Planning date : 26/8/2009 READING (PEOPLE S BACKGROUND)’ Aim: By the end of the lesson, Students will be able to read and talk about daily activities. Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T s activities’ Ss activities’  Task 1. Work in pairs. Ask and answer about your daily routine. A: What time do you get up/ go to school/ have breakfast/ have lunch/ have dinner/ go to school? B: I usually get up at six. A: What do you often do in the morning/ afternoon/ evening? B: I do the housework. Read the passage and then do the tasks that follow. Every morning I get up at six. The first thing I do is to wash my dishes. Then I cooked breakfast. We eat at about seven fifteen. Usually we have bread and butter, sometimes we have rice, or boiled sweet potatoes. -asks Ss to ask and answer in pairs. -pairwork. It takes me about ten minutes to walk to school, and school begins with an assembly period at seven forty-five. There are fifteen hundred children in our school and so we meet in three assemblies; the infant department, the middle department, and the senior department. We have seven periods from eight to one. We study Maths, Geography, History, Music, Art and Crafts, and English. I like English best and next to that, Maths. At ten we have a chance to eat an orange and some peanuts. At noon, we do not rest. At one we clean up our classroom and close the school. I go home for lunch, but this time, my sister Patricia gets the meals. We often eat yams with soup and other dishes. After lunch, I usually sleep for half an hour. In the afternoon, we play netball. I sometimes skip, run, and jump with the other girls. At about six or six thirty we have dinner. Either my sister or I cook it. The meal is simpler than the mid-day meal. We eat fruit or rice, and sometimes we have bread and tea. Then in the evening, I do my homework and go to bed at about ten.  Task 2. Answer the following questions. 1. What is the first thing the girl does when she gets up? 2. Do members of her family eat bread with butter and rice for breakfast? 3. Twelve o’clock can be called mid-day. What other word does the girl use to mean the same thing? 4. What is her second best subject at school? 5. Why is dinner described as simpler than lunch?  Task 3. Make a brief note about the girl’s daily routines. In the morning 6:00 Get up 7:15 Eat breakfast 7:45 School begins 8:00-1:00 Have 7 periods 10:00 Have a chance to eat an orange and some peanuts In the afternoon 1:00 Clean up their room and close the school -gets Ss to read the text and answer the questions -has Ss to fill in the table. -asks Ss to work in groups After lunch Sleep for half an hour In the afternoon Play netball In the evening 6:00 (6:30) Have dinner 10:00 Go to bed  Task 4. Work in groups. Talk about your father’s (mother’s/brother’s/sister’s ) daily routines. 1. The first thing the girl does when she gets up is to wash her dishes. 2. No, they don’t. 3. Noon. 4. Her second best subject at school is Maths. 5. Because they only eat fruit or rice andsometimes they have bread and tea. -fill the suitable in formation in the table. -groupwork. Planning date : 26/8/2009 SIMPLE PAST AND PAST PERFECT 1 Objectives: By the end of the lesson, students will be able to - Use the present simple tense appropriately and distinguish it with the present simple tense. - Help Ps to supply the verbs in the present simple tense. 2. Teaching aids: Handouts 3. Procedure: Teacher s activities’ Students activities’ A. Organization. ( 5 minutes) - Greeting and checking attendance. B. New lesson (35 minutes) 1. Past Simple FORM (+) S + Ved/c2 + O/ A (-) S + didn’t + Vo + O/A (?) Did + S + Vo + A/ O?. Rules: +Regular verbs ending in -y preceded by a consonant form the past tense by changing the -y into -ied. USE 1 Completed Action in the Past Use the Simple Past to express the idea that an action started and finished at a specific time in the past. • I saw a movie last month. USE 2 A Series of Completed Actions -Greeting - Listen and take notes * Exercise 1: Supply the correct form of the verbs in brackets. - Ask Ps to work in pairs. 1. I suddenly remembered I ( leave) my ………… wallet on the bus. 2. Yesterday I (thank) .her for what she……… (do)…………… 3. When I got to the office, I (realize) that I…… (forget) to lock the door.……… Teacher s activities’ Students activities’ We use the Simple Past to list a series of completed actions in the past. Examples: • I finished work, walked to the beach, and found a nice place to swim. USE 3 Duration in Past The Simple Past can be used with a duration which starts and stops in the past. Examples: • I lived in Brazil for two years. USE 4 Habits in the Past The Simple Past can also be used to describe a habit which stopped in the past. Examples: • I studied French when I was a child. 2. Past Perfect FORM [had + past participle] Examples: • You had studied English before you moved to New York. USE 1 Completed Action Before Something in the Past The Past Perfect expresses the idea that something occurred before another action in the past. Examples: • I had never seen such a beautiful beach before I went to Kauai. USE 2 Duration Before Something in the Past (Non- Continuous Verbs) use the Past Perfect to show that something started in the past and continued up until another action in the past. Examples: • We had had that car for ten years before it broke down. IMPORTANT Specific Times with the Past Perfect 4. When they (finish) their work, they……… (go) home.…………… 5. I ( call) .you at 8 o’clock but you (just/………… go) .out.…………… 6. I took my family to Paris last year, I (be) as a student, so I (know ) . my way…… ………… round. 7. When I (listen) .the news, I (go)………… to bed.………… - Conduct the correction. * Suggested answers: - had left - thanked - had done - realized – had forgot - had finished - went - called – had just gone - had been - knew - had listened - went - Ps take notes. Teacher s activities’ Students activities’ Unlike with the Present Perfect, it is possible to use specific time words or phrases with the Past Perfect. Example: • She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. C. Comments (3 minutes) - Give comments D. Homework ( 2 minutes) - Give examples using the present simple tense. - Listen to the teacher. - At home Planning date : 10/9/2009 LESSON 7: READING (SPECIAL EDUCATION) Aim: By the end of the lesson, Students will be able to read a letter of a disabled child. Teaching aids: lesson plan, handouts, posters. Procedure: T s activities’ Ss activities’  Task 1. Work in groups. Find the words about the topic “SCHOOL”. S C H O O L U E T C F R I E N D U N L B O I D P D T E A C H E R E E S G S N S Z N U S A N S K P T B O O K E O F S U N B O A R D  Task 2. Compete Linh Lan’s letter to her parents with the words provided. Roman treats relatives months hear voices Tet family newcomers helpful special grandma faces worry Braille Nguyen Dinh Chieu Special School for the Blind November 25, 2006 Dear Mom and Dad It has been four (1)____________ since I left home. Life in this (2) ____________ school has been all right as ever. I have many new friends now but I cannot see their (3)____________! I can only (4)____________ them through their (5)____________ . I have learned many things, especially (6) ____________. Now I can read and write in Braille. My homeroom teacher has helped me translate the letters into the (7)____________ alphabet so that you both can read them. I miss the whole (8)____________ very much but don t (9)____________ about me. I m doing all right. The letter you sent me’ ’ -has Ss find out the words from the wordsquare. -gets Ss to fill the missing words in the blanks of the letter. SCHOOL TEACHER BOOK FRIEND BOARD STUDENTS LESSON DESK was also read by my homeroom teacher. She is a nice teacher with a sweet voice, and she is very kind and (10)____________ to us, the (11) _____________ to this school. She (12)____________ us like her young brothers and sisters. I will come back home on the (13)_____________ holidays and stay with you all for ten days. I love you, Mom and Dad. Send my regards to our (14)_____________, and particularly, to (15) ___________. Tell her I love her and miss her, too. Love Linh Lan BAG  CLASS  PEN (1) months (2) special (3) faces (4) hear (5) voices (6) Braille (7) Roman (8) family (9) worry (10) helpful (11) newcomers (12) treats (13) Tet (14) relatives (15) grandma  Task 3. Match the words or phrases in column A with those in column B. A B 1. Linh Lan has left home 2. She cannot see 3. Now she can read and write 4. Her teacher is 5. She will come back home 6. Linh Lan wants to send a. on the Tet holidays. b. Braille. c. for four months. d. a nice lady with a sweet voice. e. her regards to her relatives and grandma. f. her friends’ faces.  Task 4. Work in pairs. Now you a TV reporter. Interview Linh Lan. Ex: Interviewer: Where are you staying now? Linh Lan: At Nguyen Dinh Chieu Special School for the Blind. -gets Ss to match the phrases to makecomplete sentences. -asks Ss to interview their partner. 1. c 2. f 3. b 4. d 5. a 6. e -pairwork. Planning date : 10/9/2009 LESSON 8: WRITING (Write a letter of complaint) Aim: By the end of the lesson, Students will be able to write a letter of complaint. Teaching aids: lesson plan, handouts, paper. Procedure: T Stages and contents T s activities’ Ss activities’  Task 1. Work in groups. Match the outline of a letter of complain with the correct expressions. A B 1. Greetings 2. Purpose of the letter 3. Suggestions 4. Closing a. Dear……… b. Yours faithfully/ sincerely - Signature. c. I suggest that ……… I hope that……… d. I am writing to complain about .…… I’d like to point out . ………  Task 2. Order the four sections of a letter of complaint. A. Dear Sir/ Madam The Director of L & P Company 431 Le Loi Boulevard HCM City. B. Yours faithfully Tran Nhat Vu C. I am writing to complain about the short stop of your trucks around my house on their way to the North. The drivers have left lots of garbage on the ground after their refreshments. When the trucks leave the place, the ground is covered with trash. D. I would suggest that your company should tell the drivers to clear up all the trash on the ground before leaving. -gets Ss to match the outline with the correct expressions. -has ss put the 4 sections in the right order of a letter of complaint. -gets feedback on the order. 1. a 2. d 3. c 4. b 1. A. 2. C 3. D 4. B  Task 3. Write a letter to the principal to complain about some students using motorcycles to school. (the age, the noise they cause, the speed they ride )…  Task 4. Work in pairs. Share and compare your letter. -asks Ss to write a letter of complaint. -makes Ss swap and compare. -write the letter. -self-compare the letter. Planning date : 19/9/2009 The + Adjective, Which as connector Aim: By the end of the lesson, Students will be able To use The + Adjective, Which as connector Teaching aids: lesson plan, handouts, paper Procedure I-The + Adjective I. Ta có thể thành lập danh từ tập hợp bằng cách thêm " the" vào trớc tính từ. The + adjective = common noun Adj common noun Meaning poor the poor những ngời nghèo rich the rich những ngời giàu sick the sick nhng ngời ốm unemployed the unemployed những ngời thất nghiệp wrong the wrong những điều sai trái right the right những điều đúng đắn injured the injured những ngời bị thơng II. Danh từ tập hợp đợc dùng nh danh từ số nhiều nên động từ theo sau nó đợc chia ở số nhiều. E.g: The unemployed are suffering from hunger. The poor need help from the rich The sick are taken care of by the doctors. The wrong are to be avoided The right need to be enhanced III. Practice Exercise 1: Rewrite the sentences using a phrase with The and an adjctive instead of the underlined phrases 1. People who have lost of money have comfortable lives The rich have comfortable lives 2. We live near a special school for people who can't hear We live near a special school for the deaf 3. The old sodiers were holding a service for those who had died The old sodierswere holding a service for the dead 4. The Government should do more for people who do not have enough money. The Government should do more for the poor 5. I'm doing a course on caring for people who are mentally handicapped I'm doing a course on caring for the mentally handicapped 6. We need to provide more shelters for people who are without place to live We need to provide more shelters for the homeless 7. People with severe disabilities need full-time care. The severely disabled need full-time care 8. Life must be hard for people who donot have a job in our society today. Life must be hard for the unemplyed in our society today. 9. What can we do to feed people who do not have enough to eat? What can we do to feed the hungry? 10. Braille is a reading system for people who are unable to see. Braille is a reading system for the blind Exercise 2: Complete the sentences using the adjective in brackets. Put in e.g the hungry or the hungry people 1. Rich nations can afford to feed the hungry 2. The homeless people whose story appeared in this paper last week have now found a place to live. 3. . (sick) need to be looked after, so money must be spend on hospitals 4. Some of . (young) at the youth club here are running in a marathon. 5. Life all right if you have a job, but things are not so easy for .(unemployed). 6. There was a fire at a nursing home in Charles Street, but none of . (old) who live there were hurt. 7. What is the Government doing to help . (poor) 8. . (homeless) usually have great difficultly in getting a job. 9. There is a special television program for .(deaf) 10. . (disabled) of our party were let in free. * Keys: 3. The sick 4. the young people 5. the unemployed 6. the old people 7. the poor 8. the homeless 9. the deaf 10. the disabled people II. "Which " as a connector - "Which" đợc dùng để thay thế cho một mệnh đề đứng trớc nó : Chúng ta hãy quan sát hai câu dới đây: She can't speak English. It is a disadvantage Từ hai câu này chúng ta có thể viết lại thành một câu dùng Which nh sau: She can't speak English, which is a disadvantage. ( Cố ấy không nói đợc tiếng anh và điều đó là một sự bất tiện) "Which" trong câu này thay thế cho " She cant speak English" Tơng tự ta có các câu sau: Sheila couldn't come to the party, which was a pity. Jill isn't on the phone, which makes is difficult to contact her ( Jill không có điện thoại và điều đó thật khó mà liên lạc đợc với cô ta) Our flight was delayed, which meant we had to wait for hours at the airport. II. Practice Exercise: Join a sentence from A with one from B to make a new sentence. Use Which A B 1. Sheila couldn't come to the party a. This was very nice of her 2. Jill isn't on the phone b. This means we can't go away tomorrow 3. Neil has passed his examinations c. This makes it difficult to contact her. 4. Our flight was delayed d. This makes it difficult to sleep. 5. Ann offered to put me up for the night e. This was a pity 6. The street I live in is very noisy at night f. This is good news. 7. Our car has broken down g. This meant we had to wait for hours at the airport. 1. . 2. . 3. . 4. . 5. . 6. . 7. . Planning date : 1/10/2009 LESSON 9: READING (TECHNOLOGY AND YOU) Aim: By the end of the lesson, Students will be able to read the text about color television and papermaking. Teaching aids: lesson plan, handouts, pictures. Procedure: T Stages and contents T s activities’ Ss activities’  Task 1. Work in pairs. Put the dialogue in the correct order. 1._____ 2._____ 3._____ 4._____ 5._____ 6._____ 7._____ 8._____ 9._____ A. Oh, I see. And I have a question for you. Do you know when the color television was invented? B. It was invented by Peter Carl Goldmark. C. He was American. D. Your color television looks very nice. Is it new? E. What’s his nationality? F. I know this question. In 1950, wasn’t it? G. Yes. My father has just bought it. H. I’m sorry I don’t know. I. You’re right. And who invented it?  Task 2. Read the following passage and answer the questions below. Paper was invented by the Chinese in the first century A.D. The art of papermaking took 700 years to reach the Muslim world and another 700 years to get to Britain (via Spain, Southern France and Germany). Most paper is made from wood. When the trees are cut down, they are carried by land or water to paper mills. Here they are cut up and the wood is broken up into fibers, mixed with water and chemicals. This wood pulp is then dried up on a machine and made into paper. Papermaking is an important British industry, and paper from Britain is exported to South Africa, Australia and many other countries. Some of the wood used in British papermaking industry comes from trees grown in Britain, but wood is also imported from other countries such as Norway. One tree is needed for every 400 copies of a forty-page newspaper. If half of the adults in Britain buy one daily newspaper, this uses up over 40,000 trees a day. Trees are cut down faster than they can be replaced, so there may be a paper shortage before the year 2020. -gets Ss to put the dialogue on the right order. -asks Ss to read the passage and answer the questions. 1. D 2. G 3. A 4. F 5. I 6. H 7. B 8. E 9. C Key: 1. It was invented by the Chinese. 2. Paper is made from wood. 3. It is exported to South Africa, Australia and many other countries. 1. Who was paper invented by? 2. What is paper made from? 3. Where is paper from Britain exported to? 4. How many trees are cut down a day if half the British adults each day buy one daily paper? 5. Why may there be a shortage of paper before the year 2020?  Task 3. Work in groups. Discuss on one of the following topics. * How can television help our life? * How can paper help our life? -gets Ss to discuss in groups. 4. There are over 40.000 trees cut down. 5. Because trees are cut down faster than they can be replaced. -groupwork. [...]... B read the 2 A passage and 3 C do the 4 D Multiple 5 D Exercise 6 A 7 C 8 B 9 C 10 B -asks Ss to A choose the main idea -gives instructions -groupwork Planning date : 16/11/2009 Writing about advantages and disadvantages I Aims - Writing about advantages and disadvantages - After the lesson, Ps will be able to write a paragraph about advantages and disadvantage of television and other types of mass... Procedures Teacher's activities Students' activities 1 Pre - teaching - Ask Ps to read about the advantages and disadvantages of TV Whole class - Have them underline the key words of each idea - Make sure ps understand all the advantages and disadvatges mentioned in the book Pair work 2 Practice - Ask ps to work in pairs and discuss the advantages and disadvantages of the mass media and wrtite them down in... - Get 10 Sts to provide the answers on the b.b then explain - Remark, explain and correct together KEYS: 1- who 2- which 7- whom 8- which Comments : 3- who 4- who 5- which 6- whom 9- which 10- which 11- which 12- who - Sts work - provide the answers and explain Planning date : 26 /10/ 2009 LESSON 11: READING (AN EXCURSION) Aim: By the end of the lesson, Students will be able to read the ideas and holidays;... to do if you don’t want to, plenty of night-life if you like it -read and do the exercises 2 Spend a week horse riding and climbing in the South of France and enjoy the outdoor life with our qualified guides 3 Let us show you your own area Join one of our local centres and we can show you everything you want to see near you 4 Hire a car and make your own holiday! You can hire any size of car from... Get 10 Sts to provide the answers on the b.b then explain - Remark, explain and correct together KEYS: 1- c 2- a 3- b 4- d 5- a Exercise 2 : Fill in the blank with who, whom, that or which - Sts work - provide the answers and explain 1- Was it Jenifer said that? 2- This is the report, the president wanted 3- The girls are in my class are all dood students 4- Our teacher, is an American, speaks... A 3 B 4 A 5 C -individually and pairwork Planning date : 30 /10/ 2009 LESSON 10: WRITING (A confirmation letter) Aim: By the end of the lesson, Students will be able to write a letter to confirm to an invitation Teaching aids: lesson plan, handouts, projector Procedure: T T’ s activities Stages and contents Ss’ activities  Task 1 Work in pairs How do you respond to these situations? 1 Could you join... ten mangoes, and bring them to my house an hour before the party Yours, Lan Dear Lan, I’ m very happy to (1) this Saturday Of course, I will help you to (2) _ for the party I’ ll (3) you need and (4) _to your house an hour before the party Love, Mai 1 B 2 D 3 A 4 C  Task 3 Read this situation and write a letter responding to it Your friend, Tuan, wrote a letter to invite you to go... of man’s most (1)…………… means of communication It brings events and sounds (2)…………… around the world into millions of homes A person with a television set can sit in his house and watch the President making a (3)…………… or visit a foreign country He can see a war being (4) ……………… and watch statesmen try (5)…………… about peace Through television, home viewers can see and learn about people, places, and things... of American’s astronauts explore outer space In (7)………………… to all these things, television brings its viewers a steady stream of programs that are (8)………………… to entertain In fact, TV provides (9)………………… Entertainment programs than any other kind The programs include action-packed dramas, light comedies, (10) ………… Events and motion pictures 1 A importance B important C unimportance D unimportant 2 A... answers with another pairs - Calls on some Ss to give the answers Planning date : 6 /10/ 2009 PRESENT PERFECT IN PASSIVE A Objectives: By the end of the lesson, students will be able to - Use present perfect in passive appropriately and distinguish it with present perferct in passive 3 Skills: Improve students’ speaking and writing skill B Method: Integrated, mainly communicative C Teaching aids: Handouts . periods 10: 00 Have a chance to eat an orange and some peanuts In the afternoon 1:00 Clean up their room and close the school -gets Ss to read the text and answer. History, Music, Art and Crafts, and English. I like English best and next to that, Maths. At ten we have a chance to eat an orange and some peanuts. At noon,