tieng anh 9 chuan kien thuc 2012

Gives feedback Sticks poster T / F on the BB Runs through the poster Lest S’s read to statement T / F Gets feedback corrects the false statements Asks S’s to talk and retell the informat

Preparing day: ……….

Teaching day: ………

UNIT 1: A VISIT FROM A PEN PAL

LESSON 5 : READ

I OBJECTIVE : By the end of the lesson, each student will be able to :

-Have some knowledge about Malaysia

- Improve the reading skill

II LANGUAGE CONTENTS:

 Vocabulary: (to) comprise; currency (n); compulsory (a)

 Structure: Review: Past simple with wish

III TEACHING AIDS : Posters, maps, textbook, pictures…

IV PROCEDURES :

1 Warm up: Brainstorming

Information about

a country

2 Pre-reading:

- Pre-teach Vocabulary:

Set the scene: Today, we study

about one of the countries of

Now, we Study about Malaysia

1 Area: 5 Capital City:

Corrects and add to events…

Elicits new words by techniques

Asks S’s to copy downChecking memory by rub out and remember

Introduces the text sticks the poster on the BB

Runs through the poster

Asks S’s to guess information about Malaysia

Tell about the information of it

2 6.

3 While reading:

Task 1: Read to check the

prediction

1/ 329.758 Sq km 5 Kuala

Lumpur

2/ 22 million 6 Islam

3/ tropical 7 Bahasa

Malaysia

4/ ringgit 8 English

Task 2: True / False Statements:

Keys:

3 False

Correction:

2 three religions

3 Malaysia, Chinese, Tamil and

English

4 Post reading:

Interview:

Talk and retell the information

about Vietnam

Asks S’s to open your books and reads it 5 minutes silently

Gives feedback

Sticks poster T / F on the BB

Runs through the poster

Lest S’s read to statement T / F

Gets feedback corrects the false statements

Asks S’s to talk and retell the information

of VN

Read and check their predictions

Individually compare with in pairs

Feedback Look at the poster

Work individually Compare in pairs In group A, B

Give ideas and correct

Talk and retell Base of the poster a country

5 Homework: Do project

To introduce your city as a tourism attraction

Use the cues:

o Where is your city?

o What is it famous for?

o What could people do when coming

to the city?

o Where could they go?

o What could you do to make your city more attractive?

o Etc …

• Draw on experiences:

………

………

………

………

I OBJECTIVE : By the end of the lesion, each Student will be able to:

-Write a personal letter

-Improve writing letter skill: write a long letter that has three paragraphs with some ideas

II LANGUAGE CONTENTS:

 Vocabulary: primary (n) soil (n), tropical (a), territory (n)

 Structure: Review past simple

III TEACHING AIDS : Textbook, Poster.

IV PROCEDURES :

ACTIVITI ES

S’S ACTIVITIES

1 Warm up: Chatting

 Have you ever visited any other places in

Vietnam?

 When did you go?

 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?

2 Pre - writing:

+ Pre -teach Vocabulary:

 Primary (n): ban đầu

 Soil (n):

 Tropical (adj): thuộc khí hậu nhiệt đới

 Territory (n): vùng

+ Set the scene: “Imagine you are visiting

your relatives or friends in another part of

Vietnam or a different country…”

Asks S’s some questions and it defends the other options

Corrects and remarks their ideas

Elicits new words

by techniquesAsks S’s to copy down

Checking memory by rub

remember

Asks S’s on their own answer the following

Answer some questions with suggestions

Questions on page 11.

1 Where are you now? How did you get

there?

2 Who did you meet?

3 What have you gone?

4 How do you feel now?

5 What do you think interest you most?

6 When are you returning home?

C Body of the letter

D Closing – Your friend / Regard / Love

Suggested ideas:

+ First paragraph: I arrived at DN airport /

train station / bus station at 2 pm / 8am / late

in the afternoon / at midnight / etc on

Tuesday / Wednesday / Saturday… Hoa /

Nam / uncle Tan / Aunt Huong met me at the

airport / train station / bus station, the he /

she took me home by taxi / motorbike /

bicycle…

+ Second paragraph: I’ve visited / been to

many places like the beaches, the Cham

museum / Marble Mountains, super markets

the water part Etc… I’ve tried different

foods: Seafood, DN specialties I’ll visit

HoiAn and MySon tomorrow on Sunday…

+ Third paragraph: I feel so happy and

enjoy myself so mush The people here are

so nice and friendly, the foods are so

delicious, and the sights are so beautiful I’ll

leave DN at 2pm / 7pm… next Thursday

4 Post writing:

Choose some letter to correct in class write

the common wrong of ss on the board and

check

5 Homework:

sentencesquestions:

Explains the situations

Asks S’s two or three students / to tell the class about their visit

Asks S’s to work

in pairs to talk each other about their visit

Asks S’s remind about the format

of a personal letter by asking the question

Runs through 3 parts

Asks S’s to write

a letter to their visit

Asks S’s to look

at the outline on

pg 11Asks S’s to follow the outline

to write their own letter

Asks S’s to swap their letters, compare with their partners

Gets S’s to swap the poster to correct

Give some their

Tell the classWork in pairs

Retell about the format of a personal letterListen

Wr

te a letterLook at the outline

Individually

Compare with partners

Correct and remark

Write in note

Write their letter after correction on their

note book

Do exercises I workbook

Prepare the next lesson

• Draw on experiences:

………

………

………

………

§· ký duyÖt Ngµy….th¸ng… n¨m……

Preparing day: ………

Teaching day: ………

Period: 7

UNIT 2: CLOTHING

Lesson 1: GETTING STARTED - LISTEN AND READ

I OBJECTIVE : At the end of the lesson, each student will be able to :

-Know some more about “aodai”, the traditional dress of Vietnamese women

-Reading the text detail

-Ask and respond to questions on personal preference

II LANGUGE CONTENTS/;

 Vocabulary: tunic (n), loose (a), inspiration (n) minority (n); symbol (n); unique (adj)  Structure: The present Perfect tense.

III TEACHING AIDS : Textbook; Pictures; cassette; poster

IV PROCEDURES :

ACTIVITIE S

S’S ACTIVITIES

1 Warm up: Matching

Set the scene:

Look at the picture “b” There is a girl

 Where is she from?

 Why do you know she comes from

VN?

3 Pre - teach Vocabulary:

 (a) poet (example) nhà thơ

 a long silk tunic (n) áo lụa dài

 (to) slit (explanation) đờng kẻ

 loose pant (n): quần rộng

 Ethnic minority (n): dân tộc thiểu số

 symbol (n) biểu tợng

 unique (adj) dress;

 (a) pattern (picture): hoa văn

4 while-teaching

You are going to read a text a bout the

traditional dress of Vietnam Now,

listen to the tape

- the present perfect tense

1 ….poem, novel and songs

2 … A long silk tunic that is slit

on the sides and worn over loose

pants

Uses picture for illustrate Names

of some countriesDivides the class into two group to match

Uses picture “b”

to ask S’s some questions

Corrects their errors

Follows the step for presenting of Vocabulary

Asks S’s to copy down

Checking memory

by chat and where

Asks S’s to listen

to the tape carefully

Asks ss read the text

Ts explaints and lets ss do

Listen and repeatCopy down

Listen to the tape

Ss read the text

Ss read the ex

Individual work

3 … to wear modern clothing at

work

4 … Lines of poetry on it

5 … symbol such as suns,

stars,crosses and stripes

b answer the questions;

1 by tradition, men and women used to

wear the ao dai

2 they have printed lines of poetry on it

or have added symbols such as :

suns,stars, crosses and stripes on the ao

dai

6 Homework: Asks ss writing their opinion

about ao dai

Ex: 1,2,3,4,5 ( page: 12)

Prepare the next lesson

Ss listen and copy down

• Draw on experiences:

………

………

………

………

§· ký duyÖt Ngµy….th¸ng… n¨m……

Preparing day: ………

Teaching day: ………

Period: 8

UNIT 2: CLOTHING

Lesson 2: SPEAK

* Objective : By the end of the lesson, students will be able to:

- to ask and answer about personal clothings

-Improve skill of practice in groups ,interview,report…

a.Jean cloth was made completely from

cotton in the 18th century

b.Rice is grown in the tropical countries

c.Five million bottles of chamagne will be

produced in France next year

d.A new style of Jeans has just been

introduced in the USA

e.Two departmant stores have been built this

-sleeved# sleeveles (adj) :

Match the name of clothes to the pictures:

* while- speaking:

Now you work in small groups and look at

the survey about the ss wear : casual clothes,

favourite clother, school unform and for

special occasions

-have students write passive sentences on the board

-feed back

-have students tell all the colors they know

-present the words using “matching “ for checking

Ts gives the task ss

Ts guides

-individually write passive sentences on the board

-correct mistakes (if any)

-tell as many colors

as possible

-listen and repeat-copy the words-match the words with the pictures in groups

Ss listen , look at the pictures and match

Ss copy if any

Ss listen carefully

Name Cansu

al

clothes

Fovrite clothes School unifor

m

Clothe

s for special occasion Lan A

d blouse

Wear

it everyd

ay except for sun dayComfortable dark blue and white

Jeans/a long sleeve

d blouseLook strong

er inthese clothes

1 what do you usually wear on the weekend?

Why do you usually wear these clothes ?

2 what is your favourite type of clothing?

1 h¬ng said that she like to wear faded jeans

on the weekend because she felt very

comfortable

2 Tu©n said that a colorful T- shirt was his

favorite type of clothing

3 Hoa said that she often wore a short

sleeved blouse and baggy pants

4 she said she like them because they wear

cool and very confortable

5 she said her favorite clothes were short

bggy pants and short sleeved blouse

6 she said she wore school uniform everyday

except for Sunday

7 she said it was comfortable and it was dark

blue and white

Ts provides some questions for survey

Tss guides

Ts gives suggestions

Ss ask each other

Ss listen and report

The whole content of the leson

Homework:

Learn all the newwords about clothing

Make a list of types of clothing that most of

the ss in the class like wearing on different

special cases

• Draw on experiences: ………

………

………

………

Preparing day: ………

Teaching day: ………

Period:9

UNIT 2: CLOTHING LESSON 3: LISTEN

* Objective : By the end of the lesson, students will be able to specific information

about people’s wearings and describe them

* Language contents :

+Vocabulary: revise words about clothes +Structures: revise present progressive tense

* teaching aids:

Picture, color chalk, book and radio

* Procedures :

*warm up:

Key:

a.bought b.has had c.arrived; had;

-have students write correct form of the verbs in groups

-students write correct form of the verbs in groups

d.Did………visit e.has taken f.did…… start

g.didn’t eat; didn’t feel h.have washed

i.didn’t want j.have never met

pre-listening:

what do you call these clothes in English?

What kind of blouse is it?

Are these shoes or sandals?

Are there clothes for childen or for adults ?

a A: flower pants

B: blue shortC: a while skirtb

A: a long sleeved while blouse

B: a short sleeved pink blouse

C: a short sleeved white blouse

“ Marry, a three years old girl, is getting

lost Her father is looking for her Now you

listen to tape and check the letter of the

correct picture to show what is Mary

wearing”

Get ss write down all kinds of shoes and

clothes they hear

-have students play

“slap the board”

Ts asks ss about picture a – c to help them review

Ts gives the answer

Ts provides some words that will have

in the listening text

Ts sets the sence

Ts play the tape the first time

Ts asks ss read the anser to check together

Ts play the tape ( several time)Feedback

-correct mistakes (if any)

-play the game

Ss listen and answer

Get ss listen and number the things that

Marry is wearing

Answer key:

a B Blue short

b A a long sleeved white blouse

c C a brown shoes

get ss write the information about Marry’s

age, hair, thing her bring together

Answer :

Age: 3

Hair: short, dark hair

Thing carried: a large doll

Tape transcript:

Attention please! Here is a special

announcememt A little girl is reported

missing She was last seen 20 minutes ago

near the main entrance to the Car Fair

Her name is Marry and she ‘s 3 years old

She has dark hair She ‘s wearing a pair of

shoes-brown She may be carring a large

doll.

If you see Marry, please bring her to the

information desk Her father is wating for

her there Thank you!

Post-listening:

Questions :

1 how old is Marry?

2 what color is her hair ?

3 what is she wearing?

4 what may she be carring?

Homeworks:

Base on the listening text write a pagraph

describe a person who you like most

Play the tape again

Ts asks ss work in pair ask some information a bout Marry

Ts gives their homework

Listen and write

Ss pair work

Ss write in note book

• Draw on experiences:

………

………

………

………

§· ký duyƯtNgµy….th¸ng… n¨m……

I AIM : To help S’s to read the text for detail about clothing “jeans”.

II OBJECTIVE : By the end of the lesson, each student will be able to

-Understand the text for detail

-Talk some information about jeans

III Language contents :

 Vocabulary: (to) wear out; (a) style; (to) embroider; (a) label; cotton (n)

 Structure: Review Passive voice

IV TEACHING AIDS : Textbook, pictures, cassette…

V PROCEDURES :

1 Warm up: Shark’s attack

Topic: Clothing

 (Jeans)

2 Pre- reading:

- Pre- teach Vocabulary:

 (to) wear out (realia) cởi ra

 (a) style (picture) kiểu, mẫu

 (to) embroider (realia) thêu

 (a) label (realia) dán nhãn hiệu

 cotton (n) (realia) vải

- Guide the questions: (Brain storming)

Asks S’s try to guess the work

If their guess each team is wrong, the girl has to step down

Corrects and remarksCongratulations

Elicits new words by techniques

Asks S’s to copy down

Checking memory by rub out and remember

Asks S’s answer

Work into groupGuess the wordCorrect

Listen and repeatCopy down

Answer some questions

a) What do you want to know about

“jeans”?

b) Who first designed “jeans”?

c) When did “jeans” become popular?

Why?

d) Where were “jeans” made?

e) What were “jeans” made of?

f) What are some famous “jeans”

b) Genoa first designed jeans

c) Jeans became popular in the 18th century

e) Jeans were made of cotton

f) Some of famous jeans designers are

making their own styles…

Task 2: Fill in the missing dates and words

Task 3: Questions exercise (b) on Pg 18

1/ Where does the word jeans come from?

(… was made in Europe …)

2/ What was the 60 S’ fashions? (… were

embroidered jeans, painted jeans and so

on.)

3/ Why did more and more people begin

wearing jeans in the 1970s? (… became

cheaper…)

4/ When did jeans at last become high

fashion clothing? (… in 1980s …)

5/ Why did the sale of jeans stop growing?

(…the world wide economic situation got

worse …)

4 Post reading: Discussion (Speaking)

 Do you like wearing jeans? Why or why

not?

 What type of jeans do you love wearing?

some questionsElicits from S’s question

Asks S’s to read the text to find out the answers to their questions and add more ideas

Gives feedback

Asks S’s to read the text to fill in the missing dates and words; exercise a) on

pg 17Asks S’s to work in pairs

Gives feedback

Asks S’s to work in pairs to answers the questions

Asks S’s to compare with partners

Corrects and remarks

Has S’s work in the groups to discuss the questions

Individually

Read the text

Adding to opinions compare the partnersFeedback

Fill in the missing dates

Work in pairsFeedbackWork in pairs

Compare with their partners

Correct

Work in groups

 Do you think jeans are in fashion?

5 Homework :

Write the anser b page 18 in notebook

Sumary the developmemt history of

jeans

• Draw on experiences:

………

………

………

………

Preparing day: ………

Teaching day: ………

Period: 11

UNIT 2: CLOTHING

WRITE

I OBJECTIVE : By the end of the lesson, each student will be able to:

- Writer an exposition, presenting one side of an argument

II LANGUAGE CONTENTS:

• Vocabulary: (to) encourage; (to) be equal in; (to) bear one’s name, freedom of choice

• Structure: Review Passive voice Revise” gerund as subject, should

II TEACHING AIDS : Textbook, cards, chalk…

PROCEDURES:

Teacher: Nguyễn Thanh Giang English 9 School years: 2011- 2012

III.

III.

III.

School : THCS Mai Hịch

* WARM UP Key:

a.This dictionary isn’t used very often

b.Oil has been found in the Antartic

c.Mary was given this present an hour ago

d.Her new book will probaly be traslated

into a number of foreign languages

e.Has this telephone been repaired?

f.I was tol d that our teacher was sick

Pre-writing:

Stick or draw the following table on the

board

Tell the ss it is the out line to present one

side of an argument

Give out to the ss sets of different color

strips or paper, on which the content of the

outline is written as follow

Lets the readers know the writer’s point of

view

Present argumemt in a logical way

Give example where possible

Sum up the urgumemt

My opinions is ……….

I think ………

Firstly ………

Secondly ………

Finally ………

Therefore ………

In conclusion ………

Ask ss go to the board , stick the strips on

the correct space

How many parts does an argumemt have?

What do you write in “ introduction” ? what

language is used?

How we can present series of argumemts?

What language is used?

What do you write in conclusion? What

language is used?

Comprehension questios:

1 what is the topic of the passage?

2 why does wearing uniform encourage ss

to be proud of their school?

Be equal: bình đẳng

Be proud of: tự hào

Bear one’s name: mang tên ai

Freedom of choice self confedence: tự tin

While-writing:

1 what is the topic of an argumemt?

2 why shout secondary school students

-have students -feed back

Ts gets play a game

Ts checks ss unđerstaning by giving some questions

Ts ask ss read the topic and outline

A on page 18 then answer some comprehension questions

Ts explains some newwords

Asks ss read the outline B and

-individually write passive sentences on the board

-correct mistakes (if any)

Play follow ts guide

Listen and answer

Read the answer

Work in groups discuss

16

• Draw on experiences:

………

………

………

………

§· ký duyÖt Ngµy….th¸ng… n¨m……

Preparing day: ………

Teaching day: ………

Period: 12

UNIT 2 : CLOTHING

LANGUAE FOCUS

I AIM (S) : To help S’s to practice “ALREADY” and “YET” in the present perfect tense,

distinguish the difference in using the past simple and the present perfect tense

- Review the passive forms of the present, simple present, simple past and simple future

- Practice passive modal auxiliaries

II OBJECTIVE : By the end of the lesson, each student will be able to use “already” and

“yet” in the present perfect tense, simple present, simple past and passive forms

III Language contents :

 Vocabulary: champagne (n); equal (a), (to) grow; peer (n)

 Structure: Review: Present perfect, Past, present, Passive

IV TEACHING AIDS : Textbook; cassette; posters

V PROCEDURES :

1 Warm up: Pelmanism

(Give the irregular verbs in the past or vise

versa)

Sticks the cards on the BB

Divides the class into two teams choose the numbers you guess Announces the team wins

Look at the BB work into group

Correct

2 Presentation:

- Pre -teach Vocabulary:

champagne (n) (realia) rượu Sampanh

equal (adj) (explanation): công bằng

(to) grow (translation) mọc, phát triển

peer (n) (translation) cùng lứa tuổi

3 Practice:

Act 1: Read the dialogue, then use the

information in the table to make similar

dialogue (on pg 20)

Suggested dialogues:

b) A: come and see my photo album

B: Lovely! Who’s this boy?

A: Ah! It’s Quang, my brother’s friend

B: How long have you know him?

A: I’ve Know him for seven month

B: Have you seen him recently?

A: No I haven’t seen him since January

He has…

……… (analysis, sentences ……)

Act 2: Set the scene: You and your friend

are visiting HCM city → Review the present

perfect with: “already” and “yet” Use it with

words given in the box (on pg 20)

Act 3: Review the present perfect with

“Ever”

Set the scene: Tom and Mary are talking to

each other about places they have been to (on

Model: They sell jeans all over the world.

→ jeans are sold all over the world

Act 5: The Passive form modal verbs on

pg21

Structure:

Model verbs + be + Past participle

have to / be going to + be + past participle

Keys of answers (pg 33 T’s book)

4 Production: Complete the sentences; using

the passive forms:

 Have you ever…  A party is going to…

 A new road…  The spring fair…

Elicits new words by techniques

Asks S’s to copy downChecking memory (rub out & remember)

Asks S’s to work in pairs work in pairsAsks S’s to compare with their partners

Asks S’s to read the dialog → elicits fromS’s the use and the position of already/ yetAsks S’s to look at the dialog → elicits fromS’s the use and the position of “ever” runs through exercive3

Asks S’s to look at the exercise in exercise 4

Elicits from S’s the model verbs… → form and asks S’s to do exercise 5 on pg 21

Asks S’s think out the situation of sentences

to fill

Listen and repeat copy down

Work into pairs

Compare with their partners

Read the dialog Talk about the useLook at the dialog

Look at the exercise and do it

Retell the form

Do exercise on pg 21

Fill the blanks

 You can…  Jeans are…

• Draw on experiences:

………

………

………

………

Period 13

Date of preparing: ………

Date of teaching: ………

I Objective: In the written test ss have to do the exercises relating two unit: unit 1, unit 2 Teacher can know the ss, level and have projects to have them II Writing aids: Photo papers III Procedure: 1 Setting the class 2 Write the content on the board: written test 1 3 Give ss photo paper 4 Read and check if any problems in typing have IV Ma trận đề: 1 Chủ đề Nhận biết Thông hiểu Vận dụng Tổng KQ TL KQ TL KQ TL I Listening 10 2

10 2

II Reading 5 2,5 5 2,5 III Language focus 10 3

10 3

IV Writing 5

2,5

5 2,5

3

15 4,5

5 2,5

30 10

3

5 3

III Language

focus

10 3

10 3

2

5 2

3

15 5

5

2

30 10

V §Ò bµi

Name: ………

Class 9A Subject: English

Time: 45 mins

Question 1: Listening (2 point)

Em h·y nghe mét ®o¹n v¨n vµ ®iÒn vµo nh÷ng th«ng tin cßn thiÕu( Listen to the passage

and fill in the missing words) :

Every year many people, young and old, men and women in the (1)………… learn English Why do (1) ………these people want to learn English? It is not easy to answer this (3)

……… young children learn English (4)…………school, because it is one of their school (5)………… More over, they learn it (6)……… their higher studies, as some of their books are (7)………….English at college and university Adults (8) ……… English, as it is quite

useful (9)……… their work Beside, they learn English because they want to (10)

………… English newspaper and margarines

Question 2: Reading (2, 5 point)

Read the text and answer the questions below (Đọc lá th và trả lời các câu hỏi cho bên

Answer the questions:

1 How old is Linda?

Question 3: Language focus (3 point)

Khoanh tròn vào một đáp án mà em cho là đúng nhất để hoàn thành các câu sau:

1 Wearing uniform helps ss fell ……… in many ways

A equal B equally C unequally D equality

2 The traditional dress of Vietnamese women and their modern clothing are ………

A Differ B different C difference D differently

3 Active: They drink champagne in his birthday.

- Passive: ………

A Champagne is drunk in his birthday

B Champagne in his birthday is drunk

C Champagne is in his birthday drunk

4 Lan wishes Maryam………Leave

A doesn,t have to C won,t have to

B didn,t have to D don,t have to

5 Thu and Lan ……… close friends for years

A are B were C have been D was

6 They wish they……… a new house

A have B had C will have D have had

7 How long………it……… you to go to work?

A has… taken C does….take

B did take D do … take

8 What… you do on the weekend? – I went to visit my friends

A do B will C would D did

9 The tourists by the beauty of Phong Nha Cave

A impressed C were impressed

B impressed D are impressed

10 They… cycle to school when they were students

A used to C did use to

B was used to D are used to

Question 4: Writing (2, 5 point)

Viết lại câu sao cho nghĩa không đổi bắt đầu bằng từ cho sẵn.

1 You don,t have a brother

4 Many university and college students wore jeans.

UNIT 9: NATURAL DISASTERS

Lesson 1: Getting started , Listen and read

I OBJECTIVE : By the end of the lesson, students will be able get the information about

weather from the weather forecast

II Language contents :

 Vocabulary: weather forecast (n); coast (n); (to) turn up; (to) expect; thunderstorm (n); delta (n); (to) trust; in case (n)

 Structure: Relative Pronouns

III TEACHING AIDS : Textbook, pictures, posters; cassette…

IV PROCEDURES :

1 Warm up: Matching

 Picture 1: It is snowing heavily

 Picture 2: Many houses have been

collapsed

 Picture 3: The volcano is erupting

 Picture 4: The wind is blowing …

2 Presentation: - Set the scene:

Uses picture to introduce

Observe and remark

MatchingWork in pairs

Correction

Listen and answer

 weather forecast (n): chương trình dự báo

thời tiết (explanation)

 coast (n) = seaside: bờ biển (synonym)

 (to) turn up: điều chỉnh to lên (mime)

 (to) expect: mong đợi (translation)

 thunderstorm (n): bão có sấm sét; mưa

to (picture)

 delta (n): vùng châu thổ (visual)

 in case (n): phòng khi, lỡ khi

 (to) trust: tin tưởng; tin là thật = rely on

(synonym)

4 Introduces the text:

Thuy is talking to her grandmother while they

both are watching T.V

 What are they watching?

 How is the weather forecast on T.V?

5 S’s listen to the tape:

5.weather forecast; watching them

Task 2: Comprehension questions

 Why does Thuy’s grandmother ask her to

turn up the volume?

(listen to the weather forecast)

 Which city is the hottest today? (HCM)

 Where is Thuy going? (a park…)

 What does Thuy’s grandmother want her to

do? (to bring a long a rain coat…)

- Speaking / Role play:

Play the roles of Thuy; grandmother and

weatherman

 Will have temperature between … and …

 Will experience temperature between … and

…

 HoChiMinh temperature will be between …

and …

 Can expect clouds/ thunder storms

7 Isolate the new structure:

HaNoi and areas to the north will be sunny

Elicits new words by techniques

Asks S’s to copy downChecking memory by what and where

Introduces the text and asks some questions

Reads / operates the cassette

Gets S’s to read the dialogue silently and

do exercises 2b on page 75

Asks S’s to work in pairs; then compare with their partners Gives feedback

Sticks some questions

by poster on the board

Gets S’s to call out their answers and corrects if necessary

Asks S’s to read the weather forecast on T.V

Asks S’s to look at the map and play the role

of the weathermanThen, Asks S’s to work in pairs

Asks S’s to some questions

Explains the new structures

Asks S’s to copy down

Listen and repeatCopy downPlay a small game

Listen and answer check

Listen to the tape (twice)

Individually

Work in pairs compare

FeedbackAsks and answers the questions

Work in pairs Read

Look at the map Play the role Work in pairs

Answer some questions

which will have temperatures between 230C

and 270C

Relative pronouns

Who, that, which

 Who: Replace the person

 Which: Replace the things

 That: Replace the person / the things

Đại từ quan hệ được dùng để thay thế

cho một tiếng danh từ chỉ vật sự vật;

người nói đến

Explains the use of it

ListenCopy down

Listen and repeat

8 Homework: Write the weather forecast.

I AIM : To help students know to practise speaking about preparations for a typhoon.

II OBJECTIVE : By the end of the lesson; students will be able to talk about what they

want to buy and do to prepare for a typhoon

III Lexical items :  Vocabulary: (a) bucket; leak (n); (to) tie; latch (n); (a) ladder; available

(adj); (to) damage

 Structure: Review: Relative Pronouns

IV TEACHING AIDS : Textbook, posters…

+ Check the doors and the windows

+ Cut some branches of high trees in the

garden or around the house

+ Buy oil; gas

+ Buy candles

+ Check the roof

2 Pre speaking– :

- Pre-teach Vocabulary:

 (a) bucket: cái xô (visual)

 leak (n): chỗ thủng; chỗ dột (visual)

 (to) tie: cột, trói (mime)

 (a) latch: cái chốt cửa (picture)

 (a) ladder: cái thang (picture)

 available (adj): có sẳn (translation)

 (to) damage: phá hỏng; làm thiệt

hại (synonym)

 (a) blanket: cái mền (picture)

 (to) block = block the rollers on

(synonym)

 (a) roller: trục lăn; con lăn (picture)

 (to) strike – struck – struck = hit

 (a) snout: mõm (picture)

 hurricane (n): cơn bão = typhoon

Correct their mistakes

Announce the teams wins

Congratulations

Follow the steps for presenting of vocabulary

Elicits new words by techniques

Asks S’s to copy down

Checking memory by slap the board

Work in group

Complete the phrases

Correct and remark

Listen and repeat

Copy down

Preparation for a typhoon

buy food Store water



- Introduce the new structure:

Defining and non defining–

Relative Pronouns.

WHO / WHICH / THAT → It’s

qualified the noun of the sentence

Act 1: Set the scene:

Exercise 3 a on page 76

Check () what preparations they think

should be done for a typhoon

Model: What preparations do you think

you should make or prepare for a typhoon?

T’s: Do you buy some canned food?

S’s: Yes

T’s: Do you pain your house?

S’s: Of course not / No

Act 2: Take a role play:

Talk about what you think you want to buy

and do to prepare for a typhoon; explain

why

S1: I think we should buy some canned

food before a typhoon

S2: Yes, I think so / I agree with you The

market will be close and no food will be

available

S1: I think we should buy a ladder, too

S2: What for? / Why?

S1: Just in case we need to fix the roof

Because there must be strong wind

Task 2: The tape transcript:

If you leave in an earthquake zone, you

should take some time to look around your

Asks S’s to remind the structure with relative pronouns

Asks S’s to work in pairs to check ()Correct their mistakes

Asks S’s to read the poster on page 76 by the ideas in the box

Asks S’s to work in pairs the model dialogue

Gives feedback Asks S’s to listen to the tape (3 times)

Asks S’s to listen to the tape again and draw the master of

structure

Work in pairsCorrect

Read the poster and practise

Work in pairs

FeedbackListen and check their prediction

Look at the poster

house Place heavy books on the bottom

shelf of your shelves Block the rollers on

your fridge and washing machine to

prevent them from moving Put hanging

potted plants in plastic containers check the

mirrors in your bathroom and bedroom

Make sure they can’t move Don’t put your

bed next to a window

Planning where you are going to be during

an earthquake is very important The first

thing to remember is to stay inside Then,

you should visit under a strong table or

doorway, or stand in the corner of a room

4 Post listening:

Comprehension question:

 What should we do with heavy fixtures,

furniture and appliances if we live in an

earthquake zone? (… take some time to look

around your house / place heavy books on

the bottom shelf / block the rollers on your

fridge …)

 Why do have you to block the rollers on

your fridge and washing? (… to prevent

them from moving)

 What should we do to a void flying

glass? (check the mirrors in your bathroom

…)

 What should we do during an

earthquake? (… remember is stay inside / sit

under a strong table or door way or stand in

the corner of a room)

content of the tape script

Sticks the poster by comprehension

questions on the board

Asks S’s to read the information and practise in pairs

Calls on some pairs

to ask and answer before class

Then pratise the information

Ask and answer them

2’ 4 Homework: Write it up completely.

5 Remarks:

UNIT 9: NATURAL DISASTERS

Lesson 3: READ

Week: Period: Date:

I AIM : To help students reading a text about natural disasters for details.

II OBJECTIVES : By the end of the lesson, students will be able to get more information

about the natural disasters in the world

III Lexical items :  Vocabulary: tidal wave (n); abrupt (adj); shift (n); (to) warn; funnel –

shaped (adj); (to) suck up; tornado (n); majority (n)

 Structure: Review: Relative clauses (continued)

IV TEACHING AIDS : Textbook, pictures, posters, cassette…

 tidal wave (n): sóng thần (translation)

 abrupt (adj): bất ngờ; đột ngột

 (to) suck up: hút lean (translation)

 tornado (n): cơn lốc xoáy

 majority (n): đa số; phần lớn (example)

- Open prediction:

Set the scene: There are 6 statements about

the information of some natural disasters All

of you have to read them and guess whether

they are True or False

1/ Most of the earthquakes in the world occur

in the Ring of Fire

2/ The earthquakes in Kobe in 1995 caused

severe damage

3/ A huge tidal ware traveled from California

to Alaska and hit Anchorage in the 1960s

4/ Typhoon, hurricane and tropical storm are

different words for the same natural disasters

5/ The eruption of Mount Pinatubo is the

Stick the pictures and poster on the board

Divides the class into two groups to match the pictures with the situationsAnnounces the team wins

Follow the steps for presenting of vocabulary

Elicits new words

by techniquesAsks S’s to copy down

Gets S’s to work in pairs to guess

Gives feedback

Asks S’s to listen to

Look at the picture

Work into groups A & B matching

Listen and repeat

Copy down

Look at the poster

Work in pairs guess the statements

Feedback

ListenIndividually

world’s largest ever volcano eruption.

6/ A Tornado looks like a funnel

3 While reading:

Asks S’s listen to the tape on page 78

Task 1: Check the prediction

TF

in more than 50 years

Task 2: Complete the sentences

Exercise 5 b on page 79

+ Answer keys:

1 The majority of earthquakes occur around

the Pacific Rim

2 During the earthquake in Kobe; many

people were killed when comes; office docks

and highways collapsed

3 A tidal way only occurs when there is an

abrupt shirt in the under water movement of

the earth

4 In Australia, a tropical storm is known as a

cyclone

5 The Chinese language gave us the meaning

of the word “typhoon”

6 A tornado is a type of a storm that looks

like a funnel

4 Post reading:

Asking and answering by Brainstorming

Earthquakes tidalwaves typhoon

the tape

Gives feedbackStick the poster on the board

Asks S’s to complete the sentences

Correct their mistakes

Divides the class into two groupsAsks S’s to discuss and fill in these cues

Corrects and remarks

FeedbackLook at the poster

Complete

Correct

Work into groups

5/ Homework: Write about 10 sentences to describe about natural disasters

6/ Remarks: .

UNIT 9: NATURAL DISASTERS

Lesson 4: WRITE

Week: Period: Date:

I AIM : To help students writing a story about a typhoon.

II OBJECTIVE : By the end of the lesson, students will be able to write a story about a

typhoon

III Lexical items :  Vocabulary: (to) behave; shelter (n); all of sudden.

 Structure: Review: Relative Pronouns

IV TEACHING AIDS : picture, poster…

V PROCEDURES :

 shelter (n): chổ trú ngụ (example)

 all of sudden: bất ngờ (synonym)

 Celsius (c): độ C (explanation)

 (to) warn: cảnh báo, báo trước

(translation)

- Review the structure:

Relative Pronouns

THAT = IN WHICH

- Reading task: Set the scene:

This is Lan’s family; they are at home

- Telling the story by picture word cue Drill

- Work on the outline;

 Picture 1 :

+ Who is this? (It’s Lan)

+ Where is she? (She’s outside)

+ What is she doing? (She’s playing with

her dog, Skippy)

⇒ Lan is outside playing with her dog

 Picture 2 :

+ How is the dog? (strange…)

→ All of a sudden, the dog behaves

strangely

 Picture 3 :

+ What’s on TV? (The weather forecast)

+ What does Lan’s mother say? (there is a

typhoon coming)

→ Lan ran home and her mother tells her

that there is a typhoon coming

 Picture 4 :

Divides the class into two groups (A & B)

Asks S’s to go to the board to guess and write the correct words

Announces the team wins

CongratulationsFollow the steps for presenting of vocabulary

Elicits new words by techniques

Asks S’s to copy down

Checking memory by what and where

Check the structureEstablishes the situations

Shows six picture on the BB

Asks S’s some questions to elicit the story

Gets S’s to read the outline on page 79 and look at 6 pictures

to answer the questions

structureListen

Look at the picture

Individually

5’

+ What’s are they doing? (…gathering and

talking about the coming typhoon…)

→ Mrs Quyen gathers her family and asks

them to find shelter in the house

 Picture 5 :

+ What’s the weather like now? (…It’s

very dark / It has strong wind and heavy

rain)

→ suddenly, it becomes dark The storm

comes

 Picture 6 :

+ What’s the weather like now? (fine)

→ The storm finishes soon and everyone is

glad

3 While writing:

Sample:

It was a beautiful day The sun was

shinning, the sky was blue, the weather was

perfect

Lan was outside playing with her dog

Skippy All of a sudden, the dog behaved

Strangely She kept running around in

circles Lan ran home with her dog and told

her mother what Skippy was doing Lan’s

mother – Mrs Quyen told Lan that she

heard on TV that there was a typhoon

coming Mrs Quyen gathered her family

and told them to find shelter in the home

Sudden the sky became very dark The

storm came with strong wind and heavy

rain Mrs Quyen and her family were

scared But soon the storm finished and

everyone was glad

What a clever dog Skippy is! She save Lan

from being caught in the typhoon.”

4 Post writing: Correction

+ Take some writings to correct in front

the class

+ Correct their mistakes by collecting

their papers and remark

Gives feedbackCorrects their mistakes

Asks S’s to look at the pictures and retell the story (the cues in the box on page 79)Asks S’s to write

Asks S’s to use the word cue to write a story

Monitors and helps S’s to writing

Gives feedback

Asks S’s to hang your own to correct their mistakes

FeedbackCorrect

Look at the pictures and retell it

IndividuallyIndividually

Gives feedback

Correct

2’ 5 Homework: Write another strong or complete this writing exactly.

(You can make changes or add more detail to the story)

6 Remarks:

UNIT 9: NATURAL DISASTERS

Lesson 5: LANGUAGE FOCUS

Week: Period: Date:

I AIM : To help students know to further practice in defining Relative Clauses and

non-defining Relative Clauses

II OBJECTIVE : By the end of the lesson, students will be able to distinguish between

defining Relative Clauses and non-defining Relative Clauses

- Helps S’s further practice on Relative Pronouns: who – which – that

III Lexical items :  Vocabulary: (to) sweep; (to) destroy; extensive (adj); (to) border

 Structure: Review:+ defining and non-defining Relative - clause

+ Relative Pronouns: who – which – that

IV TEACHING AIDS : Textbook, picture, poster; chalk…

 (to) sweep – swept – swept: quét;

cuốn đi, tràn qua (mime)

 (to) destroy = (to) pull down or break to

pieces (synonym): phá huỷ

 extensive (adj): lớn, rộng lớn = wide;

large (synonym)

 (to) border: tiếp giáp với (visual)

 Pacific Rim: lòng chão Thái Bình

c)The animal which has one or two horns

on its snout is rhinoceros

d)The explorer who discovered America is

Christopher Columbus

e)The planet which is closest to the earth

is Venus

f) The animal which was chosen to be the

logo of Sea Games 2003 is buffalo

g)The ASEAN country which is divided

into two regions by the sea is Malaysia

h)The food which can you chew but you

can’t swallow is the chewing gum…

Act 2: Matching

Exercise 2 on page 81 - 82

Divides the class into groups

Sticks twelve cards

on the board so that asks S’s choose two number and turns the cards over

Answer the team wins

Follow the steps for presenting of vocabulary

Elicits new words by techniques

Asks S’s to copy down

Checking memory by rub out and remember

Gets S’s to words in pairs to ask and answer the questions;

using Relative Pronouns

Gives feedback

Asks S’s to match each of the sentences

in column A with a

Work into groupLook at the board

Corrects and remark

Listen and repeat

Copy down

Words in pairs

FeedbackMatching

Keys: Model: Sentence a (Pg 82)

b) Kangaroos, which come from Australia

…

c) Ba, who lives in Trang Tien Street …

d) The novel that you gave me on my

birthday …

e) Neil Armstrong, who first walked on the

moon …

f) The chair that I bought yesterday …

g) Mrs Lien, who sings very well …

Act 4: Rewrite the sentences

Exercise 4 on page 82

Model: Kangaroos, which come from

Australia, have long tails

4 Production: Writing

E.g:

→ Use fact or imagination

to write the paragraph about

your own country by using

Relative Clause in exercise 3

to replace each underlined Clause

with their own Clause

related sentence in column B

Asks S’s to work individually and compare with their partners

Asks S’s to work in pairs and write the sentences on the board

Asks S’s to rewrite the sentences from

“a” to “g” by your own ideas

Asks S’s to change your task with their partners

Gives feedback

Asks S’s to use fact

or imagination to write and compare their partners

Correct their mistakes

Work individually compare

Work in pair

Rewrite it

correctFeedback

IndividuallyCompareCorrect

FACTS OR IMAGINATION

?

?

?

?

2’ 5 Homework: Write a short paragraph, using Relative Clause.

6 Remarks:

UNIT 10: LIFE ON ORTHER PLANETS LESSON 1: GETTING STARTED / LISTEN AND READ Period: Week: Date

I.AIM: To help students reading a text about UFOS for details to complete the notes II.OBJECTIVE: By the end of the lesson, students will be able to know more about

UFOS

III.Lexical items:  Vocabulary: spacecraft (n); meteor (n); evidence (n); alien (n); (to)

capture; device (n); (to) claim

 Structure: Review: Reported Speech and Modal Verbs Conditional Sentences type 1 and type 2

IV TEACHING AIDS: Textbook, cards; pictures, chalk…

E.g:

+ What’s the meaning of the word UFO?

+ What can you see in the pictures?

+ Have you ever heard about UFOS? Do

you think they really exist?

+ Have you ever seen any film on UFOS?

What are they about?

+ What do you want to know about UFOS?

2 Set the scene: UFOS are strange flying

objects They have seen in the sky and

believed to be spacecraft from another

planet Many scientists do not believe so

However, there is still evidence for people

to believe in the existence of UFOS

3 Pre-teach Vocabulary:

 spacecraft (n): tàu vũ trụ (picture)

 meteor (n): sao băng (visual)

 evidence (n): bằng chứng (anything

that makes clear; show or proves …)

 alien (n): người ở hành tinh khác

(person on other planets)

 (to) capture: bắt = (to) catch

 device (n): dụng cụ, thiết bị

(translation)

 (to) claim: đòi quyền, nhận là …

(translation)

 Sample (n): mẫu, vật mẫu

 (to) be mistakes for:

4 Introduces the text: In 1947; Kenneth

Arnold, an experienced pilot in the USA

see a UFO in the sky

5 S’s listen to the tape:

 proof; support = evidence

 falling star or shooting star = meteor

 unknown / strange people or thing =

aliens

 bringing together or gathering =

collecting

 caught as a prisoner = captured

 became impossible to see = disappeared

Task 2: Complete the notes

(2 b on page 84)

many groupsAsks S’s to guess the pictures on page 83

Asks S’s each group

to answer in front of the class

Corrects and remarks

Describes the situation about UFOS

Elicits new words by techniques

Asks S’s to copy down

Checking memory by what and where

Introduces and asks some questions

Reads & operates the cassette

Gets S’s to read the text and find the words

Asks S’s to work in pairs

Gives feedback

Gets S’s to read the text again and complete the notes / Then, compare with

Guess the picturesAnswer

CorrectsListen and answer

Listen and repeatCopy down

Listen and answer Listen to the tape

Read and find the work

Work in pairs Feedback

IndividuallyCompare

Keys: UFO Sightings

a) An aircraft; a weather balloon or a

meteor…

b) Nice large round objects traveling at

about 2,800 meters an hour

c) … 1,500 UFO sightings …

d) … a UFO above their …

e) … an egg- shaped object in one of his

fields and also aliens collecting soil

samples…

f) … claimed they were captured by aliens

and taken aboard 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…

7 Isolate the structure:

may

might

Câu tình thái dùng để diễn đạt điều

gì đó có thể là thật hoặc có khả

năng xãy ra

partners

Gives feedback

Introduces the structures

Asks S’s to copy down

Explains the use of it

FeedbackListenCopy downListen and repeat

8 Homework: Write a notes on page 84 in their notebook.

9 Remarks: … …

S + + V 1 (Infinitive / without “to”)

UNIT 10: LIFE ON ORTHER PLANETS

LESSON 2: SPEAK AND LISTEN Period: Week: Date :

I.AIM: To help students practice about Mars.To help students listening for detail to

complete a table

II.OBJECTIVE: By the end of the lesson, students will be able to talk to one another

about what they think there might be on Mars, on the Moon an on other planets.By the end of the lesson, students will be to know more about the moon

III.Lexical items:  Vocabulary: microorganism (n); gemstone (n); sparkling (adj);

creature (n); trace (n); mineral (n).(an) expert; crater (n); one – sixth; two – fifth

 Structure: Review: Modal verbs: may / might …Review: Conditional sentences type 1

V.TEACHING AIDS: Textbook, posters, pictures…

+ Which is the biggest?

+ Which is the hottest?

- Pre-teach Vocabulary:

 microorganism (n): vi sinh vật

(translation)

 gemstone (n): đá quí (realia)

 sparkling (adj): lấp lánh (realia)

 creature (n): sinh vật (translation)

 trace (n): dấu vết (visual)

 mineral (n): khoáng sản (example)

 (an) expert: chuyên gia = a person who

has a special knowledge; skill or practice

Sticks the poster on the BB

Asks S’s to find out five words in it

Divides the class into two teams (A & B)The team which has more right words will win the game

Establishes the situations by comprehension

questions

Follow the steps for presenting of vocabulary

Elicits new words by techniques

Asks S’s to copy down

Checking memory by Rub out and remember

Look at the poster

Work in teams

Correct and remark

questions

Listen and repeat

Copy down