GIAO AN TIENG ANH 10 BAN CO BAN

+ Task 2: Answering Questions: - Ask sts to work in pairs to read the passage again and answer the questions in task 2.. - Ask 4-5 sts to read all the word/phrases aloud in front of th

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UNIT 9: UNDERSEA WORLD PERIOD 55&56 LESSON 1: A READING

Planning date: ……/… /……… Teaching date: ……/… /………

I Objectives:

1 Education aims: - Students read about the undersea world.

2 Knowledge: a General knowledge: - The oceans and the undersea world.

b Language: - The present simple tense.

- Vocabulary concerning undersea world like: whale, jellyfish, shark,

3 Skills: - Speaking : talk in pairs and in groups.

- Reading comprehension: Matching and Table completion exercises.

II Anticipated problems:- Students may lack vocabulary on undersea world.

III Teaching aids: board, textbook, chalk.

- Sts are required to work in groups of 3 or 4 to make a list

of words related to the names of the animals in the sea in

written form.

- The group with the longest list will be the winner.

2 Before you read( 12 mins)

- Aim: -Prepare information and vocabularies for the topic.

+ Work with a partner 1:

- Ask sts to look at the map and give Vietnamese names for

the oceans on the map.

- Allow sts to discuss in pairs in 2 minutes.

- Get feedback and give remarks.

+ Work with a partner 2:

- Sts are required to do in the same way as in “ work with

a partner 1” to name the sea animal in each picture.

- Ask some sts to report.

- Listen and give remarks.

+ Biodi'versity(n): sự đa dạng sinh học

+ at stake(phr) : Có nguy cơ tuyệt chủng = in danger

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

While you read:( 20 mins)

- Aims: Read the passage for information to do the tasks.

+ Set the scene:

- You are going to read a passage about undersea world

Read it and then do the tasks that follow.

- Work in groups of 3-4 students

- Give the lists to the teacher

- Work in pairs and do the work orally.

- Some sts report.

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

- Listen and copy down.

- Do as they have done in the previous part

- Listen and then copy down

- Listen and repeat.

- Read these words silently.

- Soms sts read these words aloud and others listen.

- Self-correct.

- Listen to the teacher.

- Read the passage and then do the task.

- Share their answer with their partners.

- Some sts report.

1 tiny 2 investigate

3 gulf 4 biodiversity

5 samples

- Work in pairs to ask and answer.

- Compare their answer with other pairs.

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

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

- Sts are required to compare their results with their

partners.

- 5 sts are required to do the task orally in front of the

class (1 st/ 1 time).

- Listen and help sts to do the task correctly.

+ Task 2: Answering Questions:

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

answer the questions in task 2.

- Require sts to underline the information that supports

After you read:( 9 mins)

- Aims: Give the summary of the passage.

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

numbered space with a word/phrase in the box.

- 8 sts represent by reading aloud the answers.

- Listen and help sts to do their task well.

5 Homework:( 1 min)

- Learn the summary of the reading passage.

- Some pairs report.

5 They are : + the bottom depending

+ current independing + tiny organism

- Work in pairs to do the task.

- Others listen

PERIOD 57 LESSON 2: B SPEAKING

I Objectives:

1 Education aims: - Students know about some actions to protect the oceans.

2 Knowledge: a General knowledge: - Students can talk about the protection of the

oceans

b Language: "Should" and the simple present Vocabulary on undersea world.

3 Skills: - Speaking about undersea world.

- Reading and ordering the importance to protect the oceans.

II Anticipated problems: - Students may not know many new words on the topic.

III Teaching aids: Textbook, chalk, board.

IV Procedures:

Teacher’s activities Students’ activities

1 Homework - checking: (7 mins)

- Ask sts to write the new words on the board.

- Ask others to answer the questions of the reading

passage.

2 Before you speak: (13 mins)

Aims:to focus sts on the topic and introduce the new words

and phrases used to talk about the protection of the oceans.

+ Task 1: There are some actions that should be taken to

protect our oceans Put the actions in order of importance

and say what we should or shouldn’t do.

- Ask sts to look at the task and give sts some new words:

- rubbish (n): - pollute (v): - dispose (v) of sth:

- 'herbicides (n) - 'pesticide (n):

- Ask sts to read the new words aloud.- Ast sts to work in

- One student write the new words on board.

- Others answer the questions.

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pairs, using should or shouldn’t to put the actions in order

of importance and talk about these actions.

- Go around to help sts if necessary.

- T may give sts some suggested phrases:

What do you think of

How do you feel about + V- ing

What’s your opinion of

Well, I think

In my opinion we should

- Ask some sts to give their opinions.

3 While you speak( 15 mins)

Aims: Sts practise discussing the consequences of the threats

to the oceans and some solutions.

- Ask sts to skim the sentences in Task 2 and find the new

words.

- Explain some new words:

hunt (v ) explosive ( n) spill ( v ) tanker ( n )

Ask sts to work in groups of three or four to discuss the

consequences of the threat to our oceans listed in Task 2

and offer some solutions.

- Give sts some suggestions:

4.After you speak: ( 9 mins)

Aims: Sts report what they have discussed.

Task 3: Report to the class what your group has discussed.

- Ask some representatives to report their group’s opinions

in front of the class.

to protect them.

- read the sentences and find the new words.

- Listen and take notes.

- Work in group of three or four.

- Some sts report their opinions in front of the class.

- Others listen and give remarks.

PERIOD 58 LESSON 3: C LISTENING

I Objectives:

1 General knowledge: - Sts know about the whales

2 Language: - Parts of the world - Vocabulary on sea animals.

3 Skills: - Listening: choose True/ False statements, answer the questions

- Speaking: - Talk about whales

II Anticipated problems: - Too many new words - The tape's quality is not very good.

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III Teaching aids: - Textbook , tape, pictures of whales and other sea animals.

IV Procedures:

1 Homework checking:(7 mins)

One sts talks about what people should do to protect the

oceans.

2 Before you listen:(10 mins)

Aims: to focus sts on the topic and review/ introduce the

words and phrases used in the listening text.

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

the following questions:

- What animal is the largest in the world?

- What do you know about whales?

- Why do people think whales are not fish?

- Why do people keep hunting whales?

- Ask some sts to give their answer

b Introduces some new words

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

- whaling (n): hunting whales

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

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

of animal find food/ give birth.

- an/a/the increase/ decrease in st(phr):

- International whaling Commission: an organization

responsible for the number of whales hunted.

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

- Read the words and ask sts to repeat.

- Ask sts to read the words in pairs.

- Ask some sts to read the words again.

- Ask sts to refer to the map of the world in the textbook (p

94) and revise parts of the world, the oceans and discuss

where there are cold waters.

3 While you listen:( 17 mins)

+ Task 1:

Aims: Sts practise listening and marking True/ False

statements.

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

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

guess if they are true or false.

- Ask sts to listen to the talk and tick the right column to

indicate their answer and underline the false information.

T plays the tape twice.

- Ask sts to compare their answer in pairs.

- Check sts’ answer.

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

and conduct the correction.

+ Task 2:

Aims:Sts practise listening for specific information by

answering given questions.

One st presents Others listen and give remarks.

- Discuss in groups

Some sts stand up and give their answer.

Sts copy the words and phrases.

- Read the words in pairs and correct each other’s mistakes.

- Some individuals read the words aloud.

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

- Listen to the T.

- Work in pairs to guess if the statements are true or false.

- Listen to the tape and do the task

- Compare their answer.

- Give their answer.

1 F It's the largest animal on earth.

2 T 3 T

4 F They are in danger because some people are still killing them for food

5 T

- Check their answer and then correct their work if they have the wrong answer.

- Work in pairs to read the questions and try to answer them.

- Listen and do the task.

- Gives their answer.

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

read them in pairs.

- Ask sts to listen to the tape once or twice again to answer

the questions Sts can note down important information

4 After you listen:(10 mins)

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

whales using the following information:

largest 30 200 most intelligent cold water North

-South- Pacific - Atlantic - krill - in danger - hunting - The

Eskimo - not protect - disappear.

- Move round to check the activities and to make sure that

sts are working effectively.

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

- Check and give remarks.

5 Homework:(1 min)

Write a short paragraph about the whale

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

2 It is because there is a lot of krill - their favourite food

3 They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean.

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

- Work in pairs to talk about whales.

- Two sts present.

PERIOD 59 LESSON 4: D WRITING

I Objectives:

1 Education Aims: - Students can write a paragraph to describe information from a table.

2 Knowledge: a General knowledge: - Information about the sperm whale and the

dolphin.

b Language: - Language used to describe animals - The present simple tense.

3 Skills: - Reading: read the sample paragraph.

- Speaking: work in pairs to find information to complete the table.

- Writing: a paragraph to describe the facts and figures provided in the table.

II Anticipated problems: difficulty in using the information to write a full paragraph III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities

1 Homework checking :( 5 mins)

- Ask one st to talk about whales.

- Ask other sts to listen to their friend and give remarks.

2 Before you write:( 20 mins)

- Aims:to get sts to read the sample paragraph and to

help them to prepare vocabulary and information before

they write.

+ Task 1:

- Introduce the situation.

- Explain some new words:

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

oily substance in its head.

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

+ squid (n): mùc èng

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

baby inside the mother's body.

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

+ en'trapment (n): sù m¾c bÉy

- Listen to their friend and give remarks.

- Listen to the teacher carefully.

- Copy these words into theit notebooks.

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

- Present their ideas.

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

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+ 'offspring (n): con c¸i

- Ask sts to listen to the teacher and repeat , then write

these words into their notebooks.

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

complete the table that follows.

- Move round to help if necessary.

- Ask sts to compare their ideas with other pairs.

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

board and complete the table.

- Look at the board and give remarks.

+ Task 2:

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

table with some information about the dolphin.

3 While you write:( 10 mins)

- Aims: Sts practise writing a paragraph that describes the

facts and figures about the dolphin

- Ask sts to use the information in the table and write a

paragraph about the dolphin basing on the information in

the table.

- Let sts write in 10 minutes.

- Move around to conduct the activity.

4 After you write:( 9 mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read their work

aloud.

- Ask some other sts to give remarks.

- Check and give the correct answer.

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

writing among sts within a group so that they can check

their friend's work and give remarks.

Female: 12 m in length, 17,000 kg in weight.

.

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

- Do the writing task.

- Read their writing: ( a sample paragraph)

Dolphins are not fish They are mamals that live in the water

Dolphins among the most intelligent

on Earth Although they can be found

in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up

to 8,200 kg and is 10 metres long Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months

PERIOD 60 LESSON 5: E LANGUAGE FOCUS

I Objectives:

1 Education Aims:- Students know how to pronounce the sound /ɪə/, / əʊ / and / ʊə correctly /

- Students revise the use of "should" and conditional sentence type 2

2 Knowledge: + Language: - Pronunciation: /ɪə/, / əʊ / and / ʊə /

3 Skills: + Speaking: - Work in pairs to discuss the exercises.

+ Reading: - Read words and sentences aloud.

- Read the sentences silently to do the exercises.

II Anticipated problems: - Sounds with some sounds in Vietnamese.

III Teaching aids: - board, chalk, textbook.

IV Procedures:

1 Homework checking: ( 5mins)

- Ask one st to read the text about the blue whale.

- Ask another st to give remarks.

- Check and give a mark.

2 Pronunciation:( 10 mins)

- Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and

- One st read the text aloud in front of the whole class.

- Give remarks.

- Write down three sounds.

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help sts to practise these sounds.

a Write three sounds on the board and pronounce them

clearly twice, then ask sts to repeat.

- Tell sts how to pronounce these sounds accurately.

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

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

that they can check for each other.

- Move around to help

- Ask two sts to read again and give remarks.

b Ask sts to look at sentences in page 101 in the book.

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

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

sound / ʊə /

- Ask them to work in 2 minutes.

- Ask one st to report and other sts to give remarks.

- Check and give the correct answers.

- Ask some sts to read these sentences aloud.

3 Grammar: ( 29 mins)

Aims: to revise the use of " should" and conditional sentence

type 2 and have sts do Ex1, EX 2 and EX3.

a Should:

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

- Ask sts to give examples with "should" and "shouldn't".

- Ask sts to do EX1.

+ Exercise 1:

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

- Ask sts to do the exercise individually and then compare

their answers in pairs.

- Move round to conduct the activity.

- Check the exercise sentence by sentence.

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

should "by using some examples:

eg: Joana and Andrew are planning to go skiing this

weekend You think it's a bad idea.

You; I think you should stay at home.

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

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

think shouldn't ".

+ Exercise 2:

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

with their friends.

- Ask two sts to do this exercise on the board.

- Ask one st to give remarks.

b Conditional sentence type 2:

- Review the form and the use of conditional sentence type

2 by giving some examples:

eg: If my grandfather were still alive, he would be 100 today.

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

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

- Listen to the teacher and repeat.

- Look at the book , listen and repeat.

/ɪə/ /eə/ / ʊə /

here pair poor dear chair sure clear square tour .

- Read these words in pairs and check for their partners.

- Look at the book and work in pairs.

- Read the sentences.

- " Should " is a modal verb that

is used to give advice.

- Some sts give examples:

eg: You should get up early in the morning.

People shouldn't hunt whales.

3 He shouldn't go to bed so late.

4 You should take a photograph.

5 She shouldn't use her car so much.

6 He should put some pictures on the wall.

- Look at the examples and listen

4 I think he should resign.

- Listen to their friends and their teacher.

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

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well as the use of conditional sentence type 2.

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

- Ask some sts to give examples.

+ Exercise 3:

- Ask sts to do the task in pairs.

- Go round to conduct the activity.

- Ask some pairs to read sentence by sentence.

5 Homework ( 1 min)

- Part B ( page 54 - workbook)

If- clause, main clause

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

- Do Ex 3 in pairs.

- Some sts report.

3 would take 7 pressed

4 refused 8 wouldn't be

5 wouldn't get 9 didn't come

6 closed down 10 borrowed

UNIT 10: CONSERVATION PERIOD 61&62 LESSON 1: A READING

I Objectives:

1 Education aims: - Students improve their knowledge about conservation

2 Knowledge: a General knowledge: - Knowledge about conservation.

b Language: - The present simple tense - Vocabulary concerning conservation.

3 Skills: - Speaking : talk in pairs and in groups - Reading comprehension

II Anticipated problems: - words, and knowledge about conservation.

III Teaching aids: board, textbook, chalk.

IV Procedures:

1 Warm-up:( 3 mins)

+ Network

- Ask sts to work in groups of 3 or 4

- Ask sts to give a list of the animals which are in

danger of extinction.

- After 3 minutes, the group which has the longest list

will be the winner.

2 Before you read:( 10 mins)

- Sts are required to answer the questions given in the

part:

1 Have you ever visited a zoo or a forest?

2 What animals are you interested in? Why?

3 Do we need to protect animals and forests?

+ For each question, 2-3 sts are required to answer

orally.

+ Vocabulary:

- Provide the students with some new words/phrases

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

+ Species(n): = kind, type.

+ Eliminate(v): = disappear, remove

+ Destruction(n) destroy(v) destructive(Adj):

+ Hydroelectric dam(n):

+ Circulation(n): circulate(v)

+ Overnight(Adv): in a very short period of time

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

it.

- Leave sts 1 minute to self-practise.

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

front of the class

- Listen and help sts to read the words/phrases

- Work in groups to discuss.

- Some sts report the list in front of the class.

- Think of the answers.

- Students give answers orally.

- others listen

- Copy down these words into their notebooks.

- Listen and repeat

- Practise reading these words by themselves.

- Some sts read these words again aloud (1 student/ 1 time)

- Work individually.

- Try their best to do the task.

- Ask some sts to report.

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

- Sts do the work individually

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3 While you read:( 20 mins)

+ Task 1: Matching.

- Ask sts to read the passage independently and match

the words or phrases in A with their meaning in B.

- Tell sts to refer to Vocabulary for help and encourage

them try to guess the meanings of the words in the

context of the reading.

- Call on some sts to read and explain their answers

aloud in front of the class.

- Get feedback and give correct answers.

+ Task 2: True or False.

- Ask sts to read the passage more carefully and

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

Correct the false information.

- Ask sts to highlight or underline the information in

the passage that help sts to find the correct answers.

- 6 - 7 sts are required to give answers in front of the

class(1 st/ 1answer).

- Listen and help sts to do the exercise correctly

+ Task 3: Main ideas.

- Ask sts to work in groups of 3-4 to choose the most

suitable idea for each paragraph

- Call on some representatives to read their choice for

each paragraph in front of the class.

- Get feedback and give correct answers.

4 After you read:( 9 mins)

Questions - Answers

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

questions.

- Go round to help the students with their work.

- 3-4 sts are required to give answers to one question

orally in front of the class( 1 st/1 time).

- Listen and help sts to give correct answers.

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

the sequence of losing forest, how important water is,

and what we should do for the future of our planet.

- Highlight or underline the important information.

- 6-7 students do orally while others watch

1 T 2 T

3 T 4 T

5 F( two last sentences of paragraph B)

6 F(last sentence of paragraph C)

- Self-correct the work

- Work in groups of 3-4 students orally

- Some sts report.

A.3 B 4 C 2

- Self-correct

- Work in pairs orally.

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

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

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

I Objectives:

1 Education aims: - Students know about the new kind of zoo.

2 Knowledge: a General knowledge: advantages and disadvantages of the new kind of zoo.

b Language: - The passive voice.

3 Skills: - Asking and answering about the new kind of zoo.

- Showing agreement or disagreement about the new kind of zoo.

- Reporting on discussion results.

II Anticipated problems: - Students may not know some new words in this topic.

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Have you ever visited the zoo?

What did you see there?

Where are all the animals in the zoo?

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

new kind of zoo where wild animals can live in their

natural habitat.

2.Before you speak:( 10 minutes)

Aims: Sts can discuss the questions about the features of

the new kind of zoo.

+ Task 1: Read the paragraph and answer the questions

- Ask sts to read through the two paragraphs.

- Give sts some new words:

+ sensitive (adj): be affected by slight changes,

influences: nhËy c¶m

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

+ reconstruct (v): build again + breed (v).

+ reintroduce (v): put a species of animal or plant back

into a former habitat:

- Ask sts to read the new words orally

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

paragraphs.

- Go around to help sts

- Ask some sts to present their answers.

3 While you speak: ( 18 mins)

Aims: Sts can show their agreement or disagreement

about the new kind of zoo and discuss the advantages

and disadvantages of the new kind of zoo.

+ Task 2: Put a tick in the right box and share your

ideas with a partner.

- Before sts do the task T elicits some structures for

asking opinions and giving the opinions

Asking for opinions Giving opinions

What do you think of ?

I would doubt that

- Ask sts to work individually to do the task

- Ask sts to work in pairs to share their ideas.

- Go around to observe and help sts

- Ask some sts to talk about their ideas.

- Listen and give feedback.

+ Task 3:Discuss the advantages and disadvantages of

the new kind of zoo using the cues below

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

disadvantages of the new kind of zoo.

Yes, I have/ No, never

I saw many animals there They are in the cages.

- Read two paragraphs silently.

- Practise reading the new words

- Listen to the T.

- Work individually.

- Work in pairs to share the ideas

- Say their opinions aloud.

I think it would be better for animals if they live in the zoo of new kind because they may have better food.

- Work in groups of three of four to discuss the advantages and disadvantages of the new kind of zoo.

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- the dangers that keepers may have

- Take notes of Ss’ mistakes for later correction.

4 After you speak:( 10 minutes )

Aims: Sts can report on their discussion results

+ Task 4: Make group report, sharing your views with

the rest of the class.

- Call on one representative from each group to report

what his/her group have discussed.

- Ask other sts to take notes and compare with their

groups’ ideas.

- Give remarks on Ss’ answers.

5 Homework ( 2 minutes )

Write a paragraph of the report that they have

discussed in the class.

- Some sts present in front of the class:

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

- Listen to their friends as well as

to the teacher.

I Objectives:

1 General knowledge: - A forest fire starts and what campers have to protect the forests.

2 Language: - Some set expressions - Vocabulary on forest

3 Skills: - Listening: order events, mark True/False, detect sentences.

- Speaking: - Discuss how a forest fire may start and what every camper ought to remember.

II Anticipated problems: - T may be short of time.

- The quality of the tape is not very good

III Teaching aids: - Textbook , tape, pictures of whales and other sea animals.

IV Procedures:

- One st tell the whole class about the advantages and

disadvantages of a zoo of the new kind

Aims: to focus sts on the topic and review/ introduce the

words and phrases used in the listening text.

a Divide sts into 3 groups and ask each to discuss one of

the following questions:

a How destructive can a forest fire be?

b What can cause a forest fire?

c Do you know any famous forest fire? Are there any

forest fires in Vietnam? Which countries have many forest

fires every year?

- Ask some sts to give their answer.

b Introduce the topic of the listening text

- Introduce some new words/ expressions

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

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

forest.

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

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

- leave sb/ st doing: leave sb/st when it/he is Ving

- Read the words again and ask sts to repeat.

Other sts listen to their friend and give remarks

- Work in groups and discuss the questions.

- One st from each group stands

up and gives their answer.

- Copy down the words and phrases into their notebooks.

- Listen to the T.

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- Ask some sts to read the words again and give remarks

+ Task 1:

Aims: Sts practise listening and numbering the event in the

correct order.

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

about forest fires and they have to number the given

statements in the order they hear

- Ask sts to read the statements in pairs and make sure that

they understand them

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

right box to indicate the order of the events

+ Task 2:

Aims: Sts practise listening and marking True/ false.

- Ask sts to listen to the tape again and decide whether the

given statements are true or false

- Ask sts to read the statements to see if they understand

them

- Play the tape once and ask sts to tick to the box to indicate

T/ F statement and underline the false information

+ Task 3:

Aims: Sts practise listening and ticking the sentences they

hear.

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

understand them and compare the sentences in each pair

to see the difference between them.

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

indicate the sentences they hear.

- Play the tape once.

4

After you listen:(8 mins)

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

1 and 2 to discuss the following questions:

- How can a forest fire start?

- What does every camper have to remember not to cause

a forest fire?

- Move round to check the activities and to make sure that

sts are working effectively.

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

class.

5 Homework:(1 min)

Write a short paragraph about what people can do to

protect forest from fires.

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

- Listen to the tape / the teacher and do the task

Key: 3 - 2 - 5 - 1 - 4

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

1 F 2 F 3 T 4 T 5 F

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

- Read the sentences and find out the difference between sentences in each pair.

- Listen to the tape and do the task.

Key: 1 B 2 A 3 A

- Check their answer and then correct their work if they have the wrong answer.

- Work in groups to discuss.

- One/ two sts present.

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I Objectives:

1 Education Aims: - Students can write a letter of invitation.

2 Knowledge: a General knowledge: - A letter of invitation.

b Language: - Language used to write an informal letter.

- Structures: "Let's "," Shall we ?", etc

3 Skills: - Reading: read the sentences in task 1 and the incomplete letters in task 2.

- Speaking: fill each blank in these invitation letters.

- Writing: write an invitation letter basing on the cues.

II Anticipated problems: - Students may not be able to distinguish some structures such

as " Let's ", " Would you like ?", "How about ?", etc.

III Teaching Aids: - board, textbook, chalk.

IV Procedures:

- Ask one st to talk about how a forest fire may start

and what every camper ought to remember.

- Ask other sts to listen to their friend and give

remarks.

- Aims:to get sts to write out the sentences by matching

the first half in A with the most suitable half in B and

then to use these sentences to fill the blanks in the

invitation letters.

+ Task 1:

- Ask sts to read the requirement of task 1 carefully

and then work in pairs to do the task.

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

structure of the two halves.

- Recall some structures so that sts can do the task

more easily.

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

Let's + V-inf.

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

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

- Ask sts to do in 4 minutes and move around to help if

necessary.

+ Task 2:

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

and to use the above expression to fill each blank.

- Introduce some new words/phrases:

+ for a while: for a period of time

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

pop music

+ 'afterwards (adv): at a later time

- Ask sts to listen to the teacher and repeat , then

write these words into their notebooks.

- Get sts to do the task in 5 minutes and then get

feedback letter by letter.

- Listen and give remarks

- Copy the structures into theit notebooks.

- Do the task in pairs.

- Share their answer with their friends.

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

5 h/f 6 d/g 7 e 8.b

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

- Copy the words/ phrases

- Report their answer:

1.3/8 2.3/8 - 4/6 3 2/5- 7

"Dear Lam,

We haven't met since oyu moved And

I miss you a lot.

Trang 14

- Aims: Sts practise writing an invitation letter.

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

to Lam, inviting him to spend a weekend with him.

aloud.

- Check and give the correct answer.

writing among sts within a group so that they can

check their friend's work and give remarks

5 Homework: ( 1min)

- Part D (page 63- workbook).

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

Do you feel like visiting the forest near my grandparents' home again?

It looks quite different now because very many young trees have been planted at the Trees Planting Festivals.

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

Please give my love to your parents Your friend,

I Objectives:

1 Education Aims: - Students know how to pronounce the sound /b/ and /p/ correctly.

- Students revise the passive voice

2 Knowledge: + Language: - Pronunciation: /b/ and/p/ - The passive voice.

II Anticipated problems: Sound /p/ in English with sound /p/ in Vietnamese.

IV Procedures:

- Ask one st to read the letter they wrote at home aloud.

- Aims: to introduce two sounds / b / and / p / and help

sts to practise these sounds.

a Write two sounds on the board and pronounce them

clearly twice, then ask sts to repeat.

/ b / : a voiced sound

/ p / : a voiceless sound

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

so that they can check for each other.

b Ask sts to look at sentences in page 110 in the book.

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

then find out the words containing sound / b / and

sound / p /

- Ask one st to report and other sts to give remarks.

- One st reads his/her letter aloud aloud in front of the whole class.

- Give remarks.

- Write down two sounds.

- Look at the book , listen and repeat.

/ b / / p /

bee pea ban pan bad Paul .

- Read these words in pairs and check for their partners.

- Answers:

/ b / / p /

Bill Pat big pan black paper .

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Aims: to revise the passive voice and have sts do Ex1, EX

2 and EX3.

+ The passive voice:

- Recall the form of the passive by giving an example:

eg: Active: We clean this window every day.

Passive: This window is cleaned every day.

- Ask sts to pay attention to the sentence elements and

to tell the T the difference between the active sentence

and the passive sentence.

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

+ Note: Only transitive verbs are used in the passive It

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

( intransitive verbs) or seem, feel ( intensive verbs) in

the passive.

- Ask sts to give some examples.

+ Exercise 1:

- Ask sts to do the exercise individually and then

compare their answers in pairs.

- Move round to conduct the activity.

+ Exercise 2:

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

answers with their friends.

- Ask two sts to do this exercise on the board.

- Ask one st to give remarks.

+ Exercise 3:

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

task in pairs.

- Go round to conduct the activity.

- Ask some pairs to read the dialouge.

- Part B ( page 60- workbook)

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

+ In the passive, the object of an active verb becomes the subject of the passive verb.

1 were reported 2 are grown

3 be spoken 4 am not invited

5 are being built

- Listen and correct their work if

3 Have the students been told

4 was being laid decided

5 will be planted

- Read the requirement carefully.

- Do Ex 3.

EX3:

1 was organized 2 arrived

3 were met 4 taken

5 had been cleaned 6 had been put

7 was excellent 8 prepared

9 made 10 were served

UNIT 11: NATIONAL PARKS PERIOD 67 LESSON 1: A READING

I Objectives:

1 Education aims: - Students improve their knowledge about national parks

2 Knowledge: a General knowledge: - Knowledge about national parks.

b Language: - The present simple tense - Vocabulary concerning national parks.

- Reading comprehension: the definitions and answering questions.

II Anticipated problems: - Students may not have much knowledge about national parks III Teaching aids: board, textbook, chalk.

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IV Procedures:

Aims: to repare information and vocabularies for the

topic.

- Ask sts to answer the question:

Can you name some national parks in Vietnam and in

the world?

- Ask some sts to answer the question.

- Introduce the reading text and provide sts with new

words/phrases.

+ lo'cate(v): = to place (có vị trí)

+ 'butterfly(n): an insect with very big wings that can

fly(con bớm)

+ e'stablish(v): = to make/ build( thiết lập)

+ hike(v): to walk for health

+sur'vive(v): to be alive after accident( sống sót ) 

survival(n)

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

orphanage(n)

+ Sub-tropical(Adj): cận nhiệt đới

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

+ contami'nation(n)  contaminate(v): to make

something dirty/ polluted.

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

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

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

of the class

- Listen and help sts to read the words/phrases correctly.

2

While you read:(15 mins)

Aims: Read the passage for information to do the tasks.

+ Set the scene:

- You are going to read the passages about The National

Parks Read them and then do the tasks that follow.

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

passages.

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

- Explain more about the definitions if necessary.

- Sts are required to compare their results with their

partners.

- 5sts are required to do the task orally in front of the

class (1 st/ 1 time).

- Listen and help sts to do the task correctly.

+ Task 2: Answering Questions:

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

answer the questions in task 2.

- Require sts to underline the information from the

passages that supports the answers.

- Required sts to compare their answers with another

pair.

- Ask 6 - 7 sts to read their answers aloud in front of the

class (1 st/1 time).

- Listen and think of the question.

- Some sts answer:

Cuc Phuong National Park Bach Ma national Park.

Nairobi National Park.

Alaska National Park.

- Listen and then copy down

- Read silently to self-practise.

- Some sts read these words aloud and others listen.

- Present their answer:

2 contain 3 species 4 survival

- Underline the information from the passages.

- Share their answer with other sts.

- Some pairs report:

1.200 square km:

2 Because the rainy season is over.

3 They can learn about the habits

of animals and how one species is dependent upon another for survival.

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

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

5 If more chemicals are released

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3 After you read:( 5 min)

Aims: to give the summary of the passage.

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

their choice from one of the three national parks in the

reading passages.

- One representative is required to give their talk orally in

front of the class

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

- Complete the talk in written form.

into the water, plans and animals will die/ be killed/ destroyed.

- Work in groups to talk about their choice.

- Present his/her ideas.

- Others listen

I Objectives:

1 Education aims: - Students know about an excursion to Huong Pagoda.

2 Knowledge: a General knowledge: Talk about an excursion and express their regrets

b Language: - Conditional sentences types 3 - Vocabulary on an excursion.

3 Skills: - Matching - Talking about an excursion - Expressing the regrets.

II Anticipated problems: Sufficient vocabulary to talk about an excursion.

IV Procedures:

1 Warm-up:( 3 mins)

- Ask sts the questions:

- Have you have ever had a camping trip?

- Tell me what you prepared for that trip?

- Ask one or two sts to answer.

2 Before you speak:( 12 mins)

Aims:tofocus sts on the topic and introduce the words and

phrases used in the task.

+ Task 1: Matching

Last week Nga’s class went on an excursion to Huong

Pagoda Unfortunately, the excursion turned out to be a

disaster Most of the things they did went wrong You are

required to match the thing in column A with the

coresponding consequences in column B

- Ask sts to read through the sentences in the two

columns.

- Give sts some new words or expressions:

+ food poisoning: ngộ độc thức ăn + fine (n ): cash

paid as punishment ( tiền phạt)

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

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

movement ( say ô tô )

- Ask sts to read the new words orally and individualy.

- Ask sts to work in pairs to do the task.

- Go around to observe sts working.

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

things in A and some others to read out the

corresponding consequences in B.

3 While you speak:( 14 mins)

Trang 18

Aims: Sts can talk about their excursion to Huong Pagoda

and express their regrets.

+ Task 2:

Imagine that you are Nga’s classmates and you are not

happy with the excursion to Huong Pagoda Now you are

talking with some friends about what you wish you had or

hadn’t done.

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

the textbook and recall what grammatical structure is

used in the example.

- Revise the conditional sentence type 3 by giving an

example:

+ Eg: If I had had money, I would have bought this car.

( But I didn’t have money and so I didn’t buy it.)

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

well as the form of the conditional sentence type 3.

- Ask sts to work in groups.

- Go around to help sts.

- Ask sts to compare their answers with another group.

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

the class.

- Listen to sts and give remarks.

4 After you speak:( 15 mins)

Aims: Sts practise telling about an excursion to Huong

Pagoda and expressing the regrets.

+ Task 3:

You are Nga You are going to work in pairs Tell your

partner about your class’s excursion to Huong Pagoda and

express your regrets about what you did or didn’t do

during the excursion.

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

the task.

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

of the class and give remarks.

+Use: The third conditional is used

to talk unreal situations in the past.

4 If we had had rain coats, we wouldn’t have got wet and have got a cold.

5 If some of us hadn’t left our luggage on the coach when we arrived, we could have had clothes and money with us.

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

7 If we hadn’t thrown wast in the forest, we wouldn’t have got a fine.

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

- Listen to the T.

- Work in pairs.

- Some sts tell about their excursion in front of the class.

I Objectives:

1 General knowledge: - Sts get more information about Cuc Phuong National Park.

2 Language: - Some set expressions - Vocabulary on nature

3 Skills: - Listening: fill in the gaps, answer questions

- Speaking: - Discuss the special features of Cuc Phuong National Park.

II Anticipated problems: - Sts may do not know some new words.

- The quality of the tape is not very good

III Teaching aids: - Tape, cassette, textbook, chalk, board.

IV Procedures:

- Ask one st to tell the whole class about his/her class

excursion to Huong Pagoda and express his/her - Listen to their friend and give

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regrets about what he/she did or did not do during

the excursion

remarks

Aims:to focus sts on the topic and review/ introduce

the words and phrases used in the listening text.

a Divide sts into small groups and ask them to

discuss the following questions:

a Where is Cuc Phuong National Park?

b What is the area of the rainforest in Cuc Phuong

National Park?

c When is the best time to visit Cuc Phuong

National Park?

d What can be seen in Cuc Phuong National Park?

- Ask some sts to give their answer.

b Introduce the topic of the listening text.

- Introduce some new words/ expressions

- o'fficially (adv): formally

- span (v): connect.

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

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

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

- de'feat(v): win sb

- in'vader: (n) The French and Americans were

invaders.

- 'ethnic mi'nority (n): The Tay, Nung, Dao

- Read the words again and asks sts to repeat.

3 While you listen:(20 mins)

+ Task 1:

Aims: Practise listening and filling in the gaps.

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

about Cuc Phuong National Park and they have to fill

in the gaps in each sentence given

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

that they understand them Sts try to guess the

missing information.

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

- Play the tape once again, stop the tape where

necessary and conduct the correction

+ Task 2

Aims: Practise listening and Answering questions.

- Ask sts to listen to the tape again and answer the

- Play the tape once again, stop the tape where

necessary and conduct the correction.

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

- Work in groups and discuss the questions.

One st from each group stands up and gives their answer

- Listen to the T.

- Read the statements in pairs and try to guess the missing information.

- Listen to the tape and do the task

- Listen to the T.

- Read the questions in pairs and try

to do the task.

- Listen to the tape and do the task.

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

Trang 20

Task 1 and 2 and the reading text to disscus the

following problems:

- Time founded/ - Area, location

- Numbers of visitors/ - Historical event

- Local people

-Move round to check the activities and to make sure

that sts are working effectively.

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

class Check and give remarks.

-Work in groups to discuss.

- One/ two sts present.

I Objectives:

1 Education Aims: - Students can write a letter of acceptance or refusal.

2 Knowledge: a General knowledge: - A letter of acceptance or refusal.

b Language: - Language used to write an informal letter.

- Expressions: "Yes, I'd like/love to."," I'm afraid I can't come because ?", etc

3 Skills: - Reading: read fill the blanks of the incomplete letters.

- Speaking: Rearrange the sentences to make a letter of acceptance.

- Writing: write a letter of acceptance or refusal.

II Anticipated problems: Choose suitable expressions to write a letter of their own.

IV Procedures:

- Ask one st to talk about the special features of Cuc

Phuong National Park.

- Ask other sts to listen to their friend and give

remarks - Check and give remarks.

- Aims: to get sts to read the expressions in the table

and to do task 1 and task 2.

+ Task 1:

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

acceptance or refusal.

- Introduce some new words:

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

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

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

- Ask sts to listen and repeat and then copy down

these words into their notebooks.

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

- Remind sts of the letter Nam wrote to Lam to invite

Lam to spend a weekend with him And now Lam

write a letter accepting Nam's invitation.

- Copy down the words into their notebooks.

- Do the task in pairs.

- Share their answer with their friends.

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

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

3 Accepting: I'd be delighted to.

- Work in pairs to rearrange the sentences into a letter.

- Present their ideas:

Trang 21

- Ask sts to work in pairs to rearrange the sentences

into a letter.

- Aims: Sts practise writing a letter of acceptance or

refusal.

- Ask sts to read the requirement of task 3.

- Ask them to write a letter accepting or declining

his/her friend's invitation.

- Ask them to pay attention to the structure of a letter:

greeting, organisation ( introduction, body )

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

sample letters.

aloud.

writing among sts within a group so that they can

check their friend's work and give remarks

5 Homework: ( 1min)

- Part D (page 68- workbook).

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

- Read the requirement.

"Dear Binh, It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend Thank you for inviting me to join you but I'm afraid I can't come.

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

I hope that you will have a wonderful day in Cuc Phuong Remember to show

me the photos you take in Cuc Phuong whem you get home.

Your friend,

I Objectives:

1 Education Aims:- Students know how to pronounce the sound /t/ and /d/ correctly.

- Students revise conditional sentence type 3

2 Knowledge: + Language: - Pronunciation: /t/ and/d/ - Conditional sentence type 3.

II Anticipated problems: Sound /t/ and /d/ in English with sound / t / and / d /.

IV Procedures:

- Ask one st to read the letter they wrote at home

aloud.

- Aims: to introduce two sounds /t/ and /d / and help

sts to practise these sounds.

a Write two sounds on the board and pronounce

them clearly twice, then ask sts to repeat.

/ d /: a voiced sound, / t / : a voiceless sound

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

- One st reads his/her letter aloud aloud

in front of the whole class.

- Give remarks.

- Write down two sounds.

- Look at the book , listen and repeat / t / / d /

topic difficulty contain invader plant spend .

- Read these words in pairs and check

Trang 22

again so that they can check for each other.

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

book.

- Ask them to work in pairs to read the sentences

and then find out the words containing sound / t /

and sound / d /

Aims: to revise conditional sentence type 3 and have

sts do Ex1 and EX2.

+ Conditional sentence type 3:

- Recall conditional sentence type 1 and type 2.

- Revise conditional sentence type 3 by giving an

example.

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

=> I can say: " If Tom had studied hard, he would

have passed the exam."

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

conditional sentence type 3.

- Ask sts to do the exercise individually and then

compare their answers in pairs.

+ Exercise 2:

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

answers with their friends.

- Ask two sts to give remarks.

- EX 3 ( page 120 - st's book)

for their partners.

- Answers:

/ t / / d /

next to third restaurant dear counter stayed

- Listen to the teacher + Form:

If - clause , main clause

If + S + V( past perfect), S + would +have + V( PII)

1 had known 2 had had

3 would have gone 4 would have passed

5 could have enjoyed 6 had known

7 had stopped 8 had called

- Listen and correct their work if

necessary.

- Do the Ex individually.

EX 2: Each st writes three sentences

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

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

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

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

5 had breakfast, you wouldn't behungry now.

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

PERIOD 72 TEST YOURSELF D

I Objectives:

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

2 Knowledge: - General knowledge in unit 9, unit 10 and unit 11.

- Language: pronunciation and grammar in the above units.

3 Skills: listening, speaking and writing.

II Teaching aids: textbook, chalk, board.

I Procedures:

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1 Homework checking:( 5 mins)

- Ask one st to do Ex 3 in the workbook on the

board - Ask one st to give remarks.

- Give remarks and marks.

2 The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at home

in advance to save time.

- Give sts the time duration for each part : part II:

10 minutes, part III: 10 minutes, part IV: 15

minutes.

- Ask sts to do listening in class.

2.1 Listening:

- Ask sts to read the requirement of the task.

- Introduce new words:

+ campground (n) : a place for camping

+ trail (n) : a path + geyser (n): m¹ch níc phun

- Play the tape twice and ask sts to do the task.

- Ask sts to share their ideas with their partners.

- Get feedback and play the tape again so that sts

can check their answers.

- Ask other sts to give remarks.

- Check and give feedback.

2.2 Reading:

- Ask sts to work in groups to compare their

answers.

- Ask some sts to report his/ her answers aloud.

- Listen and check.

b 1 knew 2 would help 3 knows

c 1 decided 2 to stay 3 would have gone

out 4 hadn't been

- Ask two other sts to give remarks.

2.4 Writing:

- Ask some sts to read their writing aloud.

- Ask some sts to give remarks.

2 If they had been paying attention, they would have seen the sign marking

3 If Carol hadn't been studying, she would have answered the phone.

4 If the sun hadn't been shining, we wouldn't have gone to the beach yesterday.

5 If the music hadn't been playing loudly at the restaurant, I would have heard

- One st gives remarks.

- Look at the textbook and read the statements.

- Try to focus on the important words.

- Copy down these words into their notebooks.

- Work in pairs to discuss their answers.

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

2 It became a national park in 1872.

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

4 It has about 70 geysers.

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

- work in groups to share their ideas.

" Dear Alex, You will be delighted to know Father is giving a party to celebrate the New Year He has invited some of our relatives and his friends to make the party a success.

I too have invited a number of my friends in the neighbourhood Mother has asked me

to tell you to come home for the New Year celebration.

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

Your sister, Helen

- Listen to the teacher's remarks.

PERIOD 73 WRITTEN TEST 3

LISTENING (2 points)

I Hannah is listening to messages on her voicemail Why is each person calling? Listen and circle the correct answer

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1 A to remind her about a dental appointment

B to cancel a dental appointment

C to remind her about a business meeting

2 A to tell her about a restaurant

B to invite her to a movie

C to cancel a date

3 A to tell her the book has not arrived

B to tell her the book has arrived

C to tell her the book can’t be ordered

4 A to copy her homework

B to chat with her about friends

C to ask for help with her homework

II Listen to the message then complete the information

Message for: (5)

Name of caller: (6) Telephone number: (7) Best time to call: between (8) and 6:00

B PHONETICS, GRAMMAR & VOCABULARY (4 points)

III Choose the word whose underlined part is pronounced differently from that of the others

IV Choose the word whose main stress is different from that of the other words

V Choose the best answer among A, B, C, or D to complete each of the following sentences.

13 You can subscribe to your favorite newspapers and magazines the nearest post office.

14 He is very capable learning and understanding things.

15 I need to £1,000 to my daughter's account

16 The health of our children is being by exhaust fumes.

17 Portland, Maine, is the poet Henry Wadsworth Longfellow spent his early years

18 We could make better of our energy resources.

19 Many newer cars have a much lower fuel .

A consuming B consumer C consumation D consumption

20 I've no idea he behaved strangely at the meeting

21 The old man said he in this village for over 70 years.

A has been living B was living C is living D had been living

22 The singer was on the piano by her sister

VI Choose the one that is SIMILAR in meaning to the underlined word

23 The astronauts were able to send the information back to the earth.

A spaceships B space stations C spacemen D space shots

24 No one knew precisely what would happen to a human being in space.

READING (2 points)

VII Fill in each blank space with one appropriate from the box

Before man had appeared in space it was thought that his physical and mental capabilities might be (25) by long periods of weightlessness, and that he might be endangered by high levels of radiation Yuri Gagarin's first (26) flight in April 1961 showed that man could live

in space and, although this (27) only lasted for 108 minutes, it gave encouragement to those interested in the future of manned space flight In fact most of the early fears about man's health in space have proved (28) , and although several odd medical effects have been observed, none has seriously affected man's ability for useful work.

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VIII Read the following passage and choose the best answer among A, B, C or D provided

The Asian Games, also called the Asiad, is a multi-sport event held every four years among athletes from all over Asia The games are regulated by the Olympic Council of Asia

(OCA) under the supervision of the International Olympic Committee (IOC) Medals are awarded

in each event, with gold for first place, silver for second and bronze for third, a tradition which started in 1951 The Asian Games are dominated by the People's Republic of China.

Competitors are entered by a National Olympic Committee (NOC) to represent their

country of citizenship National anthems and flags accompany the medal ceremonies, and tables showing the number of medals won by each country are widely used In general only recognized nations are represented, but a few non-sovereign countries are allowed to take part The special case of Taiwan was handled by having it compete as Chinese Taipei, due to the political status of Taiwan.

29 Which of the following is true?

A The Asian Games are held every year.

B The International Olympic Committee is the founder of the Asiad.

C The first gold medals given to by the winning athletes in 1951.

D The Olympic Council of Asia regulated the Games.

30 The People's Republic of China _.

A is the strongest in the Asian Games B is the host of all Asian Games

C is not allowed to take part in the Games D refuse to enter the Games

31 In the medal ceremonies _.

A the competitions are entered to represent their country of citizenship

B national anthems are played

C the number of medals won by each country is first announced

D the winners are given a string of flowers

32 Which of the following is not true of the right to participate in the Asian Games?

A Only recognized nations are allowed to take part.

B Almost every nation can take part in the Games.

C Non-sovereign countries are also allowed to participate.

D All are correct.

35 They had no intention of travelling around the world

 They didn’t intend .

36 Somebody has taken away some of my books.

 Some of my books .

X In about 80-100 words, write a letter to a friend to tell about a film you saw recently (1

point)

PERIOD 74 WRITTEN TEST 3 - CORRECTION

B PHONETICS, GRAMMAR & VOCABULARY (2 points)

III (0.25point per one correct item): 9 C 10 D

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IV (0.25point per one correct item): 11 D 12 C

V (0.25point per one correct item):

VI (0.25point per one correct item): 23 C 24 A

READING (2 points)

VII (0.25point per one correct item):

VIII (0.25pt/item)

D WRITING (2 points)

IX (0.25point per one correct sentence):

33  Though it rained heavily, they decided to go to the zoo.

34  Because of the bad weather, the plane couldn’t take off.

35  They didn’t intend to travel around the world.

36  Some of my books have been taken away.

N i dung (0.4 ộ

point) o Phát tri n ý có trình t logic, thuy t ph c ng o Đ d n ch ng, ví d , l p lu n ủ ẫ ể ứ ụ ậ ự ậ ế ụ ườ ọ i đ c

o Đ dài: S t không nhi u h n ho c ít h n i quy đ nh ộ ố ừ ề ơ ặ ơ ớ ị 5%

0.1 points 0.1 points 0.2 point

S d ng ngôn ng ử ụ ữ

(0.2 point) o S d ng ngôn t phù h p n i dung, văn phong/ th lo i o S d ng ngôn t phong phú, ng pháp, d u câu, chính ử ụ ử ụ ừ ừ ợ ộ ữ ấ ể ạ

t ả

0.1 point 0.1 point

UNIT 12: MUSIC PERIOD 75 LESSON 1: A READING

I Objectives:

1 Education aims: - Students know more about the role of music in our life.

2 Knowledge: a General knowledge: - Knowledge about music.

b Language: - The present simple tense.

- Vocabulary concerning music: rock 'n 'roll, mournful, solemn

- Reading comprehension: sentence completing and answering questions.

II Anticipated problems: Words, and knowledge about some kinds of music.

III Teaching aids: board, textbook, chalk, tape.

IV Procedures:

1 Warm-up:(5 mins)

- Play the tape with 5 pieces of music and ask sts to guess

what types of music they are.

- Get feedback and check.

Aims: To provide sts with words/phrases about music.

a Matching:

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

types of music given in the part:

- Listen to the tape and guess.

- Stand up and say aloud the names of the types of music.

.… … …

- Work in pairs to match.

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- For each type of music, 2 sts from 2 pairs are required to

give their match orally.

b Vocabulary

- Provide sts with the new words/phrases:

+ Emotion(n): a strong feeling e.g.: hate, love

+ Convey(v):= Show, express + Integral part(n): =

necessary part + Lull sb (v): >< wake somebody up.

+ Delight(v): To make somebody happy.

+ Funeral(n): a funaral is celebrated when someone dies.

+ Solemn(adj): serious, not happy

+ Mournful(adj): sad

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

- Listen and help sts to read the words/phrases correctly.

3 While you read:( 18 min)

Aims: Read for information to do the sentence completing,

and answering excercises

+ Task 1: Sentence completing.

- Ask sts to read the passage indepently then use the

words/ phrases in the box to complete the sentences.

- Tell sts to refer to Vocabulary for help and encourage

them try to guess the meanings of the words in the

context of the reading.

- Call on 7-8 sts to read and explain their answers aloud

in front of the class(1 st/ 1 time/ 1 sentence).

- Feedback and give remarks.

+ Task 2: Questions answering.

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

carefully and find the answers to the questions given.

- 5-6 sts from 5-6 groups are required to give answers in

front of the class(1 st/ 1 time/ 1answer).

- Listen and help the students to give correct answers.

4 After you read:( 9 mins)

+ Questions – Answers

Aims: Students' summary about the roles of music.

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

given in the part.

- Go round to help sts with their work.

- Listen and help sts to give correct answers.

- Listen and read after the T.

- Write down these words into their notebooks.

- Read these words and check for their partner.

- Read the words aloud.

1 Language and music.

2 It can express ideas, thoughts and feelings.

3 It adds joyfulness to the atmosphere of a festival and make

a funeral more solemn and mournful.

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

5 It is a billion-dollar industry.

- Self-correct the work

- Work in pairs orally.

- Some pairs report while others listen.

1 Students tell 5 roles.

2 Students give their own ideas.

- Listen to the T.

I Objectives:

1 Education aims: - Students know about some favourite kind of music.

2 Knowledge: a General knowledge: - Students can talk about their favourite kinds of music

b Language: - The simple present tense.

3 Skills: - Asking and answering questions about music.

- Talking about favourite kinds of music

II Anticipated problems: Sts may not have enough vocabulary to talk about the topic.

III Teaching aids: Textbook, chalk, board, pictures.

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IV Procedures:

1 Warm- up: ( 5 mins)

Aims : get used to the topic.

- Give sts some pictures of singers and ask sts about

their names.

- Ask sts what they know about these singers and

name some of their songs.

2 Before you speak: ( 10 mins)

Aims: : focus sts on the topic and introduce the words

and phrases used in the task.

+ Task 1: Answering questions based on the reading

text.

- Introduce the situation: You are going to read what

Ha Anh says about music.

- Give sts some new words:

+ keep sb happy: make sb happy

+ cheer sb up: make sb happier/more cheerful

- Ask one st to read the passage aloud.

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

questions.

- Go around to observe sts working.

3.While you speak: ( 13 minutes )

Aims: Sts can talk about their favourite kind of music.

+ Task 2: Asking and answering about music taste.

- Tell sts that they are going to ask your partners

questions to get information to complete the table

below

- T may introduce some adj and expressions to

talk about music:

+ make sb excited/relaxed.

+ help sb forget troubles and worries

+ relaxing/ peaceful

- Go around to help sts and collect the mistakes.

4 After you speak: (15 mins)

Aims: Sts make group report.

+ Task 3: Reporting on the information

- Ask sts to report what they have got from their

friends to the whole class.

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

and elicits some structures they can use:

- Ask sts to prepare in one minute.

- Ask some sts to report what they have found out

about their patners in front of the class.

- Correct the Ss’ mistakes.

- Listen and read the text

- Work in pairs to ask and answer the questions.

- Some sts present.

1 She likes pop music.

2 Because it keeps her happy.

3 The Backstreet Boys.

4 She listens to music all the time

- Listen to the T.

- Listen to the T and read the information in the table.

+ What kind of music do you like?

+ Why do you like it?

+ Who is your favourite singer/ musician?

+ What is your favourite song/piece of music?

+ When do you listen to music?

- Listen to the T and take notes if necessary.

+ Both A and B like …

+ A likes…, and so does B.

+ A likes …and B does , too.

+ A likes…, but B prefers…

- Some sts report in front of the class.

E.g: " Both Hoa and Binh like pop music Hoa likes it because it makes her relaxed while Binh likes it because

it is easy to listen to Hoa's favourite band is Westlife but Binh like Lam Truong very much ."

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I Objectives:

1 General knowledge: - Sts know more about Van Cao and his music.

2 Language: - Vocabulary on music.

3 Skills: - Listening: choose True/ False statements and answer questions.

- Speaking: discuss the one's ideas about Van Cao's music.

II Anticipated problems: - Some sts rarely listen to Van Cao's songs.

III Teaching aids: - Tape, cassette player, textbook, chalk, board.

IV Procedures:

- Ask one st to talk about what kind of music he likes best One st presents Others listen and give remarks.

Aims: focus sts on the topic and review/ introduce the words and

phrases used in the listening text.

a - Focus sts on the picture in the textbook and ask sts if they

know the person in it.

- Introduce Van Cao, the most famous musician in the history of

Vietnamese music then ask sts to work in groups and ask about

Van Cao's life and works.

- Possible questions:

- Where and when was he born?

- Was he born in a rich or poor family?

- When did he start writing songs?

- Can you name some of his famous songs? What is his most

famous one?

- Ask sts to give their answer to the question in p 128

b Introduce some new words

- rousing (adj): - lyrical(adj): - solemn(adj):

- national anthem(n):

- Read the words and ask sts to repeat.

+ Task 1:

Aims: Practise listening and marking True/ False statements.

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

Lan Huong and Quang Hung about Quang Hung's opinion

towards Van Cao's music

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

conduct the correction.

+ Task 2:

Aims: Practise listening for specific information by answering

given questions.

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

conduct the correction.

- Ask sts to work in pairs and discuss Quang Hung's ideas about

Van Cao's music

+ Agreeing:

- I (strongly) agree with him - I share his opinion.

- I share the same point of view with him.

- I think his opinion is similar to mine.

- Work in groups to say about the person in the picture.

- Listen to the teacher and then work in groups to discuss Van Cao's life and career.

- Ask some pairs to ask and answer.

Some sts stand up and give their answer.

- Some individuals read the words aloud

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

2 He likes the song 'Tien Quan Ca' most.

3 Because it is hard and solemn, it makes him feel

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+ Disagreeing:

- I'm sorry but I don't think so - I don't agree with him.

- I don't share his point of view

- Move round to check the activities and to make sure that sts

are working effectively.

- Ask some pairs to present in front of the whole class.

- Work in pairs revising Quang Hung's ideas about Van Cao's music.

Two sts present.

I Objectives:

1 Education Aims: - Students can write a profile.

2 Knowledge: a General knowledge: - The life story of a famous person.

b Language: - Language used to write a profile

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

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

- Writing: the life story of Van Cao.

II Anticipated problems: Use the prompts to write a complete profile .

IV Procedures:

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

Hung's ideas about Van Cao's music.

- Ask other sts to listen to their friend and give remarks.

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

read the information about Van Cao.

+ Task 1:

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

- Introduce some new words:

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

article)

+'mixture (n) : +tune (n):

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

classical European and African beats.

+ rag (n): a Ragtime song + beat (n):

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

+ 'talented (a): having talent

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

- Ask sts to listen and repeat and then copy down these

words into their notebooks.

- Ask some sts to read these words again

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

complete sentences about Scott Joplin by adding suitable

auxiliaries, articles or prepositions and appropriate verb

tenses.

- Copy down the words into their notebooks.

- Some sts stand up and read again.

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

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

3 He quickly became famous.

4 His tune were wonderful mixture

of classical European and African beats which were known as Ragtime.

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

6 Scott Joplin died in 1917.

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