giao an co ban lop 10

- Ask sts to work in pairs to read the passage again and answer the questions in task 2.. - Explain some new words: hunt v explosive n spill v tanker n - Ask sts to work in pa

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Period: 55 UNIT 9: UNDERSEA WORLD

Date: 04/01/2009 LESSON 1: READING

I Objectives:

By the end of the lesson, sts will be able to:

- read and understand the text in detail

- enlarge vocabulary about undersea world

II Teaching aids: textbook, pictures in textbook, chalk and board.

III Teaching method: integrated

IV Anticipated problems:

- Problems: Students may lack vocabulary on undersea world

- Solutions: Teacher introduce more new words about undersea world

V Procedures:

Teacher’s activities Students’ activities

1 Warm-up:( 3 mins)

- Ask sts to work in pairs and tell some oceans they

know in Vietnamese or in English

- Gets sts’ answers

- Give equivalent meaning in English if sts don’t

know and show them on the map

- Introduces the new lesson

2 Before you read( 12 mins)

- Ask sts to look at the 4 pictures in the textbook and

name the sea animal

- Ask some sts to report

- Listen and give remarks

- Read each word/phrase twice and ask sts to repeat.

- Leave the sts 1 minute to self- practise reading the

words

- Call on some sts to read aloud and correct

3

While you read:( 20 mins)

+ Set the scene:

- You are going to read a passage about undersea

world Read it and then do the tasks that follow

+

Task 1:

- Explain the task

- Ask sts to read the passage, try to find the meaning

of these words in the context and do task 1

individually

- Tell sts to compare their results with their partners.

- Call on 5 sts to do the task orally in front of the

class

- Listen and correct.

+

Task 2:

- Elicits the task from sts

- Asks sts to read the 6 questions and understand their

meaning

- Ask sts to work in pairs to read the passage again

and answer the questions in task 2

- Require sts to underline the information that

supports the answers

- Have sts compare their answers with another pair

- Work in pairs and tell the oceans they know

- Read out the answers:

+ Pa'cific ocean: Thái bình dơng + At'lantic ocean: Đại tây dơng + 'Indian ocean: ấn độ dơng + 'Arctic ocean: Bắc băng dơng + An'tarctic ocean (southern ocean): Biển nam cực.

- Look at the 4 pictures and name them

- Answers:

+ Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark

- Self- correct

- Listen , guess their meaning and then copy down

- Listen and repeat

- Read these words silently

- Soms sts read these words aloud and others listen

- Look at the book and listen to the teacher

- Read the passage to find the words meaning and

- Read and explain the task

- Read the 6 questions and understand their meaning

- Work in pairs to ask and answer

- Compare their answer with other pairs

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- Ask 6 pairs to ask and answer aloud in front of the

class

- Give correct answers.

4

After you read:( 7 mins)

- Explain the task

- Sts are required to work in pairs to fill in each

numbered space with a word/phrase in the box

- 8 sts represent by reading aloud the answers.

- Listen and check.

5 Consolidation: (2 mins)

- Summarize the main points of the lesson

6 Homework:( 1 min)

- Learn by heart all the new words and make

sentences with them

- Do exercises in the workbook

- Prepare for the new lesson

- Some pairs report

1 75%

2 They do that by using modern devices

3 They bring samples to the scientists to study

4 We can learn about the temperature, depth, and the marine population

5 + Group 1: some live on or depend….

+ Group 2: Some are swimming animals… + Group 3: Tiny organism that are carried

6 If the sea biodiversity were not maintained, marine life would be at stake.

- Work in pairs to do the task

- sts report

1 three- quarters 2 mysterious

3 modern 4 discovery

5 plants and animals 6 huge

7 biodiversity 8 closely connected

- Others listen

Period: 56 Unit 9: LESSON 2: SPEAKING

Date: 04/01/2009

I Objectives:

By the end of the lesson, sts will be able to:

- offer solutions to sea problems using should or shouldn’t

- talk about causes and consequences of sea problems

- Report on discussion results

II Teaching aids: textbook, chalk and board.

III Teaching methods: integrated, mainly communicative.

- Problems: Students may have difficulty in giving consequences and solutions for some threats tothe health of the oceans

- Solutions: Teacher can give some suggestions about them

V Procedure:

1 Warm-up: (5mins)

- Asks sts some questions:

1 What should you do if there is so much rubbish in

our class?

2 What should you do if our oceans are polluted?

- Answer the teacher’s questions:

1 I should put them in dustbin

2 We should protect our oceans:

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- Introduce the new lesson.

2 Before you speak: (13mins)

+ Task 1:

- Explain the task

- Ask sts to look through all the statements and give

sts some new words:

- pollute (v): g©y « nhiÔm

- dispose (v) of sth: vøt bá

- 'herbicides (n): thuèc diÖt cá

- 'pesticide (n): thuèc trõ s©u

- fertilizer (n): ph‘ .bon

- Ask sts to read the new words aloud

- Ast sts to work in pairs and talk about what we

should or should not do by answering the 2 questions:

1 Which actions shouldn’t or should you do to

protect our oceans?

2 In you opinion, which action should you do to

protect our oceans at first?

- Go around to help sts if necessary

- Ask some sts to give their opinions

3 While you speak( 15mins)

+ Task2:

- Introduce the task

- Have sts read the sentences and understand them

- Explain some new words:

hunt (v )

explosive ( n)

spill ( v )

tanker ( n )

- Ask sts to work in pairs to discuss the consequences

of the threat to our oceans listed in Task 2 and offer

some solutions

- Give sts some suggestions by handouts:

Threats Consequences Solutions

3 Explosives

are used to

catch fish.

- a lot of fish died

…

- Look at the book and listen to the T

- Write down the new words and practise readingthem

- Work in pairs and discuss the 2 questions

- Sts may answer: I think that/ In my opinion action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them.

- read the sentences and understand them

- Listen and take notes

- Work in pairs and discuss some consequences andpossible solutions

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water/punish captain.

- Call on some pairs to report in front of the class

- Give comments

4 After you speak: ( 9mins)

+ Task 3: Report to the class what your group has

discussed

- Ask some representatives to report their pairs’

opinions in front of the class

- Listen and ask others to listen to give their opinions

- Some sts report their opinions in front of the class

- Others listen and give remarks

Handout:

Period: 57 Unit 9: LESSON 3: LISTENING

Date: 04/01/2009

I Objectives:

- listen to get specific information about whales

- answer comprehension questions

II Teaching aids: textbook, cassette, CD, pictures of whales, chalk and board.

- Problems: sts may have difficulty in listening to answer the questions

- Solutions: teacher introduces ss some difficult words in the listening passage

V Procedures:

1 Homework checking:(5mins)

- Call on one student to talk about what people

should do to protect the oceans

2 Before you listen:(10mins)

a Focus sts on the picture of a whale and ask sts to

answer the following questions:

1 What is it?

2 Do you think whales are fish? Why (not)?

3 Is it the largest animal on the world?

4 Why do people keep hunting whales?

b Introduces some new words

- 'mammal (n): the animal that raise the young

- One student presents Others listen and give remarks

- Look at the picture and answer the teacher’squestions

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on milk

- whaling (n): hunting whales

- krill(n): tiny shellfish found in the seas (whales

feed on krill)

- mig'rate(v): to move from one place to another

according to season

- conser'vation(n): taking care of sth, the

prevention of loss, damage

- feeding / bearing ground (n): the place where a

species of animal find food/ give birth

- an/a/the increase/ decrease in stphr):

- International whaling Commission: an

organization responsible for the number of whales

hunted

- measure(n): an action taken to achieve a

purpose

- heavy hunting pressure(phr):

- Read the words and ask sts to repeat twice

- Ask sts to read the words in pairs

- Ask some sts to read the words aloud

- Ask sts to refer to the map of the world in the

textbook (p 94) and revise parts of the world, the

oceans and discuss where there are cold waters

3 While you listen:( 17mins)

+ Task 1:

- Tell sts that they are going to listen to a talk about

whales

- Ask sts to work in pairs, look at the statements

given, underline the key words and guess if they are

true or false

- Ask sts to listen to the talk and do the task

- Plays the cassette twice

- Ask sts to compare their answer in pairs

- Check sts’ answer

- Play the cassette once again, have a pause where

necessary and conduct the correction

+ Task 2:

- Ask sts to have a look at the questions in the

textbook, read them in pairs, underline the key

words and make sure they understand them

- Encourages sts to guess the answer to the

questions

- Ask sts to listen to the cassette once or twice again

to answer the questions Sts can note down

important information

- Play the cassette once again, stop where necessary

and conduct the correction

4 After you listen:(10mins)

- Ask sts to work in pairs and tell each other about

the whales using the following information:

largest 30 200 most intelligent cold water

-their meaning

- Listen and repeat

- Read the words in pairs and correct each other’smistakes

- Some individuals read the words aloud

- Look at the map, recall parts of the world, the oceans and discuss where there are cold waters

- Listen to the T

- Work in pairs to underline the key words and guess

if the statements are true or false

- Listen to the cassette and do the task

- Compare their answer in pairs

- Give their answer

1 F It's the largest animal on earth.

- Try to guess the answer

- Listen and do the task

- Gives their answer

1 It is about 30 metres in length and over 200 tons

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North South Pacific Atlantic krill in danger

-hunting - not protect - disappear.

- Move round to check the activities and to make

sure that sts are working effectively

- Ask two sts to present in front of the whole class

- Check and give remarks

5 Consolidation:(2mins):

6 Homework:(1 min)

- Write a short paragraph about the whale

- Two sts present

Period: 58 Unit 9: LESSON 4: WRITING

Date: 15/01/07 Describe information from a table

I Objectives:

By the end of the lesson, sts will be able to write a passage using the information in the table

III Teaching methods: integrated.

- Problems: Students may have difficulty in using the information to write a full paragraph

- Solutions: teacher should be ready to help

V Procedure:

Teacher's activities Students' activities

1 Warm- up: (5 mins)

- Ask sts to close their books and answer the

teacher’s questions about whales

1 Is the whale the largest animal that has ever lived

on the Earth?

2 Are they the most intelligent animals in the

ocean?

3 Are they in danger? Why?

- Introduce the new lesson

2 Before you write:( 20 mins)

+

Task 1 :

- Introduce the situation

- Explain some new words:

+ sperm whale (n): a kind of whale that is hunted

for an oily substance in its head

+ 'carnivore (n): an animal that eats meat

+ squid (n): mùc èng

+ ges'tation period (n): the process of carrying the

young baby inside the mother's body

+ life span (n): the period from birth to death

+ en'trapment (n): sù m¾c bÉy

+ 'offspring (n): con c¸i

- Ask sts to listen to the teacher and repeat

- Ask sts to work in pairs to read the paragraph and

then complete the table that follows

- Move round to help if necessary

- Ask sts to compare their ideas with other pairs

- Draw a table on the board and ask some sts to go

to the board and complete the table

- Close the book and answer the teacher’s questions

1 Yes, it is

2 Yes, they are

3 Yes, because of the heavy hunting pressure

- Listen to the teacher carefully

- Guess their meaning and copy them into theit notebooks

- Listen to the teacher and then read these words in chorus and individually

- Read the paragraph in pairs and do the task

- Share their answer with their friends

- Present their ideas

+ Range and habitat: all oceans Prefer the waters with high squid populations.

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- Look at the board and give remarks.

+ Task 2:

- Ask sts to work in pairs in 3 minutes to read the

second table with some information about the

dolphin

3 While you write:( 10 mins)

- Ask sts to use the information in the table and

write a paragraph about the dolphin basing on the

information in the table

- Let sts write in 10 minutes

- Move around to conduct the activity

- Can call 1 student to write down on the board

4 After you write:( 9 mins)

- Has sts exchange their writing and correct each

other’s mistakes

- Get feedback by asking some sts to read their

work aloud

- Ask some other sts to give remarks

- Check and give necessary correction on the board

- Summarise the main points of the lesson

6 Homework: ( 1min)

- Do exercises in workbook

+ Special features: biggest anilmals that have teeth

on Earth Have the largest brain of allmammals + Conservation concern: at risk due to hunting and accidental fishing net entrapment.

- Listen to the teacher

- Work in pairs to read the table and try to understand the information

- Do the writing task

- Exchange their writing and correct ech other’s

mistakes

- Some sts read their writing aloud

- Give remartks on their friend’s writing

- Suggested writing:

Dolphins are not fish They are mamals that live in the water Dolphins among the most intelligent on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1.2 metres

in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after

a gestation period of eleven to twelve months

Period 59 Unit 9 : LESSON 5: LANGUAGE FOCUS

Date: 16/01/07

I Objectives:

By the end of the lesson, sts will be able to :

- distinguish the sounds /i , /e / and /u /

- pronounce the words and the sentences containning these words correctly

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- learn the form and the use of “should” and the conditional sentence type 2 and be able to do the exerc

II Teaching aids: textbook, cassatte, CD, chalk and board.

- Problems: Students may confuse these sounds with some sounds in Vietnamese

- Solutions: teacher lets sts listen to the cassette carefully and calls more sts to practise reading

V Procedure:

Teacher's activities Students' activities

1 Pronunciation:( 10 mins)

Pre:

- Ask sts to find the sound in these sounds:

1 here, dear, idea ->

2 care, air, their ->

3 poor, tour, during ->

- Pronounce the sounds clearly twice, then ask sts to

repeat

- Tell sts how to pronounce these sounds accurately

While:

- Ask sts to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again

so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

- Ask sts to look at sentences in page 101 in the book

- Ask them to listen to the cassette twice and then find

out the words containing sound /ɪə/, sound /eə/ and

sound /ʊə/

- Ask some sts to read these sentences aloud

- Ask sts to tell the T the use of "should"

- Ask sts to give examples with "should" and

"shouldn't".

- Ask sts to do EX1

+

Exercise 1:

- Ask sts to do the exercise individually and then

compare their answers in pairs

- Move round to conduct the activity

- Check the exercise sentence by sentence

- Introduce the use of " I think/ I don't think

should "by using some examples:

eg: Joana and Andrew are planning to go skiing this

weekend You think it's a bad idea.

You; I think you should stay at home.

I don't think you should go skiing thid weekend.

- Explain why " I don't think should " is

preferred to " I think shouldn't ".

- Ask sts to do EX2

+

Exercise 2:

- Ask sts to do Ex 2 individually and then share the

answers with their friends

- Ask two sts to do this exercise on the board

- Ask one st to give remarks

b.

Conditional sentence type 2:

- Look at the board and find the sounds

1 /i /

2 /e /

3 /u /

- Listen to the teacher and repeat

- Look at the book , listen and repeat

- Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Listen to the cassette and find out the words containning these sounds

- Read the sentences aloud

- Find more words containning these sounds

- " Should " is a modal verb that is used to give

advice

- Some sts give examples:

eg: You should get up early in the morning People shouldn't hunt whales.

- Do the exercise individually and then compare with their partners

- Some sts sts report their work sentence by sentence

2 You should look for another job.

3 He shouldn't go to bed so late.

4 You should take a photograph.

5 She shouldn't use her car so much.

6 He should put some pictures on the wall.

- Look at the examples and listen to the teacher

- Do this EX individually

- Write the answers on the board

2 I think smoking should be banned, especially in restaurants.

3 I don't think you should go out this evening.

4 I think he should resign.

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- Review the form and the use of conditional sentence

type 2 by giving some examples:

eg: If my grandfather were still alive, he would be

100 today.

If I had a lot of money, I would lend you some.

- Ask sts to read the examples and point out the form

as well as the use of conditional sentence type 2

+ Note: " were" is used with all persons.

- Ask some sts to give examples

- Ask sts to do EX3

+

Exercise 3:

- Ask sts to do the task in pairs

- Go round to conduct the activity

- Ask some pairs to read sentence by sentence

6 Homework: ( 1 min)

- Do Part B in workbook

- Read the examples and point out the form and the use of conditional sentence type 2:

+ Form:

If- clause , main clause

S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future

- Do Ex 3 in pairs

- Some sts report

3 would take 8 wouldn't be

4 refused 9 didn't come

5 wouldn't get 10 borrowed

6 closed down 11 Walked

7 pressed 12 would understand

Period: 60 UNIT 10: CONSERVATION

I Objectives:

- use vocabulary items related to the issue of conservation

- guess the meaning of words based on contexts and components of the words

- scan for specific information about conservaton

- Skim for general ideas about conservation

II Teaching aids: textbook, chalk and boars.

III Teaching methods: integrated

- Problems: Students may not have enough words, and knowledge about conservation

- Solutions: Teacher should be ready to help

IV Procedure:

1 Warm-up:( 3 mins)

- Asks sts to answer the 3 questions:

1 Have you ever visited a zoo or a forest?

2 What animals are you interested in? Why?

3 Do we need to protect animals and forests?

2 Before you read:( 10 mins)

+

Vocabulary:

- Provide the students with some new words/phrases:

+ dam (n):

+ hold back:

+ play an important part in:

+ take away:

+Variety(n): a large number of different kinds.

+ Species(n): = kind, type.

- Answer the questions:

1 Yes, I have No, I haven’t

2 Up to sts

3 Yes, because they are a part of our earth

- Copy down these words into their notebooks

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+ Overnight(adv, adj): in a very short period of time

+ pass law:

- Read each word/phrase 3 times and ask sts to repeat

it

- Leave sts 1 minute to self-practise

- Ask 4-5 sts to read all the word/phrases aloud in

front of the class

- Listen and help sts to read the words/phrases

correctly

3 While you read:( 20 mins)

+

Task 1: Matching.

- Ask sts to read the passage independently and match

the words or phrases in A with their meaning in B

- Tell sts to try to guess the meanings of the words in

the context of the reading

- Call on some sts to read and explain their answers

aloud in front of the class

- Get feedback and give correct answers

+ Task 2: True or False.

- Ask sts to read the passage more carefully and

decide whether the statements are true(T) or false(F)

Correct the false information

- Ask sts to highlight or underline the information in

the passage that help sts to find the correct answers

- Calls on some sts to read and explain the answers in

front of the class

- Listen and give feedback.

+ Task 3: Main ideas.

- Ask sts to work in pairs to choose the most suitable

idea for each paragraph

- Call on some representatives to read their choice for

each paragraph in front of the class

- Get feedback and give correct answers.

4 After you read:( 9 mins)

- Ask sts to work in pairs to to ask and answer.

- Go round to help the students with their work.

- Calls some pairs to ask and answer the questions in

front of the class if there is time left

5 Consolidation: (2mins)

- Ask sts to write a paragraph of about 60 words on

the sequence of losing forest, how important water is,

and what we should do for the future of our planet

- Listen and repeat

- Practise reading these words by themselves

- Some sts read these words again aloud

- Work individually

- Try their best to do the task

- Some sts to report

1.c 2.a 3.d 4.b-Listen and self-correct the exercise

- Sts do the task individually

- Highlight or underline the important information

- Read and explain the anser in front of the class

- Self-correct the work

- Work in pairs orally

- Some sts report

A.3 B 4 C 2

- Work in pairs to ask and answer orally

- Some pairs ask and answer in front on the class

1 We wouldn't be able to use many plants to treat various dangerous diseases Animals wouldn't have a place to live in

2 Mankind and most plants and animals can't survive without water

3 We should stop polluting the environment and destroying plants and animals

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Period: 61 Unit 10: LESSON 2: SPEAKING

Date: 16/01/09

I Objectives:

- ask for someone’s opinions, show their agreement of disagreement about the new kind of zoo

- talk about the disadvantages and advantages of the new kind of zoo

- Report on discussion results

III Teaching methods: integrated, maily communicative.

- Problems: students may not know some new words in this topic

- Solutions: teacher should be ready to help sts

V Procedure:

1 Warm-up ( 5 minutes )

- Ask sts some questions:

Have you ever visited the zoo?

What did you see there?

Where are all the animals in the zoo?

- Introduce the new lesson: We are going to discuss the

new kind of zoo where wild animals can live in their

- Give sts some new words:

+ be sensitive about sth (adj): be affected by slight

changes, influences: nhạy cảm về vấn đề gì đó

+ imprison (v): put or keep in prison: bỏ tù

+ reconstruct (v): build again

+ breed (v) : gây giống , nhân giống.

+ reintroduce sb/sth into sth (v): put a species of

animal or plant back into a former habitat: đa ai, cái gì

trở về đâu đó

+ be risky: đầy rủi ro.

- Ask sts to read the new words orally

- Ask sts to work in pairs to discuss the questions in two

paragraphs

- Go around to help sts

- Ask some sts to present their answers

- Get feedback and give remarks

3 While you speak: ( 18 mins)

+

Task 2 :

- Before sts do the task T elicits some structures for

- Listen to the teacher and answer:

Yes, I have/ No, never

I saw many animals there They are in the cages.

- Listen and take notes

- Practise reading the new words

- Work in pairs and discuss the questions

- Some sts present in front of the class

1 They are opened to help endangered species develop.

2 The animals are not kept in cages They can live in their natural environment.

- Listen to the T

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asking opinions and giving the opinions

Asking for opinions Giving opinions

What do you think

- Ask sts to work individually to tick in the right box

- Ask sts to work in pairs to share their ideas

- Go around to observe and help sts

- Ask some pairs to share their ideas in front of the

class

- Listen and give feedback

+ Task 3 :

- Ask sts to work in pairs to discuss the advantages and

disadvantages of the new kind of zoo

- Can give some suggested questions:

1 Do you think in the new kind of the zoo, animals

have better environment and safer?

2 Is it cheap to reconstruct animals natural’

environment?

3 What animals are people can visit?

4 What dangers may keppers have?

- Calls on some sts to report

- Take notes of Ss’ mistakes for later correction

4 After you speak:( 8 mins )

+ Task 4 :

- Call on one representative from each group to report

what his/her group have discussed

- Ask other sts to take notes and compare with their

- Write a paragraph of the report that they have

discussed in the class

- Work individually and tick

- Work in pairs to share the ideas

- Share the ideas with partners

A: Do you think in the zoo of the new kind animals may have better food?

B: Exactly And I think they may suffer from dangerous diseases.

A: I don…t really think so….

- Work in pairs to discuss the advantages anddisadvantages of the new kind of zo

- Some sts present in front of the class:

"There are some advantages of the new kind of zoo Firstly, the animals can live in a better environment and are safer than when they are

in nature "

- Listen to their friends as well as to the teacher

- Some representatives report what his/ her pairshave discussed

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Date: 16/01/09

I Objectives:

- listen to get specific information about forest fire

- talk about the causes of forest fire and ways to prevent them

II Teaching aids: textbook, cassette, CD, chalk and bosrd.

- Problems: Sts may have difficulty in numbering the events in the order

- Solution: teacher introsduces sts some tips

1 Have you ever seen a forest fire?

2 What may cause a forest fire?

2 Before you listen:(8 mins)

- Read all the words in the book

- Introduce some new words/ expressions

- campfire (n): the fire made on at camping trip.

- forester (n): the person whose job is to take cares

of the forest

- a heap of (n): a lot of thing on top of one another.

- spread (v): to move to other places very quickly]

- Read the words again and ask sts to repeat

- Ask some sts to read the words again and give

remarks

3 While you listen:( 26 mins)

+ Task 1:

- Introduce sts that they are going to listen to the tape

about forest fires and they have to number the given

statements in the order they hear

- Ask sts to read the statements in pairs and make

sure that they understand them

- Play the CD twice and ask sts to put the number in

the right box to indicate the order of the events

- Play the CD once again, stop the CD where

+ Task 2:

- Elicits the task from sts

- Ask sts to read the statements and underline the

keywords

- Play the CD twice and ask sts to tick to the box to

indicate T/ F statement and underline the false

information

- Play the CD once again, stop the tape where

+ Task 3:

- Ask sts to have a look at the sentences given to see

if they understand them and compare the sentences in

each pair to see the difference between them

- Ask sts lo listen to the CD again and tick in the box

to indicate the sentences they hear

- Play the CD once

- Listen and answer

1 Yes/ No.

2 When it is hot and dry.

- When someone starts a fire in the forest without putting it out completely before leaving.

- Follow the teacher

- Copy down the words and phrases into theirnotebooks

- Listen and repeat

- Listen to the T

- Read the statements in pairs and try to guess theorder of the events

- Listen to the CD and do the task

- Compare their answer

- Give their answer

Key: 3 - 2 - 5 - 1 - 4

- Check their answer, and then correct their work

if they have the wrong answer

- Read the statements in pairs and try to do thetask

- Give their answer

1 F (It spreads quickly.)

2 F(In late summer…)

3 T 4 T

5 F (It is the duty of every camper…)

- Check their answer say it aloud, and then correcttheir work if they have the wrong answer

- Read the sentences and find out the differencebetween sentences in each pair

- Give their answer

Trang 14

4 After you listen:(8 mins)

- Ask sts to work in groups and use the information in

Task 1 and 2 to discuss the following questions:

- How can a forest fire start?

- What does every camper have to remember not

to cause a forest fire?

- Move round to check the activities and to make sure

that sts are working effectively

- Ask one or two sts to retell the story in front of the

- Write a short paragraph about what people can do to

protect forest from fires

Key: 1 B 2 A 3 A

- Check their answer and then correct their work

if they have the wrong answer

- Work in groups to discuss

- One/ two sts present

Date: 31/01/09

I Objectives:

By the end of the lesson, sts will be able to write a letter of invitation using the cues provided

II Teaching methods: integrated

III Teaching aids: textbook, chalk and board.

- Problems: sts may have difficulty making complete sentences basing on the cues provoded

V Procedure:

1 Warm ’up:(5 mins):

- Ask sts some questions using structures which will

appear in the lesson:

1 Are you free to go out with your friend tonight?

2 Would you like to have a cup of tea now?

3 Can you give me some money?

4 Do you feel like having good marks?

1 Yes / No

2 Yes, I’d like./ No, thanks

3 Yes, I can./ No, I can’t

4 Yes, I do

Trang 15

- Introduce the new lesson.

2 Before you write:( 18 mins).

+

Task 1 :

- Elicit the task from sts

- Ask sts to pay attention to the meaning as well as

the structure of the two halves

- Recall some structures so that sts can do the task

more easily

Shall we/ Can you/ Why don't you + V- inf ?

Let's + V-inf.

Would you like/ Are you free + to-V ?

Do you feel like/ How about + V-ing ?

- Ask sts to do the task in pairs

+ Task 2:

- Ask sts to work in pairs to read the letters in pairs

and to use the above expression to fill each blank

- Introduce some new words/phrases:

+ for a while: for a period of time

+ 'disco (n): a club or party where people dance

with pop music

+ 'afterwards (adv): at a later time

- Get sts to do the task in 5 minutes

- Get feedback letter by letter

- Ask sts to play the role of Nam's and to write a

letter to Lam, inviting him to spend a weekend with

him

- Can call one student to write down on the board

- Collect some writing and give remarks

- Ask some other sts to give remarks on their

friend’s writing on the board

- Correct some typical mistakes

5 Consolidation:( 2 mins):

- Do exercises in workbook

- Prepare for the new leson

- Copy the structures into theit notebooks

- Do the task in pairs

1.c 2 f/h 3 a 4 g/d 5 h/f

6 d/g 7 e 8.b

- Work in pairs to read the letters and try to understand the content of the letters

- Report their answer:

1 3/8 2 3/8 - 4/6 3 2/5- 7

- Give remarks on their friend’s writing

"Dear Lam,

We haven't met since you moved I miss you a lot.

We are both having some days- off between the two terms soon So if you haven't made any other plans why don't we spend a weekend together?

Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Tree Planting Festivals.

Do come if you find it possible and I'll make all the preparations then.

Please give my love to your parents.

Your friend,

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Period : 64 Unit 10 : LESSON 5: LANGUAGE FOCUS

Date : 31/01/09

I Objectives:

- distinguish the sounds /b/ and /p/

- pronoun the words and sentences containing these sounds correctly

- use the passive voice appropriately

II Teaching methods: integrated

III Teaching aids: textbook, cassatte, CD, chalk and board.

- Problems: sts may confuse between the active and passive voice

- Soltions: teacher gives more examples to distinguish between them

V Procedure:

Pre:

- Write 1 sentence on the board and ask sts to find the

sound in underlined words

1 I will buy you some paper bags

- Write two sounds on the board and pronounce them

clearly twice, then ask sts to repeat

/ b / : a voiced sound

/ p / : a voiceless sound

While:

- Ask them to look at the textbook, listen and repeat

- Calls on some sts to read aloud

- Ask them to listen to the radio and then find out the

words containing sound / b / and sound / p /

Post:

- Ask sts to make sentences with the words in listen

and repeat part

3 Grammar: ( 17 mins)

+ The passive voice:

- Recall the form of the passive by giving an

example:

Eg: Active: We clean this window every day.

Passive: This window is cleaned every day.

- Look at the sentence and find

/b/: buy, bags/p/: paper

- Listen to the radio and find out

- Read the sentences

- Listen to the teacher , read the example and tell the whole class their ideas

+ In the passive, the object of an active verb

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- Ask sts to pay attention to the sentence elements and

to tell the T the difference between the active

sentence and the passive sentence

- Ask sts to tell the T the form of the passive

+ Note: Only transitive verbs are used in the passive

It is impossible to use verbs such as happen, sleep,

stand ( intransitive verbs) or seem, feel ( intensive

verbs) in the passive

- Ask sts to give some examples

+

Exercise 1:

- Ask sts to look at Ex1 and to do the task

compare their answers in pairs

- Move round to conduct the activity

+

Exercise 2:

- Ask two sts to do this exercise on the board

+

Exercise 3:

- Ask sts to read the requirement of Ex3 and then do

the task in pairs

- Go round to conduct the activity

- Ask some sts to read their answers aloud

* Ask sts to do ex 2, 3 at home if time is not allowed

5 Consolidation; ( 2 mins)

- Sunnarise the main points of the lesson

6 Homework ( 1 min)

- Do exercises in the workbook

1 were reported 2 are grown

3 be spoken 4 am not invited

5 are being built

- Do the Ex individually and then compare in pairs

- Go to the board and write down their ansers

1 came had ( been) started were

2 is standing is being photographed

3 Have the students been told

4 was being laid decided

5 will be planted

- Read the requirement carefully and do the task

in pairs

- Read the answers aloud

1 was organized 2 arrived

3 were met 4 taken

5 had been cleaned 6 had been put

7 was excellent 8 prepared

9 made 10 were served

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Period: 65 UNIT 11: NATIONAL PARKS Date: 01/02/09 Lesson 1: Reading

I Objectives:

- use vocabulary related to national paks

- guess the word meaning based on the context

- scan for specific information about national parks

II Teaching methods: integrated.

III Teaching aids: textbook, pictures in textbook, chalk and board.

- Problems: Students may have difficulty in guessing the word meaning based on the context

- Solutions: Teacher can give sts some tips

1 Have you ever been to a natioal park?

2 Can you name some of th enational parks in Vietnam?

3 What trees and animals can you see in a national park?

- Ask sts to look at the pictures in the textbook and

answer the teacher’s questions:

1 What national parks are described in the pictures?

2 Can you guess what we are going to read today?

- Introduce the reading text and provide sts with new

+ hike(v): to walk for health

+ be dependent upon: phụ thuộc vào

+ 'orphan(v): to be made parentless(mồ côi)

orphanage(n)

+ abandon (v): từ bỏ, bỏ rơi

+ 'wilderness(n): = wild place( nơi/ sự hoang dã)

+ temperate (adj): ôn hoà

+toxic (adj): độc

- Read each word/phrase 3 times and ask sts to repeat it

- Ask 4-5 sts to read all the word/phrases aloud in front of

Set the scene:

- You are going to read the passages about The National

Parks Read them and then do the tasks that follow.

+

Task 1:Fill in each space with a suitable from the

passages.

- Ask sts to read the passages and do task 1.

- Explain more about the definitions if necessary

- Sts are required to compare their results with their

Task 2: Answering Questions:

- Ask sts to work in pairs to read the passages again and

answer the questions in task 2

- Require sts to underline the information from the

passages that supports the answers

- Required sts to compare their answers with another pair.

- Close the book and answer the teacher’s questions:

1 Yes./ No

2 Up to sts

3 Old big trees and endangered species

1 Cuc Phuong National Park Bach Ma national Park.

Nairobi National Park.

Alaska National Park.

- Listen, guess their meaning and then copy down

- Listen and repeat

- Some sts read these words aloud and others listen

- Self-correct

- Read the passages and do the task

- Compare their results with their parners

- Present their answer:

2 contain 3 species 4 survival

5 sub-tropical 6 contamination

- Listen to the T and correct if necessary

- Work in pairs to read the passages again and

to ask and answer

- Underline the information from the passages

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- Ask some sts to write down the answers on the board

and some to read their answers aloud in front of the class

4 After you read:( 5 min)

- Sts are required to work in groups to give reasons for

their choice from one of the three national parks in the

reading passages

- One representative is required to give their talk orally in

front of the class

- Listen and help the students to do their task well.

- Complete the talk in written form

- Learn by heart the new words and make sentences with

them

- Share their answer with other sts

- Answers:

1 200 square km:

2 Because the rainy season is over.

3 They can learn how to recognise the different species of animals and plants, about the habits of animals and how one species is dependent upon another for survival.

4 In the orphanage, orphaned or abandoned animals are taken care of.

5 Everglades National Park is endangered because of the toxic levels of chemicals in the water

6 If more chemicals are released into the water, plans and animals will die/ be killed.

- Work in groups to talk about their choice

- Present his/her ideas

- Others listen

Period: 66 LESSON 2: SPEAKING

Date: 07/02/09

I Objectives:

- use conditional sentence type 3 to express regrets

- talk about the excursion to Huong Pagoda

III Teaching methods: integrated, mainly communicative

- Problems: Sts may confuse between conditional sentence type 2 and 3

- Solutions: teacher explains examples carefully to sts

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- Have you have ever had a camping trip?

- Tell me what you prepared for that trip?

- Ask one or two sts to answer

2 Before you speak:( 12 mins)

+ Task 1:

- Sets the cene

- Ask sts to read through the sentences in the two

columns

- Explain some new words or expressions:

+ food poisoning: ngộ độc thức ăn

+ fine (n ): cash paid as punishment (tiền phạt)

+ get lost: unable to find way( lạc đờng )

+ carsick (adj ): feeling sick because of a car’s

movement ( say ô tô )

+ get a cold: have a cold (bị cảm lạnh)

- Ask sts to work in pairs to do the task

- Go around to observe sts working

- Check sts ‘s answers by calling on some sts to read

out things in A and some others to read out the

corresponding consequences in B

3 While you speak:( 14 mins)

+ Task 2:

- Explain the task

- Before sts do the task, T asks sts to read the examples

in the textbook and recall what grammatical structure

is used in the example

Eg: They went to Huong Pagoda by coach and most of

- Ask sts to look at the example and tell the T the form

as well as the form of the conditional sentence type 3

- Ask sts to work in groups to do the task

- Go around to help sts

- Ask sts to compare their answers with another group

- Call on some sts to speak out their answers in front of

the class

Yes, we have.

We prepared food, drinks, tents, cameras …

- Listen to the T

- Read the sentences and find some new words

- Listen, guess their meaning and copy down them into their notebooks

- Work in pairs

1- f 2- e 3- h 4- g 5- b 6- c 7- a 8- d

- Read the examples and listen to the T

- Look at the example and tell the whole class the form and the use:

- Work in groups to do the task

- Compare the answers with others

- Answers:

2 If we had brought enough food and drinks we wouldn t have spent a lot of money eating in’

expensive restaurants.

3 If some of us hadn t had food poisoning we’

could have enjoyed our visit.

4 If we had had rain coats, we wouldn t have’

got wet and have got a cold.

5 If some of us hadn t left our luggage on the’

coach when we arrived, we could have had clothes and money with us.

6 If we had been careful when walking in Huong Pagoda, we wouldn t have got lost.’

7 If we hadn t thrown wast in the forest, we’

wouldn t have got a fine.’

8 If we had stayed there more than one day, we could have visited all the pagodas.

Trang 21

- Listen to sts and give remarks.

4 After you speak:( 13 mins)

+ Task 3:

- Explain the task

- Ask sts to work in pairs using the third conditional to

- Ask one or more sts to tell about their excursion in

front of the class and give remarks

- Write down what they have discussed in task 3

By the end of the lesson, sts will be able to listen to get specific information about Cuc Phuong National Park

II Teaching aids: CD, cassette, textbook, chalk, board.

- Sts may have difficulty in listening and answering the questions

- Solutions: teacher gives sts some tips

V Procedure:

1 Warm- up:(5 mins)

- Ask sts to answer the questions:

a Where is Cuc Phuong National Park?

b What is the area of the rainforest in Cuc

Phuong National Park?

c When is the best time to visit Cuc Phuong

National Park?

d What can be seen in Cuc Phuong National

- Listen to the teacher and answer the teacher’squestions

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- Introduce some new words/ expressions

- o'fficially (adv): formally

- span (v): connect.

- 'fauna (n): all the animals of an area.

- f'lora (v): all the plants of a particular area

- a'ttack(n): a violent attempt to hurt sb

- Read the words again and asks sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again

3 While you listen:(20 mins)

+ Task 1:

- Introduce sts that they are going to listen to the

tape about Cuc Phuong National Park and they have

to fill in the gaps in each sentence given

- Ask sts to read the sentences in pairs and make

sure that they understand them Sts try to guess the

missing information

- Play the CD twice and ask sts to fill in the gaps

- Checks sts’ answer

- Ask sts to work in groups and use the information

in Task 1 and 2 and the reading text to discuss the

-Move round to check the activities and to make

sure that sts are working effectively

- Ask one or two sts to present in front of the whole

class

- Guess the word meaning and copy down the wordsand phrases into their notebooks

- Listen and repeat

- Read the words in pairs and correct each other’smistakes

- Listen to the T

- Read the statements in pairs and try to guess themissing information

- Give their answer

- Read the questions in pairs and try to do the task

- Give their answer

1 It belongs to 3 provinces: Ninh Binh, Hoa Binh, and Thanh Hoa.

2 It is about 160 km.

3 They come to see the work being done to protect endangered species.

4 In the spring of 1789

5 They live mainly on bee keeping and farming.

- Check their answer say it aloud, and then correcttheir work if they have the wrong answer

-Work in groups to discuss

- One/ two sts present

Trang 23

6 Homework:(1 min)

- Write a short paragraph about Cuc Phuong

National Park

Date: 08/02/09 Writing a letter of acceptance or refusal

I Objectives:

By the end of the lesson, sts will be able to write a letter of acceptance or refusal

II Teaching aids: board, textbook, chalk

- Problems: Students may find it difficult to get ideas as well as to choose suitable expressions to write a letter of their own.

- Solutions: teacher should be ready to help if necessary

V Procedure:

1 Warm- up: ( 5 mins)

- Ask sts some questions:

1 Would you like a cup of tea?

2 Do you feel like going out now?

3 Can you sing us a Vietnamese song?

+

Task 1 :

- Introduce the topic of the lesson: Write a letter of

acceptance or refusal.

- Introduce some new words:

+ a'cceptance (n): the noun of "accept"

+re'fusal (n) : the noun of " refuse"

+ dec'line (v) : refuse sth offered ( politely)

- Ask sts to listen and repeat and then copy down

these words into their notebooks

- Ask sts to read the expressions in the table in 2

minutes

- Remind sts of three invitation letters that they

have already read in Unit 10 and ask them to work

in pairs to complete three reply letters by using the

expressions in the table

- Ask sts to do in 3 minutes in pairs

+ Task 2:

- Remind sts of the letter Nam wrote to Lam to

invite Lam to spend a weekend with him And now

Lam write a letter accepting Nam's invitation

- Listen to the teacher and answer

1 Yes, I’d like/ love to

2 I’d love to but I have to learn now

3 I’m sorry I can’t

- Copy down the words into theit notebooks

- Do the task in pairs and share their answer with their friends

1 Accepting: Yes, I'd like/love to.

2 Refusing: I'm afraid I can't come because

3 Accepting: I'd be delighted to.

Trang 24

- Ask sts to work in pairs to rearrange the sentences

into a letter

+ Task 3:

- Ask sts to read the requirement of task 3

- Ask them to write a letter accepting or declining

his/ her friend's invitation

- Ask them to pay attention to the structure of a

letter: greeting, organisation ( introduction, body )

- Suggest that they use letters in task 1 and task 2 as

sample letters

- Can call on 1 student to write down on the board

- Can collect some writing to give feedback and

marks

- Ask some other sts to give remarks for their

writing on the board

- Corrects the typical mistakes

5 Consolidation: (2mins)

- Do Part D (page 68- workbook)

- Work in pairs to rearrange the sentences into a letter

- Present their ideas:

1.d 2 e 3 c 4 a 5 f 6 b

- Read the requirement

"Dear Binh, It's lovely to hear that you are going for a picnic

to Cuc Phuong National Park next weekend Thank you for inviting me to join you but I'm afraid I can't come.

My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday morning After that, I'm going to take her to some famous places in Hai Duong.

I hope that you will have a wonderful day in Cuc Phuong Remember to show me the photos you take

in Cuc Phuong when you get home.

Your friend,

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Period : 69 Unit 11 : LESSON 5: LANGUAGE FOCUS

Date : 14/02/09

I Objectives:

- distinguish the sounds /t/ and /d/

- pronounce the words and sentences containing these sounds correctly

- use conditional sentence type 3 appropriately

II Teaching aids: textbook, CD, cassette, chalk and board.

- Problems: Students may confuse the use and the form of conditional sentence type 2 and 3

- Solutions: teacher gives more examples and explains them carefully

V Procedure:

Pre:

- Write two sentences on the board and ask sts to find

the consonants in the underlined words

1 Open the door, please

2 Let him go

/ d / : a voiced sound

/ t / : a voiceless sound

While:

- Ask sts to look at all the words in the textbook,

listen to the cassette and repeat

- Ask sts to look at sentences in page 119 in the

textbook and listen to the CD then find out the words

containing sound /t/ and sound /d/

Post:

- Asks sts to make sentences with the words in part

listen and repeat

a Presentation: Conditional sentence type 3:

- Revise conditional sentence type 3 by giving an

example

Eg: Tom didn't study hard so he fail the exam.

=> I can say: " If Tom had studied hard, he wouldn t ’

have failed the exam."

- Ask sts to tell the T the form and the use of

conditional sentence type 3

- Write down sentence 3 as example on the board and

explain it

compare their answers in pairs sentences 1, 4, 7

- Look at the board and find the 2 consonants.-> /t/ and /d/

- Listen to the CD and find out the words containing the sounds /t/ and /d/

- Read the example and tell the whole class their ideas

+ Form:

If - clause , main clause

If + S + V( past perfect), S + would +have + P II

+ Use: to express the hypothetical conditions in the past

- Listen to the teacher and take note

- Give examples

- Look at the board and listen to the teacher

- Answers:

Trang 26

- Move round to conduct the activity.

+

Exercise 2:

- Write and explain the example on the board

E.g: I wasn’t hungry, so I didn’t eat anything

(-) (-)

-> If I had been hungry I would have eaten something

(+) (+)

answers with their friends.(2, 4, 5)

- Ask two sts to write the sentences on the board

- Ask two sts to give remarks

+ Exercise 3:

- Explain the task

- Explain the example

- Have sts work in pairs and do number 2 and 4

- Get sts’ answers and correct

6 Homework ( 1 min)

- Do the rest exercises

- Do the exercises in workbook

1 had known 2 had had

3 would have gone 4 would have passed

5 could have enjoyed 6 had known

7 had stopped 8 had called

- Listen and correct their work if necessary.

- Look at the board and listen to the teacher

- Do the Ex individually then share with friends

EX 2: Each st writes three sentences

1 hadn't stopped so suddenly, the accidents wouldn't have happened.

2 that Lam had to get up early, I would have woken him up.

3 lent me the money, I would have been able to buy the car.

4 been wearing a seat belt, she would have been injured.

5 had breakfast, you wouldn't be hungry now.

6 had some money on me, I would have got a taxi.

- Do number 2 and 4 in pairs

- Write down the answer on the board

2 If they had been paying attention, they would have seen …

4 If the sun hadn’t been shining, we wouldn’t have gone…

Period: 70 TEST YOURSELF D

Date: 14/2/09

I Objectives:

- Sts revise what they have learned in unit 9, unit 10 and unit 11.

II Teaching aids: textbook, CD, cassette, chalk, board.

- Problems: Sts may have difficulty in listening and answering the questions

- Solutions: Teacher introduces sts some tips

V Procedure:

Teacher's activities Students' activities

1 Listening:(10 mins)

- Ask sts to read the requirement of the task

- Introduce new words: - Look at the textbook and read the statements.- Try to focus on the important words

Trang 27

+ campground (n) : a place for camping

+ trail (n) : a path

+ geyser (n): m¹ch níc phun

- Play the CD twice and ask sts to do the task

- Ask sts to share their ideas with their partners

- Get feedback and play the CD again so that sts

can check their answers

2 Reading: (10mins)

- Ask sts to work in pairs to compare their

answers

- Ask some sts to report his/ her answers aloud

- Listen and check

3 Grammar: (10mins)

- Ask sts to discuss their answers in pairs

- Ask 2 sts to write their answers on the board

- Ask two other sts to give remarks

- Check and give the correct answers

4 Writing: (15 mins)

- Have sts exchange their writing and correct each

other mistakes

- Go around and take notes some typical mistakes

- Call on 2 sts to write down their answers on the

board

- Call on some sts to give remarks

- Give remarks and correct some typical mistakes

- Copy down these words into their notebooks

- Listen and read after the teacher

- Listen carefully and do the task

- Work in pairs to discuss their answers

- Answers:

1 They go to a national park to enjoy the nature.

2 It became a national park in 1872.

3 No, it isn't It's the world's largest park.

4 It has about 70 geysers.

5 They mustn't pick the flowers, feed or hunt the animals.

- Work in pairs to share their ideas

- Some sts stand up to report

1 a junk and litter c highway

b 1 knew 2 would help 3 knows

c 1 decided 2 to stay 3 would have gone out 4 hadn't been

- Exchange the writing and correct each other mistakes

- Write down the answers on the board

" Dear Alex,

a You will be delighted to know Father is giving a party to celebrate the New Year

b He has invited some of our relatives and his friends

to make the party a success

c I too have invited a number of my friends in the neighborhood

d Mother has asked me to tell you to come home for the New Year celebration

e I'm sure you will be here in time to share the fun with us on that day

Your sister,Helen

Date: 14/2/09

I Objectives:

- Teacher checks sts’ comprehension and corrects mistakes sts often have

- Sts perform their knowledge and try their best to learn as well as do next test

II Content:

1 Listening (2.0p): Listen to the passage and decide whether the statements are T or F

2 Reading (2.5p): Read the passage and do the exercises:

Exercise 1: Choose the best answer

Exercise 2: Answer the questions

Trang 28

Period: 72 UNIT 12: MUSIC

I Objectives:

- use vocabulary items related to music

- guess the meaning of words based on the context

- scan for specific information about music

II Teaching aids: board, textbook, chalk.

- Problems: Students may not have enough words, and knowledge about some kinds of music

1 Do you often listen to music?

2 What sort of music do you like?

3 Can you name some sorts of music you know?

- Write down the answer for question 3 on the board

a Matching:

- Ask sts to work in pairs to match the descriptions to

- Answer the teacher’s questions

1 Yes/ No

2 I like pop music…

3 Yes, they are folk music, rock-‘n’-roll, pop music, classical music and jazz

- Work in pair to match

Trang 29

the types of music given in the part:

+ convey(v):= Show, express: truyền đạt

+ set the tone for: tạo nên không khí

- Ask sts to read the passage independently then find

the meanings of the words/ phrases in the box to

complete the sentences

- Encourage sts try to guess the meanings of the

words in the context of the reading

- Call on some sts to read and explain their answers

aloud in front of the class

- Feedback and give remarks

+ Task 2:

- Have sts read and try to understand all the

questions

- Ask sts to work in pairs to read the passage more

carefully and answer the questions given

- Call on some pairs to ask and answer in front of the

class

- Give necessary comments

4 After you read:( 9 mins)

- Ask sts to work in pairs to give answers to the

questions given in the part

- Go round to help sts with their work.

- Call on some pairs to practise orally in front of the

- Write a passage about the roles of music and which

role is the most important

- Give answers orally

- Read and try to understand all the questions

- Work in pairs to answer the questions

- Some pairs report their answers while others watch

1 Language and music.

2 It can express ideas, thoughts and feelings.

3 It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful.

4 It makes people happy and excited It delights the senses.

5 It is a billion-dollar industry.

- Work in pairs orally

- Some pairs report while others listen

1 There are five roles:

- Music can express ideas, thoughts and feelings.

- Music sets the tone for important events and occasions.

- Music lulls baby to sleep.

- Music wakes students up in the morning.

- Music entertains.

2 Students give their own ideas.

- Listen to the T

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Period: 73 Unit 12- LESSON 2: SPEAKING

Date: 21/02/09

I Objectives:

- ask and answer about music

- talk about favorite kinds of music

- Problems: Sts may not have enough vocabulary to talk about the topic

V Procedure:

1 Warm- up: ( 5 mins)

- Ask sts to close their textbook and answer the teacher’s

questions

1 What kind of music do you like most?

2 What is your favorite band or singer?

3 When do you listen to music?

4 Why do you listen to it?

2 Before you speak: ( 10 mins)

+ Task 1:

- Introduce the situation: You are going to read what Ha

Anh says about music

- Give sts some new words:

+ keep sb happy: make sb happy

+ cheer sb up: make sb happier/more cheerful

+ have the radio on:

- Ask one st to read the passage aloud

- Ask sts to work in pairs to ask and answer the

questions

- Go around to observe sts working

- Ask some sts to present their answers in front of the

class

- Get feedback and give correct answers:

- Close the textbook and answer the teacher’s questions

- Depend on sts

- Listen to the T

- Take notes

- Read the text aloud

- Work in pairs to ask and answer the questions

- Some sts present

1 She likes pop music.

2 Because it keeps her happy.

3 The Backstreet Boys.

4 She listens to music all the time

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3.While you speak: ( 13 minutes )

+ Task 2:

- Tell sts that they are going to ask your partners

questions to get information to complete the table below

- Adds more words about music to sts:

+ rousing (a): hµo høng

+ lyrical (a): tr÷ t×nh

+ peaceful (a): thanh b×nh

+ pleasant (a): thÝch thó

+ to help sb forget troubles:

- Ask sts what questions they can ask if they want to

know about their friend’s favourite kind of music ,

reasons for listening to music, favourite band……

- Ask sts to form groups of 3, ask the information to

complete the table

- Go around to help sts and collect the mistakes

- Calls on some groups to practise in front of the class

4 After you speak: (14 mins)

+ Task 3:

- Ask sts to report what they have got from their friends

to the whole class

- Before sts report T asks sts to look at the example and

elicits some structures they can use:

+ Both A and B like …

+ A likes…, and so does B.

+ A likes …and B does , too.

+ A likes…, but B prefers…

- Ask sts to prepare in one minute

- Ask some sts to report what they have found out about

their patners in front of the class

- Correct the Ss’ mistakes

- Copy down the words in notebooks

- Think of the questions and say aloud:

+ What kind of music do you like?

+ Why do you like it?

+Who is your favourite singer/ musician? + What is your favourite song/ piece of music? + When do you listen to music?

- Work in group and practise

- Some groups practise aloud

- Listen to the T

- Listen to the T and take notes if necessary

- Some sts report in front of the class

E.g: "Both Hoa and Binh like pop music Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to Hoa's favourite band is Westlife but Binh likes Lam Truong very much ."

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Date: 21/02/09

I Objectives:

By the end of the lesson, sts will be able to listen to get specific information

II Teaching aids: textbook, cassette, CD, chalk and board.

- Problems: Sts may have difficulty in listening and answering the questions

- Solutions: teacher introduces sts some tips

2 Who wrote it?

- Has sts open their book, look at the picture and

answer:

3 Who is in the picture?

4 What do you know about him?

a Read aloud all the songs and ask “Which of the

songs were written by Van Cao?”

b Read all the words in the book and ask sts to repeat.

- Introduce some new words

+ rousing (adj): hµo høng s«i næi

+ lyrical(adj): tr÷ t×nh

+rural(adj):

- Read the words and ask sts to repeat

- Ask some sts to read the words again

3 While you listen:( 17 mins)

+ Task 1:

- Tell sts that they are going to listen to a conversation

between Lan Huong and Quang Hung about Quang

Hung's opinion towards Van Cao's music

- Ask sts to work in pairs, look at the statements,

underline the key words and guess if they are true or

false

- Play the CD twice

- Play the CD once again, stop the tape where necessary

+ Task 2:

- Ask sts to read the questions in pairs and make sure

they understand the questions and know what

information they need to answer the questions

- Ask sts to listen to the CD twice and take short notes

to answer the questions

- Play the CD once again, stop the tape where necessary

1 Tien Quan Ca

- Follow the teacher

- Copy down the words and phrases into theirnotebooks

- Listen and repeat

- Listen to the T

- Work in pairs to underline the keywords andguess if the statements are true or false

- Give their answer

1 F (The guess is Quang Hung.) 2.F(He likes some Vietnamese musicians )

- Work in pairs to read the questions

- Listen and do the task

- Compare their notes

1 It is 'My favourite Musician'.

2 Tien Quan Ca

3 Because it is hard and solemn, it makes him feel great and proud of his country.

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- Explain the task

- Give some Quang Hung’s ideas about Van Cao’s

music:

1 The best Vietnamese musician of all time is Van

Cao

2 Tien Quan Ca is hard and solemn

3 His songs about rural life in Viet Nam is sweet and

gentle and very lyrical

- Have sts work in pairs and discuss about them

- Go around and help if necessary

- Call on some sts to present their ideas

- Check their answer, and then correct theirwork if they have the wrong answer

- Copy in notebooks

- Work in pairs and discuss

Date: 12/03/07 LESSON 4: WRITING

I Objectives:

1 Education Aims: - Students can write a profile.

2 Knowledge:

a General knowledge: - The life story of a famous person

b Language: - Language used to write a profile

- The past tenses , to-infinitive and the passive voice

3 Skills: - Reading: read the information about Van Cao

- Writing: make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao

II Anticipated problems:

- Students may find it difficult to use the prompts to write a complete profile .

III Teaching Aids: - board, textbook, chalk.

IV Procedures:

1 Homework checking :( 5 mins)

- Ask one st to talk about his/her opinion about Quang

Hung's ideas about Van Cao's music

- Ask other sts to listen to their friend and give

remarks

- Listen to their friend and give remarks

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- Check and give remarks.

- Aims: to get sts to recognise what a profile is like

and to read the information about Van Cao.

+ Task 1:

- Introduce the topic of the lesson: Writing a profile.

+ 'profile (n): a report of a person ( usu in a

newspaper article)

+'mixture (n) : sù hoµ quyÖn

+tune (n): giai ®iÖu

+ Ragtime (v) : a kind of music which is a mixture of

classical European and African beats

+ rag (n): a Ragtime song

+ beat (n): nhÞp

+ 'talent (n): a natural skill/ ability.

+ 'talented (a): having talent

+ app'reciate (v): recognise sb's good qualities.

- Ask sts to listen and repeat and then copy down

these words into their notebooks

- Ask some sts to read these words again

- Ask sts to read the prompts in task 1 and to make up

complete sentences about Scott Joplin by adding

suitable auxiliaries, articles or prepositions and

appropriate verb tenses

- Allow sts to work in pairs first to make up sentences

orally and the write them down into their notebooks

- Move around to help if necessary

- Ask sts to compare their answer with other sts

- Focus sts on some points about writing a profile by

asking some questions:

1 Which tense do you use?

2 What kind of information is included in a profile?

+ Task 2:

- Ask sts to read the information about Van Cao and

to work in pairs to discuss how to write a profile

about him

- Ask them to refer to their writing in task 1 as a

sample

- Aims: Sts practise writing about a life story of Van

Cao.

- Ask sts to write down what they have discussed into

their notebooks

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read their work

aloud

- Ask some other sts to give remarks

- Check and give the correct answer

- If there is enough time, T can have sts exchange

their writing among sts within a group so that they

can check their friend's work and give remarks

- Copy down the words into theit notebooks

- Listen and repeat

- Some sts stand up and read again

- Read the prompts and do the task in pairs

- Write down the sentences into their notebooks

- Share their answer with their friends

1 He learned to play music when he was very young.

2 Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music.

3 He quickly became famous.

4 His tune were wonderful mixture of classical European and African beats which were known

as Ragtime.

5 All in all, he wrote 50 piano rags, and was called the King of Ragtime.

6 Scott Joplin died in 1917.

- Answer T's questions:

1 We use the past simple.

2 the date of birth/death, the place of birth, family, career, personal life.

- Work in pairs to discuss

- Read their writing: ( a sample paragraph)

" Van Cao was born on the fifteenth of November,

1923 in Nam Dinh His parents were poor workers However, he started composing music when he was very young His first song was written in 1939 and it quickly became famous The song " Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944 Van Cao was also very good at other artistic works like song writing, poem writing and paintings He died

on the tenth of July,1995 He was known as a very talented musician and highly appreciated by the Vietnamese people.

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- Part D (page 73 - workbook)

Period: 76 Unit 12: LESSON 5: LANGUAGE FOCUS

Date: 01/03/09

I Objectives:

- distinguish the sounds /s/ and /z/

- prounce the words and sentences containning these sounds correctly

- use to- infinitive to express purposes and make Wh- questions appropriately

II Teaching aids: board, chalk, textbook, CD and cassette.

- Problems: Students may confuse sound /s/ in English with sound / s / in Vietnamese

- Solutions: teacher give more examples and distinguishes them clearly

V Procedure:

Pre:

- Write two sentences on the board and ask sts to find

the sounds in the underlined words

1 This shirt is too expensive

2 He took his children to the zoo

- Write two sounds on the board and pronounce them

clearly twice, then ask sts to repeat

/ z / : a voiced sound

/ s / : a voiceless sound

While:

- Call on some sts to read all the words aloud

- Ask sts to look at sentences, listen to the CD and

underline the words containing the 2 sounds

a To-infinitive:

- Recall the use of to-infinitive by giving an example:

e.g.: A: What did you buy this cassette player for?

B: I bought this cassette player to study English

e.g.: To keep fit, you have to do morning exercises

/z/: is, his, zoo

- Read all the words aloud

- Look at all the sentences and listen to the radio and underline the words

- Read the example and tell the whole class their ideas

+ Use:

- to show purpose.

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- We can put to-infinitive at the beginning or at the

end of the sentence

- Ask sts to give some examples

+

Exercise 1:

- Ask sts to look at Ex1 and explains the example

- Ask sts to do the exercise in pairs

- Ask some pairs to report

+

Exercise 2:

- Ellicit the exercise from sts

- Ask some sts to report

b Wh-questions:

- Ask one st to name some question words they have

already known and give their meaning and use

- Give example and ask sts to give format

E.g1: When do you get up everyday?

- Give comments and more explaination:

Wh- + auxiliary (do/does/did/will ) +S + V ?

- Asks sts to look at example 2 and give the form

E.g2.: Who gave you that present?

+ Exercise 3:

- Ask two sts to write their answers on the board

- Do the exercise in pair

- Some pairs report

1 I phoned her to tell her good news.

2 I'm saving money to buy a cassette player

3 She practises singing all day to win the singing contest.

4 I m learning French to sing French songs.’

5 The monitor always goes to class on time to set

a good example for the class.

- Listen and correct their work if necessary.

- Read and explain the exercise

1 to read 2 to buy

3 to send 4 to invite

5 to learn

- One st answers:

Who, where, when, what, which, how

- Look at the example and give format

- Listen to the T and take note

- Give the form:

Who + V + ?

- Do the exercise individually

- Two sts write their answers on the board:

1 What will you do if it rains?

2 What sort of music does your father enjoy listening to?

3 When did he leave for Ho Chi Minh City?

4 Who wants to talk to you?

5 How did you spend the evening last night?

6 What time does the film start?

7 Who is your favourite musician?

8 Why do you like pop music?

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Period: 77 Return of English written test

Date: 01/03/09

I Objectives:

After the lesson Sts will be able to:

- learn their mistakes and how to correct them

- do the test better next time

II Procedure:

1 Return sts’ tests.

- Give correct answers on the board

- Ask sts to compare their answers with the teacher’s correction on the board

- Read the keys aloud

- Explain the correct keys and reply sts’ questions

- Give comments in general

2 Keys and points.

Date: 15/03/08

I Objectives:

By the end of the lesson, sts will be able to write a descriptive paragraph about a film they have seen, based

on the prompts

- Problems: Students may find it difficult to write about the content of the film

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- Solutions: Teacher should be ready to help.

V Procedure:

1 Warm- up:(5 mins)

- Ask sts to close their books and answer the teacher’s

questions:

1 Which film do you like most?

2 What kind of film is it?

3 What is it about?

4 Where is it made?

5 Who is / are the main character(s)?

6 Does the film have happy or sad ending?

+

Task 1 :

- Introduce the topic of the lesson: describing a film.

- Explain the task

+'tragic (a): bi thảm

+'luxury (n) : sự xa hoa

+'voyage (n): a long journey by sea

+ ad'venturer (v) : ngời thích phiêu lu.

+ be engaged: đính hôn

+ 'iceberg (n): tảng băng trôi

- Ask sts to read the description of the film Titanic in

task 1 and to answer the questions about the film in

pairs

- Move around to help if necessary

+ Task 2:

- Ask sts to think of a film they have already seen and

then work in pairs to ask and answer similar

questions to those in task 1

- Allow sts to work in pairs in 5 minutes

- Move around to help if necessary and to check

- Correct sts' mistakes if there are any

- Ask sts to write down what they have discussed into

their notebooks

- Ask them to refer to the model description in task 1

if necessary

- Can call one student to write down on the board

- Collect some writing to give marks and comments

- Ask some other sts to give remarks on their friend’s

writing on the board

- Give feedback and correct some typical mistakes

5 Consolidation:(2 mins)

- Do the exercises in workbook

- Prepare for the new lesson and test 15’

- Guess their meaning and take notes

- Read the description of the film Titanic in task 1

and to answer the questions about the film in pairs

1 The name of the film is Titanic.

2 It is a tragic love story film.

3 It is about the sinking of a luxury liner.

4 It is made in America.

5 It is based on the true story of Titanic.

6 The main character are Jack Dawson and Rose DeWitt Bukater.

7 Jack is a young and generous adventurer Jack and Rose fall in love with each other although Rose is already engaged.

8 It has a sad ending.

- Think of a film that they have seen

- Work in pairs to ask and answer about the films they have seen

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Period : 82 Unit 13: LESSON 5: LANGUAGE FOCUS+ Test 15’

Date : 15/03/09

I Objectives :

- distinguish the sounds /f/ and /v/

- pronounce the words and sentences containning these sounds correctly

- use adjectives of attitude to describe films or to express their opinion about particular films

- use structure: It was not until that and articles: a, an and the appropriately.

II Teaching aids: textbook, chalk, board, cassette and CD.

- Problems: Students may find it difficult to distinguish adjectives ending in -ing from adjectives

Pre: Write two sounds on the board and pronounce

them clearly twice, then ask sts to repeat

/ f / : a voiceless sound

/ v / : a voiced sound

- Ask sts to pay attention to the length of two sounds

While:

- Move around to help

- Ask sts to look at sentences in page 139 in the

book

- Ask them to work in pairs to read the sentences and

then find out the words containing sound /f / and

- Write down two sounds

- Listen to the CD and repeat

- Read the words in pairs

- Some sts read aloud

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