Giao an Anh 9 cuc hay

- Ss work in pair to ask and answer the questions using the information given on - When did you go.. - Ss read the information given in the box, work in pair to make similar dialogue.. B

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Yen lac education and training department

Van tien Secondary School

A.Objectives:

- To review the main knowledge of the eighth form

- To check Ss levels.’ levels

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

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II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1, The present simple:

* Use: Express the habit things, often go along with adverbs of frequency; or the truth.

* Form: S + V(s, es)

S + don t / doesn t + V ’ levels ’ levels

2, The present progressive:

 Use: Sth is happening; often goes

along with now; at the moment;“now; at the moment;

at present ”

 Form: S + is / are / am + Ving

3, The future simple:

* Use : Express the future thing, often go along with next, tomorrow

* Form: S + will + V

4, The past simple:

* Use : Express the past events , often go along with : yesterday, last , ago,

II Passive voice:

III Reported speech:

4 Test on English – Time limit : 15’

Chän tõ hoÆc côm tõ ®iÒn vµo chç trèng b»ng c¸ch khoanh trßn ch÷ c¸i A, B, C, hoÆc D:

1 Would you helping me with this exercise

2 Tim said he a chocolate factory then

A visits B visited C has visited D was visiting

3 Millions of Christmas cards every year

A were sent B are sent C send D is sent

4 I take part most activities in my school

5 The light went out while we dinner

6 There are a lot of black clouds in the sky It

A is going to rain B is raining C rains D rained

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Tenses

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7 I’m looking forward seeing you in September

8 My mother a dress now

A makes B is making C will make D made

9 Two years ago, she at a village school

A teaches B is teaching C will teach D taught

10 have you lived in Phuc Yen? - For a long time

11 Look! Those boys soccer in the street

A play B are playing C playing D played

12 The cap has a picture of a dolphin it

unit 1 : a visit from a pen pal.

lesson 1 : getting started – listen and read listen and read

A Objectives:

- Reading the text to understand the details.

- Presentation and practice in wish to talk about unreal present desires.“now; at the moment; ”

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Ss guess the activities from pictures

( a->f) on page 6 in the book.

They can express their own ideas, too.

a, Going to Hung Temple.

b, Visiting the Literature Temple in Ha Noi.

c, Going Dong Xuan market or going shopping.

d, Visiting the museum.

e, Eating out.

f, Going to the movie theater.

II New words:

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- Pre – teach new words teach new words

* Checking technique:

- Rub out and remember.

b Presentation the dialogue:

- Set the scene: Maryam is Lan s pen pal ’ levels

She came to stay with Lan last week.

Listen to the tape about Maryam and her

visit to VN.

- Guess the answers of the pre- questions.

3 Practice : (14 ) ’ levels.

- Read the text.

- Check their prediction.

- Choose the correct option to complete

the sentences.

- Read the text again and present the

model sentence.

- Concept check:

Is the sentence express unreal

present or past desire?( Present)

What tense is used for the verb in the

subordinate clause? (Past simple)

* Practice:

Ex: T: can t visit Malasia“now; at the moment; ’ levels ”

-> Ss: I wish I could visit Malasia.

1, Where did Lan take Maryam to?

2, Did Maryam invite Lan to visit her country?

* Answerkey:

1, She took Maryam to Hoan Kiem Lake, HCM s’ levels

Mausoleum, the History Museum , the Temple of Literature, many beautiful parks and lakes in Ha Noi, the mosque on Hang Luoc Street.

2, Yes, She did.

- Does Lan want Maryam to have a longer

vacation? ( Yes, she does.)

- Can Maryam stay longer? ( No)

- Can her wish come true now? ( No)

* Notes:

Wish sentences are used to express unreal present desire The simple past tense is used for the verbs in the subordinate clause For be , “now; at the moment; ”

were is used with all I, She, He.

“now; at the moment; ”

* Repetition drill:

a, can t visit Malaysia.’ levels

b, can t see that movie.’ levels

c, can t have a trip abroad.’ levels

* Rewrite the sentences, using wish“now; at the moment; ”

1, Huong isn t here.’ levels

2 They won t come to visit us.’ levels

3 Today is not holiday.

unit 1 : a visit from a pen pal.

lesson 2 : speak listen – listen and read

A Objectives:

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I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II./ New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up:

- Chatting.

2 Pre – teach new words listening :

- Set the scene.

- Ss look at the pictures on page 9 and tell

what each picture means.

- Guess the answers of the pre- questions.

3 While- listening :

- Listen to the tape.

- Find out the answers to pre- questions.

- Listen to the tape again and check the

- Have you walked in the park?

- Are there many flowers and grass?

- Are there any signs?

- What food do you like?

- Do you like Mexican food?

.

I Name the pictures:

* Look at the pictures on the page 9, name these pictures :

a, 1 Don t walk on the grass./ Keep off the grass’ levels

2 Don t pick flowers.’ levels

b, 1 Go by the 103 bus / the bus number 103.

2, Go by the 130 bus / the bus number 130.

c, 1 Eat in Mexican restaurant.

2 Eat Hamburgers.

* Pre- questions:

1 Where does Tim suggest going?

2 How are they going?

3 Does Carol like walking in the part?

II Listen :

* Key:

1 Tim suggested going to a restaurant down town.

2 They are going by bus.

3 Yes, she does.

* Listen to their conversation and check the numbers of the correct pictures.

a – teach new words 1

b – teach new words 2

c – teach new words 2

* Comprehension questions:

1 What does Tim suggest going? ( to a restaurant down town)

2 How are they going? ( by bus)

3 What s the park like? ( beautiful)’ levels

4 What does Tim remind Carol to do while they are walking in the park? ( keep off the grass)

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4 Pre - speaking :

- Set the scene.

- Ss read these sentences and put these

sentences into the correct order.

- Ss work in pair to read the dialogue.

5 While- speaking :

- Ss take turns to be one of Maryam s’ levels

friends to make similar dialogues.

- Mapped dialogue.

* Example: Yoko from Tokyo, Japan.

- You: You must be Yoko-Maryam s’ levels

friend.

- Yoko: Yes That s right I am.’ levels

- You: Pleased to meet you, Yoko Let me

introduce myself I m Lan s classmate.’ levels ’ levels

- Yoko: Pleased to meet you, too.

- You: Are you enjoying your stay in VN?

- Yoko: Yes, very much I like Vietnamese

people because they are friendly I love

old cities in VN like Hue, Ha Noi,

- You: Is Ha Noi different from Tokyo?

- Yoko: Yes The two cities are the same in

some ways They are both big and busy

capital cities.

- You: Oh! I see.

- Yoko: Have you ever been to Tokyo?

- You: No, I haven t.’ levels

- Yoko: Come and visit my city one day.

1 – teach new words c, 5 – teach new words b , 4 – teach new words d, 2 – teach new words e, 3 – teach new words a, 6

IV Speak 2 :

* You are talking to Maryam s friends.’ levels

Introduce yourself.

* Mapped dialogues:

You Maryam s friends.’ levels

- Hello – teach new words Yes That s ’ levels

- Pleased – teach new words Pleased , too.

- Are you ? - Yes Vnamese

- Is Ha Noi ? - Yes The two

- Oh! I see – teach new words Have you ?

- No, – teach new words Come and

- Thanks

* Yoko from Tokyo.

* Paul from Liverpool.

 Jane from a small town in Perth,

Autralia.

* Write it up:

Yoko is one of Maryam s friends She comes’ levels

from Tokyo, Japan Tokyo is the same as HN 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, HCM s Mausoleum,’ levels

the History Museum, She likes She loves

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D Teaching aids:

- Lesson plan, Students book ; workbook.’ levels

E Teaching procedure:

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Ss match the words on the left with

the information on the right and then

guess the meaning of the words on the left.

2 Pre – teach new words reading : (10 ) ’ levels.

a Preteach:

- Pre – teach new words teach new words

* Checking technique:

- Rub out and remember.

b Presentation the text.

- Predict T or F sentences.

3 While- reading : (14 ) ’ levels.

- Ss read the text about Malaysia

- Check their prediction.

- Correct the False sentences.

- Ss read the text again and complete the

information about Malaysia in the table

4 Post- reading : (13 ) ’ levels.

- Ss read the information they have found

in READ a (P 10) and then work in

group of four to talk about Malaysia.

6 Three regions f 70,000,000 people

7 Religion g North- Middle - South

1 Malaysia is a member country of Asian.

2 There are two religions in Malaysia.

3 People speak only Malay in Malaysia.

4 Primary shool children learn three languages

at shool.

5 All secondary shool children learn English.

* Key:

1 – teach new words T

2 – teach new words F ( There are more than two religions.)

3 – teach new words F (English, Chinese, and Tamil are also widely spoken.)

4 – teach new words F ( One of three: Malay, Chinese, Tamil.)

5 – teach new words F ( English is a compulsory second language, not primary languageof instruction.)

b Fill in the table with the right information about Malaysia.

1 Area : 329,758 sq km

2 Population: over 22 million.

3 Climate: Tropical climate.

4 Unit of currency: ringgit.

5 Capital city: Kuala Lumpur.

6 Offical religion: Islam.

7 Compulsory second language : English.

* Discussion:

What do you know about Malaysia?

* Write it up.

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another part of the country or a different country.

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Ss work in pair to ask and answer the

questions using the information given on

- When did you go?

- Who did you go with?

- How did you go?

I Making outline :

* First paragraph:

(- Where / you now.

- Have a good or terrible journey.

- Travel by / How long ?)

- When you arrived.

- Who met you at the bus / train station / airport.

* Second paragraph:

- what you have done.

- places you ve visited.’ levels

- people you ve met.’ levels

- food you ve tried.’ levels

- things you ve bought.’ levels

* Third paragraph:

- how you feel ( happy / disappoited / )

- what interests you most ( people / places / activities / )

- when you return home.

* Answer the questions:

- When did you arrive?

- Who met you ?

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3 While-writing: (14 ) ’ levels.

- Ss write their own letters, using the

outline.

- Teacher monitors, takes notes of typical

mistakes and helps if necessary.

4 Post- writing: (13 ) ’ levels.

- T writes the typical mistakes on the

board and elicits the correction from Ss.

- Ss swap their writings and correct any

2 nd paragraph:

I ve visited / been to many places lile Dam Sen’ levels

Park, Ben Thanh market,

I ve tried different kinds of food such as ’ levels

I ll visit tomorrow / on Sunday / ’ levels

3 rd paragraph:

I feel so happy and enjoy myself so much The people here are so nice and friendly, the foods are so deliciouc, and the sights are vevy beautiful I will leave HCM at 2 pm / next Saturday / and will arrive home at on Please pick me up at the

Love,

lesson 5 : language focus

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- Checking attendances:

9A :

9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Revision:

2 Practice 1 : (17 ) ’ levels.

- Ss read the information given in the box,

work in pair to make similar dialogue.

- Ss look at the pictures (P 12) , read the

words given in the box and match the

verbs with the nouns to understand what

Lan and her friends did to prepare for the

party.

- Ss write about their preparation for a

farewell party.

3 Practice 2 : (10 ) ’ levels.

- Revision the wish sentences.

- Ss read the situation and answer the

questions.

- S read situations given , work with their

partners to tell each other about the

wishes they want to make in these

- A: What did Nga do on the weekend?

B: She went to the concert called Ha Noi singers.

A: When did she see it?

B: She saw it on Saturday evening at 8 o clock.’ levels

- .

2 Language focus 2:

- Linh made a cake.

- Thanh hung colorful lamps on the wall / in the room.

- Ngan and Huong bought flowers.

- Truong painted a picture of Ha Noi.

- Ha and Q Anh went shopping.

( Ss can make their own sentences about their party at their class)

II Wish sentences :

* Revision:

- What tense of verb is used in the subordinate clause?

( Past simple, be: were)

- When is this model used?

( express unreal present desires )

* Practice:

3 Language focus 3:

b, I wish I were in the swimming pool now.

c, I wish I had a computer.

d, I wish I lived close to school.

e, I wish I had a sister.

f, I wish I drew well.

g, I wish I had my friend s phone number.’ levels

h, I wish I knew many friends.

i, I wish there were rivers and lakes in my home town.

- Vocabulary: take inspiration from, loose >< tight, minority, velvet, stripes,

majority, a long silk tunic.

- Skills: Listening , speaking and reading

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A :

9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Ss look at the pictures of people wearing

the traditional dresses of their country

( from picture a to f) on page 12 and

describe where each people comes from.

c Presentation the text.

- set the scene.

- Guess the answers to pre – teach new words questions.

3 Practice : (14 ) ’ levels.

- Read the text.

- Check their prediction.

- Read the text again , read Listen and

read a , complete the sentences.

Content

I Getting started:

* Where does each people come from?

a, She comes from Japan.

b, She comes from Viet Nam.

c, She / He comes from Scotland (UK).

d, She comes from India.

e, He comes from the USA.

f, She comes from ( Saudi) Arabia.

II New words:

* Form the words:

- V + er / or -> N ( drive, act , design, )

- symbol (n) -> symbolize (v)

- modern (n) -> modernize (v)

- tradition (v) -> traditional / traditionally

- poem (n) -> poet / poetry

III Listen and read.

* Pre – teach new words questions:

1, What is our national dress? ( ao dai)

2, What is it made from? Silk or velvet or both? ( both)

3, Who often wears it? ( women)

4, When do they often wear it?( on special occasions)

* Complete the sentences: ( a)

1 poems, novels, and songs.

2 a long silk tunic with slits up the sides worn over loose pants.

3 to wear modern clothing at work.

4 lines of poetry on it.

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- Ss work in partners to ask and answer

the questions in Listen and read 2.

4 Production : (13 ) ’ levels.

- Ss work in groups of 4 , discuss and talk

about the ao dai“now; at the moment; ”

- Write it up.

5 Homework: (2 ) ’ levels.

5 symbols such as suns, stars, crosses, and stripes.

* Answer the questions : (b)

1 Traditionally, men and women used to wear the ao dai “now; at the moment; ”

2 Because it is more convenient.

3 They have printed lines of poetry on it or have added symbols such as suns, stars, crosses, and stripes to ao dai “now; at the moment; ”

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (8’ levels.)

- Language game: Noughts and

3, What is the ao dai described as? ( a

long silk tunic with slits up the sides

Content

* Noughts and crosses:

Talking about ao dai “now; at the moment; ”

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worn over loose pants.)

4, Who used to wear the ao dai by

tradition? ( men and women)

5, Why do the majority of VNese

women prefer to wear modern cloting

at work? ( it is convenient)

6, What have fashion designers done

to modernize the ao dai? ( They have

printed lines of poetry on it)

7, On what day do you have to wear

school uniform? ( On Monday ,

Friday and particular occasions)

8, What do your teachers often wearn

on Teacher s day? ( ao dai)’ levels

9, What color is your school uniform?

( dark blue and white)

2 Pre - speaking : (10 ) ’ levels.

- Ss read the words about the clothes

in Speak a (P 14 -15) and try to guess

the meaning of each phrase.

- Ss look at the pictures and match

with the words.

3 While- speaking : (14 ) ’ levels.

- Ss read the questions on the board.

- Work in pair to answer the

questions Ss can add more questions.

- Ss use these questions to make a

- plaid (adj) - tr¬n , kh«ng hoa v¨n

- plain (adj) - kh«ng cã tay

1, What do you usually wear at the weekend?

2, Why do you wear these clothes?

3, What is your favorite type of clothing? Why?

4, On what day do you wear uniform?

- What color is it?

spcial occasio n

sleeved blouse/

baggy pants/ cool/

comfortabl e

Short baggy pants and short sleeved blouse

Wear it on Monda

y and Friday

Jeans and long sleeved blouse / look stronger

in these clothes

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4 Post- speaking : (10 ) ’ levels.

- Ss report the results of the survey.

* Report the results of your survey:

- Q Anh : - Ha said she often wore a short sleeved blouse and baggy pants.

- She said she liked them because they were cool and comfotable.

- She said her favorite clothes were short baggy pants and short sleeved blouse.

- She said she wore uniform on Monday and Friday.

- She said it was dark blue trouzers and white shirt And it was comfortable.

lesson 3 : listen

A Objectives:

be able to describe others.( clothes, age, hair, )

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

2 Pre – teach new words speaking : (10 ) ’ levels.

- Ss look at the pictures ( Listen a – teach new words c, P.

16), ask and answer questions about the

clothes and shoes:

+ What do you call these clothes in

English?

+ What kind of blouse is it?

+ Are these shoes or sandals?

What are they?

Content

* Names of clothes:

- Ss write the names of clothes they know in English.

- Ss compare their lists.

I Write the names of these things :

a, baggy pants

- blue shorts

- pink skirt

b, long – teach new words sleeved white blouse.

- short – teach new words sleeved pink bouse.

- short – teach new words sleeved white blouse.

c, green sandals

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3 While- listening : (14 ) ’ levels.

- Set the scene Then guess what is Mary

* Predict what Mary is wearing.

* Listen to what Mary is wearing:

a, She s wearing bue shorts.’ levels

b, She s wearing a long ’ levels – teach new words sleeved white blouse.

c, She s wearing brown shoes.’ levels

* Dictation:

A little girl is reported missing She was last seen

20 minutes ago near the main entrance to the Car Fair Her name is Mary and she is three years old She has short dark black hair She s’ levels

wearing shorts – teach new words blue shorts and a long – teach new words

sleeved white blouse She s wearing a pair of’ levels

shoes – teach new words brown shoes She may be carrying a large doll.

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Chatting about clothes, about jeans.

Content

* Chatting:

- What kinds of clothes do you like wearing?

- Do you like wearing jeans?

- Who loves wearing jeans?

- What was jean cloth made from?

- Do you know when jeans appeared for the first time? And where?

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- Set the scene.

- Predict the missing words and dates.

3 While- reading : (14 ) ’ levels.

- Read the text

- Complete the sentences :

+ Read the text again and check their

prediction.

+ Correct the missing dates and words.

- Comprehension questions:

Work in pair to ask and answer the

questions in the student s book on page’ levels

18.

4 Post- reading : (13 ) ’ levels.

- Discussion about wearing jeans.

II Read (P 17 – teach new words 18)

* Fill the missing dates and words.

1 18 th century : jean cloth

2 1960s : students

3 1970s : cheaper

4 1980s : fashion .

5 1990s : sale

* Answer the questions:

1 The word jeans comes from a kind of material that was made in Europe.

2 The 1960s s fashions were embroidered jeans,’ levels

painted jeans and so on.

3 Because jeans became cheaper.

4 Jeans at last became high fahion clothing in the 1980s.

5 The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s.

* Discussion:

- Do you like wearing jeans? Why / Why not?

- What type of jeans do you love wearing?

- Do you think jeans are in fashion now?

- Are they beautiful and comfortable?

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Matching.

2 Pre - writing : (10 ) ’ levels.

- Presentation how to present one side of

an argument It is used to persuade

readers to believe or do something.

- Present what an argument should have :

- Read the topic and Outline A on page 18.

- Read the passage carefully.

3 While- writing : (14 ) ’ levels.

- Ss read the Outline B carefully and

write a paragraph of 100 – teach new words 150 words.

But this time you support the argument

that secondary school students should

wear casual clothes.

- Ss work individually to write the

passage.

4 Post- writing : (13 ) ’ levels.

- Compare their writings and self

- self – teach new words confident - tù do lùa chän

- feel comfortable - tù tin

I An argument should have :

* Introduction: Let the readers know the writer s point of wiew ( My opinion is / I think’ levels

)

* Series of arguments: Present arguments in a logical way ( one in each paragraph), give examples where possible.( Firstly, / Secondly, / / Finally, )

* Conclusion: Sum up the argument ( Therefore, / In conclusion, )

II Read :

* Read the topic and Outline A

* Read the passage about an argument : Secondary school students should wear uniforms.

* Read Outline B.

III Write:

* Write a paragraph of 100 – teach new words 150 words about argument : Secondary school students should wear casual clothes.

In conslusion, secondary school Ss should wear casual clothes Wearing casual clothes is convenient, comfortable, and fun.

- Do exercise in workbook.

- Prepare for the next lesson.

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lesson 6 : language focus

A Objectives:

perfect and past simple.

- Revision and further practice in passive form with can / should / “now; at the moment; ”

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Review the present perfect:

+ The form?

+ The use?

+ for / since ?“now; at the moment; ”

+ already / recently / ever / “now; at the moment; ”

- Compare the difference between the past

simple and present perfect?

2 Practice : (10 ) ’ levels.

- Practice the present perfect tense.

- Ss work in pair to practice the dialogue b

and c.

Content

I The present perfect:

* The present perfect with for , since ,“now; at the moment; ” “now; at the moment; ”

recently , How long , yet , already ,

“now; at the moment; ” “now; at the moment; ” “now; at the moment; ” “now; at the moment; ”

ever ,

“now; at the moment; ”

* The difference between simple past and present perfect.

- When : Past simple

- How long : Present perfect.

II Practice:

1 Language focus 1:

b, A: Come and see my photo album.

B: Lovely! Who s this boy?’ levels

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

B: How long have you known him?

A: I ve known him for seven months.’ levels

B: Have you seen him recently?

A: No, I haven t seen him since January.’ levels

He has gone to HCM city.

c, A: Come and see my photo album.

B: Lovely! Who s this girl?’ levels

A: Ah! It s Hoa, my new friend.’ levels

B: How long have you known her?

A: I ve known her for three weeks.’ levels

B: Have you seen her recently?

A: no, I haven t seen her since Monday She’ levels

has gone on holiday.

2 Language focus 2:

- Have you visited Reunification Palace yet?

-> No, I haven t.’ levels

- Have you eaten Chines food yet?

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- Practice the passive voice in present

simple, past simple, future simple, present

perfect,

6 Production 2 : (7 ) ’ levels.

- Change these sentences from the active

into the passive.

* Have you ever ? -> No, I haven t.’ levels

III Passive and active:

b, Rice is grown in tropical countries.

c, Five million bottles of champagne will be produced in France next year.

d, A new stype of jeans has just been introduced

in the USA.

e, Two department stores have been built this year.

2 Language focus 5:

a, The problem can be solved.

b, Experiments on animals should be stopped.

c, Life might be found on another planet.

d, All the schools in the city have to be improved.

e, A new bridge is going to be built in the area.

- Vocabulary and structure : From unit 1 to unit 2.

- Skills: Reading and writing.

1, A climate B.comprise C primary D ringgit

2, A novel B poet C cotton D comic

3, A baggy B label C fade D sale

4, A divide B impress C slit D stripe

II./ Choose from the four options given (mark A, B, C, or D ) one best answer to complete each sentence by circling the corresponding letter A, B, C, or D:

1 Lan used to walk past the mosque her way to primary school

2 I wish you longer

A can stay B could stay C could stayed D stay

3 She was used to early

A get up B gets up C getting up D got up

4 It all depends my parents Anyway, we’ levels.ll keep touch

A on / in B in / in C on / on D in / on

5 We used to in this river when I was small

6 We want to see a movie Ghosts and Monsters

7 Mss Luong in a small school for ten years

A teaches B taught C has taught D is taught

8 Most of students like casual clothes

9 Wearing casual clothes makes students self – teach new words confident

10 I’ levels.d rather you here

A not smoke B don’ levels.t smoke C didn’ levels.t smoke D won’ levels.t smoke

11 The answer to the question recently

A are found B will be found C have been foundD has been found

12 English , Chinese and Tamil also in Malaysia

A is - spoken B are - spoken C can – teach new words spoken D is – teach new words speaking

III Choose the best answer ( A, B, C, or D ) for each space:

Jeans are very popular with young people all (1) the world Some people say that jeans are the “now; at the moment; uniform” of (2) But they haven’ levels.t always been popular The story of jeans started (3) two hundred years ago People in Genoa, Italy, made pants The cloth (4) in Genoa was called “now; at the moment; jeanos” The pants were called “now; at the moment; jean” In 1850, a salesman (5)

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2 A youth B young C younger D youngest

8 A famous B popular C good D wonderful

10 A shirts B shorts C skirts D pants

11 A cloth B clothing C cloths D clothes

IV Write a paragraph about : Secondary school students should wear casual“now; at the moment;

clothes This outline may help you:”

Outline: Wearing casual clothes :

- makes students feel comfotable

- gives students freedom of choice ( sizes, colors, fashions, )

- makes students feel self- confident when they are in their favorite clothes

- makes school more colorful and lively

- Correction the written test 1.

- Help Ss how to learn.

B Language content:

- Correction the test.

- Find out bad and good students to help them to learn.

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E Teaching procedure:

I Class organization (1’ levels.):

- Greetings and checking attendances:

1 – teach new words B 2 – teach new words B 3 – teach new words C 4 – teach new words A

5 – teach new words A 6 – teach new words C 7 – teach new words C 8 – teach new words B

9 – teach new words A 10 – teach new words C 11 – teach new words D 12 – teach new words B

III./ ( 3 points):

1 – teach new words C 2 – teach new words A 3 – teach new words D 4 – teach new words D

5 – teach new words A 6 – teach new words A 7 – teach new words C 8 – teach new words B

9 – teach new words B 10 – teach new words D 11 – teach new words A 12 – teach new words B

IV./ (3 points) ( According to Ss)

Example : My opinion is that secondary school Ss should wear casual clothes.

Firstly, casual clothes make Ss feel comfortable.

Secondly, wearing casual clothes gives Ss freedom of choice They have rights to choose sizes, colors, and fashions of clothes they love.

Thirdly, casual clothes make Ss feel self – teach new words confident when they are in their favorite clothes.

Finally, casual clothes make school more colorful and lively.

In conslusion, secondary school Ss should wear casual clothes Wearing casual clothes is convenient, comfortable, and fun.

III./ Comment:

* 9A: Number of Ss:

- Mark 9 -10 :

- Mark 7 – teach new words 8 :

- Mark 5 – teach new words 6 :

- Mark 3 – teach new words 4 :

- Mark 0 – teach new words 2 :

* 9B: Number of Ss:

- Mark 9 -10 :

- Mark 7 – teach new words 8 :

- Mark 5 – teach new words 6 :

- Mark 3 – teach new words 4 :

- Mark 0 – teach new words 2 :

IV./ What should be improve:

- Improving writing and reading skills.

- Vocabulary.

- Grammar structure.

* Ss should learn harder and do more exercise.

* T should help Ss do exercise and practice skills.

- help bad students.

V Homework:

- Try to do the test again

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lesson 1 : getting started – listen and read listen and read

A Objectives:

- Presenting and revising countryside vocabulary to talk about a trip to the countryside.

B Language content:

- Vocabulary: banyan tree, shrine, hero, entrance, bamboo forest

- Skills: Listening , speaking and reading

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Ss look at the pictures , then work

with their partners , take turns to talk

about activities in the countryside.

- Teacher has Ss give their answers and

then reviews the present progressive tense.

2 Presentation : (10 ) ’ levels.

a Preteach:

- Pre – teach new words teach new words

* Checking technique:

- Rub out and remember.

b Presentation the text.

- Set the scene.

- T / F prediction.

Ss read the statements on P 23 and

predict if they are True or False

3 Practice : (14 ) ’ levels.

- Listen to the text.

- Read the text carefully

- Check their prediction.

- Correct the false sentences.

Content

I Getting started:

* Look at the pictures and take turns to talk about activities in the countryside by answering the questions: What is the woman/ man doing?

1 A woman is watering the vegetables.

2 Three boys are swimming.

3 A woman is feeding the chicken / grading / collecting eggs.

4 The farmers / Two women are harvesting.

5 A man is feeding the the pig.

6 A man is plowing with his buffalo.

7 A buffalo boy is flying his kite.

8 Some children are playing soccer.

II New words:

- banyan tree (n)

- shrine (n)

- entrance (n)

- bamboo forest (n)

III Listen and read:

* T / F sentences: ( Listen and read a P 23)

1 F ( Ba and his family had a day trip to their home village.)

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* Read the text again.

- Ss work in group to write down the

answers on the group boards.

- Teacher holds the small boards on the

board and correct them.

- Ss practice asking and answering the

questions.

4 Production : (13 ) ’ levels.

- Ss work in pair, take turns to play the

role of Ba to tell each other about the trip

to his home village Ss can start like this :

5 Homework: (2 ) ’ levels.

9 T.

* Comprehension questions: ( Listen and read b

P 23 )

– teach new words

1 It s 60 kilometers to the north of Ha Noi.’ levels

2 Ba and his family got to the village by bus.

3 The banyan tree is at the entrance to the village.

4 They saw the shrine of a Vietnamese hero on the mountain

5 They had a picnic on the river bank.

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

7 Liz wishes she could visit Ba s village again.’ levels

* Take turns to play the role of Ba to tell each other about the trip to his home village:

Ex: It s on Sunday, I invited Liz to ’ levels

lesson 2 : speak Listen. – listen and read

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

+ a river flowing across the village

+ an old house, a cottage

+ a fruit garden

.

2 Pre – teach new words speaking :

- Teacher asks Ss if they are asked to

describe their home village, what they will

mention in their description: ( Location,

Content

* Brainstorm :

a rice paddy field

I Answer the questions :

* Ask and answer the questions about home village, using the information in the box in speak a – P 24.

- Where is your home village?

- How far is it from

- It s to the west of the’ levels

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distance, transport, time to get there,

things people do for a living, the sights

and the feelings )

- Ss ask and answer about their home

village , using the information in speak a.

3 While- speaking :

- Make the similar dialogue between B

and A.

- Ss work in pair to ask and answer about

their real village.

( If they don t have a real village, they’ levels

can make up a similar dialogue in Speak

a)

4 Pre – teach new words listening :

- Ask and answer some questions about

Ba s trip to his home village.’ levels

- Ss look at the map and guess the places

on the map.

- Ss read the words from 1 to 9.

- Ss guess the places on the map.

5 While- listening :

- Listen to the tape.

- Check their prediction.

- Correct and fill in the correct places on

- Does your village have a river?

from the city.

- We can get there by motorbike.

- It takes us 50 minutes to get there?

- They plant rice and raise cattle.

- No, it doesn t But’ levels

there is a big lake.

II Speak:

* Ask and answer about home village between B and A

* Ask and answer about your real home village ( Make

up similar dialogue) Ask and answer about : Location, distance, transport, time to get there, things people do for

a living, the sights and the feelings Mapped dialogue:

-Does your village have ?

- How are the sights ?

- How do you think .? / How often ?

- It s ’ levels

- I

III Answer some questions:

- Where did Ba and his family go last Sunday? ( to his home village)

- How did they go? ( by bus)

- What did they see during their trip? ( green paddy fields, a big old banyan tree, a shrine, )

* Predict the places:

- Ss read the words from 1 to 9.

- Ss guess the places on the map.

C : highway No 1 H : bamboo forest

D : Dragon Bridge I : parking lot

E : gas station

* Comprehension questions:

1 Where did the bus collect Ba and his family? ( from their house)

2, Where did it stop to get some more fuel?

( the gas station)

3, Where did they go after leaving the highway? ( turn left onto a smaller road westward)

4, Where did the bus go next? ( turn right, then turn left onto a road which went through a

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5, Did the road to Ba s home village go through’ levels.

a bamboo forest? ( Yes.)

6, Where did the bus drop everyone? ( at a parking lot, near a banyan tree.)

* Look at the map and retell about Ba s trip to’ levels

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Network.

- grow rice / corn / vegetables /

- raise chicken / pigs / cattle /

- Set the scene.

- Guess the answers to the pre- questions.

3 While- reading : (14 ) ’ levels.

- Read the text carefully.

- Answer the pre- questions.

- Read the text again and guess the

meaning of the words by matching ( do

1 Where is the farm?

2 Does he enjoy his stay there?

-> 1: It s 100 km outside Columbus, Ohio’ levels

2: Yes, he does.

* Matching: Match the words in column A with the words or groups of words in column B having the same meaning.

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Life on farm

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- Ss read and complete the summary using

the information from the passage.

- Ss pair compare their answers.

- Teacher elicits the answers from them.

4 Post- reading : (13 ) ’ levels.

* Language game: Lucky numbers:

4 and 7 are lucky numbers.

* Answer:

1 In the USA.

2, with the Parkers on the farm.

3, 100 km outside Columbus, Ohio.

5, Mr Parker grows maize on his farm,

Mrs Parker works part – teach new words time at a

grocery store in a town nearby.

6, They have got 2 children Peter and

Sam.

8, He has learnt a lot about life on a farm

since he arrived.

9, Yes Because they are so nice to him.

10 He does his homework, feeds the

chicken and then collects eggs.

3 works part- time at a grocery store

4 Peter 8 they watch

5 Sam 9 baseball

10 member

* Lucky numbers:

1 2 3 4 5 6 7 8 9 10 -> Questions:

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 everyday?

6, How many children have they got?

7 LN.

8, What has Van leant since his arrival?

9, Does he like his stay there? Why?

10, What does he do every afternoon?

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Review the past simple and past

participle form of some verbs.

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2 Pre – teach new words writing : (10 ) ’ levels.

- Set the scene.

- T has Ss read the words and ask for any

explaination if necessary.

- Ss look at the words given and the

pictures on page 26 – teach new words 27, work with their

partners to tell about their trip to the

countryside.

3 While- writing : (14 ) ’ levels.

- Ss write about A Country Picnic in“now; at the moment; ”

their notebooks.

- T monitors, gives help and takes notes of

the most typical mistakes.

4 Post- writing : (13 ) ’ levels.

- Ss swap their writings to help each other

correct their mistakes.

- T writes their mistakes on the board and

elicits the correction from Ss if necessary.

5 Homework: (2 ) ’ levels.

- lay - blow

I Talk about A country picnic : “now; at the moment; ”.

* Picture and word cue drill:

- Ss look at the words given and the pictures on page 26 – teach new words 27, work with their partners to tell about their trip to the countryside.

“now; at the moment; It was a

It was a beautiful day, my friends and I decided

to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blankets and laid out the food After meal we played the games What song is it? and blind“now; at the moment; ”

man s buff Late in the afternoon we went’ levels

fishing We enjoyed our picnic When we looked

at the time, it was nearly 6.30pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening.

lesson 5 : Language focus

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels Content

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* How to use wish“now; at the moment; ”.

* What is the form?

* Practice:

- Set the scene:

Who is this? ( It s Ba)’ levels

Can he have a new bike now? ( No)

What does he wish?

- Teacher explains some prepositions.

- Practice: Do language focus 2.

“now; at the moment; I m hungry ’ levels ”

-> Ss write : I wish I ( had something to eat)

I Wish:

* Use: Expressing wishes in present or future.

* Form : S1 + wish(es) + S2 + V ( past simple, - be: were)

* Practice:

Language focus 1:

a Ba wishes he could have a new bicycle.

b Hoa wishes she could visit her parents.

c I wish I passed the exam.

d We wish it didn t rain.’ levels

e He wishes he could fly.

f They wish they stayed in Ha Noi.

a, on d, for

b, at - in e, in

c, in f, at

III Adverd clauses of result:

- Hoa worked hard , so she passed her exam.

* Use: - Beginning with so“now; at the moment; ”

- Expressing the result of the statement before.

* Practice:

Language focus 4: Matching.

1 – teach new words e 4 – teach new words b

2 – teach new words a 5 – teach new words c

3 – teach new words d

* Choose the best answer to complete the sentences:

1 He overslept this morning, he was late for school.

A because B so C in order to

2 She arrived in HN Saturday morning.

A on B at C in D for

3 They wish they be on the beach now.

A can B may C will D could

4 It rained heavily, they had to stay at home.

A to B as C so D because

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unit 4 : learning a foreign language

lesson 1 : getting started – listen and read listen and read

A Objectives:

- Reading the dialogue to understand the details and introduceing Yes “now; at the moment; – teach new words No”

questions in reported speech, Wh- questions “now; at the moment; ”

B Language content:

- Vocabulary: examiner, candidate, written examination, oral examination,

- Skills: Listening, speaking and reading

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Set the scene.

- Listen to the tape.

- Practice reading the dialogue.

- List the sentences that Lan reports what

the examiner asked her

( Ss work in group)

3 While- : (12 ) ’ levels.

- Practice reading the dialogue again and

give the model sentences:

III Listen and read:

* List the sentences that Lan reports what the examiner asked her:

- She asked me what my name was, where I came from.

- She asked me why I was learning English , if

I spoke any other languages.

- She asked me how learn ed E in my country.

- She asked how I would use E in the future.

- She asked me what aspect of learning E I found most difficult.

- She asked me to read a passage.

* Model sentences:

1 Where do you come from?“now; at the moment; ”

-> The examiner asked me where I came from.

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Your ways of learning English

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1 Do we say Where did I come from or“now; at the moment; ”

Where I came from in reported

Wh-“now; at the moment; ” “now; at the moment;

question ? -> We say : Where I came”

from.

2 Do we use If ? whether in Yes- No“now; at the moment; ” “now; at the moment; ”

reported questions? -> Yes.

3 Do we use to- V / not +to-V in“now; at the moment; ”

reported command and request? -> Yes.

4 Do we change the tense of the verb in

reported ? -> Yes.

* Practice:

Ss work in pair to change these sentences

and questions into the reported speech.

4 Post- : (11 ) ’ levels.

* Answer: What exactly did the examiner

ask Lan? Look at the list of the questions

and check the box.

5 Homework: (2 ) ’ levels.

2 Do you speak any other languages?“now; at the moment; ”

-> (me) if / whether I spoke any other languages.

3 Read this passage.“now; at the moment; ”

-> The examiner asked me to read that passage.

4 If you want to attend the course, you must“now; at the moment;

pass the written examination”.

-> The examiner said that if I wanted to attend the course, I had to pass the written examination.

* Practice:

- Change all the questions and sentences in the box (P 33) into reported speech.

Ex: What is your name?

-> The examiner asked me what my name .

* Answer: What exactly did the examiner ask Lan? Look at the list of the questions and check the box.

lesson 2 : speak

A Objectives:

persuade their friends to do something.

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Brainstorming:

- I agree / disagree because

- Why don t we ?’ levels

- What do you think ?

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* Checking technique:

- Matching

b Presentation

- Set the scene.

3 While- speaking : (14 ) ’ levels.

- Ss read the information given about 3

schools and tell each other about the

advantages and disadvantages of each

school.

* Discussion:

- Ss work in groups of three, each student

choose one school and tried to persuade

their friends to attend the school he / she

has chosen.

- T monitors and helps.

- T has some groups practice their

dialogues before the class.

- Other Ss listen and give remarks if

* Talking about 3 schools:

* The Brighton Language Center – teach new words UK:

- Accommodation: We can live in dormitory on campus.

- Quality: The school has an excellent reputation

- Time of the course: Last 6 weeks.

- Fees of the course: It cost about US $ 2,000.

* Seattle School of English – teach new words USA.

* Brisbane Institute of English – teach new words Australia.

* Discussion:

.

- Thu: I think we should go to The Brighton

Language Center because this school has an excellent reputation.

- Tam:

- Kim:

* Write it up Ex: After our discussion, we have decided to attend Brisbane Institute of English in Australia because we can practice speaking Emglish with native speakers The life here is quite close to Viet Nam and the sights are very beautiful The cost is rather cheap .

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A : 9 B :

II New lesson:

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Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Ss work in pairs to tell each other

about their problem in learning English,

and their friends would find a solution for

them.

2 Pre – teach new words listening : (10 ) ’ levels.

a Pre- question:

- Set the scene: Nga is learning E in

London She has some problems in

learning E She s talking to Kate , her’ levels

friend about her problems.

- Guess the answer to the pre- question.

b T / F prediction:

- Read the sentences and guess which are

true and which are false.

3 While- listening : (14 ) ’ levels.

- Listen to the tape.

- Check and answer the pre-question.

- Check T / F prediction.

- Correct the false sentences.

4 Post- : (13 ) ’ levels.

- Discussion:

Ss work in groups of 4 to discuss

about learning English.

I Pre- question :

* What problems does she have in learning E?

* T / F statements :

a, Nga is studying E for her work.

b, She learned E at school and university.

c, She works for a national bank in H N.

d, She needs to improve her writing.

e, Her listening is excellent.

f, She hopes she can talk to people from all over the world, and understand her favorite E songs.

II Listen:

- She has problem in writing and listening.

* T / F:

a – teach new words T

b – teach new words T

c – teach new words F : She works for international bank in HN.

d – teach new words T

e – teach new words F : Her listening is terrible ( This is her biggest problem People talk very quickly and she can t understand them.)’ levels

f – teach new words T

* Discussion:

- What aspects of learning English don t you’ levels

like? Why not?

- Are you good at listening / speaking / ?

- Which skills are you good at?

- What can you do to improve your listening / speaking / ?

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D Teaching aids:

- Lesson plan, Students book ; workbook.’ levels

E Teaching procedure:

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A :

9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

Guessing game:

Ss write what they often do to improve

their English Others guess what they do

by asking Do you ?“now; at the moment; ”

2 Pre – teach new words reading : (10 ) ’ levels.

- Set the scene: Mr Lam wants to go to

an English class He made a note of

what he needs There are some

advertisements about language classes.

Read these advertisements and help him

choose a suitable school.

3 While- reading : (14 ) ’ levels.

- Ss work in pairs to read and note down

the information about E classes from the

advertisements.

- Ss read Mr Lam notes find the suitable

class for him.

- S2: Do you talk to foreigners?

- S1: No, I don t.’ levels

- S3: Do you ?

.

- S : What do you do?

- S1: I listen to songs in E and learn them by heart.

Language

morning, afternoon , evening

week of Novembe r

ForeignLanguageCouncil

morning, evening beginner / intermediat

e

3 rd

Novembe r

NewEnglishInstitute

afternoon , evening, weekend

- starting late October/ early November

Foreign Language Council

G/F, 12 Nam Trang Street Study English, French, or Chinese in the morning and evening.

Please available in beginner / intermediate classes.

* Answer some questions:

1 What class does he want?

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2 Intermediate

3 In late October or early November.

4 Post- reading : (13 ) ’ levels.

- Discussion about which class Mr Lam

should attend to.

5 Homework: (2 ) ’ levels.

2, What is his level of E?

3 When does he want the course to begin?

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A :

9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Set the scene.

- Read the letterof inquiry This letter is a

request for information or action Read it

carefully and answer the questions.

Content

* Chatting:

- Have you ever written a letter?

- Is it a formal or imformal letter?

- What is the different between the formal and imformal letter? ( In all formal letters, you must include the addresses of the writer and the recipient You must write completely every words )

2 What is he interested in?( in learning Vn-ese)

3 What would he like?( some information about the school)

4 How is his Vnamese? ( He can speak a little )

5 What does he want the Institution to send him? ( the details of courses and fees)

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3 While- writing : (14 ) ’ levels.

- Ss read the advertisements in 5 READ

on page 36 again and then choose the

school they want to attend to improve

their English.

- Ss write a letter of inquiry to the

Institution requesting for more

information about courses and fees.

- Ss work in groups of four to write their

letters.

4 Post- writing : (13 ) ’ levels.

- Teacher writes the typical mistakes on

the board and elicits the correction from

Ss.

- Ss swap their writing and help each

other correct any mistakes if necessary.

I can speak a little English, but I read it slowly and

my writing is bad So I want to improve my reading and writing Could you please provide more information about the lenght of the courses and fees for beginners I can supply my record of English study if necessary.

I look forward to hearing from you soon.

Yours sincerely,

lesson 6 : language focus

I Class organization (1’ levels.):

- Greetings and checking attendances:

9A :

9 B :

II New lesson:

Teacher s and sts activities ’ levels ’ levels.

1.Warm up: (5’ levels.)

- Language game:

T gives the situation and Ss use if to

Content

* Situation:

Hoang gets fat

-> If he often does exercise , he may lose his weight.

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- Read the yes – teach new words no questions and wh – teach new words

questions carefully and then change into

the reported speech.

c, , you should do a lot of exercise.

d, , he might miss the train.

e, ., you ought to stay in bed.

f, You must do your homework if

II Reported speech:

* Form:

- Statements: Back one tense, and change some words.( this -> that, )

- Yes, No – teach new words questions: Using if or whether

Do the same as statements

- Wh – teach new words questions:

- Request or command:

* Practice:

Language focus2:

(P 38) Language focus 3:

a Uncle Hung said that the birthday cake was delicious.

b Miss Nga said she loved those roses.

c Cousin Mai said she was having a wonderful time there.

d Mr Chi said he would go to Hue the following day.

e Mrs Hoa said she might have a new job.

f Mr Quang said he had to leave then Language focus 4:

a She asked me how old I was.

b She asked me if ( whether) my shool was near there.

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

d She asked me if I went to school by bike.

e She asked me which grade I was in.

f She asked me whether I could use a computer.

g She asked me why I wanted that job.

h She asked me when my school vacation started.

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Checking sts knowledge.’ levels

B Language content:

- Vocabulary and structure : From unit 3 to unit 4.

- Skills: Reading and writing.

1, A pagoda B relax C gather D blanket

2, A until B picnic C shrine D tip

3, A amount B advance C pagoda D gather

4, A relax B edition C deposit D rest

II./ Choose from the four options given (mark A, B, C, or D ) one best answer to complete each sentence by circling the corresponding letter A, B, C, or D:

1, I’ levels.m very busy these days I wish I some time to rest

2 Liz took a lot photos to show the trip her parents

6 This is my favorite short - blouse

A sleeve B sleeved C sleeving D sleeves

7 They used to by bike to school when they were young

A traveling B traveled C travel D have traveled

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8 My mother said that picture very beautiful

9 If Lan wants to pass the exam, she harder

A must B must study C study D must to study

10 Hoang wishes he a doctor in one day

III Read this passage and then fill in each blank with a suitable word from the box Do not use the same word more than one:

college difficult evening hard language

newspapers studies subjects teenagers useful

Every year many people in the world learn English Some of them are young

children Others are (1) Many are adults Some learn at school, others learn in (2) classes A few learn English by themselves or just by hearing the (3) on TV or among their friends Most people must work (4) to learn English Why do these people want to learn English ? It isn’ levels.t (5) to answer that question Young children learn English at school because it is one of their (6) Many adults learn English because it is (7) for their work Teenagers often learn English for their higher (8) , because some of their books are in English at (9) or university Other people learn English because they want

to read (10) or magazines in English

IV Complete the 2 nd sentence so that it has a similar meaning to the 1 st one:

Example: Whose bag is this? -> Who does this bag belong to?

1 I’ levels.m sorry I can’ levels.t speak English perfectly

5 “now; at the moment; What are you doing now?” the teacher asked Minh

-> The teacher asked Minh

V Listen and complete the advertisement:

London languages

Home from home

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We place (1) with experienced and qualified (2) throughout Britain for

individual study (3) in the teacher’ levels.s (4) home An excellent choice for those who wish

to improve (5) English fast, but who are not keen on returning to the classroom High standards of comfort, (6) a friendly but peaceful atmosphere

A Objectives:

- Correction the written test 2.

- Help Ss how to learn.

B Language content:

- Correction the test.

- Find out bad and good students to help them to learn.

I Class organization (1’ levels.):

- Greetings and checking attendances:

1 – teach new words B 2 – teach new words C 3 – teach new words D 4 – teach new words A

5 – teach new words B 6 – teach new words B 7 – teach new words C 8 – teach new words C

9 – teach new words B 10 – teach new words C

III./ ( 2.5 points):

1 – teach new words teenagers 2 – teach new words evening 3 – teach new words language

4 – teach new words hard 5 – teach new words difficult 6 – teach new words subjects

7 – teach new words useful 8 – teach new words studies 9 – teach new words college

10 – teach new words newspapers

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