Giáo án Anh 9

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Tài liệu tham khảo về giáo án giảng dạy môn tiếng Anh lớp 9 trung học cơ sở. Giáo án gồm 10 bài giảng rất chi tiết và rõ ràng, hy vọng là tài liệu tham khảo tốt, phục vụ cho công tác dạy và học của các giáo viên tiếng Anh.

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Nội dung Text: Giáo án Anh 9

UNIT 1: A visit from a pen pal
Lesson 1: Getting Started – Listen and Read.
I. Aims:
Teacher helps students to:
- Reading the text to understand the details.
- Presentation and practice in “wish” to talk about unreal present desires.
II. Objectives:
By the end of the lesson, students will be able to:
- Know the name of the pictures in the before you read.
- Read fluently the text and do exercises below the text.
- Retell the trip of Lan’s Malaysian pen pal, Razali Maryam.
III. Language Focus:
- Past simple tense with “WISH”
IV. teaching aids:
Books
Tape and cassette
Pictures.
V. PROCEDURE

Stages Teacher’s activities Student’s activities Note
Warm - Free talk:
up: - T sets the scene : A foreign - Students think and talk: T - Ss
pen pal is coming to stay with - I’ll take him/ her to visit
you for a week. Where will HCM Mausoleum, West
you take him/ her to visit? lake, Litterature Temple …
- T gives Ss a cue by asking
them look at the pictures.
- T asks: What activities would - Ss think and answer.
you do during the visit? + Going to Hung temple.
+ Visiting the Literature
temple.
+ Shopping in Dong Xuan
Market.
+ Visiting the museum.
+ Eating out.
+ Going to the theater.

Presentat a. to correspond: explanation - Listen T – ss
ion b. be impressed:(explanation) - Reapeat
Pre teach c. to pray: (explanation) - Take note

1
d. to depend on: translation
e. a mosque: explanation
f. to keep in touch (explanation)
• Rub out and remember - Some Ss go to BB an
rewrite the new words.

• Set the scene:
Razali Maryam is Lan’s pen pal. - Listen
She came to stay with Lan last
week. Ss are going to read the
text about Razali Maryam and
her visit to Vietnam.
• Pre questions:
a. What do you know about - Guess the answer
Maryam?
b. Where did Lan take Maryam
to?
- Ask SS to listen and read, then - Listen and read.
answer the questions: - Answer the questions
a. She is from Malaysia. She
is visiting her pen pal, Lan,
in Vietnam.
b. She took her to Hoan Kiem
lake, HCM mausoleum, the
history museum and Van
Mieu; many beautiful lakes
and parks in Hanoi, the
mosque on Hang Luoc
street.

• Multiple choice questions - Read and do ex 1
• T asks Ss to read the text 1: C
again and choose the correct 2: B
option 3: D
4: D




2
Presentati • Model sentences T–S
on - Teacher elicits from Ss :
What did Lan say to - Answer: “I wish you had a
Maryam? longer vacation”
- T write the model sentences
I wish you had a longer
vacation
• Concept check: T - Ss
- Does Lan want Maryam to
have a longer vacation? - yes, she does.
- Can Maryam stay longer? - No, she can’t
- Can her wish come true now? - No
- Is the sentence express unreal - Present
present or past desire?
- What tense is used for verb - Past simple
in the subordinate clause?

* Note: “Wish” in the sentence - Listen and take note.
above is used to express unreal
present desire. The simple past
tense is used for the verbs in the
subordinate clause. For the verb
“be”, “were” is more common
used with I, she, he
Practice Repitition drill T – Ss
T asks Ss to read aloud the
“wish” sentence using the
prompt cues.
- T says: “can’t visit Malaysia” - I wish I could visit
+ can’t see that film Malaysia.
+ can’t have a trip abroad - ….
Further - Teacher gives Ss unreal Indivi
practice situations. Ss use “wish” to dual
make sentences
1. I want to phone her but I - I wish I knew her address.
don’t know her address.
2. We’ve lost the way because - I wish we had a map.
we don’t have a map.
3. Mai isn’t here now. - I wish Mai were here
4. They won’t come with us. - I wish they would come
5. Today is not a holiday. with us.
3
I wish today were holiday.




Home - T asks to do ex 1 (work - Write down in the NB.
work book.)




4
UNIT 1 : A visit from a pen pal

Lesson 2: speak

I. Aims:
- Teacher gives Ss more practice in making and responding to introduction.
II. Objectives:
- By the end of the lesson, students will be able to introduce himself to another
person and respond to the introduction.
III. Language Focus:
- Simple present tense
Iv. teaching aids:
- Books
- card, posture
- Pictures.
V. PROCEDURE

Stages Teacher’s activities Student’s activities Note
Warm -Jumbled words: Ss
up Trocedu = introduce
Mispres = impressed
Derscopron = correspond
Daroba = aboard
- Have students answers the
questions:
1. Where does Lan’s penpal
come from? She is from Malaysia. T-S
2. How long have they been pen for over 2 years
pals? every two week
3. How often do they correspond last week
with each other? She took her to Hoan Kiem
4. When did Maryam come to lake, HCM mausoleum, the
stay with Lan? history museum and Van
5. Where did Lan take Maryam Mieu; many beautiful lakes
to? and parks in Hanoi, the
mosque on Hang Luoc
street.

pre • Ordering Ss
speaking - T explains the task of the

5
exercise.
- T sets the scene: Nga is talking
to Maryam. They are waiting for
Lan outside her school.
- Ask SS to read the sentences - Read, match and put in PW
and then match and put the correct order.
dialouge in the correct order. - Pair work
- Let the SS practice the
dialogue in pairs. 1 - c - 5- b- 4- d- 2- e- 3 - a- 6
- Give the key
while - T aks Ss to make a similar PW
speaking dialogue.
- Introduce the situation: You are - SS work in pairs to make
talking to Maryam’s friends, dialogue
introduce yourself. - Hello. You must be YOKO.-
- Ask SS to practice the dialogue - That’s right. I am.
in pairs. - Pleased to meet you. Let me
introduce myself. I’m Ha.
- Pleased to meet you, Ha. Are
you Lan’s friend?
- Yes, I am. Are you enjoying
your stay in Vietnam?
- Oh, yes, very much. I like
Vietnamese people and love
old cities in Hanoi.
- Do you love in a city, too?
- Yes, I live Tokyo. Have you
been there?
- No. Is it very different from
Hanoi?
- I see. Oh, Here is Maryam.
Let’s go

- Ss in each pair take turn to be - Pair work
Yoko, Paul and Jane.
- T monitors and gives help
- T has some pairs practice
their dialogue before the
class.

post - Write it up Yoko is one of Maryam’s
6
speaking T asks Ss to write about Yoko, friends. She comes from
Paul or Jane. Tokyo, Japan. Tokyo is the
same as Hanoi capital. It is a
big city. Last week Yoko came
to stay with us. We took her to
some tourist attractions like
Van mieu, Ho Chi Minh’s
Mausoleum. The History
Museum….

- T calls some Ss to read aloud 1 S reads aloud. Ss- Ss
their passage and others to listen Others listen and correct
and check.

Home T asks Ss to write down the 2 Write down on NB. Indivi
work dialogs made in the NB. dual




7
8
UNIT 1
A visit from a pen pal

Lesson 3: listen

I. Aims:
- Teacher gives Ss more practice in listening for details.
II. Objectives:
- By the end of the lesson, students will be able to say something about Carlo's
visit to the USA.
III. Language Focus:
- Simple past tense
Iv. teaching aids:
- Books
- tape, cassett.
V. PROCEDURE

Stages Teacher’s activities Student’s activities Note
Warm T has students say something Say about his visit to VN
up about David’s visit to Vietnam

pre - Set the scene: T - Ss
listening - T says: Carol is Tim’s pen pal.
She is visiting the USA. Tim
suggested doing something.
- T introduces and explains the
task of the exercrse.
- T asks SS to look at the
pictures and say what each a. Keep off the grass./ Don’t PW
picture means walk on the grass.
b. Go by bus. / Which bus to
take: the 103 bus or the bus
number 130?
c. Eat in a Mexican restaurant
or eat hamburgers?
- Think of the answer
- T asks students to think of the
answer for 3 pre - questions:
1. Where does Tim suggest
going?
2. How are they going
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3. Does Carol like walking in
the park?
while • 1 st listening PW
listening - T asks Ss to listen and answer 1. going to a restaurant
the pre questions downtown.
2. going by bus
3. yes, she does.
• 2nd listening
- T asks Ss to listen and do the
multiple choice a-1
b-2
c–2
• 3rd listening
- T asks Ss to read and answer
the questions: - Listen and answer
1. Where does Tim sugesst 1. to a restaurant downtown
going? 2. by bus
2. How are they going? 3. beautiful
3. What’s the park like? 4. to keep off the grass
4. What does Tim remind? 5. number 130
5. Which bus are they going to 6. hamburgers
take?
6. What are they going to eat?

post - T asks ss to write about Tim - Write a passage
listening and Carol's visit to the town.
- T suggest Ss can use 6
questions in while listening to
make a passge
Home T asks Ss to write down the 2 Write down on NB. Indivi
work dialogs made in the NB. dual




10
11
UNIT 1
A visit from a pen pal
Lesson 4: read

Aims:
- Teacher gives Ss more practice in reading the text about Malaysia for details
Objectives:
- By the end of the lesson, students will be able to say something about Malaysia
III. Language Focus:
-
Iv. teaching aids:
- Books
- Hand out
V. PROCEDURE
Stages Teacher’s activities Student’s activities Note
Warm Matching: - Do the matching
up - Have students match the
words on the left with the
information on the right then
guess the meaning of the
words on the left.

1. climate a. Hinduism 1c
2. unit of b. Vietnamese 2d
currency c. tropical 3e
3. area d. VN dong / US 4f
4. population dollars 5b
5. national e. 239,456 sq 6g
laguage km 7a
6. three f. 70,000 000
regions people
7. religion g. North –
Middle - South

pre Pre-teach:
reading a. climate: explanation
b. comprise: synonym:
consit of listen and take note
c. compalsory:
explanation
d. divide: mime
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e. currency: realia
f. ringit: explanation
g. territory: explanation
h. federation:translation
i. region: translation
k. ethnic: translation
• Check: What and where
• Set the scene: Listen and answer
- Ask SS to look at the map of
Malaysia and answer the
questions:
+ Which map is this?
+ Have you ever been to
Malaysia?
+ Is Malaysia one of the
ten countries in ASESAN?

T / F statements prediction:
1. Malaysia is a country of
Asean.
2. There are two religions in
Malaysia.
3. People speak only Malay in
Malaysia.
4. Primary school children learn
three languages at school.
5. All secondery school children
learn in English.

while • 1 st reading PW
reading - T asks Ss to read and fill in T 1. T
or F tehn correct F statements 2. T
3. F
4. F
5. T


• 2nd reading: 1. Area: 329, 758 sq km
- T asks Ss to do the grid on page 2. Population: over
8 22,000,000
3. . Climate: tropical
13
4. Unit of currency: Malaysia
ringit


post - T asks ss to write about Tim use the cues to write a
listening and Carol's visit to the town. passage.
- T suggest Ss can use 6
questions in while listening to
make a passge
Home T asks Ss to write down the 2 Indivi
work dialogs made in the NB. dual

UNIT 1
A visit from a pen pal
Lesson 5: write

I. Aims:
- Teacher gives Ss more practice in writing letter
II. Objectives:
- By the end of the lesson, Ss will be able to write a letter basing on the outline.
III. Language Focus:
-
Iv. teaching aids:
- Books
V. PROCEDURE
Stages Teacher’s activities Student’s activities Note
Warm - Have students answer some Ss listen and answer
up questions:
+ Have you ever visited any
other places in Vietnam?
+ How did you get there?
+ Did you visit any places of
interest?
+ Did you buy anything?
+ When you are away from
home, Do you keep in touch?
How?




14
Pre- - Set the scene:
writing: - T says: Imagine you are Listen
visiting your relatives or friends
in another part of Vietnam or a
different country and you are
writing a letter to your family.
- Have Ss answer some Answer the questions - pair
questions: work
+ Where did you go last
summer?
+ Who did you go with?
+ How long were you there?
+ How was the sightseeing
there?
+ What did you do there?




15
While - Let SS read the outline, T Read the out line
writing. explains more in each part of the Listen to T's explaination
letter.
- Notices the SS the use of the
past tense, the present perfect
tense and the future in the letter.
- Have the SS write the letter
individually. Write:
- T checks some letters. - First paragraph: I arrived at
DaNang airport at 2
p.m.Uncle met me at the
airport then he took me home
by car.
- Second paragraph: I’ve
cisited many olaces like the
beaches, tha Cham museum,
Marble Mountains,
supermarket…I’ve tried
different food: sea food, DN
specialities…I’ll visit Hoi An
and MY SON tomorrow
morning.
- Third paragrap: I feel so
happy and rnjoy myself so
much. The people here are so
nice and friendly, the food is
so delicious. I will leave DN
at 7 p.m on next Sunday and
will arrive home at 11 p.m.
Please pick me up at the
airport.


Post - Ask Ss exchange their writing - Swap the writing
writing: with their partner. - Correct mistakes
- Ask one student to write her
letter on the board.
- T collects the mistakes.




16
Homewo Imagine you had exciting
rk: holiday in forein country and
now you write a letter to tell
your friend about that trip.




UNIT 1: A visit from a pen pal
Lesson 6: language focus

I. Aims:
- Teacher gives Ss more practice with used to and past tense with “wish”
sentence.
II. Objectives:
- By the end of the lesson, Ss will be able to use the above grammar.
III. Language Focus:
- used to
- wish
Iv. teaching aids:
- Books, cards
V. PROCEDURE
Stages Teacher’s activities Student’s activities Note
Task 1 T asks Ss to work with a - T repeats the use of the past
partner. Ask and answer tense.
questions about what each
person did on the weekend.
- Have the SS read the model
dialoge.
- Have Ss look at the actions of
Ba, Nga, Lan and Hoa and ask Example:
and answer in pairs. - What did Nga do on the
- Ask some pairs of the SS to weekend?
give questions and answers. - She went to a concert
called Hanoi singers.
- When did she see it?
- She saw it on Saturday
at 8 p.m.


17
Task 2 .Lan and her friends are
holding a farewell party for
Maryam. Write the things
they did to prepare for the
party. Use the pictures and the
words in the box.
- T introduces the situation
and the task.
- Have the Ss look at the
pictures and the words.
- Have the Ss name the pupils.
- Have some pupils give the + Mai made a cake.
model: - Ask SS to do the work in
pairs.
- T checks the answer.

Task 3 Work with a partner. Write
wishes you want to make in
these situations.

- T explains the exercise.
- Ask Ss to read the model.
- Ask SS to do the work in pairs.
- T checks the answer.
- Ask SS to write the sentences b.. I wish I were in the
in theur notebooks swimming pool now.
c.I wish I had a coputer.
d. I wish I lived close to
school.
e. I wish I drew well.
f. I wish I had a sister.
g. I wish I had my frien’s
phone number.
h. I wish I knew many friends.
i. I wish there were and lakes
in my hometown.




18
UNIT 2: clothing

LESSON 1: Getting started
LIsTEN AND READ.

I. Aims:
- Give students more practice on reading to understand the details.
- Give students more practice on clothing.
II. Objectives:
- After reading lesson, students know more about Ao Dai
III. Teaching aids:
- book
- picture, radio
IV. Techniques:
- Comprehension reading
V. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up *Getting started:
- Ask SS to look at the
pictures and tell where - Answer the the people
they come from. come from?
- Ask SS to do the
exercise in groups.
- T explains some new
words: Listen and take note
+ a kimono:
+ a sari
+ a veil
- T checks the answer.

Presentati Pre-teach: - Listen, repeat and copy
on a. a long sill tunic: picture
b. inspiration: explanation
c. ethnic minorities:
example: Ede, H’mong
are….
d. slit: to make a long thin
cut in something
* Check: Matching. Match
Presentation the text:

19
- Set the scene: T says:
“Ao dai is the symbol of
Vietnamese women.We
wear Ao dai in special
situation and Vietnamese
women seem more
beatyful in Ao dai”
- Ss listen to the text. Listen
Practice - SS read the text in 1. For a long time the “ao
silence and do exercise a. dai” has been the subject
- Ask some SS to give of poems, novels and
their answer. songs.
- T checks and corrects the 2. The “ao dai”is descibbed
mistakes: as a long silk tunic with
slits up the sides worn over
loose pants.
3. The majority of
Vietnamese women prefer
to wear model clothing at
work.
4. Some designers have
mordernized the “ao dai”
by printing lines of poetry
on t.
5. Another alternative is to
add symbles such as suns,
crosses, stars and stripes.

- Ask SS to read the text Key to answer:
again then answer the 1. Traditionally, men and
questions. women used to wear the
- Ask some SS to give the “ao dai”
answer. 2. Because it is more
conenient.
3. They have printed lines of
poetry on it or have added
symbols such as suns,
stars, crosses and stripes to
the “ao dai”

Further- - SS do group work to Work in group. Give reasons GW
20
practice answer the question: Do
you like to wear “Ao dai”?
Why or why not?

Homewor Practise writing new
k: words.
Translate the text into
Vietnamese.




21
uNIT 2: clothing

LESSON 2: speak

I. Aims:
- Give students more practice on speaking.
II. Objectives:
By the end of the lesson, Ss will be able to ask and answer about their favorite
clothes.
III. Teaching aids:
- book
- picture, radio
IV. Techniques:
- Speaking
V. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Wordsquare:
Divide the class into two
teams, students from each
team go to the board and
circle the words they have
found. The team which
has more words will win
the game.



A T P L A I N B
C R G H T Z L P Key: sweater, jeans, skirt,
P I O I K O Y A striped, baggy, plain, blouse, suit,
L H U E U J R N plaid, short, pants, shirt
A S H S W E A T
I A E H I N G S
D H M O B A G G
T S T R I P E D
F I W T J E A N
U K B S K I R T
Pre- - Ask SS to look at the - SS do the work invidually and
speaking: pictures and match the then swap with their partners.
phrases to the pictures. b. a sleeveless

22
- T asks ss to give the c. a striped shiet
answers. d. a plain suit
e. faded jeans
f. a short-sleeved blouse
g. baggy pants
h. a plaid skirt
i. blue short

While- - Ask SS to read the Ss work in pairs
speaking. questions.
- Ask SS to make two Make questions ask and answer
questions and then ask and
answer in pairs.
- Ask some pairs to + What time of clothing do you
practice before the class. wear on Tet?
- T corrects the mistakes. + What would you wear to a
party?

Post- - Ask SS to do group work to make a survey about clothing.
speaking. Questions Name Items of Notes
clothes
1. What do you usually
wear on the weekend?
2. Why do you wear these
clothes?
3. What is your favorite
type of clothing? Why?
4. Is it comfortable to wear
uniform?
5. What type of clothing do
you wear on Tet holiday?
7. What would you wear to
a party?
- Ask some groups to report the results of their survey.
EX:
+ Three people said they liked their uniform.
+ Two people said they usually wore colorful T-shirts on the
weekend.
+ Chi said she loved baggy pants.

Homewor Write the answer of the
23
k: questions of yourself.




UNIT 2: clothing

LESSON 3: listen

I. Aims:
- Give students more practice on listening.
II. Objectives:
By the end of the lesson, Ss will be able Ss will be able to check the letter of the
correct picture to show what Mary is wearing.
III. Teaching aids:
- book
- picture, radio
IV. Techniques:
- Speaking
V. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Devide the class into two
teams and asks them to
write the words relating
to CLOTHING.The team
which write more words
is the winner.
Pre- Pre-teach: - Listen, repeat and copy
listening: + announcement:
translation
+ an entrance: synonym of
door, gate
+ missing: synonym of
lost
+ fair: explanation

24
+ a doll: realia
* Check:Rub out and
remember.
Pre-questions: - Look at the picture, answer
- Have SS look at the the questions.
pictures and answer the
questions about them:
+ What do you call these
clothes in English?
+ What kind of blouse is
this?
+ Are these shoes or
sandals?
- T introduces the
situation: You will hear an
announcement about a lost
girl called Mary. - Predict
- Ask SS to predict what
Mary is wearing. - Listen and check
- Ask SS to listen to the
tape and check the clothes
Mary is wearing.


While- - Ask Ss to listen to the - SS swap their answers.
listening. anouncement and check
their prediction.
- T give the answers: a. B: She’s wearing blue shorts.
b. A: She’s wearing a long-
sleeved white blouse.
c. C: She’s wearing brown shoes.

Post- - T asks Ss to talk about - Ss talk about Mary.
listening. Mary + Where is Mary lost?
+ How old is she?
+ What kind of clothes does
Mary wear?

Homewor Write about Mary in your
k: notebooks.

25
26
UNIT 2: clothing

LESSON 4: read

I. Aims:
- Give students more practice on reading.
II. Objectives:
By the end of the lesson, Ss will be able Ss will be able to know about the history
of jeans.
III. Teaching aids:
- book
- picture
IV. Techniques:
- Reading
VI. Procedure

Stages Teacher’s activities Student’s activities Note
Warm up - T asks some questions: Give the answer
+ Do you like to wear
jeans?
+ What color do you like?
+ What was the jeans
cloth made from?
+ Do you know when
jeans appeared for thr first
time? And where?

Pre- Pre-teach: - Listen
Reading. + material: translation - Repeat
+ cotton: realia - Copy
+ a style: picture
+ (to) embroider: realia
Check: What and where.
Set the scene:
- Ask SS to look at the
picture and say:
Nowadays, young people
like to wear jeans. They
wear jeans whenever they
can.Now we are reading a

27
text about jeans.
- Ask Ss to do True/False
exercise: 1. The word jeans comes from a
kind of material that was made in
Europe.
2. In the 17 century jeans cloth
was made from cotton and
students loved wearing it.
3. In the 1990s, jeans became
high clothing.
-
While- - Ask Ss to read the text to - Ss do the Ex invidually and
reading. check their answers. then swap with their friends.
- Ask Ss to read the text
and complete EX a: Fill in
the missing dates and
words.
- Ask some Ss to give the
answers.
- T corrects the mistakes 1. 18th century…..jeans
and give the answers: cloth……
2. 1960s……students……
3. 1970s…..cheeper………
4. 1980s……fashion……….
- Ask SS to read the text 5. 1990s……..sale………….
and answer the questions. - Ss practice the questions and
and answers in pairs.
- T asks some Ss to give
the answers before the - Some pairs give the answer
class.
- T corrects the mistakes
and give the answers: 1. The word jeans comes from a
kind of material that was made in
Europe.
2. The 1960s’fashions were
embroidered jeans, painted jeans
and so on.
3. Because jeans became
cheeper.
4. Jeans at last became high
fashion clothing in the 1980s
28
5. The sale of jeans stopped
growing because the worldwide
economic situation got worse in
the 1980s

Post- - Ask SS to practice the - Work in pairs, answer the PW
reading. questions in groups: questions
+ Do you like wearing
jeans? Why/ Why not?
+ What type of jeans do
you love wearing?
+ Do you think jeans are
in fashion now?

Homewor - Write the answer in your
k: notebooks.
- Answer the question: Do
you like to wear jeans?
Why or why not?




29
UNIT 2: clothing

LESSON 5: write

I. Aims:
- Give students more practice on writing.
II. Objectives:
Ss will be able to write a paragraph of 100-150 words to support the argument
that secondery school students should wear casual clothes..
III. Teaching aids:
- book
- picture
IV. Techniques:
- Writing
V. Procedure

Stages Teacher’s activities Student’s activities Note
Warm up Chatting: Ss answer the questions.
- Ask students some
questions about their
feeling when wearing
different types of clothing:
+ How often do you wear
uniforms?
+ How do you feel when
wearing uniforms?
+ If you have a choice,
what type of clothing do
you want to wear when
going to school?Why do
you choose it?

Pre- 1. Pre-teach: - Listen
writing. + (to) encourarge:
explanation (to give hope, - Repeat
support or confidence to - Copy
somebody)
+ be equal: explanation
+ be proud of: translation
+ bear one’s name: picture

30
+ freedom of choice:
translation
+self-confident:
translation
* Check: Rub out and
Remember
2. Presentation
- T says to the class: In
our school, students have
to wear uniforms, three
times a week.But in fact, Listen
many of you dislike
this.You prefer wearing
casual clothes.Now write a
paragraph to support the
argument that secondary
school should wear casual
clothes. Read the form
- Have the class read the
form. Answer the questions
- Asks students some
questions:
+ What do you write in
“introduction”? What
language is used?
+ How can we present
series of arguments?
What language is used?
+ What do you write in
“Conclusion”? What
language is used?
- Ask Ss to read the
outline and find out which
sentenceis “Introduction”,
“Arguments” and
“Conclusion”?
- Have students read the
Outline B and answer the
questions:
+ What is the topic of the
argument?
31
+ Why should secondary
students wear casual
clothes?

While- - Ss write the paragraph in Write in group
writing. groups of 5. My opinion is that secondary
- T mornitors and help school students should wear
students. casual clothes.
Firstly, wearing casual clothes
make student feel more
comfortable.
Secondly, wearing casual clothes
gives students freedom of choice.
They have right to choose sizes,
colors, and fashions of clothes
that they love.
Thirdly, casual clothes make
students feel self-confident when
they are in their favorite clothes.
Finally, casual clothes make
school more colorful and lively.
In conclusion, secondary school
students should wear casul
clothes.
Wearing casual clothes is
convenient, comfortable, and
fun.

Post- T asks ss to swap their - Ss wrap their writings and
writing. writing underline the errors.
- T writes the errors on the
board and corrects them.

Homewor 1. Practice writing new
k: words.
2. Write a short paragraph
about the clothes you like
to wear when you go on a
picnic.


32
33
UNIT 2: clothing

LESSON 6: language focus

I. Aims:
- Give students more practice on present perfect tense, passive voice tense
II. Objectives:
Strengthen the grammar for SS
III. Teaching aids:
- book
- picture
IV. Techniques:
V. Procedure

Stages Teacher’s activities Student’s activities Note
Task 1 Revise the present
perfect with SINCE and
FOR.
- Have the class read the - Ss practice the dialouges in
model dialouge. pairs, paying attention to SINCE
- Ask Ss to make similar and FOR with the Present perfect
dialouges. tense.
- Asks some pairs to
practice their dialouges
befeore the class.
- T corrects the mistakes
and give the answers.

Task 2 Revise the present
perfect with ALREADY
and YET.
- Have the Ss read the
information and the verbs Read the information
in the model dialouge.
- Ask Ss to do pairwork to Work in pairs
make questions and
answers.
- T repeats the use of
ALREADY and YET.
- Ask some pairs to give Give answer
the answers.
34
- T corrects the mistakes.

Task 3 Revise the present
perfect with EVER in
the questions.

- Have the Ss read the Read the model sentences
model sentences.
- Ask Ss to do pairwork to
make questions and Pair work, make questions and
answers. answer
- Ask some pairs to vive
the answers.
- T corrects the mistakes.
Task 4 .Revise the passive form
with the simple present,
the present perfect, the
simple past and the
simple future.
- Ask SS do the exercises Work individually
invidually.
- Ask some students to Some give the answer
give the answers
- T corrects the mistakes
and give the answers.

Task 5 Practice the passive with
model verbs, Have to
and Be going to. - Ss do the exercise invidually
- Ask Ss to do the task. then swap with their partners.
- Ask some students give
the answers.
- T corrects




35
UNIT 3: a trip to the countryside

LESSON 1: Getting started
LIsTEN AND READ.

III. Aims:
- Give students more practice on reading to understand the details.
- Give students more practice on countryside vocabulary to talk about a trip
to the countryside
IV. Objectives:
- After reading lesson, students have the ability to talk about a trip to the
countryside
V. Teaching aids:
- book
- Hand out
VI. Techniques:
- Comprehension reading
VII. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Getting started: - Ss works in group
- Ask Ss to look at the
pictures on page 22 and
talk about country life:
- Ask some Ss to give the 1. She is watering the vegetables.
sentences: 2. The boys are swimming.
3. The girl is feeding the
chickens.
4. The women are harvesting the
crop.
5. The man is feeding the pig.
6. A man is ploughing with his
buffalo.
7. A boy is flyinga kite.
8. The boys are playing football.

Reading Pre-teach: - Note
Pre + home village:
reading explanation
+ bamboo forest: picture
+ banyan tree: picture

36
+ Shrine: translation
+ River bank: picture
*Check: Rub out and
Remember
-
- Pre questions: - Ss answer
+ Have you ever been to a
countryside?
+ How far is it?
+ How do you get there?
+ What do you see on the
way?
- Set the scene
Ss are going to read the
text about Liz’s trip to
Ba’s village.
While - T asks Ss to guess
reading True or False? (p23)
st
1 reading: T asks Ss to
read in silence and listen
at the same time then
answer true or false? - Ss read the text in silence.
- Ss listen to the tape.
- Ss do pairwork to do Ex a: True
or False.
- Some Ss give the answers
before the class.
- T corrects and give the key:
1. F. Ba and his family had a day
trip to their home village.
2. T
3. F. There is big old banyan tree
at the entrance to the village.
4. F. People had a snack under
the banyan tree.
5. T
6. F. People had a picnic on the
river bank.
7. T
8. F Liz took a lot of photos to
show the trip to her parents.
37
9. T
nd
2 reading : T asks Ss to - Read and answer
read and answer the - Ss read the text and find out the
questions answers.
- Two students write the answers
on the board.
- T corrects and gives the key:
1. It’s 60 kilometers to the north
of Hanoi.
2. Ba and his family got to the
village by bus.
3. The banyan tree is at the
entrance to the village.
4. They saw the shrine of a
Vietnamese hero on the
mountain.
5. They had a picnic on the river
bank.
6. Liz took a lot of photos to
show the trip to her parents.
7. Liz wishes she could visit Ba’s
village again.

Post - T asks students to play - Ss work in pairs: “It was a
reading the role of Ba, work in beautifulday so I invited
pairs to talk about the trip Liz ….”
to Ba’s home village,
using the cues:
+ When to go.
+ Who to go with.
+ How to go.
+ What to do during the
trip.
+ How to feel after the
trip.
- T has some students
practice telling about their
trip to the class.
-
Home - . Practise writing new - Note
work: words.
38
2. Translate the text into
Vietnamese.




39
UNIT 3: a trip to the countryside

LESSON 2: speak

I. Aims:
- Give students more practice on talking about one’s home village.
II. Objectives:
- By the end of the lesson, Ss will be able to talk about their home village.
III. Teaching aids:
- Book, pictures
IV. Techniques:
- Speaking
V. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Brainstorming + a rice paddy field
Things you can see in + cattle
the countryside + a vegetable garden
+ a river flowing across the
village
+ an old house, a cottage
+ a fruit garden
+ a banyan tree

Pre - T asks Ss if they are - Ss answer
speaking asked to describe their
homevillage, what they
will mention in their
description.
- T elicits the answer - Location: Where?
from Ss. - Distance: how far?
- Transport: How to go?
- Time to get there: How
long?
- Things people do for
living: What?
- The sight: What can you
see
- Feelings: How do you
think about your
homevillage.
40
Mapped dialogue: - Pair work:
- Ss work in pairs, ask A: Where is your home
and answere about the village?
village. B: It is to the south of the city.
A: How far is it from the city?
B: How can you get there?
B: I get there by bus.
A: How long does it take to
get there?
B: One hour.
A: What do people do for
living in your village?
B: They plant rice and
vegetable.
A: Does your village have a
river?
B: Yes, there is.

While- - Ask Ss to ask and answer - Ss do pair work.
speaking about their own village.
- T monitors and gives
help.
- T has some pairs to - Some Ss presenr
perform their dialoge
before the class.

Post - T asks Ss to write - Students write about their home
speaking: about their village village:
I was born in the countryside.
It’s about………………

Homewor 1. Practise writing new
k words.
2. Write about your own
village




41
42
UNIT 3: a trip to the countryside

LESSON 3: listen

I. Aims
- Give students more practice on listening about one’s home village.
II. Objectives:
- By the end of the lesson, Ss will be able to know how to get to Ba’s
village.
III. Teaching aids:
- Book, pictures, casset
IV. Techniques:
- Listening
V. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - T draws maps or picture - Look at the pictures.
on the BB, reminds Ss of - Give words of directions:
the way to tell about + North, South, West, East
directions: + go westward
+ turn left onto a road
+ turn right
+go in the opposite direction
+ pick sb up
+ drop sb at (off)
-
Pre- - Set the scene: T asks - Ss recall the previous
listening. some questions about Ba’s lesson and answer.
trip to his home village:
1. Where did Ba and his
family go last Sunday?
2. How did they go?
3. What did they see
during the trip?
- T says: You are listening
to the trip to Ba’s village - predict what the places
and match the places the are?
bus rout with the letters on
the map.
- Ask Ss to look at the
map and explain the

43
direction.
- Introduce the situation of
the story: The story is
about Ba’s trip to his
home village.
- Have Ss predict the
places in the map.

While- * 1st listening - Ss listen to the tape to check Individuall
listening their prediction.
-Ss listen to the tape twice to
match the places to the names.
- Ss swap their answers with
their partners.

- Have Ss listen to the tape A: banyan tree PW
again to check their B: airport
answers. C: highway No 1
- T corrects and give the D: Dragon bridge
key. E: gas station
F: store
G: pond
H: bamboo forest
I: parking lot

Post- T asks Ss to look at the - Ss look at the map and tell PW
listening. map and retell about Ba’s trip to his home
village in pairs
T calls some to present.
Homewor Write about Ba’s trip to
k. his home village.




44
UNIT 3: a trip to the countryside

LESSON 4: read

I. Aims
- Give students more practice on reading comprehension.
II. Objectives:
By the end of the lesson, Ss will be able to know about culture in the countryside
in the USA..
Teaching aids:
- Book, pictures
III. Techniques:
- Writing
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Word squares:
- Ask Ss to find out the - Ss find as many words as
words that have meanings. possible.
C O F N W H B
O H G M I T P
L A I F U Z W
L O K C P G Q
E G G N K D Z
C V N F E E D
T A F W I O N
Pre- Set the scene:
reading: Van is an exchange
student. He is fro HCM _ Listen
city. He is now studying in
the USA. He is living with
th Parker family on a farm
outside Columbus,
Ohio.We are reading a
text about Van’s life in the
USA.
- T gives Ss some pre - Guess the answer
questions:
1. Where is the farm?
2. Does he enjoy his stay
there?

45
While- - Ss read the text and - In Ohio
reading answer the pre questions. - Yes, he does.
- Ask Ss to read the text
and find out what Van do
in the USA.
- T checks. - He learns in the USA

- Ask Ss match the words
in column A with the Maize Corn
words or groups of words Feed Give food to eat
in column B. Frocery store Where people buy food and small
- T corrects and give the Part time Shorter or less than standard time
key: collect Bring things together

- Ask Ss to read the text to
complete the summary.
- Some students give the
answers.
- T corrects.
1: Ohio
2: farmer
3: works part time
4: Peter
5: Sam
6: after
7: farm
8: they watch
9: baseball
- Ask one student to read 10: member
the summary.

Post- - T tells Ss to read the text - Read again
reading. again and try to remember
as many things about the
Parker’s life as possible.
- T asks Ss close the books - Play the game
and play the game Lucky
numbers.
* Questions:
1. Where is Van now?
46
2. Who is he living with?
3. Where is the farm?
4. LN
5. What Mr and Mrs do
every day?
6. How many children
have they got?
7. LN.
8. What has Van learnt
since his arrival?
9. Does he feel like his
stay there?
10. What does he do every
day?

Homewor Translate the text into -
k: Vietnamese.




47
UNIT 3: a trip to the countryside

LESSON 5: Write

V. Aims
- Give students more practice on writing about a country picnic.
VI. Objectives:
By the end of the lesson, Ss will be able to write a short paragraph about a
country picnic.
VII. Teaching aids:
- Book, pictures
VIII. Techniques:
- Writing
IX. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - T asks Ss to write the - The whole class write the
simple past and the past past simple verb into the
participle of the verbs: note book.The pair
(to) take compare.
(to) put
(to) lay
(to) run
(to) catch
(to) blow
- T asks two students to
write the answers on the - 2 Ss write on BB.
board.
- T checks
Pre Pre-teach: - Ss repeat and copy.
writing + a blanket: picture
+ (to) lay out: mime
+ (to) gather: translation
+ site: translation
* Check: What and
Where.

- Set the scene: You - Ss listen
and your friends had a
picnic in the
countryside. Let’s look

48
at the pictures and tell
me what are the people
doing.
- T hangs on the first
picture and make
sample: It was a
beautiful day, my
friends and I went for a
picnic. We took a bus to
the coutryside and
walked 20 minutes to
the picnic site by the
river.
- T asks Ss to look at - Ss look at the picture and say.
the 5 pictures, use the
cue words to tell about
them.
While - T asks Ss to work in - Work in group and write.
writing groups, write a “ It was a beatiful day, my friend
paragraph in 10 mins. and I decided to go on a picnic .
- T monitor and gives We took a bus to the countryside
help if necessary. and then walked about 20
minutes to the picnic site next to
the river. We put down th
blankets and laid out the food.
After meal, we played the game
“What song is it?” and blind
man’s buff. Late in the afternoon
we went fishing. We enjoy our
picnic. When we looked at the
time, it was nearly 6.30 p.m. We
hurriedly gathered our things
and ran to the bus stop. We were
lucky to catch the last bus and
we arrived home very late in the
evening”

Post - T asks Ss to swap - Listen and correct.
writing their writing and
correct.

49
- T corrects some
writing.
Homewor - T asks Ss to rewrite -
k at home.




50
unIT 3: a trip to the countryside
LESSON 6: Language focus

I. Aims
Give students more practice on
+ Model COULD with WISH.
+ The past simple with WISH.
+ Prepositions of time.
+ Adverb clauses of result.
II. Objectives:
By the end of the lesson, Ss will be able to use them
III. Teaching aids:
- Books
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Task 1 - T introduces the task. - Ss write the sentences.
- T repeats the WISH
sentences with the verbs in
the past.
- Ask one student to write
the sentences on the
board. a. Ba wishes he could have a new
- T corrects and give the bicycle.
key: b. Hoa wishes she could visit her
parents.
c. I wish I passed the exam.
d. We wish it did not rain.
e. He wishes he could fly.
f. They wish they stayed in Hue.

Task 2 - T asks Ss to read the - Ss read the itinery and do the
itinery and complete the exercise.
sentences.. - Ask some students to give the
- T repeats the answer.
prepositions of time: at, on Key:
in til, until, up to. b. on
c. between
d. till
e. after
f. up to

51
Task - T asks Ss to work - Ss do the exercise invidually.
idividually - T corrects and give the key:
a. on
b. at – in
c. in
d. for

Task 4 - T introduces the - Ss match the half-sentences and
structure of advers write full sentences.
clauses. - Some students give the answers
- T corrects and give the before the class.
key: 1. Hoa worked hard so she
passed the exam.
2. It was hot so I turned on the
air conditioner.
3. Nga is sick today so she won’t
go to school.
4. Na woke up late so she didn’t
have time for breakfast.
5. The new camera didn’t work
so Mr Robinson took it back to
the shop.

Home T asks Ss to redo the ex at
work home




52
UNIT 4: Learning a foreign language

LESSON 1: getting started
Listen and read

I. Aims
Reading the dialogue to understand the details and introducing “Yes - No”
questions in reported speech. Give students more practice on reported questions,
requests .
II. Objectives:
By the end of the lesson, Ss will be able to know how to learn a foreign languge,
revise reported speech and the modal verbs with “IF”
III. Teaching aids:
- Books, cassette
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Getting started.
- T asks Ss: “How do you - Ss thinks of the answers.
learn English?” - Ss check the things they do
- T asks Ss to check the from the list:
things they do from the 1. Do the homework.
list 2. Do more exercises in grammar
books.
3. Read short stories or
newspapers in English.
4. Write English as much as
possible.
5. Learn by hart all the new
words and texts.
6. Speak English with friends.
7. Use a dictionary for reading.
8. Practice listening to English
tapes or English peograms on the
radio.
9. Watch English programs.
10. Learn to sing English songs.
- Ask some students give - Ss exchange their ideas with
the answers. their friends.


Presentati 1. Pre-teach: - Listen and take note
53
on: + an examination:
explanation
+ an examiner: translation
+ (to) attend: translation
+ aspect: translation
+ coming: translation
+ candidate: explanation
+ Written examination:
translation
+ oral examination:
translation
*Check: What and
Where

Presentation the text.
- Ask Ss to look at the
picture and say: “Lan is
talking to Paola about the
English examination she
‘s attended. - Ss listen to the tape.
- Ask Ss to listen and read - Some pairs practice the
- Ask Ss to practice the dialouge before the class
dialouge in pairs. - Some students give the
- Ask Ss to find out the answers.
reported speech in the
dialouge.

Model Where do you come from? Listen and copy.
sentences The examiner asked me
where I came from?
Do you speak any other
language?
The examiner asked me if
I spoke any other laguage?
Read this passage
The examniner aske me to
read that questions
* Concept check
Practice T has Ss report the
examiner’s questions
before class
54
Direct speech 1. The examiner asked me
1. What is your name? what my name was .
2. Where do you come 2. The examiner asked me
from? where I came from.
3. Why are you 3. The examiner asked me
learning English? why I was learning.
4. Do you speak any 4. The examiner asked me if
other languages? I spoke any other
5. How do you learn languages.
English in your 5. The examiner asked me
country? how I learned English in
6. How will you use E my country.
in the future? 6. The examiner asked me
7. What aspect of how I would use English
learning English do you in ther future.
find the most difficult? 7. The examiner asked me
8. Read this passage? what I aspect of English I
found most the difficult.
8. The examiner asked me to
read that passage.
Further - T says: “Imagine last
practice week you visited your
home village and you met - Reported questions to your
an old friend of yours. He friends
asked you a lot of
questions about your life
and study. Now you report
your firend’s questions to
your classmates”
* Questions:
1. Which school do you go
to?
2. How do you go to
school?
3. Do you wear uniform
on week days?
4. How are you getting on
with your study at school?
5. Is your life interesting?
6. Come and see me some
day.
55
Home 1. Practise writing new
work words.
2. Ex 1 (workbook)




56
uNIT 4: Learning a foreign language

LESSON 2: speak


I. Aims: Give Ss more practice on speaking
II. Objectives:
By the end of the lesson, Ss will be able to express their opinions to persuade
others.
III. Teaching aids:
- Books, pictures.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
I. Pre- Warm up. - Brain storm to talk about
speaking. - T asks Ss to give the ways of expressing ideas
ways of expressing ideas:
I think……………..
Let’s………………..
We should………….
Why don’t we………

2.Pre-teach
+ scholarship: explanation - Listen
+ domitory: explanation - Repeat
+ on campus: explanation - Copy
+ reputation: translation
+ Western culture:
translation
* Check: Rub out and
Remember.
- Give Ss the situation: - Brainstorm of expressions
You are Tam, Thu and
Kim. You are warded a
scholarship of US$2.000
to attend an English
course. Try to persuade
your partner the school
you would to go to. - Read the expression
- Ask Ss to read the
expression.

57
- T asks Ss to practice in Tam: I think we should go to the
While- groups of 3. Each of them Seattle School of English in the
speaking: use the information to USA. You can stay with
persuade their friends to Vietnamese friend.
attend the course. Kim: I disagree because we
-T monitors and helps. can’t practice speaking English
- T has some groups with native speakers.
practice their dialoges Thu: Why don’t we go to the
before class. Brighton Language Center in the
United Kingdom? If we go there,
we can live in a domitory on
campus….

Post- - T asks Some groups to After our discussion, we have
speaking: practice before the class. decided to attend…………….
- T corrects.
- T asks Ss write about the
school their group have
choosen.

Homewor 1. Practice writing new
k: words.
2. Ex 2.(workbook




58
uNIT 4: Learning a foreign language

LESSON 3:listen


I. Aims: Give Ss more practice on listening for details
II. Objectives:
By the end of the lesson, Ss will be able to check the information and correct the
false sentences.
III. Teaching aids:
- Books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Chatting - Brainstorming of the T - Ss
T and Ss free talk about questions and give the
learning E, the ways to answer.
learn effectively, what is
the most difficult aspect of
learning English? ….
Pre- - T introduces the - Listen and think of the
listening. dialouge: Nga is talking situations.
about her studying
English.Listen and check
the boxes and correct the
fales sentences. - Read the sentences
- Ask Ss to read the
sentences about Nga. - Pair work to guess the PW
- Have students to work in answer
pairs to predict which
statement is true and
which is false.

While- - Let students listen to the - Ss listen to the dialouge and
59
listening: tape and check their check True/False.
prediction. - Ss swap their answers with
their partners.
- Ss listen to the dialouge again
to check their answers.
- Ask some students to
give the answers.
- T corrects and gives the b. True
key: c. False. She works for an
international bank in Hanoi.
d. True.
e. False. Her listening is terrible.
(This is her biggest problem.
People talk very quickly and she
can’t understand them)
f. True.

Post- - Devide students into - Work in groups.
listening. groups of 5. - Give their own opinions of
- Ask Ss to ask and answer learning English.
questions:
1. What espects of
learning English don’t you
like? Why not?
2. Are you good at
listeniing/speaking…?
Which skills are you good
at?
3. What can you do to
improve your
listening/speaking…?

Home Write about Nga and her
work studying English.




60
uNIT 4: Learning a foreign language

LESSON 4: read


I. Aims: Give Ss more practice on reading for details.
II. Objectives:
By the end of the lesson, Ss will be able to read advertisements or short
paragraph for information.

III. Teaching aids:
- Books, pictures.

IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm Guessing game: - Write down 5 sentences
up. - Asks students to write about what they do to
what they often do to improve English.
improve their English. - 1 Ss stand up and ask some
- Ask Others to guess “Do you…?”
what they do by asking “
Do you…..?”

Pre-
Reading Pre – teach: - Listen
+ intermadiate: translation - Repeat
+ + advanced: visual - Copy
+ well – qualified:
translation
+ tuition: synonym:
teaching
+ academy: explanation
+ Council: translation
*Check: Rub out and
Remember - Listen and answer
*Set the scene:
_ T asks some questions:
+ Do you go to an evening
English class?
+ Have you ever read any
advertisements for English - Look at the Books.
61
courses?
+ What do they say?
- T pionts to the
advertisements and say:
We are reading some
advertisements about
learning English.
While- * Task 1:
reading. Ask Ss to read the - Ss do the work invidually.
advertisements and fill in - Ss swap their answers.
the form. - Some students give the
- T corrects the mistakes. answers.
* Task 2
- Ask Ss to read Mr.Lam’s
notes and choose the
suitable language school
for him. - Ss do the work invidually and
then swap with their partners.
- One student gives the answer.

- T gives the key:
FOREIGN LAGUAGE
COUNCIL.
G/F, 12 Nam Trang Street.
Study English, French or Chinese
in the
Morning and evening.
Places available in beginer/
Intermediate classes.
Courses start on 3rd November.

Post- Ask Ss to work in groups
reading. to discuss: Group work
Why is this advertisement
suitable for Mr.Lam?
Which school do you
choose for Mr.Lam?
Why?

Homewor Ex 4and 5 workbook.
k
62
uNIT 4: Learning a foreign language

LESSON 5: write


I. Aims: Give Ss more practice on writing.
II. Objectives:
By the end of the lesson, Ss will be anle to write a letter to inquire about
information of English course.

III. Teaching aids:
- Books, pictures.

IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm * Jumbled words: Rearrange the words
up. + versetimadnet =
advertisement
+ swne = news
+ restetni = interest
+ atmorfioinn =
information
+ eef = fee
+ Sasecenry = necessary
63
Pre- Pre – teach:
writing. + request: synonym: ask - Listen
for - Repeat
+ detail: explanation - Take note
+ look forward to:
synonym
+ exactly: translation
+ edition: translation - Read the letter
* Check: Slap the board.
- Have the students read
the letter of Mr. John
Robinson.
- T introduces the parts of
a letter. - Recall the usage
- Repeat the use of Could
you please……../, I look
for ward to hearing from
you in the letter. - Answer the questions
- T has Ss look at the
outline then answer the
questions about the format
of an formal letter:
1. Introduction: (how to
know about the
Institution / express the
writer’s interest politely.
2. Request:
3. Further information
4. Conclusion
- Ss answer some
questions: - Answer the questions
1. How did he know about
the Institution?
2. What is he interested
in?
3. What would he like?
4. How is his Vietnamese?
5. What does he want the
Institution to send him?
6. How is the letter end?
64
While- - Ask Ss to read - Read
writing. theadvertisements in
READ and then write a
letter of inquiry to the
institution requesting for
more information about
the courses and fees.
- Ask Ss to read the - Make an outline
outline. - Write a letter
- T asks Ss to write the
letter individully. * Suggested writing:
Dear sir,
I saw your Institute’s
advertisement on today’s TV
program. I am very interested in
learning English and I would
like some more information
about your Institute.
I can speak a little English, but I
read it very slowly and my
writing is bad. So I want to
improve my reading and
writing.
Could you please provide more
information about the length of
the courses and fees for
beginners? I can supply my
record of English study if
necessary.
I look for ward to hearing from
you soon.
Yours faithfully.

Post - T asks Ss to swap their - Swap and correct mistakes
writing. letters.
- T corrects.

Homewor Ex 6 workbook.
k.

65
66
uNIT 4: Learning a foreign language

LESSON 6 : Language focus

I. Aims: Give Ss more practice on model verbs with “wish”,
direct and reported speech.
II. Objectives:
By the end of the lesson, Ss will master the use of model verbs with “wish”,
direct and indirect speech.
III. Teaching aids:
- Books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Task 1
Modal - Ask Ss to complete the
verbs sentences in the dialogue, - Ss do the exercese in pairs.
with IF. using modal verbs.
- Ask some pairs practice
before the class.
- T corrects.

Task 2 - Ask Ss to read and - Ss swap with their friends.
Revise complete the table. - Some students give the
reported - T corrects and give the answers.
speech. key.

Task 3 - Ask Ss to do the exercise - Ss swap their answers
Change invidually. - Ask some students give the
direct . answers.
sentences
into
indirect
sentences.

Practice - Ss read the example and do the
reported exercise invidually.
questions. - Ss swap their answers.
- Ss give the answers.
- T corrects and give the
key.

67
uNIT 5: the media

LESSON 1: GETTING STARTED &
LISTEN AND READ

I. Aims: Give Ss more practice on reading about the history of
means of communication.
II. Objectives:
By the end of the lesson, Ss will be able to express agreement or disagreement of
things, ask and answer about means of communication in lesson, express one
opinion by writing.
III. Teaching aids:
- Books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - Ask Ss to look at the - Look and read the T - SS
pictures on page 40. dialogues
- Ask Ss to read the model
dialogue and then ask and
answer about their favorite
activities.
- Ask some pairs practice - Practice the dialogue
their dialogues.

Presentati 1. Pre-teach: Listen T - ss
on: + a crier: explanation Repeat
+ commercial: translation Copy
+ income: explanation
+ interactive: explanation
+ remote: synonym:
distant
+ control: explanation
Benefit: synonym: profit
* Check: Rub out and
Remember

68
Presentation texts:
Set the scene:
These are means of
communication.Thanks to
the developments of
science, they improve
quicly. Now we are
reading paragraphs about
the media.


Practice: - T asks Ss to listen to the Ss
tape and match the words
with the right paragraph:
cries, newspapers and
magazines, radio and TV,
intractive TV.
- T corrects the answers.
Read, listen and match
1- D
2–B
3–B
4–C
5–A
6–D

- Ss listen to the tape again
to check their answers.

- T ask Ss to answer the
questions in pairs.
- Some Ss give the
answers.
- T corrects and give the
key. 1. A crier was a person whose
job was to go through city
streets, ringing a bell to shout
the latest news as he was
walking.
2. The Kien thuc ngay nay is one
of the most popular magazines is
69
widly read by both teenagers and
adults.
3. People can get the latest
information anf enjoy interesting
and anexpensive local and
international programs in
convenient way.

Model - T elicits the Model
sentences sentence: People love
reading newspapers and
magazines.
- T checks the meaning,
use, form and elicits more
verbs that are followed by
a gerund.

Further- - T asks Ss ask and - Answer the questions Ss
practice: answer questions 4, 5.

Homewor 1. Write the answers in
k: your notebooks.
2. Translate the text into
Vietnamese.




70
uNIT 5: the media

LESSON 2: speak

I. Aims: Give Ss more practice on giving their own opinion
II. Objectives:
By the end of the lesson, Ss will be able to express their opinions to agree or
disagree.
III.. Teaching aids:
- Books
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Open questions Ss listen and answer T - Ss
- Ask Ss some questions:
+ Which TV program do
you like best?
+ Do you like watching
the cartoon?
+ Do you like
documentary program?

Pre- - T introduces the situation S-S
speaking. of the dialogue.
- Ask Ss to practice the - Practice the dialogue in
dialogue in pairs. pairs.
- Ask some pairs to
practice the dialogues - Some pairs present in front
before the class. of class.
- T explains Tag
questions:
+ You like watching
sports, don’t you, Trung?
+ He shouldn’t smoke,
should he?
+ Are you a student, aren’t
you?
+ You went to the cinema
with Lan yesterday, didn’t
you?
+ We will have a test
tomorrow, won’t we?
71
While- - Ask Ss to base on the - Ss do the work in pairs. S-S
speaking model dialogue to make
similar ones to express
what TV programs they
like.

Post- - Ask some pairs practice - present some dialogues in front
speaking. their dialogues before the of class
class.
- T corrects.

Homewor Write the dialogue
k: you’ve made in your
notebooks.




72
uNIT 5: the media

LESSON 3: LISTEN

I. Aims: Give Ss more practice on listening about the history of means of
communication.
II. Objectives:
By the end of the lesson, Ss will be able to fill in the form with the information
III. Teaching aids:
- Books , Radio
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up T I E O A T F M D Ss
MHPRNTHEI
TDAESOTEA
- T asks Ss to work in pairs Answer key: The important
write down words using the dates of the media.
letters in the box and then
put them in the right order
to make a meaningful
phrase.(each letter can be
used one)

Pre- 1. Pre-teach: T – Ss
listening: + a newsreel: explanation
+ viable: translation Listen
+ commercially: commerce Repeat
+ an assignment: translation Copy
*Check: Rub out and
Remember

2. Presentation dialouge:
- T says: Chau has to write Listen for the situation T - Ss
an assignment but she
doesn’t much abiut the
media, so she asks her
father.We are listening to
their conversation.

- Ask Ss to read the table on Read and give their prediction
page 43.
73
- Ask Ss to do T / F
statement prediction:
1. The first print newspaper
appeared in China in the 7th
or 8th century or 8th century
AD.
2. The telegraph was
invented in the early 18th
century.
3. Radio and telegraphs
were the two forms of news
media that appeared in the
early 20th century.
4. Television became
popular in the 1940s.
5. The computer became a
major force in journalism in
the mid and late 1990s.


While- - T asks Ss to listen to the Ss
listening: tape and correct their - Ss swap their answers.
prediction.
1. T
2. F
3. T
4. F
5. F

- T asks Ss to listen and fill - Ss swap their answers.
in the table - Some students give the
- Have Ss listen again to answers.
check their answers.
- T corrects and gives the
key:
a. the late 19th century.
b. radio and newspapers
c. in the 1950s
d. the internet

Post- - Ask Ss to answer some - Listen and answer T – Ss
74
listening. questions:
1. What does Chau have to
do?
2. What is the assignment
about?
3. When did the first printed
newspaper appear?
4. Where did it appear?
5. When was the telegraph
invented?
6. Do you know what two
new forms of news media
appeared in the early 20th
century?
7. When did the television
become popular?
8. When did the internet
become a major force in
journalism?


Homewor Write about the media in the
k: table.




I




75
uNIT 5: the media

LESSON 4: Read

I. Aims: Give Ss more practice on reading for details
II. Objectives:
By the end of the lesson, Ss will be able to know more about the Internet.
III. Teaching aids:
- Books , Pictures
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up
- Have the Ss look at the Listen and answer
picture on page 43 and asks:
+ Have you ever used the
Internet?
+ What do you use the
Internet for?
+ How much time do you
spend surfing the web a
day?
+ Do you find the Internet
useful?

Pre- 1. Pre-teach:
reading: + forum: translation Listen
+ surf: explanation Repeat
+ (to) deny: antonym: Copy
except
+ Alert: explanation
+ chatting: explanation
+ get access to: translation
+ wandering: explanation
+ benefit: explanation
* Check: What and where
2. Set the scene
In this text, some people
show their ideas about
internet on a forum Answer the questions
- Ask Ss to read the text and
answer the question:
76
1. Who raised the questions
on the Internet?
2. How many people sent
their responses to the forum
on the Internet? What are
their names?
3. What do you think people
use the Internet for?

While- - Ask some students to 1. Jimhello
reading: answer the pre-question. 2. 3
3. to access information,
change ideas and …

- Ask Ss to read the text and - Ss do the work in pairs
answer the questions on
page 44.
- Ask some students to give
the answers.
- T corrects and give the key 1. Sandra uses the internet to
get information and
communicate with her friends
and rslatives.
2. Because she lives in the
countryside, where the internet
is unavailable.
3. People use the internet for
education, communication,
entertainment and coomerce.
4.Benifit:
The internet is used for multi-
purprses: for getting
information, for
communication, education,
entertainment and commerce.
5.Yes. There are some
disadvantages:
time-consuming, costly,
dangerous because of virues
and bad programs.

77
Post - - Ask Ss to ans swer Answer
reading questions 6 and 7:
6. Do you agree ao disagree
with the responses?
7. What is your responses to
this forum?

Homewor Write about your opinions
k. about Internet.

.




78
uNIT 5: the media

LESSON 5: Write

I. Aims: Give Ss more practice on writing.
II. Objectives:
By the end of the lesson, Ss will be able to write a passage to show their own
opinion about the benefits of the Internet.
III. Teaching aids:
- Books , Pictures
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up * Brainstorming: Group
- Ss work in groups to Discuss about the benefits of work
discuss and write down the the Internet
benefits of the Internet.
Eg:
+ to get information
+ to communicate with
other people
+ to play games
+ to study

Pre- - Introduce the situation and
writing: the purpose of the writing.
- Have the class read the
cues.
- Ask Ss to discuss in pairs
to write down all the ideas.
Discussion: Pair work to answer the
1. Has the Internet questions
increasingly
developed?
2. Why has it become
part of our everyday
life?
3. What do we use the
Internet for?
4. Why is the Internet
used as a very
updated sources of
79
information?
5. Why is the Internet
used as source of
entertainment?
6. Why is the Internet
used as a means of
education?

While- - Ask Ss to write the Suggested ideas: Ss work
writing: passage individually. Benefits of the Internet: individual
+ A very fast and convinient
way to get information.
+ a very fast and cheep way to
communicate with your friends/
relatives by means of e-mail,
chatting, webcam, ect.
+ A very up date sourse of
information: you can get the
lastest local or globle news;
you can check weathewr
conditions before you go
camping/fishing/outdoors…you
can book your tickets for the
next concert/ socker match,
trip, hotel,ect.
+ A diversified source of
entertainment: you can listen to
music, to the radio, watch
videos, play games, read
novels/poems, do virtual sight
seeing, ect.
+ A rich source of educational
materials/courses: you can
learn English, look up new
words i a dictionary, take a
training course, ect.

Post-
writing: - T asks Ss to swap their Swap the writings and correct
writing with their partner,
compare their ideas, find the
80
differences and the best one.
- T monitors and give
indirect correction.
- Some students show their
writings.
- T corrects the mistakes.

Home Ex 5 workbook
work




81
uNIT 5: the media

LESSON 6 : Language focus

I. Aims: Give Ss more practice on tag questions and gerind
V. Objectives:
Teaching pionts:By the end of the lesson, Ss will be able to revise:
+ Tag questions.
+ Gerunds after someverbs.
VI. Teaching aids:
- Books.
VII. Procedure
Stages Teacher’s activities Student’s activities Note
Task 1 1. Complete the dialouge
with the correct tag.
- Have the class read the Read the model sentences
model sentences.
- T repeats the use of Tag Repeat the use
questions.
- Ask the Ss practice the Practice reading
dialouge in pairs.
- Ask some pairs to
practice the dialogue
before the class.
- T corrects and give the
answers. b. didn’t he
c. Wasn’t it
d. Aren’t we
Task 2 - T explains the exercise. Pair work and make dialogue
-Have the class read the using tag questions
model dialouge.
- Have the class practice
inpairs.
- Ask some pairs practice
the dialouges before the
class.
- T corrects.

Task 3 - Explain the exercise. Pair work and make dialogue
- Have the class read the using gerund
model dialouge.
82
- Have the Ss practice the
dialogues in pairs.
- Ask some pairs to
practice the dialogues
before the class.
- T corrects.

Task 4 - Explain the exercise. Write sentences
- Ask Ss to write 1. My mother likes watching
sentences. TV
- Ask Ss to pay attention 2. MY sister loves listening to
on the gerunds after the music …
verbs in box 1.
- Ask some Ss to write
their sentences.
- T corrects.

Homewor Ex 6 workbook.
k.




83
uNIT 6: Environment

LESSON 1: GETTING STARTED
LISTEN AND READ

I. Aims: Presenting some vocabulary about the environment and
conditional sentence type 1.
III. Objectives:
By the end of the lesson, Ss will be able to use the conditional sentence type 1.
III. Teaching aids:
- Books , Pictures
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Brainstorming
T asks Ss to work in groups Ss work in groups, give the
to discuss this topic. What answers:
are we doing to our - cutting down the forest/
environment? trees
- destroying wild animals
and plants.
- Burning too much coal,
oil and gas
- Producing too much
trash
- Polluting the land with
chemicals.
Presentati 1. preteach - Listen
on - to deforestation (unc) - Repeat

84
- pesticide - Take note
(explanation)
- dynamite(explanation
)
- (to) spray (miming)
- A dump(visual)
- A conservationist
(explanation)
- To be disappointed –
upset
+ Rub out and remember
2. matching Match, pair compare
T asks Ss to match the a. air pollution
pictures with the problems b. spraying pesticides
the pair – compare c. garbage dump
d. water pollution
e. deforestation
f. dynamite fishing




T sets the scene Think of the answer
Pre questions:
1, Who is the speaker?
2. Who are the listeners?
3. Where are they - Listen and read
4. What are they going to - Answer
do? 1. Mr Brown
T asks Ss to listen and read 2. Some volunteer
at the same time and answer conservationists.
the pre questions. 3. On the beach
4. Clean the beach.

1. f
2. e
3. b
T asks Ss to read in silence 4. a
and do ex a. 5. c
6. d

If they work hard today,
85
they’ll make the beach a clean
and beautiful place again.
T elicits the model
sentences from Ss: “ What
will they achieve if they
work hard today?”

T checks meaning, use and
form
Practice T asks Ss to make
sentences using word SS use conditional sentence
cues type 1 to make sentences
1. throw trash/ 1/ If we throw trash, we’’ll
pollute the rivers polute the rivers.
2. turn the light
off before leaving / save
electricity
3. plant more
trees/ have more fresh air
4. spray pesticide/
pollute the land
5. cut down trees/
damage forest
6. use dynamite
to catch fish/ pollute the
water
7. put trash, trash
can/ make the
environment clean
8. collect waster
food/ have more food to
feed pigs
Further
practice SS play noughts and crosse,
make sentences using the
cues.




86
Spray/ Plant/ Work/
pollute have make
Turn Cut Put
off/ down/ trash/
save damage make
Throw/ Use Collec
pollute dynamit t/ have
e/
pollute

Homewor Write down the sentences.
k.

.




87
uNIT 6: Environment

LESSON 2: speak

I. Aims: To help Ss practice listening skills.
II. Objectives:
By the end of the lesson, Ss will be able to persuade some one to do something to
protect the environment.
III. Teaching aids:
- cards
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Brainstorming
Ss work in groups, give the
How to protect the answers:
environment?” + Reuse milk bottles
+ Collect scrap.
+ Plan trees…….
-
Pre - Pre-teach:
speaking: + (to) dissolve: translation Ss
+ (to) persuade: explanation - Listen
+ Exhaust fume: translation - Repeat
Copy


Revision:
- T asks Ss to repeat the
ways to give suggestion:
+ Why don’t you………….?
+ Let’s…………….
+ What about/ How about
+ I think you should………
+ It would be better if you …..
+ I think you should ….

-T introduces the task.
- Have the class read the
expressions in the box.
- Have the class read the
ideas.
88
- Ask Ss to practice in pairs.
- T corrects.

While - Ask Ss to practice in pairs Example :
speaking: to persuade their partner - : I think we should go to
into doing something to school by bike.
protect the environment. - Why?
- Because we don’t have to use
any petrol. If we go by bike, we
can save energy and we’ll keep
the air cleaner.

- T corrects.
- Aks to write the questions Write questions
in Ex b in their notebooks.
- Ask Ss to find the answer Answer the questions
for each question.

Post -Ask Ss to practice in pairs - Pair work PW
speaking to ask and answer the
questions.
- Ask some pairs to practice - Present
before the class.
- T corrects and gives the
key.


+ Write on the both sides of the
paper; recycle used paper.
+ Save plastic bags, clean and
reuse them.
+ Don’t throw waste and
garbage into streams, lakes
and even oceans.
+ Throw gabage in wast bins.
+ Use fewer private vahaicles
and don’t resease poluutants
into the air.
+ Try to reuse and recycle
things.

89
Homewor EX 5 Workbook.
k:




90
uNIT 6: Environment

LESSON 3: listen

I. Aims: To help Ss practice listening skills.
II. Objectives:
By the end of the lesson, Ss will be able to persuade some one to do something to
protect the environment.
III. Teaching aids:
- cards
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - Has the class do Jumbled - Rearrange the letters to
words: make a complet word.
1. uaderpse = persuade
2. beaargg = garbage
3. roderpvi = provide
4. lupotilon = pollution
5. duproce = produce
6. paispoidednt =
disapionted

Pre - 1. Pre-teach: - Listen and copy
listening: + sewage: explanation
+ pump: explantion
+ prevent: translation
+ wrap; mime
+ a leaf: realia
* Check: Rub out and
remember

While Presentation: - Listen and check T or F
lÝstening - Introduce the content of
: the listening: We are
listening to a text about the
polution in the sea.
- Has the class read the note
on page 50 and predict the
reason.
- Gives students some
statements and asks them to
91
do True / False
+ Most of the pollution T
comes from people.
+ Many countries are F
worried about raw sewage
folloing into the sea.
+ Little garbage is dropped F
into the sea.
+ Oil spills pollute the water T
and kill marine life
materials. F
+ Waste from schools runs
directly into the rivers. F
+ Oil washed from the sea.
- Ss swap their answers.
Have the class listen to the
tape twice to check their
prediction.
- Have the class listen to the
tape to complete the notes.
- Ask some students to give
the answers.
How the ocean is poluted.
- T asks Ss to listen and fill
in the grid Firstly: raw sewage is pumped
directly into the sea.
Secondly: garbage is dropped
into the sea.
Thirdly: oil spills come from
ships at sea.
Next: waste materials come
from factories.
Finally: oil is washed from the
land.

Post - Have the class listen to the
listening text again to answer the
questions: Listen and answer
1. Are our oceans becoming
extremly polluted?
2. Where does the polute
92
come from?
3. How many tons of
gabage do ships drop into
the sea each year?
4. Are there waste materials
from factories?

Homewor Ex 9& 10 workbook.
k:




93
uNIT 6: Environment

LESSON 4: read

I. Aims: To help Ss practice reading skills.
II. Objectives:
By the end of the lesson, Ss will be able to undersatnd the content of the poem.
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Chatting:
- Ask Ss some questions
about poetry: - Ss answer the questions
+ Do you like poetry?
+ Which poet do you like
best?
+ Name some poets that are
your favorite.
+ Do you think it is easy to
understsnd a poem?
+ Have you ever read an
English poem?

Pre
reading:
Pre – teach:
+ junk yard: explanation - Listen
+ treasure: translation - Repeat
+ hedge: visual - Copy
+ nonsense: translation
+foam: picture
Check: What and where.
- T says: Two people are
going on the picnoc. They
are talking about the
polution.
- Give Ss two questions and
ask them to answer before
reading the poem. - Guess the answer PW
+ Who are the people in the
94
poem?
+ Where are they?

While - Have students read the
reading poem and check their
answers.
* Answer key:
+ The mother and the son.
+ They are in the park.


- Ask Ss to open the books
and read the poem to find - Ss read the poem and work in
the meaningful sentences. pairs to do Ex a.
- Ask some students to give
the answers.
- T corrects abd gives the
key. 1. junk- yard: a piece of land
full of rubbish
2. end up: reach a state of
3. treasure: valuable of precios
things
4. foam: mass of bubles of air
or gas
5. stream: a flow of water
6. hedge: a row of things
forming a fence
7. folk: people


- T repeats the Conditinal
sentences.
- Ask Ss to read the poem to
answer the questions.
- The class do the work in
pairs.
- Ask some students to give
the answers.
- T corrects and gives the key:
1. If the polution goes on, the
world will end up like a
95
second-hand junk-yard.
2. The mother thinks other folk
polute the environment but not
her son.
3. If the boy keeps on asking
such questions, his mother will
take him home right away.
4. No. Because he is right: If he
throws the bottles that will be
polluting the woods.
5. Yhe poet wants us to learn
that everyone is responsible for
keeping the environment from
pollution / /stopping polution
6. Ss give their own ideas.

Post- - Ss do froup work to - Group work
reading: answer the qustion:
What would you do in your
school / house to minimize
polution?

Homewor 1. Practice writing new
k: words.
2. Write the answers in your
notebooks.




96
uNIT 6: Environment

LESSON 5: write

I. Aims: To practise writing skill
II. Objectives:
By the end of the lesson, Ss will be able to write a complain letter.
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - Ask ss to find out the
verbs beginning with the
letters that teacher gives. - Ss answer the questions
Eg:
A b
c d
Add borrow
cut
drive
S t
u v
Study teach
use
value

Pre- 1. Pre teach:
writing: + complication: translation
+ refreshment: explanation - Listen
+ resolution: translation - Reapeat
+ (to) fine: synonym: - Copy
punish
+ a fly: picture
+ afrog: picture
+ a toad: picture

- Introduce the task: Write a
complain letter.
- T introduces the parts of a - Listen
complain letter: it has 5
parts:
97
+ Situation
+ Complication
+ Resolution
+ Action
+Politeness - Read and order
- Ask Ss to read Mr. Nhat’s
letter and put it in good - Answer
order.
- Some students give the
answers.
- T corrects and gives the - Read the task
key.
- Aks Ss to read the
situation and the task of the
writing.

While - Ask Ss to write the letter
writing invidually. I am writing to you about the
problem of fish catching in the
lake behind my house.
I am very worried because the
people use electricity to catch
fish. After a short time they left
the palcelake, a lot of small fish
died and floated on the water
sueface. Other animals such as
frogs, toads, and even birds
also died from electric shock
waves.
I would suggest the local
authorities should preohibit
and fine haevily anyone using
this way of catching fish.
I look forward to hearing from
you and seeing the protection
of environment from the local
- Ss write the letter authority.
invidually.
- Ss swap their writing.

Post - Ask some Ss to read aloud
98
writing: their letters.
- T corrects their mistakes.

Homewor EX 8 workbook.
k:




uNIT 6: Environment
LESSON 6: language focus

I. Aims: + Adjectives and adverbs.
+ Adverb clause of reason.
+ Adjective + that clause.
+ Conditional sentences type 1.
II. Objectives:
By the end of the lesson, Ss will be able to write a complain letter.
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - Ask ss to find out the
verbs beginning with the
letters that teacher gives. - Ss answer the questions
Eg:
A b
c d
Add borrow
cut
drive
99
S t
u v
Study teach
use
value

Task 1 1. Change the adjectives
into adverbs.
- Repeats the function of
adverbs: modify verbs and
sentences. - Ss do the Ex invidually.
- T corrects and gives the - Some students give the
key: answers.
a. Hoa was extremely
pleased that she got A for
her assignment.
b. The old man walked
slowly to the park.
c. Tuan signed sadly when
he heard that he failed the
test.
d. The baby laughed happily
as she played with her toys.
e. Mrs. Nga speaks English
quite well.

Task 2 Joy the parts of the
sentences together. Use
Because, as, or since
- T repeats the adverbs
clause of reason.
- Ask to look at the pictures
and write two sentences into
one. - SS work individually
- T corrects and gives the - Some students give the
key: answers.
b. I have a broken leg because
I fell over while I was playing
basketball.
c. I’m going to be late for
school because the bus is late.
100
d. I broke the cup as I was
careless.
e. I want to go home since I
feel sick.
f. I’m hungry because I
haven’t eaten all day.
Task 3 - T explains the task: use - Ss wite the dialouges.
the “that clause” after - Ss swap their dialouges.
adjectives. - Ask some pairs to read their
-Eg: That’s wonderful. I’m dialouges.
pleased that you are
working hard.
- T corrects.

Task 4 Match each half sentence
in column A with a
suitanle one in column B.
- T repeats the structure of - Ss read the sentences and
conditional sentences type match the sentences in A & B.
1. - Some students write the
answers on the board.
If + main clause + - T corrects.
subordinate clause
(verb in present tence)
(verb = aux + verb)
Task 5 5. Complete the sentences.
- Explains the task.
- Ask some students give - Ss Do the exercise invidually.
the answers.
- T corrects and gives the
key.




101
uNIT 7: saving energy
LESSON 1: getting started
Listen and read

I. Aims: To givce SS more practice on listening
II. Objectives:
By the end of the lesson, Ss will be able to understsnd about saving energy and
give suggestions and answer them.
III. Teaching aids:
Teacher and students’ books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Getting started: - Ss work in pairs to make
- Ask Ss to look at the suggestions.
pictures and answer the
questions:
+ Is the TV on?
+ Who’s watching TV?
+ Who’s listening to the
radio?
+ Should we turn off the
radio?
+ What should we do to
save energy?

Presentat 1. Pre-teach:
ution + bill: realia - Listen
+ enormous: explanation - Repeat
+ crack: translation - Copy
+ plumber: translation
+ dipping: picture
* Check: Rub out and
remember.
2. Presentation dialouge:
Say to the class: We are Listen and find out what
listening to the conversation they are talking about.
between Mrs. Mi and Mrs.
Ha.

Practice - T asks Ss to practice in - Ss listen and answer the
pairs questions.
102
- Ss practice the dialouge in
pairs.
- Some pairs practice the
dialouge before the class.

- Ask Ss to read the
dialouge in silence and do - Ss swap their answers.
the True/False exercise.

- T corrects the answers and
gives the key: 1 true
2: true
3. false
4.false
5. true

- Have students work in
pairs to find out the answers
of these questions:
a. Why is Mrs Ha worried?
b. How much money does
Mrs Ha pay for her watr
bill?
c. What does Mrs , Mi
advise Mrs Ha to do?
d. How much water can be
wasted a month by a
dripping faucet?

Productio * Discussion:
n - Ask Ss to work in groups,
discussing the topic : What Work in groups
do you do to save energy at
home and at school?

Homewor 1. Practice writing new
k: words.
2. Translate the dialouge
into vietnamese.
3. Write 5 things you should
do to save energy at home
103
and at school.




104
uNIT 7: saving energy
LESSON 2: SPEAK

I. Aims: To practice speaking skill.
II. Objectives:
By the end of the lesson, Ss will be able to give suggestions.
III. Teaching aids:
Teacher and students’ books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up
Network:
What about…
Ways of making
suggestions
Let’s….

Pre- - T explains the task: You
speaking: have to make suggestions
about how to save energy.
- Have the class look at the
pictures and talk about - Look at the picture
them. - Give suggestions
- Have the class give their
suggestions to save energy.

While- - Some students give the A: I think we should turn off
speaking. answers. the faucet.
- T corrects and gives the B: Why don’t we turn down
key. the gas fire?
C. I suggest turnin off the fan.
D: Shall we turn off the air-
conditioner?
E: I think we should turn off
the lights and the telivision.
F: Let’s turn off the faucet
before going out.
G: We should travel by bicycle
in stead of travelling by
motobikes.
H. We should use the public
105
transport instead og usinf
private one
.
- T explains exercise b. - Ss work in groups of 4.


Post- - T asks SS to make a plan - Ss work in groups of 4 to
speaking. work out an action plan to save
energy for their class / school /
families.
Example Exchange:
A: I think we should turn off
the lights before leaving our
classroom.
B: That’s a good idea.
C. Why don’t we ask the
students on duty to do that
everyday?
D. Great! Let’s do that.

Homewor Ex 1 workbook.
k:




106
uNIT 7: saving energy
LESSON 3: Listen

I. Aims: To develop Ss’s listening skill and understand about solar energy.
II. Objectives:
By the end of the lesson, Ss will be able to say something about solar energy.
III. Teaching aids:
Teacher and students’ books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Jumbled words:
Sag = gas
Loac = coal
Cityceleirt = electricity
Awert = water

Pre- 1. Pre-teach:
listening: + solar: picture - Listen
+ nuclear: translation - Repeat
+ (to) install: translation - Copy
+ (to) store: explanation
* Check: Rub out and
Remember.

- T introduces the topic of
the listening: We are
listening to a text about
solar energy. - Read the exercise
- Have the class read the - Guess T or F
exercises.
- Have the class predict the
T / F statements:

I I hear
think
1
2
3
4
5
While- - Have the class listen to the
107
listening. tape twice and do exercise
a: Check the boxes and
correct the false statements. Ss swap their answers.
- - Some students give the
- T corrects and gives the answers.
key:

1: true
2: false. Most of our energy
now comes from the use of
coal, gas, oil or nuclear.
3. false. The solar energy that
gets to the earth is enough to
provide power for the total
population.
4. true
5. false. All biuldings in
Sweden will be heated by solar
energy in 2015

- Have the class listen to the - Some students give the
tape again to fill in the answers
blanks.
- Have the class listen to the
tape again to check their
answers. 1. effective
.- T corrects and gives the 2. population
key. 3. countries
4. store
5. roof
6. instead
.
Post - Ss talk about the solar
listening. energy:
Why is solar energy a
cheap, clen and effective
source of power?

Homewor Exercises 3 & 4 workbook.
k.

108
uNIT 7: saving energy
LESSON 4:READ

I. Aims: To practise reading skill.
II. Objectives:
By the end of the lesson, Ss will be able to know about saving energy.
III. Teaching aids:
Teacher and students’ books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up
Net work
Electrical
appliances




Pre- 1. Pre-teach: TV
Reading. + luxury: translation
+ consumer: explantion
+ a bulb: drawing
+ efficent: explanation
+ (to) conserve: synonym:
keep
+ a resource: explanation
* Check: What and where.
Set the scene:
- Ss answer the questions
+ How much is your family’
electricity bill?
+ How much electricity
does your TV use?
- T says: We are reading a
text about saving electricity
in the world. Ss work in pairs to predict
which statements is the main
idea of the passage.

While- - Ss read the text and check
reading. their prediction.
109
- Have the class read the
text.
- Ss read the text invidually
and find out the best
summery of the pssage. North American and Europpean
- Some Ss give the answers. country are interested in saving
money and natural resources.

- Some Ss give the answers.
- Have the class ask and 1. Western consumers are
answer the questions in interested in products that will
pairs. not only work effectively but
also save money.
2. We can use energy-saving
buls instead of ordinary 100
att-light bulbs to spend on
lighting.
3. She will pay US$2 for
lighting if she uses energy-
saving bulbs instead.
4. The purpose of the labeling
is to help consumers to know
how efficent each model is,
compaired with other
applicances in the same
category so that they can save
money and energy.

Post T asks Ss to discuss the - Discuss
reading question: Why should we
save energy?

Homewor 1. Write the answers in your
k: notebooks.
2. Translate the text into
Vietnamese.




110
uNIT 7: saving energy
LESSON 5: write

I. Aims: By the end of the lesson, Ss will be able to prepair a speech.
II. Objectives:
By the end of the lesson, Ss will be able to know about saving energy.
III. Teaching aids:
Teacher and students’ books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up
Hang man:
Introduction
Pre- 1. Pre-teach:
writing. + a function: translation
+ (to) sum up: explanation
+ a detail: explanation
+ a speech: translation
* Check: Rub out and
Remember.
- Say to the class: A speech
usually has three parts:
Introduction, Body and
Conclusion.
- Have the class match A - Some students give the
and B answers.
- T corrects and gives the 1-B
key: 2-C
3-A
- Ss work invidually to put each
section in the correct order to
- T asks Ss to lable each complete a speech.(Write b)
section and focuses ss’ - Ss swap their answers
attention on the language
functions in each part.

While - Have students write the
writing paragraph in 6 groups:
+ Groups 1& 2 : prepare
speech about “Reducing
garbage”
111
+ Group 3 & 4: Prepare for:
“Reusing paper”
+ Groups 5 & 6: prepare for
“Saving energy in the
kitchen” Good evening, ladies and
- T gives the answer. gentlmen. I’m Professor
Roberts and tonight I’m going
to tell you how to save money.
Most of us use too much gas.
You can reduce the amount
by:
+ Travelling by bicycle or
public transport.
+ Having a mechanic check
your motocycle regularly
If you follow these simple
rules, not only will you save
money, but also the
environment will be cleaner.
- Ss choose one of the three
topics to prepare a speech.
- Ss do the work individually.

Post -Some students give their
writing speeches before the class.
- T corrects.

Home Practise writing new
work words.
Write the paragraph in your
notebooks.




112
113
uNIT 7: saving energy
LESSON 6: language focus

I. Aims: : to practice more abut:
+ Connectives: AND, BUT, BECAUSE, OR, SO, THERE FOR, HOWEVER.
+ Phrasal verbs: turn off, turn on, look for, look ffter, go on.
Make suggesttions: Suggest + V-ing/ Suggest (that) + S + should.
II. Objectives:
III. Teaching aids:
Teacher and students’ books, cassette.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Task 1 1.Complete the sentences.
Use the correct
connectives.
- Explain the Ex.
- Have the class read the
sentences.
- T corrects. - Ss do the work invidually.
- Ss swap their answers.
- Some students read the
complete sentences.

Task 2 Complete the sentences.
Use the phrasal verbs in
the box.
- T reads the instruction of - Ss look at the pictures and
the Ex. explain the situations.
- T corrects. - Ss do the Ex in pairs.
- Ss swap their answers.
- Some students give the
answers.

Task 3 Make suggestions.
- T explains the task.(Ex a)
- Ask Ss to give ideas to
help the poor in the
neiborhood of their school, - Some students give their
using the structure: ideas.
I suggest collecting some
money.
114
- Have the class read the
suggestions.
- Have the class discuss to
find out the best way to - Ss do the exercise invidually.
practice. - Some students give the
- T corrects. answers.
- Ask Ss to make
suggestions using
“SUGGEST THAT”
- T corrects.




115
uNIT 8: celebrations

LESSON 1: getting started
Listen and read

I. Aims: To practise speaking skill
II. Objectives:
By the end of the lesson, Ss will be able to give complements and reply them,
describe people, know the names of some big holidays of Vietnam and some
English speaking countries.
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Getting started:
- Ask Ss to look at the
pictures and read the words - Read the words
of their ocassions.
- Ask Ss to match the icons - Mactch
with the names of the
celebrations they present. - Ss swap their matching.
- T corrects and gives the - Some students give the
key. answers.
1. Easter
2. wedding
3. birthday
4. Christmas
5. Mid-Fall Festival
6. Lunar New Year.
-
Presentati 1. Pre – teach:
on. + Easter: translation - Listen
+ lunar: explanation - Read
+ Passover: translation - Copy
+ Jewish: translation
+ slavery: explanation
+ (to) occur: synonym:
happen
+ a parade: translation
*Check: Rub out and
Remember
116
2. Guess the meaning:
- Have students gess the
meaning of the words:
Ss match the words
celebratio sự tự do
n khoảng
A sticky vui vẻ
rice cake banh
Around chưng
Freedom lễ kỉ
joyful niệm
2. Presentation text.
- T introduces the topic of
the text.
- Ask Ss to give some more
celebrations in the world - Give some names of
they know. celebrations
- Ask Ss to listen to the text
to find out what ocassions
the text is about.
-Gives students a pre-
question:
How many festivals are - Read and answer the pre
descibed in the passage? questions

- Have students read the
passage invidually and find - Read and fill in the table
the information to complete - Ss swap their answers.
the table on page 66.
- T corrects and gives the
key.

- Ask Ss to read the text to - SS find the new words
find out the words, phrases and phrases
concerning the activities,
the things and the food on
each ocassions.
- T explains the new
structure:
…Ter is a festival which - SS listen
117
occurs in late January…
…Family members who
live apart try to be
together at Tet…

Practice - T asks SS to do the
exercise: join each pair of
sentences together to make
one sentence, using who or - Ss do the Ex invidually.
which. - Ss swap their answers
1. He picked up the book. It
was on the desk.
2. He’s the person. He
wanted to buy your house.
3. The children broke my
window. They live in the
next street.
4. The TV program was
very sad. I watched it last
night.
.
- T corrects. - he picked up the book
which was on the desk.
- He is the person who
wanted to buy your
house.
- The children who broke
my window live in the
next street.
- The TV program which I
watched las night was
- Have the class talk about sad
Tet, Passover and Easter

Homewor 1. Practise writing new
k: words.
2. Translate the text into
Vietnamese.




118
uNIT 8: celebrations

LESSON 2: speak

I. Aims: To practise speaking skill
II. Objectives:
By the end of the lesson, Ss will be able to give and reply compliments.
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - Ss talk about the festivals -
they’ve learnt.

Pre- 1. Pre-teach:
speaking. + a complement: translation
+ (to) nominate: explanation
+ a charity program:
explanation
• Check: What and Where

- T elecits from ss ways to
give and respond to
complements:
+ How beautiful your dress
is! + That’s interesting!
It’s very kind/ good nice of you
to say so.
Thanks.

- T introduces the task: give
and respond to
compliments.
- Ask Ss to read the
sentences to give and * Give a compliment:
respond to compliments: + Well done
+ That’s a great/an excellent…
+ Let me congratulate you on…
* Respond to a compliment:
+ Thanks.

119
+ It’s nice of you to say so.
+ That’s very kind of you.


Ask to read the situations
and the model dialouge.
While- - Ask Ss to practice in pairs
speaking. to make dialouges.
- Ask some pairs to give the
dialouge before the class.
- T corrects and gives the b. Mother: Well done, Huyen.
key. Huyen: Thanks, mom.
c. Friends: congratulation on
your nominating, Tuan.
Tuan: It’s nice of you to say
so.
d. You: That’s an excellent
drawing, Hoa.
Hoa: It’s very nice of you to
say so.

Post T asks Ss to think of Work in pairs
speaking situations in which they can
give and reply compliments.

Homewor Write two short situations in
k which you can give and
reply the compliments.




120
uNIT 8: celebrations

LESSON 3: Listen

I. Aims: By the end of thelesson, Ss will be able to fill in the missing words in
the song Auld Lang Syne.
II. Objectives:
By the end of the lesson, Ss will be able listen to understand the meanings of
some songs.
III. teaching aids:
Teacher and students’ books, radio..
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up - Asks ss some questions:
+ Do you like singing?
+ Can you sing an English
song?
Ss play Guessing Game: Ss
work in 2 teams. They take it
turn to sing only one or two
sentences and the other team
guess which song it is.

Pre-
listening.
Pre- teach:
+ Auld Lang Syne: The - Listen
good old day - Repeat
+ acquaintance(n): - Copy
explanation
+ trusty:
+ mind: translation
Presentati - Say to the class: Auld
on: Lang Syne is one of the best
known songs in Enlish
speaking coutries.
- Have the class read the
words of the song.
- Have ss read the song
invidually and guess what

121
word to fill in each gap and I think I hear
write i “I think” column. A
B
C
D
E
While- - Have the class listen to the - Listen and check
listening: song twice to check their
prediction
- Have the class listen again Listen and again
to fill in the blanks.
- Have the class listen again
to check their answers.
- Ask some students give
the answers.
- T corrects and give the a. dats
answers: b. take
c. mind
d. hand
e. kiness

Post- - Have the class learn and -
listening sing the song.

Homewor Ex 1 workbook. -
k.




122
uNIT 8: celebrations

LESSON 4: read

I. Aims: To give SS more practice on reading
II. Objectives: By the end of the lesson, Ss will be able to know Father’s Day in
some countries.
III. Teaching aids:
Teacher and students’ books, radio..
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Revision: - Ask some questions:
+ Do you know about - SS think of the answers as
Father’s Day? they know
+ When is it celebrate?
+ What activities are
orgainized on this day?
+ What is it celebrated for?

Pre- 1. Pre-teach:
reading: + hug: mime
+ priority: translation - Listen
+ sense of humor: - Repeat
explanation - Copy
+ distinguish: translation
+ a groom: translation
+ priority: explanation
*Check: Rub out and
Remember.

2. Open-prediction:
- T says: Father’s Day is
regularly celebrated in the
USA.On this day, children
show their love to their
father.Following are
opinions. - Write down their opinions
- Asks ss to guess and write
down children’s opinions
and feelings about their

123
fathers.

While- - Ss read the text invidually - Read and check
reading and check their predictions. predictions
- Ask Ss to read the texts
and answers the questions. - Read and answer


- Have the class discuss the - Discuss in pairs
questions in pairs.
- Ask some students give
the answers before the class.
- T corrects and gives the
key: a. To her Dad.
b. He is possibly dead. These
ideas may tell about that: “how
much you are missed……I now
have children, Dad…”
c. His sense of humor.
d. A father as a teacher, a
caretaker, a friend…

Post- - T asks Ss to talk Discuss and talk about their
reading about their feelings of feelings of their parents
their parents.
- T calls some SS to
present.

Homewor - Translate the texts
k into Vietnamese.




124
uNIT 8: celebrations

LESSON 5: Write

I. Aims: To give SS more practice on writing to give their opinions.
II. Objectives: By the end of the lesson, Ss will be able to write a letter to show
their own ideas.
III. Teaching aids:
Teacher and students’ books, radio..
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Hang man
----------- Celebration
Pre- 1. Pre-teach:
writing: + (to) enhance:
+ (to) support: translation
+ nationwide: translation
* Rub out and remember

- T introduces the situation:
You have to write a letter to
a friend to to share the idea:
It is necessary to have a day
to celebrate for your mom
and another for your dad.
- Have the class read the
outline.
- Have the class discuss to
find out the ideas.
- Ss work in groups of 4 to
discuss the answers to the
following guiding questions:
1. Why do you think it’s
necessary to have a day to
celebrate for your parents?
2. When should you celebrate
this day and why do you think
we should celebrate this day at
that time of the year?
3. How should you celebrate it?

125
4. What special gifts should
you give to your moms/ dads?
5. What special food should
you offer?
6. Do you believe thet your
idea will be supported and
celebrated nationwide? Why?
- Ss compare their answers with
the outline in their notebooks.
(p.70)

While- - Have the class write the - Write and swap
writing. letter invidually.
- Ss swap their letters. First paragraph:
In my opinion, it is necessary/
important/ essential to have a
day to celebrate for our
parents.
Reasons:
- Children will have a day to
exoress their feelings,
memories and love for parents.
- We have an opportunity to
enhance family traditions.
- Members of families can have
a chance to get together, to
know one another and to help
one another.
Second paragraph:
When to celebrate:
First Sunday of April: Sunday
is a day off so everyboay is free
from work or tudy.
April is in late or early
summer, and the weather is
generally fine at this time of the
year, many activitesd can
happen outdoors.
How to celebrate:
It it not necessary to have
parties but it’s s a good idea to
126
have lunch or dinner with all
members of the family.
Children should give their
parents flowers, send them
cards, or bring them a special
cake.
- Children should serve their
parents the food that they like
best.
Third paragraph:
I believe the idea will be
supported and the day will be
celebrated nationwide because
everybody loves their parents
and wants their parents to be
happy.
Post- - T asks Ss to write the -
writing: letters on the board.
- T corrects.

V. -
Homewor Finish their writing
k.




127
Unit 8: celebrations

LESSON 6: language focus

I. Aims: By the end of the lesson, Ss will be able to revise:
+ Relative clauses.
+ Adverb clauses of concession.
II. Objectives: By the end of the lesson, Ss will be able to master the realtive
clause and adverb clauses of concession
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Task 1 Language Focus 1:Join
the sentences. Use relative
clauses.
- Introduce the exercise. - Listen
- Have the class read the
model sentences.
- Explains the differece
between the defining and
the non-definingrelative
clauses. - Do the task individually
- Have the class do the Ex - Ss swap their answers.
invidually. - Some students give the
answers.

- T corrects.
Task 2 Language Focus2:
Describe each of the
people in the pictures. Use
relative clauses.
- Explain the exercise.
- Have the class read the - Read carefully
model sentences - Do the task
- Have the class do the Ex
invidually.
- Ask some students give - Give the answers
the answers.

128
- T corrects.
Task 3 Language Focus 3: Join
the sentences. Use the
words in brackets.
- Explain the exercise.
- Have the class read the - Read carefully
model sentences -
- Have the class do the Ex - Do the task
in pairs.
- Ask some students give
the answers. - Give the answers
- T corrects
Task 4 Language Focus 4: Look - Read carefully
at the pictures, complete - Do the task
the sentences.
- Explain the exercise.
- Have the class read the
model sentences - Give the answers
- Have the class do the Ex
in pairs.
- Ask some students to give
the answers.
- T corrects

Home Complete all the Languge -
work focus.




129
Unit 9: natural disasters

LESSON 1: GETTING STARTED &
LISTEN AND READ.

I. Aims: Give SS more practice on reading and relative clause
II. Objectives: By the end of the lesson, Ss will be able to:
+ Give invidual ideas and ask other’s ideas.
+ Use relative pronouns
+ Compose one short storyabout weather and disasters
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm up Brainstorming: - Ss do pairwork to do the
- Ss write about Natural exercise.
disasters. - Some students give the
answers.
flood
Natural disasters




typhoon draught



Getting started.
- T explais the exercise.
- Ask some questions: - Answer the questions
+ Is it raining in picture 4?
+ Do you think it’s an
earthquake in picture 2?
+ What do you think of
picture 3?
+ What can you see in
picture 1?
- T corrects.

Presentati 1. Pre-teach:

130
on: + (to) turn up: mime - Listen
+ coast: explanation - Repeat
+ thunderstorm: explanation - Copy
+ (to) trust: translation
+ in case: translation
+ weather forecast:
explanation
+ highlands: examples
* Check: Rub out and
remember.
2. Pre-questions:
- Ask Ss to look at the - Answer the questions
picture and ask, answer
about the weather.
+ What’s the weather like in
Hanoi?
+ What’s the weather like in
HCM city?

Practice - T asks Ss to listen to the - Ss practice the dialouge in
dialouge. pairs.
- Some pairs practice the
dialouge before the class.
- Ss read the dialouge silently
and fill in the blanks.
- Ss swap their answers.
- Some students read aloud the
answers.
- T corrcects.


Further - Ask Ss to translate the
practice dialouge into Vietnamese.

Homewor 1. Practise writing new
k: words.
2. Translate the dialouge
into Vietnamese.




131
132
Unit 9: natural disasters
LESSON 2: speak

I. Aims: Give SS more practice on speaking
II. Objectives By the end of the lesson, Ss will be able to talk about what they
buy and prepare for a typhoon
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Pre- - Ask Ss what they usually
speaking. do to prepare for a typhoon?
- Ask Ss to look at the
suggested ideas to check the Eg: matches / lighters / candles
things to do for a typhoon. Canned food / rice
Packets of instant noodle
Water
- T repeats the use of Pumpkins
MUST/MAY/Will
Eg:
There must be strong wind
blowing.
There maybe a power cut.
No food will be available.

While- - Ask Ss to use the - Ss may use these questions:
speaking suggested ideas to practice + Why do we need to buy
with their partners. food?
+ Do we need rice?
+ Will we need bottled water?
+ Why do we need to fill
buckets with water?
+ Why do we need to do that?
* Suggested dialouge:
A: I think we should buy some
canned food before a typhoon.
B: Yes, I think so too. I agree
with you. The market will be
losed and no food will be
available.

133
A: I think we should buy a
ladder.
B: What for?
A: Just in case we need to fix
the roof. Because there must
be strong wind blowing.

Post- - T asks Ss to give their Some SS present
speaking dialouges before the class.

Home Write the dialouge in your
work notebooks.




134
Unit 9: natural disasters
LESSON 3: Listen

I. Aims: Give SS more practice on listening
II. Objectives By the end of the lesson, Ss will be able to complete a table and
Further practice in Relative pronouns who – which – that.
III. Teaching aids:
Teacher and students’ books, radio
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm - Ask Ss some questions - SS think of the answer and
up. about earthquakes: discuss with their friends
+ Have you ever heard of an
earthquake?
+ What happen if there is an
earthquake?
+ In which country do
earthquakes occur
frequently?
+ What would you do if
there were an earthquake?

Pre- Pre-teach: - Listen
listening: + Block:definition: make - Repeat
movement difficult to - Copy
improve.
+ roller: picture
+strike: synonym: hit
+ snout: picture
+ hurrican: synonym
+ cyclone: explanation
+ Eruption: picture
* Check: Slap the board.
T asks SS tp give
prediction:
- Set the scene: An expert
is giving a talk on how to - Guess
live with earthquakes.
- Have the students look at
the box on page 77 and

135
guess the words in the
blanks from 1 to 9.

While- - Have Ss listen to the tape - Ss swap their answers.
listening: twice and check their - Some students give the
prediction. answers.
- Have Ss listen again to
check their answers.
- T corrects and give the
key: - Place heavy books on the
bottom shelf of your
bookshelves.
- Block the roller on your
fridgeand washing machine.
- Check the mirrors.
- Don’t put your bed near a
window.
- Stay inside.
- Sit a strong table or
doorway.
- Stand in the corrner of a
room.

Post- - T asks some question:
listening. + Where should we place - SS answer
books?
+ What should we do with
the fridge?
+ Where should we put
hanging potted plants?
+ Should we put our beds
near the windows?
+ What is the first thing to
remember?

Homewor 1. Practice writing new
k: words.
2. Write the answers in your
notebooks.


136
137
Unit 9: natural disasters
LESSON 4: READ
I. Aims: Give SS more practice on reading
II. Objectives By the end of the lesson, Ss will be able to get more information
about the natural disasters in the world.
III. Teaching aids:
Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm - Have Ss to look at the - Match and answer
up. pictures on page 74 and
match them with the words:
snowstorm, earthquake,
volcano, typhoon.
- Give students some
questions:
+ How do you know it is a
snowstorm/ an earthquake/a
volcano/a typhoon?
+ Have you ever
experienced any of these
natural disasters?
Pre- . Pre-teach: - Listen
Reading. + tidal: translation - Repeat
+ abrupt: synonym: quick, - Copy
sudden
+ shift: explanation
+ warn: translation
+ funnel-shaped: visual
+ suck up: translation
+ tornado: translation
*Check: Rub out and
Remember
- Set the scene: We are
reading a text about some
disasters .
- Ask the class some - Guess the answer
questions:
+ Where is Kobe?
+ What happened in Kobe

138
in 1995?
+ When was the last
earthquake in Vietnam?
While- - Have Students read the - Ss swap their answers.
reading. text. Some students give the answer-
- Have students do
True/false exercise.
- T corrects and gives the
answers.
1. True
2. True
3.False
4. True
5. False
6. True Ss do pairwork to complete the
Have students read the text. sentences.
- Some students give the
answers.
1. The majority of earthquakes
T corrects and gives the occur around the Pacific Rim.
key: 2. During the earthquake in
Kobe, many people were
killed when homes, office
bloaks and highways
collapsed.
3. A tidel wave can only occur
when there is an arypt shift in
the underwater movement of
the Earth.
4. In Australia, a tropical storm
is known as a cyclone.
5. Christopher Colombus gave
the word “typhoon”.
6. A Tornado is a type of storm
that passes overland below a
thurnderstorm and stucks up
anything that is in its path.
Post- -Have students write the
reading. sentences in their
notebooks. SS work in pairs, asks and
- Ask Ss some questions: answer
139
+ Why do people call the
Pacific Rim “Ring of Fire”?
+ What will happen when
there is an abrupt shift in
the underwater movement
of the earth?
+ What does “Typhoon”
mean?
+ Can we predict volcano?
Homewor 1.Write the answers in your
k: notebooks.
2. Translate the text into
Vietnamese.
Unit 9: natural disasters
LESSON 5: write
I. Aims: Give SS more practice on writing
II. Objectives By the end of the lesson, Ss will be able to write a story about a
typhoon.
III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm Jumbled words:
up. 1. otnophy = typhoon
2. damotro = tornado
3. lacovno = volcano
4. tearquahke =
earthquake
ormst = storm
Pre- 1. Pre teach:
writing + behave: translation
+ shelter: explanation
+ all of sudden: suddenly
* Check: What and Where
2. Presentation:
- Explain the task. - Have students look at the
picture and talk about them:
+ Picture 1: Lan is playing
outside with her dog.
+ Picture 2: all of sudden, the
dog behaves strangely.

140
+ Picture 3: Lan ran home and
her mther told her that there
was a typhoon coming.
+ Picture 4: Mrs Quyen gathers
her family and asks them to
find shelter in the house.
+ Picture 5: Suddenly it
becomes dark and the storm
comes with strong wind and
heavy rain.
+ Picture 6: The storm finishes
and everyone is gald.
While- - Have students write the - Students swap their answers.
writing story invidually. - Some students give the
- T corrects. answers.
Post - T asks Ss to swap
writing. theirpostcards. - T corrects.

Homewor Write the postcard in your
k. notebooks.
Unit 9: natural disasters
LESSON 6: LANGUAGE FOCUS
I. Aims: Give SS more practice on Relative clauses and non-defining Relative
clauses.
II. Objectives By the end of the lesson, Ss will be able to distinguish between
defining Relative clauses and non-defining Relative clauses
.III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Language - Explain the exercise.
Focus 1: - Have the class read the
example.
- Ask Ss to do one sentence. - Ss do the work invidually.
- Have the class swap their - Some students give the
answers. answers.
- T corrects.

Language - Have the class read A and
Focus 2: B.
- Explain some problems.

141
- Have the class do the
exercise invidually.
- Have the class swap their - Some ss give the answers.
answers.
- T corrects.

Language - Have the class read the
Focus 3: sentences.
- T repeats the differences
between defining relative - Some students write the
clause and non- defining answers on the board.
relative clause.
- Have the class do the
exercise invidually.
- T corrects.

Language Homework.
Focus 4




142
Unit 10: life on other planets
LESSON 1: GETTING STARTED
LISTEN AND READ.
I. Aims: Give SS more practice on reading
II. Objectives By the end of the lesson, Ss will be able know more about UFOs.
III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm Have students guess three
up: words.
1. This word has 12 letters. Unidentified
It is the opposite of
identified:
2. This word has 6 letter. It Flying
means moving through the
air as a bird does:
3. This wors has 7 letters. It Objects
is in form. It means a thing
that can be seen or touched:
- T show the pictures on
page 83 to the students and
ask them some questions
about UFOs.
1. What can you see in the
pictures?
2. What do you call them in
Vietnam?
3. Do you know another
word for UFOs?
4. Do you think they really
exist?
5. Have you ever seen any
films on UFOs?
6. Do you want to see a
UFO?
7. What do you want to
know about UFOs?
8. If you saw a UFO, what
would you do?


143
Presentati 1. Pre-teach:
on: + spacecraft: picture - Listen
+ meteor: picture - Repeat
+ evidence: explanation - Copy
+ alien: explanation
+ capture: synonym: catch
+ device: translation
+ claim: translation
* Check: Matching.
- Asks Ss to read the text
and find the words in the
text that have the meanings
given in 2a on page 84.

Practice -Ask Ss to work in pairs. .
- Have some students give
the answers.
- T corrects and gives the
key:
proof, support: evidence
2. failinf star, or shooting star:
meteor
3. unknown / srtange people or
things: aliens
4. bringing together or
gathering: collecting
5. caught a prisoner: capture
6. became impossible to see:
disappeared

- Have students do exercise
2b on page 84.
- Have the class do the work
invidually.
- Have them swap their
answers.
- Ask some students give
the answers.
- T corrects and gives the
key: a. An aicraft, a weather ballon
or a meteor…..
144
b. ….nine large round objects
travalling at about 2, 800
meters an hours
c. …1,500 UFO…
d. ….UFO above their house.
e. …….an egg – shaped object
in one of his fields and also
aliens collecting soil………..
f……..claimed they were
captured by aliens and taken
about a spacecraft.
g. ………and his plane
disappeared after sighting a
UFO….
h. …..that he saw a plate – like
device at a treetop 30 meters
away from his garden.
Further- - Have the class discuss the - Discuss
practice: topic “UFOs”
+ Do you believe in Keneth
Arnold, or the woman who
saw a UFO above her
house?
+ Can you imagine what the
aliens are like?Are they
small or big?e they
inteligent?

Homewor Write the note on page 84 in
k: your notebooks.




145
Unit 10: life on other planets
LESSON 2: SPEAK
I. Aims: Give SS more practice on speaking
II. Objectives By the end of the lesson, Ss will be able totalk to one another about
what they think there might be on Mars, on the moon and on other planets.
III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm Wordsquare:
up: Find out as amny words as
S E A R T H possible
M U M E R C l- earth/ sun / Mars / moon /
U R N S A U mercury
S S R U B R
A A R V C Y
M O O N T S - Ask
students some questions
about the solar system:
+ Which planet is the
nearest to the sun?
+ Which is the biggest?
+ Which is the hottest?

Pre- 1. Pre-teach:
speaking: + miceooganism: translation - Listen
+ gemstone: realia - Repeat
+ sparkling: realia - Copy
+ creature: translation
+ trace: visual
+ minaral: example
* Check: Rub out and
remember.
2. Revision of model verbs:
MAY – MIGHT
3. Matching.
A space tourist travelled to
Mars, he saw many things
there and noted them down.
There are drawings of

146
things. Try to guess and
match the drawing with the
namrs. - Match
- Have the class do the
matching in pairs.
- Have some Ss give the
answers.
- T corrects and gives the
key.

While- - Have students practice the
speaking. dialouge between Nam and
Hung on page 85.
- Have some pairs practice
the dialouge before the
class.
- Have students make up
similar dialouges about the
drawings, using the cues in A: What do these drawings
3a. say?
- Ss do the work in pairs. B: There might be mountains
- Ask some pairs to practice on Mars.
their dialouge before the A: And what about the red
class. signs on the leftcorrner?
B: Well, they might be gas on
Mars.

Post- - Have the class discuss the
speaking. topic:
What may there be on
Mercury / on the moon / on
Mars?

Homewor Write the dialouge in your
k: notebooks.




147
Unit 10: life on other planets
LESSON 3: listen
I. Aims: Give SS more practice on listening
II. Objectives By the end of the lesson, Ss will be able to know more about the
moon by listening and relatives pronouns who – which – that.
III. Teaching aids: Teacher and students’ books.
IV. Procedure
Stages Teacher’s activities Student’s activities Note
Warm * Wordsquare Meteo
up: There are 10 hidden words about Creature
“Life on other planets” Capture
Baloon
G A M C D H K E E S Evedence
M E T E O R L V R P Spacecraft
P O M L W X Y I A A Alien
B A N S C D Z D E C Disappear
C R E A T O R E P E Gemstone
G H I K M O L N P C claim
T E L I F L N C A R
O C A P T U R E S A
S L F U T I V F I F
C B A L L O O N D T
Pre- Pre-teach: - Listen
listening: + expert: a person who has special Repeat
knowledge, skill or practice Copy
+ crater: visual
+ one six:
+ two-fifths
- Set the scene: You will listen to the
description of the moon. But before
listening, you should read the
statements on page 86 and guess
which is correct and which is
incorrect.
- Have the class do the work in pairs.
I think I hear
A
B
C
D

148
E
F
G
H
I
J

While- - Have students listen to the tape
listening. twice and check their prediction.
- Ask some students give the answers. Keys: a,c,d,f,i,j
- T corrects anf gives the key.

Post- - Have students do pairwork to ask Do pair work to
listening. and answer questions: answer
1. Why are there no sounds on the
moon?
2. How many creaters are there on the
moon?
3. How much will you weigh on the
moon if you weigh 50 kilos on the
earth?
4. Will you sleep well on the moon?
Why?Why not?
- Have students to listen to the tape to
find out the answers.
- Ask some students give the answers.
- T corrects.

Homewor Language focus 1.2.
k:




149
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