct speech Indirect speech Simple present Simple Past ( am / is / are ) ( was / were ) ( V/ Vs / es ) ( Ved / V2 ) Present progressive Past progressive ( am/ is / are + Ving ) ( was / were + Ving ) Will would Can could Shall should Have to had Must had May might Ought to ought to Could could Should should 37 Phát hành PDF bởi Ths Nguyễn Thanh Tú Đăng ký Word doc qua Zalo 0905779594 Email thanhtuqn88@gmail.com

* Khi ®éng tõ t−êng thuËt ë th× hiÖn t¹i ®¬n hay th× t−¬ng lai ®¬n , th× hiÖn t¹i hoµn thµnh th× c©u trùc tiÕp ®æi sang c©u gi¸n tiÕp chóng ta kh«ng thay ®æi th× ( gi÷ nguyªn th× cña ®éng tõ trong c©u trùc tiÕp ). e. Mét sè thay ®æi kh¸c .

Direct speech Indirect speech Now then Ago before Today that day Yesterday the day before, Tomorrow the next day , the following day Last night the night before week the week before month the month before here there this that these those * Note : This / these + tõ chØ thêi gian that / those + tõ chØ thêi gian Ex : this morning that morning This / these + danh tõ ( noun ) the + danh tõ ( noun ) Ex : this book that book Homework: Redo the exercises

Ngµy so¹n: 26/2 /2017

Buổi 21: A. Aims :

Ngµy d¹y: 01/ 3 /2017

Revision Reported speech ( Continue)

Help Ss to grap the use of the reported speech. Ss can practice and do

exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

1. “Please + bare inf + O .”

“Would you like + to inf + O ” Ex :”Will you hand me a book ?”

She asked me to hand her a book .

Ex : “ Clean the bike ” He said to Nam He asked Nam to clean the bike 2.MÖnh lÖnh phñ ®Þnh ( negative commands ) Don’t + bare inf + O / A ,please S + asked + O + not to inf + O/A told 38 Phát hành PDF bởi Ths Nguyễn Thanh Tú Đăng ký Word doc qua Zalo 0905779594 Email thanhtuqn88@gmail.com

ordered Ex : “ Don’t talk in class ” teacher said to the children Teacher asked the children not to talk in class 3. Yes / No – question .Khi ®æi c©u hái Yes / No – question sang c©u gi¸n tiÕp ta thùc hiÖn mét sè b−íc sau : a. Dïng ®éng tõ ask ë mÖnh ®Ò chÝnh ( hay mÖnh ®Ò t−êng thuËt ) b. Thªm If hay Whether sau mÖnh ®Ò t−êng thuËt, ®−a c©u hái vÒ d¹ng c©u kh¼ng ®Þnh ( ®èi víi ®éng tõ th−êng ta bá trî ®éng tõ Do / Does ) c. Thùc hiÖn mét sè thay ®æi theo quy t¾c chung . d. Bá dÊu hái ë cuèi c©u . * Yes / No – question víi ®éng tõ “ to be “ “ is /am/are + S + C ? ” S + asked + (O) + If / Whether + S + was / were + C Ex : “ Are you late ? ” he said to me He asked me If I was late * Yes / No – question víi Modal verb ( can , will , could ….) “ M.v + S + Vinf + O ?”

S + asked + O + If / Whether + S + Mv + Vinf + O Ex : “ Can you sing a song ? ” he said to me He asked me If / whether I could sing a song * Yes / No – question víi ®éng tõ th−êng ( ordinary verb ) “ Do / does + S + Vinf + O ? ” S + asked + O + If / whether + S + Ved / V2 + O Ex : “ Does she buy a new book ? ” Lan said to me Lan asked me If / Whether she bought a new book 4. Wh- question. Khi ®æi c©u hái Wh – question sang c©u gi¸n tiÕp ta thùc hiÖn mét sè b−íc sau : a. Gi÷ l¹i tõ ®Ó hái sau mÖnh ®Ò t−êng thuËt, ®−a phÇn cßn l¹i cña c©u hái vÒ d¹ng c©u kh¼ng ®Þnh ( ®èi víi ®éng tõ th−êng ta bá trî ®éng tõ Do / Does ). HoÆc víi ®éng tõ th−êng ta cã thÓ bá chñ tõ , trî tõ ®−a ®éng tõ chÝnh vÒ d¹ng ®éng tõ nguyªn mÉu cã “to “ ®Ó nèi tiÕp vµo víi tõ ®Ó hái c. Thùc hiÖn mét sè thay ®æi theo quy t¾c chung . d. Bá dÊu hái ë cuèi c©u . “ Wh + be + S + C ? ” “ Wh + do /does / Mv + S + Vinf + O ? ” S + V +(O ) + Wh + S + be + C Wh + S + (Mv ) + V + O Wh + to inf + O Ex : “Where is your bike ?” he said to me He asked me where my bike was . “ What do you buy ?”he said to me He asked me what I bought to buy 39 Phát hành PDF bởi Ths Nguyễn Thanh Tú Đăng ký Word doc qua Zalo 0905779594 Email thanhtuqn88@gmail.com

Ex “Where is your bike ?” he say to me He asks me where my bike is . “ What do you buy ?”he say to me He asks me what I buy to buy Homework: Redo the exercises

Ngµy so¹n: 04/3 /2017

Buổi 22: A. Aims :

Ngµy d¹y: 08/ 3 /2017

Revision Reported speech (Continue)

Help Ss to grap the use of the reported speech. Ss can practice and do

exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

I. Chuyển Sang Câu Gián Tiếp 1. “ Please stop making noise ,” said Mrs . Lan .

->……………………………………………………………..

2. “ Could you take these pictures to my room, Tan ?” asked Nga .

->………………………………………………………………………

3. “ You should concentrate on your study at school ,” said the teacher .

->………………………………………………………………………

4. “ Please post this letter for me ,” said Mom .

->………………………………………………………………………

5. “Please give your parents your report card ,” said the teacher .

->………………………………………………………………………

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6. “You should spend more time doing your homework , Tam” said Mr. Nam ->………………………………………………………………………

7. “ Could you help me with English speaking , Ba ?” asked Minh .

->………………………………………………………………………

9. “ Can you wait for me here , Jerry ?” Told Tom .

->………………………………………………………………………

10. “ You should spend more time on English writing , Tim.” The teacher told Tim .

->………………………………………………………………………

11. Go out of here , children ,” The guard ordered .

->………………………………………………………………………

12. “ You should not make noise in here .” The teacher said .

->………………………………………………………………………

13. “ Can you carry these chairs into the house ?” Mrs. Lan asked me .

->………………………………………………………………………

14. “ You should practice playing the guitar every day .” The teacher said .

->………………………………………………………………………

15. “ Please give the manager this document .” The man asked the secretary .

->………………………………………………………………………

16. “ Does your father work here ?” She asked .

->………………………………………………………………………

17. “ Do you live near your family , Tam ?” The teacher asked .

->………………………………………………………………………

18. “ Are you a foreigner ?” She asked .

->………………………………………………………………………

19. “ Are you in a hurry ?” She asked .

->………………………………………………………………………

20. “ Do you like having holidays abroad ?” He asked .

->………………………………………………………………………

21. “ Does your mother do the housework , Hoa ?” Lan asked .

->………………………………………………………………………

22. Are you hungry , Lan ?” Nga asked .

->………………………………………………………………………

23. “ Does your sister write for the Morning Star ?” he asked .

->………………………………………………………………………

24. “ Would you pass my suitcase, please ?” he asked .

->………………………………………………………………………

25. “ You should go to bed early.” said Mom. ->………………………………………………………………………

26. “ Could you lend me this book , Tom ?” said Peter ->………………………………………………………………………

27. “ I think it is going to rain tonight .” Bob said .

->………………………………………………………………………

30. Do many tourists visit Ha Long Bay every year , Mai?” asked Lan .

->………………………………………………………………………

31. “ Are you ready for the party , children ?” asked Mrs. Lan .

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->………………………………………………………………………

32.” You,d better ask his parents before doing this.” I advised him.

->………………………………………………………………………

33. “ I want to be a writer when I grow up ,” said Mary .

->………………………………………………………………………

34. “ If you want to learn English , I can help you ,” John said .

->………………………………………………………………………

35. “Where are you studying ?” Mr . Bruce asked .

->………………………………………………………………………

36. Please call me at 6 o,clock tomorrow morning ,” said Mai .

->………………………………………………………………………

37. “ Are you interested in this Language Center?” asked Lan .

->………………………………………………………………………

38. We will spend our holiday in Da Lat next month ,” said Mrs. Linh .

->………………………………………………………………………

Homework: Redo the exercises

Ngµy so¹n: 11/3 /2017

Revision

Buổi 23: A. Aims :

Ngµy d¹y: 15/ 3 /2017

Help Ss to grap the use of the reported speech and review all. Ss can practice

and do exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

I. Change the following sentences into passive voice.

1. Mr Tuan delivered the speech yesterday . ………………………………………………………………………

2. Turn off the computer at night ………………………………………………………………………

3. I clean the floor everyday. …………………………………………………………………………

4. My mother bought this dress this morning. ………………………………………………………………………

5. She did this exercise tow days ago. ……………………………………………………………………………

6. They send him abroad to study chemistry. ……………………………………………………………………………

7. Nobody has used this room for a long time . ………………………………………………………………………

8. Someone has stolen my bike .

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………………………………………………………………………

9. 10. He has just received a letter from his parents ………………………………………………………………………

10. She will buy this house . ……………………………………………………………………………

II Put the verbs in the brackets into the correct rense.

1. She ( come ) ………………. to France 2 years ago 2. I ( just send ) ………………. the letter.

3. He ( work )………………. for that company for 5 years 4. I ( graduate )………………. from Hue University last year.

5. Tom (play )………………. football every afternoon 6. I (cook ) ………………. in the kitchen when he came in 7. Mai ( attend ) ………………. a meeting at the moment .

8. I ( help) ………………. Him whenever he needs.

III Make complete sentences using the given cues.

1. you / send / letter / yet ?........................................................................................

2. Nile / longest / river / in / world .........................................................................

3. Hoa / salary / high / than / Tom/s ........................................................................

4. He / work / hard / order/ pass / exam ...................................................................

IV . Put the following verbs into the correct form- Ving or To- Inf. 1. She told me how (make )…………… the cake.

2. The man ( stand ) …………… near the door is my brother.

3. Do you mind ( tell) …………… me her address ?

4. My father decided ( go ) …………… abroad 5. Could you please tellme where ( buy ) …………… this book ?

6. It’s difficult (do) …………… this project ?

V. Fill in the blank with a suitable word.

1. She was cooking …………… the phone rang.

2. Would you mind …………… I smoked here ?

3. Mary used …………… be a good student.

4. Yesterday was …………… hottest day during this month 5. I sat in the first row so …………… to clearly hear his lecture 6. she asked me when …………… depart .

IV. Complete the paragraph with the words from the box than for manufacturers copying part cheaper Many people buy and use copied programs ……… their coputer . This illegal ……… of computer software has become a huge industry because the software is much…………… than the original programs . Illegal solfware can be found on sale in any ….……… of the world, although it is more readily available in Asia ………… in Western countries. Software ….……… have been trying to get goverments to stop this copying or “ pirating ” .

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V. Choose the correct world in parentheses.

1. I was having dinner ( when / while / as ) my mother was cleaning the floor.

2. We are (delight/ delighting / delighted ) that you pass your final examation .

3. Would you like ( go/ to go / going ) to the cinema tonight ?

4. Thanks ( for / to / at ) inviting me to the festival.

VI. Give the correct form of the verbs in brackets.

1.Mary ( find ) …… a five – pound note while she ( walk ) …………to school yesterday 2. I ( just finish ) …………… reading War and Peace .It’s a brilliant book.

3. I (not be ) …………… at work tomorrow ,I’m taking the day off.

4. How long …… you (be ) …….. a nurse .,Mss Lan ? For 5 years .

VII. Rewrite each sentence, beginging as shown , so that the meaning stays the same.

1. She invites me to the party.

I ………………………………………………………………………………

2. “ Do many tourists visit Phong Nha Cave every year ,Lan ?”Mai asked.

Mai asked Lan …………………………………………………………………

Homework: Redo the exercises

Grammar Revision

Buổi 24: A. Aims :

Help Ss to grap the use of the grammartical points and review all. Ss can

practice and do exercises well.

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation I. Write the same meaning sentences .

1. “ I sometimes work on Sundays ” Huong said .

Huong said ………………………………………………………………………

2.They told him to stay home for three days He was ………………………………………………………………………

II. Use these key words to write meaning sentences .

1. It / not difficult / translate / this sentence/ English ………………………………………………………………………………

2. You / mind / lend / me / dictionary ? ………………………………………………………………………………

3. New bicycle /make / Japan / be / expensive . ………………………………………………………………………………

4. you / see / film / Jurassic Park / yet ?

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………………………………………………………………………………

III. Complete each sentence with a correct preposition .

1. Can I help you …………. your bag ,Lan ?

2. We are looking forward to seeing you ………….June .

3. Today we went …………. an eight- hour tour 4. When I arrived ……………. school , it began to rain .

IV. Read the paragraph and answer the questions.

An increasing number of people are now going on holiday to Egypt . Last year , for example , about one and a half million tourists visited Egypt . The population of Egypt is about fifty million and the capital is El Qahira( Cairo ) , a busy city os just under nine million people. Although the climate is hot nad dry and most of the country is desert , the average temperature from Octobor to March is not too high. The most famous sights are the pyramids at Giza.

1. Are there many visitors to Egypt every year ? ………………………………………………………………………………

2. What is the climate in Egypt like ? ………………………………………………………………………………

3. What are the famous sights in egypt ? ………………………………………………………………………………

V.Choose the correct word(s) to complete the sentences .

1. Would you mind ( close / to close/ closing ) the window ?

2. The ambulance will be there ( in / at / for ) about 10 munites 3. We collect empty cans and bottles ( in order to / so that / for ) recycling .

4. John is interested ( in /on / at ) the history of Vietnam.

5. The boy ( to read / reading / read ) the book is Ba .

6. She hasn’t finished the letter ………… ( already / just / yet / never ) 7. Lan’s studying hard ……. pass the final exam ( for / in order to so to , as to ) 8. It’s too cold outside . Would you mind……. The window ? ( to close, close , closing , closed ) 9. I am happy ……. all the exam ( passing , pass, passed, to pass ) 10 The teacher ….. to the principal is my English teacher .( talks . is talking , talking , to talk ) 11. The bike ….. in Japan is US$ 100( making, made , is making , to make ) 12. We …dinner when the phone rang ( are having, had , have had , were having ) VI . Put the verbs in brackets into the correct forms.

1. All the ……………. in the debate had a chance to speak . ( PARTI CIPATE ) 2. He is the only……………. that has not run this race before ( COMPETE) 3. Laszlo Biro ……………. The pen- point pen ( INVENTION ) 4. The …………of Christmas tree is indispensable at Christmas (DECORATE ) VII.Make the sentences from the words given.

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………………………………………………………………………………

1. Sydney opera / complete / 1973. ………………………………………………………………………………

2. The road / join / two villages / be / narrow. ………………………………………………………………………………

VIII. Put the verbs into the correct forms ( in active or passive ) Nylon ( invent ) ………….. in early 1930s by an American chemist, Julian Hill. Other scientists ( work ) ……….. with his invention and finally on 27 Octorber 1938, nylon (introduce )….………….. to the world .It was cheap and strong and immediately ( become ) …………….. successful, especial in making old ladies’ stockings. During the Second World War , it (use) …………….. to make parachutes and tyres.

Today ,nylon ( find ) ……………….. in many things : carpets, ropes, seat bells, furniture, computers and event space parts for the human body. It ( play ) …….……….. an important part in our lives for over 50 years . Next year, about 2.6 million tons of nylon ( manufacture ) ……………

Grammar Revision

Buổi 25: A. Aims :

Help Ss to grap the use of the grammartical points. By the end of the lesson

, Ss will be able to know more about passive voice B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

* Passive voice: ( thể thụ ðộng ). a. Cách thành lập: Thể thụ động được thành lập theo hình thức sau: To be + past participle.

Vớ dụ: They are punished.

The dog is taken to the park every morning. b. Các thì của thể thụ động.

- Simple tense: S + am/ is / are + pp.

- Simple present continuous : S + is / am/ are + being + pp - Present perfect : S + have/ has + been + pp.

- Simple past : S + was/ were + Pp .

- Simple past continuous: S + was/ were + being + pp.

- Simple future : S + will / shall + be + PP. c. Cách đổi một câu từ thể chủ động sang thể bị động: Active S V O. Passive: S be + pp by o Vớ dụ: I love the dog.

The dog is loved by me.

Chú ý .

Subject Object.

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I Me. You you.

He him.

She her.

It It. We us.

They them C.Exercises.

I. Rewrite the sentences, use the verbs in present passive form.

1. People can use milk for making butter and cheese. ……………………………………………………………………………

2. The milkman brings bottles of milk to houses. …………………………………………………………………………….

3. Careless driving causes many accidents. …………………………………………………………………………..

4. Weeds cover the river banks. ………………………………………………………………………………………..

5. People speak English all over the world. ……………………………………………………………………………………….

6. They don’t use the house very often. ……………………………………………………………………………………..

7. Do they speak French in this school? ……………………………………………………………………………………….

8. They make a lot of beautiful toys from recycled plastic. ……………………………………………………………………………………….

9. The workers clean the streets everyday. ……………………………………………………………………………………

10. Do they usually hold the concerts at the university? …………………………………………………………………………………..

II. Change these sentences into the passive voice.

1. Somebody cleans the room everyday. ………………………………………………………………………………..

2. How do people learn English? ………………………………………………………………………………….

3. John will collect me at the airport. ………………………………………………………………………………..

4. Mr. Robinson teaches us how to speak English properly. …………………………………………………………………………………

5. Your teacher must sign this form. …………………………………………………………………………………

6. People play football all over the world. …………………………………………………………………………………

7. Our form teacher will hold a class discussion next Monday. ………………………………………………………………………………….

8. Will you invite her to your birthday party? ………………………………………………………………………………….

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9. We can’t wear jeans at work. …………………………………………………………………………………

10. Do they speak French and English in Canada? ……………………………………………………………………………….

III.Write the correct tense of the verbs in parentheses 1. What you (do) …………………………………..next week?

2. Our roommates (travel) ……………………..to Tokyo next June.

3. The girl (learn) …………………….. Chemistry at the moment.

4. What the officers (do)……………………………..now?

5. If he (not get) …………………………….up early, he (be) ………………………….late for school.

6. Would you please (bring) ……………………………me a cup of milk tea?

Grammar practice drills

Buổi 26: A. Aims :

Help Ss to grap the use of the grammartical points. By the end of the lesson

, Ss will be able to know more about passive voice B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

I. Put the verb into the correct form, present continuous or present simple 1.

It’s known that air (consist) ………………………mainly of nitrogen and oxygen.

2. Minh used to drink a lot of milk but today she (prefer) …………………. Tea. 3. We (think) ……………………..it necessary for you to sell your car.

You (not/use) ………………………..it very often.

4. His brother (think)……………………….of selling his motor. Would you be interested in buying it?

5. He told her his name but she (not / remember) ……………………………..now.

6. Duy says he’s 60 years old now but no one (believe) ………………………………him.

7. Who is the man over there? Why (he / look) …………………………………..at me?

8. Who is the girl sitting on that bench? What (she / want) …………………………………..?

9. Are you thirsty? (you / want) ………………..something to drink?

10. Kaka is interested in politics but he (not / belong) ……………………..to a political party.

II. Are the underlined verbs right or wrong? Correct the verbs that are wrong 1. Tony is very untidy. He is always leaving his things all over the place.

2. The bus is never late. It is always leaving on time.

3. (at a party) Usually Mary is enjoying parties but she does not enjoy this party a lot.

4. “What is your sister doing ?” “She is a worker but she does not work at the moment.”

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5. Sopphia looks for a place to live. He is staying with his parents until he finds somewhere.

6. Her aunt lives in Thailand. She was born there and has never lived anywhere else.

Where do her parents live?

7. Normslly we are finish work at 5.15 but this week we work until 6.00 to earn a bit more money.

8. “Can you drive?” “I am learning. My brother is teaching me.”

9. Can I stop working now? I am starting to feel tired and thirsty.

10 Hanh is in Giong Trom at the moment. She stays with her mother. She is always staying there when she’s in Giong Trom.

Adjective + to infinitive /clause

Buổi 27: A. Aims :

Help Ss to grap the use of adjetive + to V and adjcetive + clause

By the end of the lesson , Ss will be able to know more about adjectives B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

* Grammar : adjcetive + to V and adjcetive + clause A. Warm up: - Call Ss go to the board and do again exercise II on page 10.

- Ss go to the board and rewrite the modal sentence of passive form and give example.

B.Grammar: 1. Adj + to V. Trong tiếng anh cú những tớnh từ theo sau bởi ðộng từ nguyờn mẫu trong cấu trỳc sau: It is + adj + to do something.

Vớ dụ: It’s difficult to learn English.

It’s easy to follow your directions.

It’s dangerous to go camping in the jungle.

It’s hard to believe him It’s important to understand each other.

2.Tính từ theo sau bởi mệnh đề.

Adj + that – clause.

Vớ dụ: I am pleased that you want to know more.

We are delighted that you passed your English exam.

She is certain that she will do it well.

Are you sure that you will come?

They are afraid that you will refuse their invitation.

C.Exercises: I. Write the sentences, using the adjective + to –infinitive structure.

1. It/ difficult/ learn/ Japanese. ……………………………………………

2. We/ delighted/ get/ your letter/ yesterday…………………………………..

3. It/ not easy/ answer/ these questions………………………………………….

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4. Your writing/ difficult/ read……………………………………………..

5. I/ surprised/ see/ Tom/ the party/ last night. ………………………………

6. It/ impossible/ understand/ his theory. …………………………………………

7. They/ ready/ start/ now. ……………………………………………………

8. It/ interesting/ see/ that film. ………………………………………………..

II. Combine each pair of the sentences, using the adjective + to-infinitive/ noun clause structures.

1. She was disappointed. She heard about it. …………………………………………………………………………………

2. He will win the game. I am sure. ………………………………………………………………………………….

3. They passed all the exams. They are lucky. …………………………………………………………………………………

4. John got Ann’s letter yesterday. He was very surprised. ……………………………………………………………………………..

5. She can’t come. I am afraid. ………………………………………………………………………………

6. We heard about your father’s illness. We were sorry. ………………………………………………………………………………

7. I have nothing better to offer you. I’m ashamed. ……………………………………………………………………………..

8. Susan received a lot of birthday presents. She was happy. …………………………………………………………………………….

9. You wouldn’t come back. I was worried. ………………………………………………………………………………..

10. You are interested in protecting the environment. We are delighted. ………………………………………………………………………………..

III. Read the passage, then answer the questions.

Every day of the year throughout the world, about twenty million paper bags and newspapers are screwed and thrown away.

Making paper requires a lot of wood pulp and the work of million of workers.

Many countries have had plans to recycle waste paper to save money and labor.

In countries where there is the cooperation of the public, paper mills recycle as much as sixty percent of waste paper. Their simple work is to take away the ink, crush it and make it into pulp again. For every ton of recycled newsprint, twelve trees can be saved. We can insist that the more paper people save, the more trees are preserved.

1. How many paper bags and newspapers are thrown away every day? ……………………………………………………………………………………

2. What material do paper mills need to make paper? …………………………………………………………………………………

3. What have many countries done to save money and labor in making paper? ………………………………………………………………………………….

4. What percentage of waste paper is recycled with the help of the public?

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………………………………………………………………………………….

5. What do the paper mills do to reuse waste paper? ………………………………………………………………………………….

6. How many trees can be saved for every ton of recycled newsprint? …………………………………………………………………………………

Buổi 28:

Request sentences

By the end of the lesson , Ss will be able to know more about request : would you mind...... , do you mind....., would you mind if.......

A. Aims :

B. Preperation : Books , reference books C. Procedure 1. Warm up 2. Presentation

- Call Ss go to the board and do again exercise III on page14,15 Grammar: *Request: Khi muốn yêu cầu ai làm gì chúng ta có những cách sau: Do you mind + V ing Would you mind + Ving Do you mind If……

Would you mind if………..

Ví dụ: Do you mind closing the window? It’s cold. *Yêu cầu HS lấy ví dụ minh họa – GV nhận xét.

B. Exercises: I. Use ‘Would/ Do you mind + verb-ing?’ to make these requests more polite.

1. Can you take me a photograph?

2. Could you wait a moment, please?

3. Will you turn down the TV, please?

4. Please make some tea.

5. Could you lend me some money?

6. Will you post the letters for me?

7. Could you open the windows?

II. Use ‘Would/ Do you mind if …?’ to make the following sentences more polite.

1. Can I move the refrigerator to the right corner? Would ...........

2. Could I smoke? Do .................................................................

3. May I ask you a question? Would ...........................................

4. Could I ? .................................................................................

5. Can I use your headphone? Do ...............................................

6. Shall I carry your luggage? Would ..........................................

7. Could I borrow your newspaper? Do ......................................

8. Shall I drive? Would ...............................................................

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9. Shall I sit here? Do .......................................................................

III. Choose the suitable words or phrases to fill in the blanks.

1. Milk (brings/ is bring/ is brought/ has brought) to the house by the milkman everyday.

2. We were delighted (getting/ to get/ get/ got) your letter last week.

3. “Would you like to go to the movies tonight?” “I’m sorry, I can’t I (am doing/ do/ will do/ doing) my homework this evening.

4. Milk bottles can be (recycle/ thrown away/ broken/ reused) after being cleaned.

5. This project (is carried out/ carries out/ will carry out/ will be carried out) next month.

6. It’s dangerous (swim/ to swim/ swimming/ swam) in this river.

7. We are looking forward to (seeing/ see/ saw/ be seen) you in June.

8. It’s too cold outside. (Would you like to shut the windows/ Will you shut the windows, please/ Shall I shut the windows/ Can I shut the windows)? – Sure. I’ll do it right now.

IV. Complete the second sentence so that it has the same meaning to the first one.

1. We must pay the bill at once. The bill .....................................

2. Many people in the world speak English. English ...................

3. This question is difficult to understand. It’s ............................

4. I will repair your bicycle tomorrow afternoon. Your bicycle ... …………………………………………………………………………………

5. “Don’t throw things away,” Miss Linda said to the students. Miss Linda asked ................................................................................................

6. Penicillin can cure many dangerous diseases. Many ...............

7. Does your country export rice to Britain? Is rice .....................

8. I was very delighted that I passed the final exams. I was very delighted ......................................................................................................

9. Keeping the environment clean is very important. It’s ............

10. They will show the time machine to the public when they finish it. The time machine ..................................................................................

11. He was delighted to receive his aunt’s letter. He was delighted that his ......................................................................................................

12. Old car tires are recycled to make shoes and sandals. People .. ……………………………………………………………………………………

13. I’m very sad that I wasn’t accepted in that group. I’m very sad not . ………………………………………………………………………………………

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Preparing Date: /2/2013.

Teaching Date : /2/2013 Buổi 29 - Ing participle ( Hiện tại phõn từ), - Ed participle ( quỏ khứ phõn từ) I. Objectives: * Teaching points : By the end of the lesson , Ss will be able to know more about *- Ing participle ( Hiện tại phõn từ), - Ed participle ( quỏ khứ phõn từ) II. Language contents: 1. Vocabulary: Grammar : Ing participle ( Hiện tại phõn từ), - Ed participle ( quỏ khứ phõn từ) III Teaching aids : Text books , poster, exercise books.

IV; Procedures: A. Warm up: *- Ing participle ( Hiện tại phõn từ).

Hiờn tại phõn từ ðýợc thành lập bằng cỏch them –ing vào sau ðộng từ.

Vớ dụ: Reading the book.

Helping children.

Hiện tại phõn từ hay cụm hiện tại phõn từ này cú thể ðứng sau một danh từ hay một cụm danh từ ðẻ bổ nghĩa cho danh từ or cụm danh từ ðú.

Vớ dụ: The boy reading the book in the library ớ my friend.

The girl halping children in the free time ớ my daughter.  - Ed participle ( quỏ khứ phõn từ) Quỏ khứ phõn từ ðýợc thành lập bawbgf cỏch thờm –Ed vào sau ðộng từ. or ngụi thứ ba của ðộng từ bất qui tắc.

Vớ dụ : made in China.

Put on the table.

Quỏ khứ phõn từ hay cụm quỏ khý phõn từ cú thể ðỳng sau danh từ hay cụm danh từ ðể bổ nghĩa ch danh từ or cụm danh từ ðú.

Vớ dụ: The old lamp made in China is 5 dollars.

The book put on the table is mine.  Exercises: I. Combine each pair of sentences, using present participle (V-ing) or past participle (V-ed).

1. The boy is Ba. He is reading the book.

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………………………………………………………………………………….

2. The old lamp is five dollars. It’s made in China. ………………………………………………………………………………..

3. The baby is crying for her mother. She is sitting in an armchair. ……………………………………………………………………………………

4. The boy was taken to the hospital. He was injured in the accident. ………………………………………………………………………………….

5. The road is very narrow. It joins the two villages. ………………………………………………………………………………….

6. Do you know the man? The man is talking to Tom. ……………………………………………………………………………….

7. The widow has been repaired. It was broken last night. …………………………………………………………………………….

8. The taxi broke down. It was taking us to the airport. …………………………………………………………………………………..

9. A bridge has been declared unsafe. It was built only two years ago. ………………………………………………………………………………….

10.Most of the good are exported. They are made in this factory. ……………………………………………………………………………………

11.A new factory has just opened in the town. The factory employs 500 people. …………………………………………………………………………………..

12.“Romeo and Juliet” is the best tragedy I have ever seen. It was written by Shakespeare. ………………………………………………………………………………………..

II. Choose the best answer.

1. I (met/ was meeting) a friend while I (did/ was doing) the shopping.

2. I (turned/ was turning) round and (saw/ was seeing) Paula.

3. She (wore/ was wearing) a bright red coat.

4. You (always watch/ are always watching) television. You should do something more active.

5. I (paid/ was paying) for my things when I (heard/ was hearing) someone call my name.

6. We (left/ was leaving) the cafe and (said/ were saying) goodbye.

7. This time last Monday we (took/ were taking) the final test.

8. Mr. Blair (always goes/ is always going) to work by bus.

9. While we (had/ were having) a drink, a waiter (dropped/ was dropping) a pile of plates.

III. Complete the following sentences with the correct form of the verb in parenthese (Hóy hoàn thành những cõu sau với hỡnh thức ðỳng của dộng từ trong ngoặc): 1. Do you know the woman (talk) …………………………… to Nga? 2. Police (investigate) …………………….the crime are looking for three men.

3. There was a bid red car (park) ……………………..outside the house?

4. There were some children (swim) ………………………in the river.

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5. I was woken up by a bell (ring) ……………………………… .

6. The boy (injure)……………………. in the accident was taken to hospital.

7. Some of the people (invite) …………………………….to the party can’t come.

8. Most of the goods (make) ……………………..in this factory are exported.

9. Can you think of the name of a follower (begin) …………………………..with “T”?

10. The road (join) ………………………….the two villages is very narrow.

III. Do exercises 4,5, 6 page 103- 104 in exercise book.

V. Homework: - Learn by heat new structures.

- Do again all the exercises.

Tổ CM kớ duyệt:

Preparing Date: 4/3/2012 Teaching Date : 5 /3/2012.

Buổi. 7 A.Grammar: The past continuous: ( Thỡ quỏ khứ tiếp diễn). a. Cụng thức: S + was/ were + Ving. b. Cỏch chia: + I ( he, she, it) + was working.

We ( you, they) + were working.

- I( he, she, it) + Was not working ( was not = wasn’t).

We ( you, they ) + were not working ( were not = weren’t). ? Was I ( he, she, it ) working?

Were we ( you, they) working?. c. Cỏch dung:  Thỡ quỏ khứ tiếp diễn dựng ðể diễn tả một hành ðộng kộo dài ở quỏ khứ trong khoảng thời gian khoongb xỏc ðịnh.

Vớ dụ: It was getting warmer and warmer.

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 Nếu trong cõu cú thời gian xỏc ðịnh thỡ thỡ quỏ khứ tiếp diễn diễn tả hành ðộng xảy ra vào một thời ðiểm xỏc ddingj cụ thể, thýờng dung với cụm từ” at…. O’clock”.

Vớ dụ: What were you doing at 8 pm yesterday?  Thỡ quỏ khứ ðừn và thỡ quỏ khứ tiếp diễn ðýợc dựng khi một hành ðộng này ðang xảy ra( quỏ khứ tiếp diễn), thỡ hành ðộng khỏc xen vào ( quỏ khứ ðừn).

Vớ dụ: When I was cooking, he came.  Thỡ quỏ khứ tiếp diễn ðýợc dựng ðể diễn tả hai hành ðộng xảy ra song song với nhau. Liờn từ while thýờng ðýừc dựng trong trýờng hợp này.

Vớ dụ: I was reading a book while my mother was cooking dinner.

B. Exercises: I. Write sentences with the cue words, using the past progressive tense.

1. They/ play/ tennis/ 10.30 yesterday morning. ……………………………………………………………………………..

2. Ann/ do/ homework/ 5 o’clock this afternoon. ……………………………………………………………………………

3. My father/ wash/ car/ from/ five to six. …………………………………………………………………………..

4. This time last year/ we/ live/ France. ……………………………………………………………………………

5. The students/ offer/ flowers/ the visitors. ………………………………………………………………………

6. I/ cook/ dinner/ half an hour ago. ……………………………………………………………………………….

7. She/ work/ the studio/ that time. ……………………………………………………………………………….

8. What/ you/ do/ from 3 to 6 yesterday afternoon? ………………………………………………………………………………

9. I/ write/ my report/ 8 o’clock last night. ……………………………………………………………………………….

II. Put the verbs into correct form: past progressive or past simple.

1.

2.

3.

4.

5.

6.

7.

8.

The doorbell (ring) ______ while Tom (watch) _______ television.

How fast _______ you _______ (drive) when the accident (happen) ______ ?

Anna and Susan (make) ______ dinner when Martin (arrive) ______ home.

The light (go) ______ out while we (have) ______ dinner. But it (come) ______ again after about ten minutes.

“What _______ you (do) ______ this time yesterday?” – I (work) ______ on the computer.”

It suddenly (begin) ______ rain while Laura (sit) ______ in the garden.

It (be) ______ cold when we (leave) ______ the house that day, and a light snow (fall) _______.

When I last (see) ______ them, they (try) ______ to find a new house near their work.

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9. I (walk) _______ along the street when I suddenly (feel) ______ something hit me in the back. I (not/ know) _______ what it was.

10. When we (drive) _______ down the hill, a strange object (appear) _______ in the sky.

III. Complete the passage with the most suitable words.

Torquay is one of the (1) ______ popular holiday resorts in Britain. (2) ______ provides entertainment, sports of every kind, etc. You can (3) ______ at the hotels by the sea, or at a comfortable expensive (4) ______ houses. There (5) ______ camping sites, too. Torquay has large sandy beaches (6) ______ you can buy refreshments and hire (7) ______ to sit on. There are large areas of grass land and miles of cliff paths (8) ______ walkers.

Preparing Date: 5/3/2012 Teaching Date : 7 /3/2012.

Buổi. 8 A.Grammar: The present continuous with “always “ : Thỡ hiện tại tiếp diễn với “ always”.

Em hóy quan sỏt vớ dụ sau: He’s always working at weekends.

She’s always talking in class.

They are always making noise. “ Always” ðýợc dựng với thỡ hiện tại tiếp diễn ðể diễn tả sự phàn nàn.

B. Exercises: I. Read the passage, then answer the questions.

New York City is located in the southeastern part of New York State just east of New Jersey. The city was found by the Dutch in 1624. At first is called Fort Amsterdam, and then New Amsterdam. In 1664, the English took over the city and renamed it New York. With the population of more than 7 millions in the city and 19 million in the metropolitan region, New York is the largest city in the United States. It is divided into five parts, which are Manhattan, the Bronx,

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Brooklyn, Queens, and Staten Island. The total area of these parts is 946 square kilometers. Visitors to New York are all attracted by places such as the Statue of Liberty, the Empire State Building, Wall Street, and Broadway theater district.

New York is also where tourists can visit some world famous art galleries and museums.

1. Where is New York City?

2. Why was New York originally called New Amsterdam?

3. When was it found?

4. What is its population?

5. How many parts are there in the city?

6. How big is it?

7. What are visitors to New York attracted by?

V. Choose the best answer.

10. I (met/ was meeting) a friend while I (did/ was doing) the shopping.

11. I (turned/ was turning) round and (saw/ was seeing) Paula.

12. She (wore/ was wearing) a bright red coat.

13. You (always watch/ are always watching) television. You should do something more active.

14. I (paid/ was paying) for my things when I (heard/ was hearing) someone call my name.

15. We (left/ was leaving) the cafe and (said/ were saying) goodbye.

16. This time last Monday we (took/ were taking) the final test.

17. Mr. Blair (always goes/ is always going) to work by bus.

18. While we (had/ were having) a drink, a waiter (dropped/ was dropping) a pile of plates.

19. John is never satisfied. He (always complains/ is always complaining).

VI. Choose the given to complete the following sentences: while/ during/ for/ since.

1. Mrs. Quyen has been in New York _____ July 1st.

2. I fell and hurt myself ______ I was playing tennis.

3. It started to rain ______ the match.

4. We have played tennis _____ two hours.

5. ______ the summer I stayed on a farm in New Mexico.

6. I learned Italian ______ I was there.

7. I haven’t met him ______ we left Washington.

8. We went on holiday to Florida ______ three weeks.

9. ______ the meal we exchanged news.

10. ______ I was talking to Barbara, I learned that Tony was in hospital.

VII. Use the given words to complete the letter below.

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1. Dave/ I/ have/ best holiday/ our lives!

2. We/ be/ Barbados/ one/ most lovely islands/ Caribbean.

3. Although/ it/ much smaller/ Jamaica/ there seem/ be/ much more/ do/ Jamaica.

4. Moreover/ people here/ seem/ be/ friendlier/ those/ other islands.

5. We/ stay/ most modern hotel/ I/ ever/ see.

6. It/ large/ cool/ and/ many people/ think/ it/ best hotel/ island.

7. It/ comfortable/ than/ any/ other hotels.

Preparing Date: 15/3/2012 Teaching Date : 19 /3/2012.

Buổi. 9 A.Grammar: Reported speech: cõu týờng thuật.

Chỳng ta quan sỏt cỏch cỏc cõu trực tiếp ðýợc ðổi sang cõu týờng thuật trong cỏc vớ dụ sau: - He said: “ I play badminton” - He said that he played badminton.

- She said: “ I can play the piano”.

- She said that she could play the piano.

- He said: “ We are going back to our country”.

- He said that they were going back to their country.

- He said : “ I shall come here to take this book tomorrow”.

- He said that he would go there to take that book the following day.

Từ những vớ dụ trờn ta thấy khi muốn ðổi một cõu từ cõu phỏt biểu sang cõu týờng thuật, ta phải theo cỏc qui tắc sau: - Khi ðộng từ giới thiệu ở thỡ hiện tại thỡ khụng cú vấn ðề chuyển thỡ từ cõu trực tiếp sang cõu giỏn tiếp.

Vớ dụ: He say: “ She will come here tomorrow” He says that she will come here tomorrow.

-Nhýng nếu ðộng từ giới thiệu ở thỡ quỏ khứ thỡ chỳng ta phải từ cõu trự tiếp sang cõu giỏn tiếp nhý sau: Cõu núi trực tiếp Cõu núi giỏn tiếp Simple tense - simple past.

- Simple future.

- Simple conditional.

Will. would.

Shall.

Should.

- Others.

Can. could.

Must had to -éặt liờn từ that trýớc cõu núi gớn tiếp thay cho dấu hai chấm rồi bỏ dấu ngoặc ði.

- éại từ và tớnh từ sở hữu thýờng ðýừc ðỏi từ ngụi thứ nhất or ngụi thứ hai sang ngụi thứ ba tựy theo chr ngữ ðýợc giới thiệu là gỡ.

- Những từ chỉ ddingj, những trạng từ thời gian , khụng gian cũng phải theo qui tắc sau:

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Cõu núi trực tiếp This These.

Now. Here.

Today.

Tomorrow.

Yesterday.

Next week/ month…..

Last week/ month…….

To come.

Cõu núi giỏn tiếp That.

Those.

Then.

There.

That day.

The next day.

The day before.

The following week/ month.

The week/ month before.

To go.

B.Exercises: I. Rewrite these sentences, using reported speech.

1. Charles said, “I’m living in London now.”

2. He said to us, “You are my best friends.”

3. Johnny said to me, “I don’t know what Fred is doing.”

4. She said, “I will answer the phone.”

5. He said to his friends, “I must go home now.”

6. Hoa said, “I can’t go out after 8 pm.”

7. She said to me, “I will come and see you as soon as I can.”

8. Susan said, “My sister is coming to see me next week.”

9. Judy said, “John wants to come here but he isn’to very well.”

10. Judy said to me, “I’m going away for a few days. I’ll phone you when I get back.”

II Complete the passage with the suitable words in the box. relatives top preparations holiday put are although bought Christmas is the biggest (1) _______ of the year in most of Britain. Celebrations start on 24 December, Christmas Eve, (2) _______ there have been several weeks of (3) _______ beforehand. The Christmas trees, presents, food, drinks and decorations have been (4) _______. Christmas cards have already been sent to friends and (5) _______. About a week before Christmas, people usually (6) _______ up their decorations and an angel on the (7) _______ of the Christmas tree.

Family presents (8) _______usually put under the tree.

III. Use the given words to write full sentences.

1. You/ tidy/ the bedroom/ yet?

2. Christmas songs/ often perform/ the churches.

3. When/ the poem/ write?

4. The celebration/ will/ hold/ tomorrow.

Preparing Date: 25/3/2012 Teaching Date : 2 /4/2012.

Buổi. 10

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A.Grammar: 1.Compound adjectives ( tớnh từ ghộp) .

Chỳng ta cú thể thành lập tớnh từ kộp theo cỏh sau: Noun V-ing compound adj Rice cooking rice-cooking.

Fire making fire- making Car making car- making.

Flower arranging flower- arranging.

2.Passive voice: cõu bị ðộng: Vớ dụ: I kick the ball The ball is kicked by me.

I kiked the ball The ball was kicked by me.

I have kicked the ball The ball has been kicked by me.

I will kick the ball The ball will be kicked by me B. Exercises: I. Fill in each gap with one suitable compound noun in the box.

1.

2.

3.

4.

5.

6.

7.

8.

bullfighting/ ice skating/ bird-watching/ weightlifting water-fetching/ air-conditioning/ zebra crossing/ window-shopping My father likes _______. He spends lots of hours watching the birds.

In _______, a traditional public entertainment in Spain, bulls are fought and usually killed in a bullring. _______ is the activity of lifting heavy objects as a sport or as exercise.

She enjoys looking at goods displayed in shop windows, so she goes _______ very often. ________ is the activity of skating on ice.

In the _________ contest, one person from each team has to run to the river to get the water. ________ is a system that made the air inside a building, room or vehicle cool.

Pedestrians must cross the street on _________.

II. Change the following sentences into the passive voice.

1. Clement Clarke Moore wrote the poem “A visit from Saint Nicholas.”

2. They performed Christmas songs for people in town.

3. Santa Claus gave children presents on Christmas Eve. 4. My father decorated the Christmas tree with colored lights.

5. Miss Thanh taught me to draw the Christmas cards.

6. Ba invited Liz to the rice-cooking festival.

7. They held the festival in the communal house yard.

8. The council leader awarded the first prize to the Mekong team.

III. Change these sentences into the active voice.

1. The Christmas trees were decorated and put at the front doors.

2. His painting will be exhibited for the first time by New Arts gallery.

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3.

4.

5.

6.

7.

8.

How often are these animals fed?

French isn’to taught in this school.

Was this symphony written by Mozart?

A new supermarket is going to be built next year.

Most of the questions can be answered by Name.

My camera was stolen from my hotel room a few days ago.

IV. Put the verbs into the correct form: presents simple or past simple, active or passive.

1. It’s a big factory. Five hundred people (employ) ________ there.

2. Water (cover) ________ most of the Earth’s surface.

3. The letter (post) ________ a week ago and it (arrive) ______ yesterday.

4. The boat (sink) ________ quickly but fortunately everybody (rescue) ________.

5. Ron’s parents (die) __________ when he was very young. He and his sister (bring) _________ up by their grandparents.

6. The gate (lock) ________ at 6.30 pm everyday.

7. Sue (bear) _________ in London but she (grow) ________ up in the north of England.

8. We (not/ play) _________ football yesterday afternoon. The match (cancel) _________.

9. Originally the book (write) _________ in Spanish and a few years ago it (translate) ________ into English.

10. I saw an accident last night. Somebody (call) _______ an ambulance but nobody (injure) so the ambulance (not/ need) ________.

Preparing Date: 5/4/2012 Teaching Date : 9 /4/2012.

Buổi. 11 A.Grammar: Indirect questions with “ if “ and “whether” cõu hỏi giỏn tiếp với ỡ và whether.

Quan sỏt cỏc vớ dụ sau: Cõu trực tiếp

Cõu giỏn tiếp.

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He said to me: “ Do you like English?”

She said to him: “ Are you a student here? “ We said to her : “ Can you come back here next week? “

He asked me if / whether I liked English She asked him if he was a student there.

We asked her whether she could go back there the following week.

Từ cỏc vớ dụ trờn, muốn ðổi một cõu hỏi dạng yes, no sang cõu giỏn tiếp , ta tuõn theo cỏc qui ðịnh sau: a. éổi say ra ask. b. Thờm liờn từ if hoặc whether. c. Khi ðổi sang cõu giỏn tiếp, cõu hỏi khụng mang hỡnh thức cõu hpoir nữa, nghĩa là khụng cũn ðảo ðộng từ lờn trýớc chủ từ, khụng phải dựng ðến do, does, is, are, will, can….. nữa, cũng khụng cũn dấu chấm hỏi.

B. Exercises: I. Turn the following questions into the indirect speech.

1. She said, “Can you speak Spanish, Minh?” ………………………………………………………………………………….

2. Thanh said to her teacher, “Will I finish my exercise at home?” ………………………………………………………………………………

3. Nien asked Hoa, “Do you have many new friends?” ……………………………………………………………………………..

4. They said to us, “Must you go now?” ………………………………………………………………………………

5. My friend said, “Are you going to leave tomorrow?” …………………………………………………………………………………

6. I asked Nam, “Are you free tonight?” …………………………………………………………………………………

7. She asked the tourists, “Do you know the way to the station?” ………………………………………………………………………………….

8. John said, “Is Phong Nha Cave in southern Vietnam, Nhi?” ………………………………………………………………………………

9. The visitors said, “Can we take photo?” ………………………………………………………………………………….

10. Daniel said to Jim, “Is there a cafe nearby?” …………………………………………………………………………………….

II. Underline the verb form that best completes each of the following sentences.

1. I like listening to music while I (am studying/ was studying/ was studied).

2. Her teacher was angry because she (wasn’t finished/ didn’t finish) the homework.

3. We (were waking up/ were woken up) by a loud noise during the night.

4. John (was looking/ was looked) for some music CDs when he (was telling/ was told) it was closing time.

5. The exercise was very difficult, but everything (was answered/ could answer) correctedly by nearly half of us.

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6. Mom said we (could/ eat/ could be eaten) the meat and the chicken, but not the fish. It (wasn’t ordered/ didn’t order) for us. It was for Dad. 7. The accident (caused/ was caused) by the truck driver, who (was driving/ was driven) too fast.

8. I (was invited/ invited) into an office, offered a cup of tea, and (ask/ asking/ asked) to wait.

III. Complete the second sentences so that it has the same meaning to the first.

Use the word in brackets.

1. The table and the desk are the same size. (big) 2. Clair and her sister intend to spend summer holiday in Hawaii. (going) 3. Could you tell me the way to the Oxford Street, please? (mind) 4. Martin said to Susan: “Can you work on Saturdays?” (asked) 5. When I was young, I regularly travel around the country. (used) 6. His hobby is to collect stamps. (fond) 7. Etienne Lenoir made the first motor car. (by) 8. Anna said to Mike: “Would you like to join me for lunch?” (invited)

Preparing Date: 12/4/2012 Teaching Date : 16 /4/2012.

Buổi. 12 A.Grammar: 1. Question words before to infinitive.

Chỳng ta hóy quan sỏt cỏc vớ dụ sau: My friend told me how to get there.

She showed me where to park my car.

She also told me when to see her.

I don’t know what to say to the man.

He can’t decide which to choose.

Từ cỏc vớ dụ trờn , ta cú cụng thức sau: Question word + to- infinitive.

2.Verb + to V. Thụng thýờng trong tiếng anh khi hai ðộng từ ði liền với nhau, ðộng từ trýớc ðýợc chia cho phự hợp với chủ từ và với thỡ ðýợc chia cũn ðộng từ tiếp thoe ðýợc dựng ở dạng nguyờn thể cú “ to”.

Vớ dụ: He stopped to listen to the sound.

I want to buy some coffee.

She tried to reach the ceiling.

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Tuy nhiờn cũng cú một số trýờng hợp hai ðộng từ ðứng với nhau khụng cú to ðứng giữa hai ðộng từ.

Vớ dụ: We should study hard.

She might be late.

I can’t agree with you.

B. Exercises: I. Complete the passage with the correct form of the verbs given: design/ be/ recognize/ visit/ be/ erect.

The Eiffel Tower (1) ______ in Paris, France. It (2) ______ by millions of people every year. It (3) ______ by Alexander Eiffel (1832-1923). It (4) _______ in 1889 for the Paris exposition. Since that time, it (5) _______ the most famous landmark in Paris. Today it (6) _______ by people throughout the world.

II. Put the verbs in correct form, to-infinitive or Verb-ing.

1. It was late, so we decided (take) ______ a taxi.

2. We were in a hungry, so I suggested (have) ______ dinner early.

3. When I’m tired, I enjoy (watch) ______ television.

4. Would you like (come) ______ to dinner on Friday?

5. It started (rain) ______ when they left home.

6. Would you mind (close) ______ the door?

7. He stopped (talk) ______, then tried (lift) ______ a box into a lorry.

8. Don’t forget (turn off) ______ the lights before (go) ______ out.

9. Can you help (iron) ______ the clothes? I hate (do) _______ the ironing.

10. I hope (finish) ______ (paint) ______ the house by the end of the week.

11. Daniel said to Jim, “Is there a cafe nearby?”

12. I’m beginning (understand) ______ what you mean.

13. I didn’t know how (get) _______ to your house so I stopped (ask) ______ the way.

14. “Would you like me (go) ______ with you?” I said to her. – “I’d rather (go) _____ alone,” he answered.

15. After (hear) ______ the condition, I decided (not/ enter) _____ the competition.

16. I used (ride) ______ a lot but I (not/ have) ______ a chance to do any since (come) ______ here.

17. My mother told me (not/ stay) _______ up too late.

18. Would you mind (look) _______ after the house last week.

19. Jane hopes (become) ________ a lawyer.

20. I can’t (finish) _______ my work before noon.

II. Fill in each blank of the gaps in the passage below with one suitable word from the box. family first festival well fairs have lucky wishes cooked brightly love crowded

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Tet is a national and family (1) _____. It was an occasion for every Vietnamese to (2) ______ a good time while thinking about the last year and the next year. At Tet, spring (3) _____ are organized; streets and public buildings are (4) _____ decorated and almost shops are (5) _____ with people shopping for Tet. At home, everything is tidied; special food is (6) _____ ; offerings of food, fresh water, flowers and betel are made on the (7) _____ altar with burning joss-sticks scenting the air. First-footing is made when the (8) _____ visitor comes, and children are (9) ______ to be given money wrapped in a red envelope. Tet is also a time for peace and (10) ______. During Tet, children often behave (11) _______ and friends, relative and neighbors give each other their best (12) _______ for the new year.

III Rearrange the words to create meaningful sentences.

1. played/ over/ world/ football/ all/ is/ the.

2. be/ the/ will/ give/ team/ prize/ to/ best/ the.

3. mother/ letter/ to/ is/ she/ a/ her/ writing.

4. house/ near/ two/ the/ years/ built/ ago/ was/ bridge/ my.

5. they/ the/ get/ told/ how/ me/ to/ airport/ to.

6. built/ ago/ years/ that/ was/ five/ bridge.

Preparing Date: 18/4/2012 Teaching Date : 23 /4/2012.

Buổi. 13 + 14.

A.Grammar: So sỏnh thỡ hiện tại hoàn thành và thỡ quỏ khứ ðừn.

1. a. Thỡ quỏ khứ ðừn diễn tả hành ðộng ðó hoàn thành ở quỏ khứ và cú xỏc ðịnh rừ thời gian.

Vớ dụ : I met him yesterday. b. Thỡ hiện tại hoàn thành diễn tả một hành ðộng xảy ra trong quỏ khứ mà khụng xỏ ðịnh rừ thời gian.

Vớ dụ: I have met him somewhere.

2. a. Thỡ quỏ khứ ðừn diễn tả một hành ðộng ðó hoàn thành trong khoảng thời gian trong quỏ khứ, khụng cũn liờn quan ðến hiện tại.

Vớ dụ: She taught in that school for 6 years. b. Thỡ hiện tại hoàn thành dienx tả hành ðộng ðó hoàn thành trong khoảng thời gian bõy giờ chýa qua.

Vớ dụ: I have seen him thớ morning.

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3. Thỡ hiện tại hoàn thành diễn tả hành ðộng bắt ðầu trong quỏ khứ và cũn tiếp tục ở hiện tại.

Vớ dụ: We have learned English for 3 years.

4. Thỡ hiện tại hoàn thành diễn tả hành ðộng bắt ðầu trong quỏ khứ và dừng lại ở hiện tại.

Vớ dụ: I haven’t seen you for ages.

5. Thỡ hiện tại hoàn thành diễn tả hành ðộng vừa mới xảy ra, trong trýờng hýợp này thýờng cú “ just” ði kốm giữa have/ has và PP. Vớ dụ: She has just come.

6. Thỡ hiện tại hoàn thành thýờng ðýợc dựng với cỏc từ nhý: ever, never, always, since, for, yet, already. Thỡ quỏ khứ thỡ ðýợc dựng với ago và for.

B.Exercises: . Put the verbs in brackets in the correct form, present perfect or past simple.

1. “Where’s your key?” - “I don’t know. I (lose) ________it.

2. Mary (go) ______ to Australia for a while but she’s back again now.

3. “Where’s Ken?” - “He (go) ______ out. He’ll be back in about an hour.”

4. Look! There’s an ambulance over there. There (be) _______ an accident.

5. They’re still building the new road. They (not/ finish) ________ it.

6. The police (arrest) _______ three people but later they let them go.

7. “Is Helen still there?” - “No, she (just/ go) ________ out.”

8. What do you think of my English? Do you think I (improve) ______?

II. Put “since” or “for”.

1. I haven’t seen Tom _____ Monday.

2. Sarah has lived in London _____ 1985.

3. The house is very dirty. We haven’t cleaned it _____ ages.

4. I haven’t had a good meal ______ last Tuesday.

5. Kevin has been looking for a job _____ he left school.

6. _____ Christmas, the weather has been quite good.

7. We’ve known each other ______ a long time.

8. She’s been in France _____ the last three weeks.

9. Ann has been in hospital _____ Monday.

10. I have learned to use a computer _____ I was a child.

11. Mr. Robinson has taught English _____ ten years.

12. We have known each other _____ 1986.

III. Make sentences from the words in brackets. Use present perfect or past simple.

1. it/ not/ rain/ this week.

2. the weather/ be/ cold/ recently.

3. it/ cold/ last week.

4. I/ not/ read/ a newspaper yesterday.

5. Ann/ earn/ a lot of money/ this year.

6. she/ not/ earn/ so much/ last year.

7. you/ ever/ be/ to/ Hanoi?

8. I/ not/ read/ a newspaper/ today.

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IV. Read the following passage then answer the questions below.

Newspapers, magazines, and books are the print media. Newspapers are one of the main sources of spreading news and events throughout the world.

Radio and television are one of the most popular forms of entertainment to the public. Motion pictures are one of the most popular forms of entertainment.

Movies can also teach people many other subjects. The multimedia computer helps students learn about a particular topic in a variety of ways. When we use the Internet, we can give and get a lot of information very quickly.

1. What are some examples of the print media?

2. Do newspapers play an important role in spreading news and events? Why or why not?

3. How often do you read a newspaper?

4. What are delivered to the public by radio and television?

5. What are some of your favorite television programs?

6. What does the multimedia computer help students?

7. Do you know how to use a computer? How often do you use it?

V. Read the passage and fill in each gap with one suitable word from the box.

about/ than/ expert/ stores/ few/ in/ time/ and/ almost/ work Computers are helpful (1) ______ many ways. First, they are fast. They work with information much more quickly (2) _____ a person. Second, computers can work with lots of information at the same time. Third, they can keep information for a long (3) _____. They do not forget things the way people do. Also, computers are (4) _____ always correct. Thy are not perfect. Of course, but they usually do not make mistakes.

These days, it is important to know something (5) ______ computers. There are a number of ways to learn. Some companies have computer classes at (6) ______. Moreover, most universities offer day (7) _____ night courses in computer science. Another way to learn is from a book. There are many books about computers in book (8) _____ and libraries. Or, you can learn from a friend. After a (9) _____ hours of practice, you too can work with computers.

You may not be an (10) _____ but you can have fun.

VI. Fill in each blank with “already” or “yet”.

1. It’s 1.00 o’clock. I’m hungry. I haven’t eaten ______.

2. I don’t have to study tonight. I’ve _____ finished all homework.

3. It’s too late but he hasn’t arrived ______.

4. Has John found a new job _____?

5. How did you do on your calculus exam? – I haven’t taken it ______. The exam is tomorrow.

6. Would you like to go to the movie at Bijou with us tonight. No, thank. I’ve _____ seen it. I saw it last week.

7. I have ______ told him several times that I can’t come.

8. Have you finished _____? It’s time to go.

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VII. Put the verbs in parentheses in the correct tense.

Dear Lynn, Sorry I (write) ____ to you for such a long time. Actually I (be) ____ in hospital since last autumn. My feet (be hurt) ____ badly after an accident and so far everything (not/ get) _____ better. My doctor (come) _____ last night and he (tell) _____ me that I had to stay in hospital for another three months for treatment. I asked him whether I would be better or not but he only (smile) _____ and (not/ say) _____ anything.

My husband (come) _____ back from China and he (give up) _____ his work in the company three months ago to look after me. The children (be sent) _____ to school. I am very sad and don’t know when I can recover from my foot ailment.

I will write to you more later. Write to me when you have time.

Love, Ann

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