giao an Anh 9- PPCT moi

Objectives : By the end of the lesson, students will be able to improve the dialogue based on the provise phrases P.18  Answer the questions: 1.. - Teacher has students give their answ

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Period 1 Teacher : Hoang Duc Toan date : / / 2011

a The verb tenses:

- Simple future:

- T listens and gives more information if necessary: S+ will/shall + V(Infinitive)

* We use shall for I and We

 Present perfect tense:

+ For: A period of time

+ Since: A point of time (starting point)

- yet, already, lately, recently, never, just,

 Exercise: Put the verbs in brackets into the Simplepresent, present continuous, simple past, simplefuture, present perfect tense and then change theminto the negatives and interrogatives:

1 He (watch) TV

2 She (do) her homework

3 They (buy) a new car

4 The children (sit) in the classroom

5 The boys (play) football

- Work in groups of 4 each todiscuss the uses and the forms

- Each group has one students tell

in front of the class

- Write some irregular verbs

- S + have/has + PII

- S + have/has + not + PII

I haven’t seen him yet

Have you seen him lately?

-Have/Has + S + PII

I have (I’ve) done my homework

- I’ve live here for 10 years

- I’ve lived here since 1998

- Individual work

- Ss do the exercises given byteacher

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 Teacher elicits from students the formations of theindirect speech and the passive form.

Exercises on Indirect speech:

Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her

2 “I’m going away tomorrow, mother,” he said

3 “Does this train stop at York?” asked Bill

4 “Is a return ticket cheaper than two singles?” said my aunt

5 “Where is the ticket office?” asked Mrs Jones

6 He said, “What is happening?”

7 “When are you coming back?” I asked them

8 “I’ll come with you as soon as I am ready,” she replied

9 “Stand up, please!” he said

10 “You should study harder.” the teacher advised Nam

11 Peter said to Paul, “Are you working as well as studying?”

12 “Can you get coffee on the train?” said my aunt

Exercises on the passive voice:

Change the following sentences into the passive voice:

1 They make shoes in that factory

2 They built that skyscraper in 1934

3 You must wash your hands before meals

4 Peter writes a letter

5 Somebody built the house last year

6 They speak English in the shop

7 She can sew three shirts a day

8 She gave me the box

9 The students handed in the reports

10 Steven forgot the book

4 Consolidation

Teacher retells and emphasizes the structures students have reviewed

5 Homework

Put the verbs into the correct tense (Simple Past or Past Progressive).

1 While Tom (read) , Amely (watch) a documentary on TV

2 Marvin (come) home, (switch) on the computer and (check) his emails

3 The thief (sneak) into the house, (steal) the jewels and (leave) without a trace

4 Nobody (listen) while the teacher (explain) the tenses

5 While we (do) a sight-seeing tour, our friends (lie) on the beach

6 He (wake) up and (look) at his watch

7 I (jog) in the park, when two squirrels (cross) my way

8 Robert (fall) off the ladder when he (pick) cherries

9 Archimedes (discover) the theory of buoyancy while he (take) a bath

10 When we (travel) around Ireland, we (meet) some very nice people

_

Unit 1 : A visit from a pen palGetting started & listen and read

I Aims: - Reading the text to understand the details.

- Presentation and practice in “wish” to talk about unreal present desires

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Teacher gets some students to stand in front of the class and tell some important grammaticalproblems they learned in English 8.

3 New lesson

a Getting started:

- What activities would you do if a foreign pen pal is

coming to stay with you for a week?

a Going to Hung’s Temple

b Visiting the Literature Temple in Hanoi

c Going to Dong Xuan Market or Going

+ To correspond [,kɔris'pɔnd] = to write to another

+ To be impressed (by): BÞ g©y Ên tîng (bëi)

+ To pray: (Mime)

+ To depend [di'pend] on: Phô thuéc vµo

+ To keep in touch: Gi÷ mèi liªn l¹c

+ A mosque [mɔsk]: Nhµ thê Håi Gi¸o

- Teacher reads once again

 Pre questions:

Set the scene: Razali Maryam is Lan’s pen pal She

came to stay with Lan last week You are going to

read a text about Maryam and her visit to Vietnam:

1 Where did Lan take Maryam to?

2 Did Maryam invite Lan to visit her country?

II Listen and read

 Presentation text: Listen and Read P.6,7

- Plays the disk

1 Check the prediction

- Answer key:

1 - Hoan Kiem Lake

- Ho Chi Minh’s Mausoleum/ the History Museum

and Van Mieu

- Many beautiful lakes and parks in Hanoi, the

mosque on Hang Luoc Street

2 Yes, she did

2 Multiple choice: 1-5 p.7,8

3 Grammar note:

 Model sentence:

- Teacher elicits the model sentence from students:

What did Lan say to Maryam?

I wish you had a longer vacation

*Concept check:

- Does Lan want Maryam to have a longer vacation?

- Can Maryam stay longer?

- Can her wish come true now?

- Does the sentence express unreal present or past

desire?

- What tense is used for the verb in the subordinate

clause?

 Notes: “Wish” in the sentence above is used to

express unreal present desire The simple past tense is

used in the subordinate clause For the verb ‘to be’,

“Were” is more often used than “Was”

S 1+ (WISH) + S2 + V(Simple past tense)

III Practice

c Practice:

 Repetition drill:

1 Can’t visit Malaysia

2 Can’t see that film

3 don’t have a trip abroad

d Futher practice:

- Guess the activities from picturea) – f) P.6 (Students can expresstheir own ideas

- Work in pairs and compare ingroups of 4

- Tell the meaning of the new words

- Copy down on the notebooks

- Work in groups of 4 to predict theanswers to the questions

- Listen following the text

- Read in individuals to find thecorrect answers to the questions

- Read the text again then choosethe correct option to complete thesentences

- “I wish you had a longervacation.”

- Yes

- No

- Unreal present desire

- The simple past tense

- T: can’t visit Malaysia

- Ss: I wish I could visit Malaysia

- Students use ‘Wish’ to finish the

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Teacher gives unreal situations:

1 I want to phone her but I don’t know her address

2 We’ve lost the way because we don’t have a map

3 Marie isn’t here now

4 They won’t come with us

5 Today is not a holiday

second sentence (orally):

1 I wish I knew her address

2 We wish we had a map

3 We wish she were here now

4 We wish they would come withus

5 We wish today were a holiday

4 Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied

5 Homework

- Prepare for the next lesson: Unit 1: Speak + Language focus 1

- Do exercise 7 page 10 (workbook)

4

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Period 3 Teacher : Hoang Duc Toan date : / /

2011

Unit 1

A visit from a pen palSpeak + language focus 1

I Aims: In order to help students practise speaking.

II Objectives : By the end of the lesson, students will be able to improve the dialogue based on

the provise phrases (P.18)

 Answer the questions:

1 Where does Lan’s pen pal come from?

- Team work

- Students write their answer onthe notebooks (Individually)

2 How long have they been pen pals?

3 How often do they correspond to each other?

4 When did Maryam come to stay with Lan?

5 Where did Lan take Maryam to?

- Teacher collects some notebooksand give feedback

- Teacher gives correct answers

* Set the scene: “Nga is talking to Maryam They are

waiting for Lan outside her school.”

- What activities would you do if a foreign pen pal is

coming to stay with you for a week?

- Teacher has students give their answer

- Teacher elicits the correction from students

a Yoko from Tokyo, Japan:

Lan: You must be Yoko – Maryam’s friend.

Yoko: Yes That’s right I am.

Lan: Pleased to meet you, Yoko Let me introduce

myself I’m Lan’s classmate

Yoko: Pleased to meet you.

Lan: Are you enjoying your stay in Vietnam?

Yoko: Yes, very much I’d like Vietnamese people

because they are very friendly I love old cities in

Vietnam like Hue and Hanoi

Lan: Is Hanoi different from Tokyo?

Yoko: Yes The two cities are the same in some ways.

They are both big and busy capital cities

- Students read the dialogue silentlyand put the dialogue in the correctorder

- Compare their work in pairs

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- Teacher monitors and gives help.

- Teacher has some pairs practise their dialogue before

the class

II Language focus 1 P.11

Example exchange:

S1: What did Nga do on the weekend?

S2: She went to the concert – Hanoi singers

S1: When did she see it?

S2: She saw it on Saturday morning at 8 o’clock

c Post Speaking:

III Practice:

 Write it up:

Example:

a Yoko is one of Maryam s friends She comes’

from Tokyo, Japan Tokyo is the same as Hanoi capital It is a big and busy city Last week Yoko came to stay with us We took her

to some tourist attractions like Van Mieu, Ho Chi Minh s Mausolem, the History Museum ’

She likes She loves

b .

- Practise in pairs

- Read the information given in thebox, work in pairs to make similardialogues

- Write Change the dialogue intonarratives (Individual work)

4 Consolidation

Teacher retells and emphasises the aims

5 Homework

- Prepare for the next lesson: Unit 1: Listen+ Language focus 2, 3

- Do exercise 1, 2, 3 page 5-7 (workbook)

- How to make “Wh” questions in the simple past?

- Gets students to write about Lan and her friends

preparing for a farewell party

1 Lan made a cake

2 Ba hung colourful lamps on the walls of Lan’s room

to make it brighter

3 Nga went to the market to buy a bunch of flowers

S 1+ (WISH) + S2 + V(Simple past tense)

- Individual work then compare inpairs

- Look at the pictures, read thewords given in the box and matchthe verbs with the nouns tounderstand what Lan and herfriends did to prepare for the party

6

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4 Nam painted a picture of Hanoi to present Maryam.

Tam and Huong went to the market to buy some fruit

II Listening

a Pre listening:

* Set the scene: “Carol is Tim’s pen pal She is from

Mexico She is visiting the USA Tim suggests doing

something.”

 Guessing:

a Keep off the grass / Don’t walk on the grass

b Go by bus / Which bus to take: the 103 bus ur

the bus number 130?

c Eat in a Mexican restaurant or eat

Hamburgers?

 Pre question:

1 Where does Tom suggest doing?

2 How are they going?

3 Does Carol like walking in the park?

a  Keep off the grass

b  Take the bus number 130

c  Eat hamburgers

 Comprehension questions:

- Teacher has students read the questions then plays

the disk again

1 Where does Tim suggest going?

2 How are they going?

3 What’s the park like?

4 What does Tim remind Carol to do while they are

walking in the park?

5 Which bus are they going to take?

6 What are they going to eat?

- Teacher has students give their answers and elicits

the correction from students if necessary

III Practice:

c Post listening:

 Writing:

Tim suggests going to a restaurant downtown.

They are going by bus It s so beautiful with trees,’

flowers and a pond in the middle He reminds her to

keep off the grass They are going to take the bus

number 130 They are going to eat hamburgers.

- Individual work then pairscompare

- Look at the pictures on page 9and tell what each picture means

- Predict the answers to thequestions

- Listen to the disk then find theanswers to the pre questions

- Listen and write the answer to thequestions (Short answers)

- Listen to the disk again and checkthe correct pictures

- To a restaurant down town

- Write full answers to 6 questions

in “While listening” to make apassage about Tim and Carol’s visit

to the down town

3 Consolidation

4 Homework

- Prepare for the next lesson: Unit 1: Read

- Do exercise 5, 6 (workbook), look for information about Malaysia

_

Unit 1 : A visit from a pen pal

read

I Aims : Reading for details about Malaysia, a member of ASEAN.

II Objectives : By the end of the lesson, students will be able to understand and retell the text.

III Procedure

1 Revision

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 Chatting:

- Do you remember Maryam?

- Who is she?

- Where is she from?

- Where is Kuala Lumpur?

- to divide [di'vaid] into: Chia ra

- to separate ['seprət] from: T¸ch ra tõ

- be separated by

- to comprise [kəm'praiz]: Bao gåm (to consist of)

- compulsory [kəm'pʌlsəri]: b¾t buéc

- a federation [,fedə'rei∫n]: liªn ®oµn

- territory ['terətri] : Vïng l·nh thæ

 Checking vocabulary: R0R

 T/F statements prediction:

1 Malaysia is a country of ASEAN

2 There are two religions in Malaysia

3 People speak only Malay in Malaysia

4 Primary school children learn three language atschool

5 All secondary school children learn in English

b While reading:

 T/F statements:

 Answer keys:

1 T 4 T

2 F There are three religions in Malaysia

3 F People speak only Malay in Malaysia

5 F All secondary school children learn in Malay

 Grid:

1 Area: 329,758 km 2 5 Capital city: Kuala

Lumpur

2 Population: over 22.000.000 6 Official religion:Islam

3 Climate: tropical 7 National language:Bahasa Malaysia

- Read the text about Malaysia thencheck and correct the falsestatements

- Read the text in silence thencomplete the table (Read a P.10)

- Read the information they havefound in read a) again then work ingroups of four to talk aboutMalaysia

- Write what they know aboutMalaysia (Individual work)

3 Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied

4 Homework

- Prepare for the next lesson: Unit 1: Write

- Do exercise 4 page 7,8 (workbook)

Unit 1 : A visit from a pen pal

Write8

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I Aims : Giving students practice in writing a letter to their parents or friends about their visit to

another part of the country or a different country

II Objectives : By the end of the lesson, students will be able to write a letter telling about their

trip to their friends or relatives in Viet Nam or in different countries

V Procedure

1 Revision

 Chatting:

- Have you ever been to another part of our country?

- When did you go?

- Who did you go with?

- How did you go?

 Form of a personal letter?

- Closing: Yours

2 New lesson

I Pre writing:

* Set the scene: “Imagine you are visiting another part

of Vietnam Write a letter to your friend or parents.”

 Making outline:

• First paragraph:

- Where / you now?

- Have a good or terrible journey?

- Travel by ? / How long ?

- When / arrive?

- Who / met / at ?

• Second paragraph:

- What / do / the day / arrive?

- On the following days?

- (Visit/take photos/eat/buy souvenirs)

- Meet your friend?

• Third paragraph:

- Have a good time?

- How / feel / like / stay?

- (The sights / food / people)

- When / come back?

II Writing:

- Teacher monitors, takes notes of typical mistakes and

helps if necessary

 Suggested letter:

Dear Mom and Dad,

I m now on holiday in HCM City We had a terrible’

journey We went by train The weather was awful It

rained all the time And the train was delayed for

three hours.

So it took 50 hours to travel from HN to HCM City I

think I will never travel by train again I was so late

that nobody met me at Saigon Station I took a taxi to

our uncle s house They were so glad to see me.’

I was rather tried on the day I arrived I didn t do’

much for the first two days On the following days, we

spent most of the time visiting Dam Sen Park

I m having a good time in HCM City now I enjoy the’

foods because they are delicious I like the sights

because they are beautiful I love the people, too.

They are helpful and friendly However, I miss you

both and I wish you were here now If you were here

we would have more fun I ll come back on 25’ th

September and please pick me up at the Noi Bai

Airport at

- Students work in pairs, ask andanswer questions using theinformation given above to telleach other about their visit

* Example:

S1: Where are you now?

S2: I’m on holiday in Ho Chi MinhCity

S1: Did you have a good journey?

S2: No The weather was awfullybad on the day I went

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III Post writing:

- Writes typical mistakes on the board and elicits thecorrection from students

- Gets some students to read their letters before theclass

I Aims: Presenting vocabulary to talk about the development of the “ao dai”

II Objectives: By the end of the lesson, students will be able to know about the traditional clothes

of some nations and Ao Dai in Vietnam

V Procedure

1 New lesson

I Getting started:

- Elicits the answers from students

a She comes from Japan

b She comes from Vietnam

c He comes from Scotland

d She comes from India

e He comes from the USA

f She comes from Arabia (Saudi)

II Presentation:

1 New words:

• Forming the words (revision):

To design (N)Designer / design

To wear Simple past/P II : wore/worn

To symbolize Noun: Symbol

Tradition Adj / Adv: Traditional(ly)

Frequently Adj: Frequent

Modern Verb: Modernize

- Tells students any words that they can’t change theform

1 What’s our national dress?

2 What’s it made from? – Silk or velvet or both?

3 Who often wears it?

4 When do they often wear it?

3 Listen and Read P.13

- Plays the disk

- Answer key:

- Look at the pictures of peoplewearing the national dresses oftheir country (Pictures a-f) on page

12 and describe where each personcomes from

- Forming the words

- individual work then discuss ingroups of 4 each

- Tell the meaning of the new words

- Work in groups of 4 to predict theanswers to the questions

- Listen following the text

- Read in individuals to find thecorrect answers to the questions

10

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1 The ao dai is.

2 It’s either made from silk or velvet

3 Women often wear it

4 They often wear it on special occasions

III Practice:

1 Complete the sentences:

- Listen&Read a P.14

- Checks the answers

1 poems, songs and novels.

2 traditional dress of Vietnamese women.

3 to wear modern clothing at work.

4 lines of poetry on it.

5 traditional designs and symbols like suns, stars,

crosses and stripes to velvet.

2 Comprehension questions:

- Listen&Read b P.14

1 By traditional, men and women used to wear the ao

dai

2 The majority of Vietnamese women prefer to wear

the ao dai at work because it’s more convenient

3 To modernize the ao dai, fashion designers have

printed lines of poetry on it And they have added

traditional designs and symbols like suns, stars,

cresses and stripes to velvet

IV Futher practice:

 Discussion:

1 When / where / why women in Vietnam like

wearing the ao dai?

2 The changes to the traditional ao dai

- Prepare for the next lesson: Unit 2 : Speak

- Write some sentences about the Ao dai

Unit 2: clothing

Speak

I Aims: Giving students more practice in talking about the clothes they like to wear on different

occasions

II Objectives : By the end of the lesson, students will be able to talk about their habits or interests

in different types of clothes

III Procedure

1 Revision

 Noughts and crosses: Talking about the ao dai.

1 What is our traditional dress?

2 What is it made of?

3 What is the ao dai described as?

4 Who used to wear the ao dai by traditional?

5 Why do the majority of Vietnamese women prefer

to wear modern clothing at work?

6 What have fashion designers done to modernize

the ao dai?

7 On what day do you have to wear school uniform?

8 What do your teachers often wear on Teachers’

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a Pre speaking:

I New words:

 Pre teach:

- Teacher uses the words of different clothes on

page 17 (or other clothes Ss are wearing) to teach

these words:

- Plaid [plæd]: KÎ ca r«

- Sleeve [sli:v]: Tay ¸o - Sleeveless: Céc tay

- Fade ['feid]: B¹c mµu

- Plain [plein]: tr¬n (Kh«ng cã hoa)

- Casual ['kæʒjuəl]: B×nh thêng, kh«ng trÞnh

T-shirt b a sleevedsweeter c a striped shirt

d a plain suit e faded jeans sleeved blousef a

shotr-g baggy pants h a plaid skirt i blue shorts

b While speaking:

2 Questions:

1 What do you usually wear on the weekend?

Why do you usually wear these clothes?

2 What is your favorite type of clothing? Why?

3 On what day do you wear school uniform?

What colour is it?

4 What type of clothing do you wear on Tet / your

birthday? What would you wear to a party?

Schooluniform

Clothesforspecialoccasions

Wear iteverydayexceptforSunday

Comfortable,darkblueandwhite

Jeansand alongsleevedblouse

Lookstronger

in theseclothes

 Feedback:

Lan: Hoa said she often wore a short-sleeved

blouse and baggy pants She said she like them

because they were cool and comfortable She said

her favorite clothes were short baggy pants and

short sleeved blouse She said she wore school

uniform every day except for Sunday She said it

was comfortable and it had dark blue and white

- Tell the meaning of the new words inVietnamese

- Repeat in chorus

- Read in individuals

- Check the spelling andpronunciation

- Read the phrases and try to guess themeaning of each phrase

- Do the matching

- Repeat the phrases in chorus

- Read the questions on page 14, thenwork in pairs to add three morequestions

- Use the given questions to make asurvey

- Ask 1 or 2 of their classmates to getinformation to complete the table

- Students tell their class what theyhave interviewed

3 Consolidation

4 Homework

- Prepare for the next lesson: Unit 2: Listen

- Do exercise 1,2 page 12-14 (workbook)

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Unit 2 : clothinglisten

I Aims : Giving students practice in listening for details and describing people.

II Objectives : By the end of the lesson, students will be able to describe others (clothes, age,

hair)

V Procedure

1 Revision

 Net work:

- Group work of four

- Discuss and write the names ofclothes

- Some students take turns to readaloud the word they have, otherslisten and add the words they don’thave to their list

1 What do you call these clothes in English?

2 What kind of blouse is it?

3 Are these shoes or sandals?

a A pants B blue shorts C a skirt

b A a long, white sleeved blouse

B a short, pink sleeved blouse

C a short, white sleeved blouse

c A sandals B boots C brown shoes

 Ordering:

Teacher reads:

1 sandals 2 a short, pink sleeved blouse

3 shorts 4 a long sleeved blouse

5 boots

Keys:

1 c)A 2 b)B 3 a)B 4 b)A 5 c)B

 Set the scene: “Marry, a three-year-old girl, is

getting lost Her father is looking for her Listen to the

announcement and put a tick beneath the pictures of

what she is weearing.”

b While listening:

 Listen P.16:

- Plays the disk

- T has students give their answers and elicits the

correction from them if necessary

- Hair: Short, dark hair

- The thing: a doll

- Look at the pictures (Listen a-cP.16), ask and answer questionsabout the clothes or shoes

- Repeat the phrases in chorus

- Look at the pictures aboutdifferent types of clothes (P.16) thelisten to the teacher’s reading,write the order of the pictures asthey hear

- Listen to the disk then put a tickbeneath the pictures of the clothes,shoes, sandals or boots Mary iswearing

- Listen to the disk again and checkthe correct pictures

- Take notes of Mary’s age, hairand the thing she may be carrying

- Work in pairs to ask and answerquestions about Mary

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c Post listening:

 Comprehension question:

1 How old is Mary? (3)

2 What color is her hair?(short, dark hair)

3 What is she wearing?

She’s wearing a short sleeved blouse

She’s wearing blue shorts and she’s wearing

brown shoes

4 What may she be carrying? (a doll)

 Role play:

- Teacher: “Imagine your brother (sister) went

shopping with you in a department store You have

lost him (her) Now you are at the information desk.”

- Work with your partner to make asimilar dialogue to describe him(her) (age, height, hair, clothes)

3 Consolidation: Teacher retells and emphasises the aims.

4 Homework :Prepare for the next lesson: Unit 2: Read.

I Aims: Giving students practice in reading for details.

II Objectives: By the end of the lesson, students will be able to tell their friends about the history

of jeans

III Procedure

1 Revision

 Network:

- Group work of four

- Discuss and write the names ofclothes

- Some students take turns to readaloud the word they have, otherslisten and add the words they don’thave to their list

- not easy = hard

- to name after sombody: §Æt tªn

- to wear [weə] out: mßn ®i

- to embroider [im'brɔidə]: thªu

 Checking vocabulary: Slap the board

II Reading:

 Set the scene: T: (use the picture of students (P.17):

- What kinds of trousers are these students wearing?

- Are they tight or loose jeans?

 Pre questions:

1.What was jean cloth made from?

2 Who gave the name “jean” to this material?

3 When did jeans appear for the first time and where?

- Look at the pictures then answerthe questions

14

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1 from cotton

2 Sailors from Genoa in Italy did

3 In the 18th century in Europe

2 They were embroidered jeans, painted jeans

3 Because jeans became cheaper

4 Because many famous designers started making

their own styles of jeans, with their own labels on

1 The word “jeans” comes from a kind of material

that was made in Europe

2 The 1990s’ fashions were jeans

3 In the 1970s, more and more people began wearing

jeans because they became cheaper

4 Jeans, at last, became high fashion clothing in the

1980s when famous designers started making their

own styles of jeans with their own labels on them

5 The sale of jeans stopped going up because the

worldwide economic situation got worse

- Read the text about the history ofjeans and find the answers to thepre questions

- Read the text again then completethe sentences

- Work in pairs to answer thequestions

- Work in groups of four, take turns

to tell about jeans (Use theanswers to the questions in “Readb)” P.18

Period 11 Teacher : Hoang Duc Toan date : / / 2011 .

Unit 2 : clothingWrite

I Aims : - Presenting a written argument.

- Giving students practice in writing their own argument about students’ uniform

II Objectives : By the end of the lesson, students will be able to write their own argument about

students’ uniform

III Procedure

1 Revision

 Chatting:

- Do you like wearing jeans?

- Why? / Why not?

- Teacher uses this situation to lead Ss to the new

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 Pre teach:

- to argue ['ɑ:gju:]: Tranh c·i

- to conclude [kən'klu:d]: KÕt luËn

- to encourage [in'kʌridʒ]: §éng viªn, k khÝch

- to bear one’s name: Mang tªn

- Self-confident = sure: Tù tin

- Constrained [kən'streind]: Ðp buéc, miÔn cìng

- Equal ['i:kwəl]: C«ng b»ng

- Practical ['præktikl]: thùc tiÔn

Checking: R0R

2 Presenting an argument:

- Teacher checks students’ understanding:

a How many parts does an argument have?

b What are they?

c What do the writer write in each part?

(I think / My

opinion is )

Topicsentence / Point

of view

Firstly

Therefore / Inconclusion

SecondlyFinally

 Reading the model:

Questions:

1 What does the writer want to persuade readers?

2 How many reasons does the writer give?

Keys:

1 He wants to persuade readers that it’snecessary for secondary school students towear uniform

2 He gives 3 reasons Firstly Secondly

Firstly, wearing casual clothes makes Ss feel more

comfortable They don t feel constrained to wear’

uniform they don t like.’

Secondly, wearing casual clothes gives students

freedom of choice They have the right to choose

sizes, colors, and fashions of clothes that they love.

Finally, casual clothes make school more colorful and

lovely Students feel self-confident when they are in

their favorite clothes.

In conclusion, students, particularly high school

students should wear casual clothes Wearing casual

clothes is convenient, comfortable and fun.

c Post writing:

 Correction:

- Writes typical mistakes on the board and elicits the

correction from students

- Gets some students to read their arguments before

- Students read the form of anargument given in table 1 P.18

- Read the topic and outline A, thenread the passage again and answerthe questions given by teacher

- Read outline b) carefully thenwork in pairs or in groups to write

to support the arhument that highschool students should wear casualclothes (Read 6b P.19)

- Swap their writing and correct anymistakes if necessary

3 Consolidation

Teacher retells and emphasises the way to write an argument

4 Homework

- Prepare for the next lesson: Unit 2: Language focus

Unit 2: clothingLanguage focus16

Trang 17

I Aims : Giving students more practice in asking for and giving information using the present perfect

and simple past

- Revision and further practice in the passive form with “can/should/might/have to”

II Objectives : By the end of the lesson, students will be able to get the aims well.

 The present perfect:

- T uses the dialogue in language focus 1 P.19 to help

Ss revise the use of the present perfect:

1 Present perfect with “since” and “for” and

“recently, how long ”:

- Since: a point of time

- For: a period of time

- Both “Since” and “For” can be used to answer the

question “How long have/has + PII”

- Recently: Indicate an incomplete period of time

- How long: Ask a period of time of an action

- When: Ask a start of time of an action

2 The difference between the Simple past and the

Present perfect

 Practice:

 Language focus 1 P.20

• Substitution table:

- T has some pairs practise their dialogues

before the class

 Language focus 2 P.20 (Yet/Already)

• Matching:

See Giac Lam Pagoda Visit Reunification Hall

Go to the zoo and

Botanical Garderns Amusement ParkGo to Dam Sen

Eat Vietnamese food

 Find someone who has already

• Example Exchange:

You: Have you seen Giac Lam pagoda yet?

S1: Yes, I’ve already seen it

You: Have you eaten Chinese food?

S1: No, I haven

- T has some pairs practise before the class

 Language focus 3

- Elicits and focuses on the difference between the

present perfect and the simple past (Have you

seen ?/When did you see ?)

* Noughts and crosses:

- Divides class in to 2 teams

- Read the word

- Read the information given in thebox, work in pairs to make similardialogues

- Read the dialogue in pairs, thenmake similar dialogues using theinformation from the substitutiontable P.20

- Match th verbs with the words orphrases

- Get out of their seats and asks two

of their classmates if they havealready done or haven’t donesomething yet

- Read the example carefully

- Read the words in the box (P.20)the find suitable verb that can gowith each word

- Choose the number

- Make up similar dialogue with theword given by teacher

Trang 18

1 Comic 2 Computer 3 Supermarket

4 Volleyball 5 Singapore 6 Movies

7 Elephant 8 Hue 9 Durian

* Example:

T says: “Comic”

S1: Have you ever read a comic?

S2: Yes, I have/No, I haven’t

 The passive form:

• Revision:

Model sentence:

This exercise must be done carefully.

Model: S + modal verbs + be + P II

- Do the exercises orally

- Write on their notebooks

3 Consolidation

Written test (15 minutes)

Use the given words to rewrite each of the following sentences in such a way that it means exactly the same as the sentence given:

1 I last saw him five years ago (I haven’t )

2 It is a pity that he didn’t tell the police the truth (He wishes……)

3 People used to call him “FAT” (He )

4 It’s a pity I don’t know how to make a cake (If only )

5 It’s a pity he didn’t study hard (He wishes )

Written test 45’’

A Aims : Nhằm kiểm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài học của

học sinh

- Giúp phân loại học sinh Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp

The content of the test

I Listen to a passage then check if each of the following sentences is true or false:

1 Alexander G.Bell was born in the USA

2 He work with deaf-mute patients in a hospital in Boston

3 Thomas Watson was Bell’s assistant

4. Bell invented the telephone

II Rewrite each of the sentences below in such a way that it means exactly the same as the sentence printed before Begin the sentences with the words or phrase given:

1 Henry always went swimming after school last year

Trang 19

5 He hasn’t seen the younger son for three weeks.

- The younger son

6 The manager must sign the cheque

- The cheque

III Put the verbs in brackets into the correct form:

1 He (buy) this car five years ago

2 I (not write) to her since she left school

3 My mother used (go) to school on foot

4 Henry gets used (eat) at 8 p.m

5 Maryam has decided (stay) for another week

6 It’s time we (catch) the bus

IV Choose and circle on the letter A, B, C or D before word or phrase which completes each of

the sentences below the best:

1 Has he here since he left school?

2 Are those jeans in China?

A produced B producing C produces D produce

3 Today young generation is still fond wearing jeans

4 The material is different that of the old days

5 Some scientists believe that life might on another planet

A be found B found C have found D find

6 Jean cloth was made from cotton in the USA

A completion B complete C completed D completely

7 The man decided in a hotel on the side of the lake

A not staying B not to stay C not stay D to stay not

8 This shirt carefully before using

check the test

A Aims

- Nhằm đánh giá mức độ làm bài của học sinh

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau không lặp lại những

lỗi sai đó

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giúp đỡ thích hợp

- Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn mình

B Procedure

1 New lesson

- Nhận xét chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:

+ Kỹ năng viết còn hạn chế

+ Grammar mistakes: Bài chia động từ còn nhiều lỗi, lỗi khi vết câu bị động,

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu quá liềnnhau,

• Chữa bài kiểm tra:

Answer keys:

I 2 M Give 0.5 mark for each correct sentence:

Transcript:

Trang 20

On March 3, 1874, Alexander Graham Bell was born in Edinburgh He was a Scotmanalthough he later emigrated, first to Canada and then to the USA in the 1870s In America, he work

with deaf-mutes at Boston University Soon, Bell started experimenting with ways of transmitting

speech over a long distance This led to the invention of the telephone

Bell and his assistant, Thomas Watson, conducted many experiments and finally came upwith a device which they first introduced in 1876 Bell said on the telephone: “Mr.Watson, come here I

want you” This was the first telephone message

II 3 M Give 0.5 mark for each correct sentence:

1 Henry used to go swimming after school last year

2 We started studying English five years ago

3 If only Tom were not sick today

4 The concert has been postponed

5 The younger son hasn’t been seen for three weeks

6 The cheque must be signed by the manager

III 3 M Give 0.5 mark for each correct verb:

Unit 3 : A trip to the countryside

Getting started + listen and read

I Aims : Reading the text about a trip to the countryside to understand the details and practicing

 Chatting: (Getting started)

- Do you live in the countryside?

- Do you like living in the countryside?

- What activities do you see or do in the countryside?

a Presentation:

 Pre teach:

- Banyan tree: C©y ®a

- A shrine: MiÕu thê, ®iÖn thê

- Hero: Anh hïng

- Entrance: Lèi vµo, cæng vµo

- Bamboo forest: Rõng tre

Checking: What and where

 Set the scene: “You are going to read the text aboutLiz’ trip to Ba’s village”

- Read the statements on page 23and predict if they are true or false

Trang 21

4 Liz had lunch under the banyan tree.

6 People had a picnic on the river bank

8 Liz took a lot of photos to show the trip to her

parents

 Comprehension questions:

- Teacher works with weak students to give them help

- Has Ss give their answers

1 Ba’s home village is about 100 km to the North of

Hanoi It lies near the foot of a mountain and by a

river bank

2 They got to the village by bus

3 There’s a banyan tree at the entrance to the village

4 On the mountain they saw a shrine of a young

Vietnamese hero

5 They had a picnic on the river bank

6 Liz took a lot of photos to show the trip to her

parents

7 She wishes she could visit Ba’s village again some

days

c Further Practice:

 Tell about the trip to Ba’s village:

- Gives students cues:

When to go / who to go with / how to go

What to do during the trip

How to feel after the trip

- Swap their notebooks with theirpartners to help each other correctthe mistakes if necessary

- Work in pairs, take turns to playthe role of Ba to tell each otherabout the trip to his home village

Example: “It was a beautiful day

So I invited Liz to visit my hometown with my family We got upearly and went there by bus, ”

-Period 16 Teacher : Hoang Duc Toan date : / / 2011

Unit 3: A trip to the countryside

Speak & language focus 1,4

I Aims

- Talking about one’s home village

Giving students more practice in using “Wish” with " could " and adverb clauses of result

Trang 22

2 New lesson

 Set the scene: Teacher asks:

1 Where did Ba and his family go last Sunday?

- To his home town

2 How did they go? (By bus)

3 What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine,

mountains, rivers,

T: “You are going to listen to the passage about Ba’s

trip to his home village and match the places on the

bus route with the letter on the map.”

 Prediction:

- Give any explanation if necessary

- Draw the map on the board and write Ss’ prediction

on the board

 Checking prediction

- Plays the disk three times

A Banyan tree B Airport

C high way No 1 D Dragon Bridge

E Gas station F Store

G Pond H Bamboo forest

I Parking lot

- Plays the disk

1 Where did the bus collect Ba and his family? (From

his house)

2 Where did it stop to get some more fuel?

( At the gas station)

3 Where did it go after leaving the high way?

( turned left onto a smaller road westward)

4 Where did the bus go next?

(turned right then turned left onto a road which went

through a bamboo forest)

5 Did the road to Ba’s home village go through a

bamboo forest? (Yes)

6 Where did the bus drop every one?

(At a parking lot near a banyan tree)

c While Speaking:

 Speak a P.24

- Ss ask and answer about:

Lacation: Where is your home village?

Distance: How far is it from Hanoi?

Transport: How can you get there?

Time to get there: How long does it take to get there?

Things people often do for a living: What do people

- Answer the questions

- Teacher – Whole class

- Listen to the teacher

- Students repeat the words (1-9)

- Predict the answer (Listen P.25)

- Lisen and check the prediction

- Read the questions carefully thenlisten to the dialogue again to findthe answers to the questions

- Work with a partner, read thequestions the play the role of A and

B asking and answering about theirpartner’s home village using theinformation given in the box

- Work with their partners asking22

Trang 23

often do for a living?

The sights: Does your village have a river?

How are the sights there?

Feelings: How do you think about your village?/How

often do you go there?

 Speak b P.24

- T monitors and gives help

d Post speaking: Language Focus 1,4

 Model “could“ with “wish“ and the simple past tense with “wish“:

 Model sentences:

1 Ba wishes he could have a laptop

2 They wish they had a villa in Ha Noi

* Concept check:

- Can Ba have a laptop now?

- What does he wish?

- Do they have a villa in Ha Noi?

- What do they wish?

- When do we use “Wish + could/had (simple past)?

 Practice:

- Picture cue drill: (Language focus 1 P.30)

- T has students give their answers and elicits thecorrection from students if necessary

Language Focus 4

 Adverb clauses of result:

* Model sentence:

Hoa passed the exam because she worked hard

 Hoa worked hard, so she passed the exam.

* Concept check:

- Is “so she passed the exam” in the second sentence

an adverb clause of result or of reason?

- He wishes he could have a laptop

- No, they don’t

- They wish they had a villa in HaNoi

- When we wish something that isnot real at present

- Ss translate the two sentences intoVietnamese

- Look at the pictures and read thewords given, practise with theirpartners to tell what the people inthe pictures wish

- Individual work – compaire inpairs

3 Consolidation

Written test (10 minutes)

Use the given words to rewrite each of the following sentences in such a way that it means exactly the same as the sentence given:

1 I last saw him five years ago (I haven’t )

2 I have never seen such an interesting film before (It’s the first time )

3 People mustn’t leave bicycles in the hall (Bicycles )

4 It’s a pity I don’t know how to make a cake (I wish )

5 It’s a pity he can’t swim (He wishes )

4 Homework

- Do exercise 5 page 22 (workbook)

- Write a passage about your home village

Unit 3: A trip to the countrysideLISTEN & language focus 2,3

I Aims

Trang 24

- Practice in listening to the text about a trip to Ba’s home village for details.

- Review the prepositions of time

III Procedure

 Set the scene: Teacher asks:

1 Where did Ba and his family go last Sunday?

- To his home town

2 How did they go? (By bus)

3 What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine,

mountains, rivers,

T: “You are going to listen to the passage about Ba’s

trip to his home village and match the places on the

bus route with the letter on the map.”

 Prediction:

- Give any explanation if necessary

- Draw the map on the board and write Ss’ prediction

on the board

 Checking prediction

- Plays the disk three times

A Banyan tree B Airport

C high way No 1 D Dragon Bridge

E Gas station F Store

G Pond H Bamboo forest

I Parking lot

- Plays the disk

1 Where did the bus collect Ba and his family? (From

his house)

2 Where did it stop to get some more fuel?

( At the gas station)

3 Where did it go after leaving the high way?

( turned left onto a smaller road westward)

4 Where did the bus go next?

(turned right then turned left onto a road which went

through a bamboo forest)

5 Did the road to Ba’s home village go through a

bamboo forest? (Yes)

6 Where did the bus drop every one?

(At a parking lot near a banyan tree)

c post - listening : Language Focus 2,3

 The prepositions of time:

- Teacher – Whole class

- Listen to the teacher

- Students repeat the words (1-9)

- Predict the answer (Listen P.25)

- Lisen and check the prediction

- Read the questions carefully thenlisten to the dialogue again to findthe answers to the questions

- Revise the prepositions of time

- Individual work – compaire inpairs

Unit 3 : A trip to the countryside24

Trang 25

I Aims : Practice in reading for details.

II Objectives : By the end of the lesson, students will be able to understand a life of an exchange

student and summarize the text about his life in the USA

2 New lesson

a Pre reading:

 Set the scene: Van is a student He is from HCM“

City Now he is studying in the USA He is living with

the Parker family on a farm.”

 Pre questions:

1.Where is the farm?

2 Does he enjoy his stay there?

- Elicits the answers from Ss and helps them practise

saying the words or phrases

 Gap fill:

- Read b) P.26

- T elicits the answer from students

1 Ohio, Colombus 2 farmer

3 works part time 4 Peter

- Divides students in to 2 teams

1 Where is Van now?

2 Who is he living with?

3 Where is the farm?

4 LN

5 What do Mrs And mr Parker do every day?

6 How many children have they got?

- Pairs compare the answers

- Team work

- Read the text again, try toremember as many things about theParker’s life as possible

- Close the books to play the game

Trang 26

8 What has Van learnt since his arrival?

9 Does he feel like his stay there? Why?

10 What does he do every day?

- Monitors and find the winning team

3 Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese

4 Homework

- Do exercise 6, 10 page 22, 25 (workbook)

Unit 3 : A trip to the countryside

Write

I Aims : Giving students practice in writing about “A countryside picnic”.

II Objectives : By the end of the lesson, students will be able to write a narration about a picnic

- T has 2 students wtite their answers on the boardand elicits the correction from Ss if necessary

- Individual work then paircompare

 Picture and word cue drill:

- T has Ss read the words and asks for any explanation

if necessary

- Monitors and gives help

- T has some Ss talk about their trip before the class

1 beatiful day/my friend/I/decide/go/picnic

2 Take / bus / countryside / walk / 10 minutes / picnicsite / river

3 Put down/blanket/lay out/food

4 After meal/play/games/”What song is it?”/blindman’s buff

It was a beautiful day So my friend and I decided to

go on a picnic We took a bus to the countryside and walked about 20 minutes to the picnic site next to a river When we arrived, we put down the blankets and laid out the food After meal we played some games such as What song is it? and blind man s buff Late“ ” ’

in the afternoon we went fishing We enjoyed the picnic The wind blew gently The air was so fresh.

- Look at the pictures and thewords on page 26-27, work withthei partners to tell about their trip

- Other Ss listen and give remarks

- Write about a countryside picnic

in their notebooks

26

Trang 27

But when we looked at the time, it was nearly 6.30.

We hurriedly gathered the things and run to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening.

- Rewrite the passage

-Period 20 Teacher : Hoang Duc Toan date : / / 2011

Unit 4 : Learning a foreign language

Getting started & listen and read

I Aims : Reading the dialogue to understand the details and introducing “Yes-No” questions in

reported speech

- Practice in reported requests, questions

- Read “Getting started” andcompare

- Add what they don’t have in theirlists

3 New lesson

a Presentation dialogue:

- Listen and read P.33

 Set the scene: Last week Lan had an oral

examination of English Lan is talking to Paola abouther exam

 Practice the dialogue:

- Plays the disk twice

- Elicits model sentence from students:

- Check the spelling and pronunciation

- Copy down on the notebooksYour way of

learning English

Trang 28

Do you speak any other languages?

The examiner asked if (whether) I spoke any other languages.

Read this passage The examiner asked me to read that

- Translate the model sentences into Vietnamese

b Practice:

- Teacher has students report the examiner’s questionsbefore the class

1 What is your name?

- The examiner asked me what my name was

2 Where do you come from?

- The examiner asked me where I came from

3 Why are you learning English?

- The examiner asked me why I was learning English

Now you report your friend s questions to your’

classmates ”

1 Which school do you go to?

2 How do you go to school?

3 Do you wear uniform on week days?

4 How are you getting on with your study at school?

5 Is your life interesting?

6 Come and see me some day

- Prepare for the next lesson: Unit 4: Speak

Speak

I Aims :Giving students more practice in expressing ideas about which school they should attend.

II Objectives : By the end of the lesson, students will be able to know how to persuade their

friends to do something

28

Trang 29

iii Procedure

1 Revision

 Brainstorming:

- T elicits from students the answers:

I think Let’s We should

- campus: (on/off campus): Khu trêng häc

- native speaker: Ngêi b¶n xø

 Checking: What and where

 Set the scene: T: “ You are Thu, Tam and Kim

You are awarded a scholarship to attend an English

summer course abroad Try to persuade your

partners to attend the school you would like to go”

b While speaking:

 Talk about 3 schools

- Example:

Accommodation: We can live in dormitory on campus.

Quality: The school has an excellent reputation.

Time of the

course: The course lasts 6 weeks.

Fees of the course: It costs about US $ 2,00.

 Discussion:

- T monitors and helps

- T has some groups practise their dialogues before

the class

 Write it up:

After our discussion, we have decided to

attend Brisbane Institute of English because

- Read to add any expressions thatthey don’t have in their lists

- Tell the meaning of the new words inVietnamese

- Repeat in chorus

- Read in individuals

- Check the spelling andpronunciation

- Listen and take notes

- Read the questions on page 14, thenwork in pairs to add three morequestions

- Read the information given about 3schools and tell each other about theadvantages and disadvantages of eachschool

- Work in groups of 3 Each onechooses one school and tries topersuade their friends to attend theschool he (she) has chosen

- Write about the school their grouphas chosen

Trang 30

-

Listen

I Aims : Practise in listening for comprehension.

II Objectives : By the end of the lesson, students will be able to tell each other about their

S2: I think you should get a chance to practise

speaking English with your friends and teachers or

native speakers

(Listen to English programs, songs, learn songs in

English, write letters, essays, )

- Work in pairs to tell each otherabout their problems in learningEnglish Their partners would find

a solution for them

2 New lesson

 Set the scene:

T: “Nga is learning English in London She has some

problems in learning English She’s talking to Kate,

her friend, about her problems.”

* Pre question:

What problems does she have in learning English?

- Plays the disk

- T has students give their answers and elicits the

correction from them if necessary

* Answer key:

She has problems in speaking and listening

 T/F statements:

- Listen P.35

- Plays the disk again

- T asks Ss to give their answers and elicits correction

from them if necessary

Keys:

a.T b.T c.T d.T e.F f.T

e Her listening is terrible This is her biggest problem

People talk very quickly and she can’t understand

3 What do you think you should do to improve your English?

Ss’ answers

- Listen and take notes

- Listen to the disk the answer thepre question

- Check the prediction

- Read the statements (a-f) thenlisten to the disk again to decide ifeach statement is T or F and correctthe false statements

- Get out of their seats, ask two oftheir classmates 3 question tocomplete the table

3 Consolidation

30

Trang 31

4 Homework

- Write something about your friends’ ways of learning English

Unit 4Learning a foreign language

IV Anticipated problems

Students might have no problems

Example: Lan writes: “I listen to songs in English

and learn them by heart”

Hoa: Do you talk to foreigners?

Lan: No, I don’t

Mai: Do you ?

X: What do you do?

Lan: I listen to songs in English and learn them by

heart

- Write what they often do toimprove their English The othersguess what they do by asking “Doyou ?”

- tuition: sù gi¶ng d¹y

 Checking vocabulary: Slap the board

 Set the scene: T: “Mrs Lam wants to go to an

English language school He made a note of what he

needs There are some advantagements about

language classes Read these advertisements and help

him choose a suitable school”

b While reading:

 Grid:

- Read a P.36

- T has students give their answers and elicits

correction from students if necessary

Trang 32

- Read b) P.36

1 What classes does he want to attend?

2 What is his level of English?

3 When does he want the course begin?

c Post reading:

 Which school do you choose for Mr Lam and why?

 Example exchange:

S1: Which school should Mr Lam go to?

S2: I think he should go to Foreign Language Council

S1: Why?

S2: Because he can go to evening classes There he

can attend classes at intermediate level And the

course starts on November 3rd

- Read Mr Lam’s notes and answerthe given questions

- Work in pairs to answer thequestions

- Work in pairs to choose a suitablelanguage school for Mr Lam

4 Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese

5 Homework

- Summarize the text

- Exercise 6 P.31 WB

Students may get difficulties in finding words and phrases to express their ideas

36 hours over 8 or 12 weeks.

Fee: 160 USD Add: 10 Thai Ha St Tel: 5.636608

- Shows Ss the 2 advertisements for 1 minute the put

- Individual work then paircompare

- Look at the advertisements andtake notes

32

Trang 33

them out.

- Asks Ss some questions:

1 Who should take this course?

2 On what days is the course available?

3 How much is it?

3 New lesson

My friend, Lan, who has just finished a 5-month English

course at your institution, advised me to write to you I am

interested in learning English and I would like some

information about your institution.

I am learning English at :Le Quy Don secondary school I

can speak English, but my listening and writing skills are

not so good So, I want to improve them Could you send

me details of courses and fees? I can complete a spoken

- Writes typical mistakes on the board and elicits the

correction from students

- Gets some students to read their writings before the class

choose a secretary to takenotes of every member’s ideasfirst, then each member writeshis/her own letter)

- Swap their writing andcorrect any mistakes ifnecessary

4 Consolidation

5 Homework

- Rewrite the letter

Language focus

I Aims

- Further practice in modal verbs with “if”

- Further practice in reported speech with “here” and “now” words and reported questions

Trang 34

Students may have no problems

 Checking the previous lesson:

- Gets 2 students to read their letter in front of the

class

- Comment and give Ss marks

- The others listen and makecomment on them

3 New lesson

 Modal verbs with if:

* Revision:

If you want to improve your English, we can help

you.

* Concept check:

1 Is the simple present used in the conditional clause?

2 Is the main verb preceded by a modal verb?

3 Name some modal verbs?

- Language focus 1 P.38

 Reported speech:

* “Now” and “Here”:

- Grid (Language focus 2 P.38)

- T elicits the answer from students to complete the

Mother: What did she ask you, Nga?

Nga: She asked me how old I was And

Keys:

a) She asked me how old I was

- Revise the prepositions of time

- Complete the table

- Copy the table and the words inthe notebooks

- Read the instruction carefully,then play the role of Lan to reporteverything to her grand mother

- Read the instruction carefully,then play the role of Nga to reporteverything to her mother

34

Direct speech Indirect speech Direct speech Indirect speech

Present progressive Past progressive Here There

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b) She asked me if my school was nere there.

c) She asked me what the name of my school was

d) She asked me if I went to school by bicycle

e) She asked me which grade I was in

f) She asked me if I could use a computer

g) She asked me why I wanted that job

h) She asked me when my school vacation started

1 The pasage is about Christmas Carols.

2 Christmas songs were stories put to music.

3 These song became popular again about 118 years ago.

4 People don’t enjoy Christmas songs.

II Hãy chọn từ mà phần gạch chân có cách phát âm khác các từ còn lại (1Đ):

3 A Answered B Asked C Helped D Dressed

4 A Bought B Thought C Ought D Through

III Chọn đáp án đúng nhất cho mỗi câu sau: (3 Đ)

1 I wish I have a computer

2 Many designers took from Vietnam's ethnic minorities

A.impression B.fashion C.inspiration D.friendliness

3 Wearing uniform helps students equal in many ways

4 Maryam and Lan pen pals for over two years

A.have been B.are C.will be D.were

5 There old buildings in this area

A.used to B.used to being C.used to be D.used

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6 Please go on

A to write B written C write D writing

IV Hãy điền vào mỗi chỗ trống một từ thích hợp trong số các từ sau: (2 Đ)

When I (1) a child, I used (2) go to see my grandmother I thought her house was (3) beautiful as a palace and the garden seemed bigger than a park (4) I grew (5) the house and (6) seemed smaller but I still loved visiting the old lady There were so many beautiful things in the house Sometimes, I played (7) the doll’s house which was older than grandmother herself At (8) times, I looked for books which were more interesting than my children’s books at home.

V Hãy dùng gợi ý trong ngoặc để hoàn thành các câu sau: (2 Đ)

1 I got up late I didn’t go to school on time (Liên kết câu dùng BECAUSE)

2 It is raining hard We will stay at home (Liên kết câu dùng SO)

3 “Where are you studying?” Said Mai (Chuyển sang câu gián tiếp)

4 “Do you live there?” Liz asked (Chuyển sang câu gián tiếp)

Đề số 2 (Đề chẵn)

I Em hãy nghe đoạn văn sau rồi đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu sai (2 Đ)

1 The pasage is about Christmas Carols.

2 Christmas songs were stories put to music.

3 These song became popular again about 118 years ago.

4 People don’t enjoy Christmas songs.

II Hãy chọn từ mà phần gạch chân có cách phát âm khác các từ còn lại (1Đ):

1 A Campus B Relax C Locate D Fashion

2 A Qualify B Baggy C Grocery D Scenery

3 A Gather B There C Ethnic D Although

4 A ploughed B published C ordered D prayed

III Chọn đáp án đúng nhất cho mỗi câu sau: (3 Đ)

1 I wish I have a computer

2 Many designers took from Vietnam's ethnic minorities

A.inspiration B.fashion C.impression D.friendliness

3 Wearing uniform helps students equal in many ways

36

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4 Maryam and Lan pen pals for over two years

A.are B.have been C.will be D.were

5 There old buildings in this area

A.used to B.used to being C.used D.used to be

6 Please go on

A to write B writing C write D written

IV Hãy điền vào mỗi chỗ trống một từ thích hợp trong số các từ sau: (2 Đ)

When I (1) a child, I used (2) go to see my grandmother I thought her house was (3) beautiful as a palace and the garden seemed bigger than a park (4) I grew (5) the house and (6) seemed smaller but I still loved visiting the old lady There were so many beautiful things in the house Sometimes, I played (7) the doll’s house which was older than grandmother herself At (8) times, I looked for books which were more interesting than my children’s books at home.

V Hãy dùng gợi ý trong ngoặc để hoàn thành các câu sau: (2 Đ)

1 I got up late I didn’t go to school on time (Liên kết câu dùng BECAUSE)

2 It is raining hard We will stay at home (Liên kết câu dùng SO)

3 “Where are you studying?” Said Mai (Chuyển sang câu gián tiếp)

4 “Do you live there?” Liz asked (Chuyển sang câu gián tiếp)

Correcting the test

A Aims

- Nhằm đánh giá mức độ làm bài của học sinh

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau không lặp lạinhững lỗi sai đó nữa

- Tìm ra những học sinh yế về các kỹ năng nào để từ đó giáo viên có biện pháp giúp đỡthích hợp

- Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn mình

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- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:

+ Kỹ năng viết còn hạn chế

+ Grammar mistakes: Còn mắc lỗi về cách dùng thời của động từ,

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câuquá liền nhau,

• Chữa bài kiểm tra:

IV 0,25 x 8 = 2(Đ):

V 0,5 x 4 = 2 (Đ)

1 I didn’t go to school on time because I got up late.

2 It’s raining hard so we will stay at home.

3 Mai asked me where I was studying.

4 Liz asked me if I lived there.

Getting started & listen and read

I Aims

- Talking about means of the media.

- Reviewing gerunds after some verbs.

II Objectives

38

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By the end of the lesson, students will be able to get the aims well.

III Materials

- Text book

- Board, chalk,

- Pictures

- A cassette and an audio compact disk.

Students may be new to the concept : “Media”.

 Getting started: Guessing game:

- T prepares some pictures of someone

watching TV, reading newspapers, listening to

radio, using the internet.)

- T does the first as a model:

T: What is my favorite activity in my free

S2: How many hours a week do you spend

using the internet?

T: About 5 or six hours, I think.

- Ask and answer questions about their favorite activities and how much time they spend on each activity.

- The one who can guess corectly will go to the front and do the same as the teacher.

3 New lesson

a Presentation:

 Pre teach:

- a town crier: Ngêi ®a tin

- a viewer: Ngêi xem

- a remote control: §iÒu khiÓn tõ xa

- interactive: T¬ng t¸c

* Checking: R0R

 Set the scene

- Plays the disk twice

- T gives feedback and focuses Ss’ attention on

the model sentence:

- Elicits model sentence from students:

- Listen to the disk and say what the 4 picture are (the town crier, magazines, watching TV, using remote control).

- Listen again to complete the table

in section a, P.41

- Read the text individually to findthe answers to the qestions insection b, P.42, then pair compare

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- Check meaning, use, form and elicit some more

verbs that are followed by a gerund

- Translate the model sentences into Vietnamese

b Practice:

 Substitution drills:

a enjoy / like / dislike / stop / finish

Ex: People enjoy reading newspapers and magazines

b watching TV, listening to radio, using the internet

Ex: People enjoy watching TV

c Futher practice:

 Survey:

Name What/like doing How much time/spend

Lan Watch TV 4 hours a week

- Make sentences using the givenverbs, and phrases (Individualwork)

- Students work in group of 4asking their partners to completethe table

4 Consolidation

Teacher retells and emphasises the structures.

5 Homework

- Prepare for the next lesson: Unit 5: Speak + Language focus 2.

Unit 5 The media

Speak + language focus 2

Students may get difficulties in finding words and phrases to express their ideas

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giao an Anh 9- PPCT moi

1,5 điểm (Mỗi từ đúng đợc 0,25 điểm)