Dung thu GA TA 9 ky II

- Having students work in groups of 4 to make any dialogue (Use connectives, phrsal verbs, suggestions) - Having some groups perform their dialogues before the class?. - Working in gro[r]

Unit 6: THE ENVIRONMENT

Period 1: Getting Started - Listen and Read

  

I/ Objectives:

After the lesson, Ss may

- Talk about the environmental problems and take part in some particular activity to protect the environment

II/ Language contents:

- Grammar: Conditional sentences type 1

- Vocabulary: Words relating to environmental problems and activities done to clean the beach

III/ Techniques:

- Brainstorming

- Questions – Answers

IV/ Teaching aids:

- Pictures (on page 47) and some other photographs

- Cassette recorder and tape

V/ Time: 45’

VI/ Procedures:

Getting Started – Page 47 (15’)

Warm- up - Showing six pictures, one after another, while asking

questions

Picture a:

What’s happening to the city?

Can you see the sight clearly? Why?

Picture b:

What can you see in the picture?

- Introducing the new word: spraying pesticides

Picture c:

What’s this? What do you think about it?

Introducing the new word: dump

Picture d:

How is the water here?

Picture e:

What about the forest?

- Introducing the new word: deforestation

Picture f:

How does this man catch fish?

- Introducing the new word: dynamite fishing

- Having Ss repeat the words in the box and matchingthem to the pictures

- Listening and answering

It’s full of dust and smoke No.

Guessing and answering

Garbage It’s very dirty.

It’s polluted.

Many trees are cut down.

Guessing and answering

Doing as directed

Listen And Read – Pages 47, 48 (25’)

5’

- Introducing the context

“Our environment is destroying What’s happening to

our health? To save our environment, we should take part in some particular activity on our holiday Now let’s study one of these activities in the context”

- Presenting the new words: divide (v), provide (v),

disappointed (adj.)

- “Listen to the tape while reading the text, and take

notes: Who? What will she/ he do?”

- Having Ss compare their answers to the partners

- Correcting the task

- Having Ss match the name in column A with the task incolumn B (p 48)

- Having Ss work in pairs

- Correcting

* Answers:

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

- Having some Ss read the text aloud

- Having Ss ask and answer the questions on page 48 inpairs

- Checking some pairs and having some Ss write theanswers on the board (if necessary)

* Answers:

1/ The speaker is Mr Brown.

2/ The listeners are (members of) the volunteer conservationists.

3/ They are on the beach.

4/ They are going to clean the beach.

5/ If they work hard today, they will make the beach clean and beautiful again soon.

6/ I picked up trash and clean the streets in my neighborhood.

7/ If the pollution continues, our health will get worse

- Comparing their answers

Present simple Future simple-Some examples

- Having Ss retell what he/ she did to reduce the pollution

UNIT 6: THE ENVIRONMENT

Period 2: Speak & Listen

  

I/ Objectives:

* After the lesson , students may :

- Develop speaking and listening skill

- Persuade someone to do something

II/ Language contents:

- Expressions used in persuade: I think you shouid…, Why don’t you…? Won’t you…?

IV/ Teaching aids:

- Pictures related to protect the environment

- Cassette recorder + tape

V/ Time: 45 minutes

VI/ Procedures:

1 Revision of the old lesson : - Students tell some environment problems

2 New lesson : ( speak + listen)

* Speak

Warm up

Presentation

- Asking Sts some ways to protect environment

- Showing pictures related to protect the environment andmake a survey interview to know which ways Sts usuallydo

- Answering

- Looking at thepictures and doing thetask

* Practice - Reviewing the expressions used in persuades someone to

do something (I think you should …, Won’t you …? Whydon’t you …?)

- Giving a model by

- Using the given example

- Asking Sts to work in pairs

* Further practice :

- Asking Sts to do the task b (p.49) by working in pairs

- Asking some pairs to present before class

- Letting Sts discuss with a partner the best way to protectthe environment and take turns to persuade your partnerinto doing things you think the most practical

- Giving a model (task c page 50)

- Asking same pairs to perform before class

- Answering the questions

listening - Having Sts listen to the tape and do the listening task(twice)

(If Sts have difficulty in writing the reasons, the teachercan pause the recording after the inportant information)

- Asking Sts to give the answers + correcting mistakes

- Listening and doing the task

* Post –

listeng

- Having Sts retell the report “Now , look at the reportyou have heard You can start like this : There are somereasons to cause the polluted occean Firstly ….”

- Asking Sts to write the report into their notebooks

- Doing the task

-Writing into Sts’ notebooks

* Home work:

- Write down the conversation when you and your parner discuss the best way to protect the Environment

- Write the report into notebooks

- Prepare Unit 6 The environment (Reading)

UNIT 6: THE ENVIRONMENT

Period 3: Read

  

I/ Objectives:

* After the lesson students may:

- Develop reading skill

- Understand a poem in English

II/ Language contents:

* New words: (n) foam, junk yard, folk, hedge

IV/ Teaching aids:

- Game board (Network)

- OHP (task a, b)

V/ Time: 45 minutes

VI/ Procedures:

* New lesson: Read

Pollution

garbage —— ——

- Introducing the content of the poem: “A mother and herson are on the streets The son sees that the place ispolluted He asks his mother about the poems of pollution

What does the mother think about pollution?”

- Asking Sts to look at the poem and explaining the newwords

+ Foam (n): using picture+ Junk yard (n): using picture+ Folk (n): simple English+ Hedge (n): drawing

- Playing game

- Listening to teacher

- Listening and writing down

+ Cover (v): using gesture

* Task 1: Having Sts scan the text and do the task a (p51) -Asking Sts to do the exercise 5/p 56

-Using OHP to correct the exercise

- Scanning

* While –

reading

- Having Sts do task a

- Asking Sts to compare answers in pairs

- Giving the correct answers by using OHP

* Task 2 : Having Sts work in pairs and do task b (Answer the questions)

- Asking Sts to perform before class

- Giving the correct answer by using OHP

- Doing task a

- Doing task b in pairs

*

Post-reading

* Task3 : Role play

- Asking Sts to woak in pairs to make conversation between a mother and a son ,using the questions and answers in task b

- Some pairs perform before class

- Do the task Son : Mum , What will happen if the pollution

go on ? Mother : The world will end up like a second – hand junk – yard if the pollution goes on …

Son: … … … …

… … …

Mother: … … … …

… … … …

* Home work:

- Learn new words by heart

- Write the conversation into the notebooks

- Do exercise 9 ( in the workbook/46)

- Prepare unit 6 : The environment ( Write)

UNIT 6: THE ENVIRONMENT

Lesson 4: Write (page 52 - 53)

  

I/ OBJECTIVES

By the end of the lesson, students will

- be able to write a complaint letter

- develop writing skill

II/ LANGUAGE CONTENTS:

1 Vocabulary:

- complain (v) complaint (n) complication (n)

- resolution (n) - float (v) - prohibit (v)

2 Grammar and structures:

- Use S C R A P format to write a letter of complaint

III/ TECHNIQUES:

- Group work – pair work

- Transferring information

IV/ TEACHING AIDS:

- Transparency sheets - Overhead projector

* GAME: (time allowed 2 minutes)

- Ask students to find out the verbs beginning with the letters that teacher gives

- Divide the class into four groups

- Give handouts - students have to find out the verbs beginning with the letters given

- The group which finishes first will win the game

meet nod open put

1 Pre - teach vocabulary

- complain (v) - complaint (n) - complication (n)

- Get students to copy the words and then ask them to close their books.

- Rub out the new words Each time you rub out the word in English, point to theVietnamese translation and ask "what's this in English?" or “How do you say it inEnglish?”.When all the English words are rubbed out, go through the Vietnamese listand get students to call out the English words

(If there's time, get students to come to the board and write the English words again.)

2 Ordering

- Ask students to keep their books closed

- Provide students five sections of a complaint letter in random order

- Get them to put the sections in a correct order (pair work)

a Action: talks about future action,

b Situation: states the reason for writing.

c Politeness: ends the letter politely,

d Complication: mentions the problem,

e Resolution: makes a suggestion.

- Have ss open their books and check for the right order

* Answer key: (S C R A P)

1- b 2 - d 3 - e 4 -a 5 - c

- Help ss to understand what the letters S C R A P mean (abbreviation of : Situation Complication Resolution Action Politeness)

3 Reading and matching

- Have students read the letter on page 52

- Help ss to know how to do the task

a) Mr Nhat wrote a complaint letter to the director of L & P Company in Ho Chi MinhCity The five sections of the letter are not in the right order Label each section withthe appropriate letter: S, C, R, A, P

- Ask students to work in pairs Give feedback: Call on some students to read aloud theletter (in the correct order) Teacher gives ideas if necessary

* Answer key:

Dear Sir / Madam

R I would suggest your company to tell your drivers to clear up all the trash on the ground

before leaving

S I am writing to you about the short

stop of your trucks around my house

on their way to the North

A I look forward to hearing from you

and seeing good response from yourcompany

C When the trucks of your company have a short break on the streets around my

house, the drivers have left lots of garbage on the ground after their refreshment.

When the trucks leave the place, the ground is covered with trash and few minuteslater there is smell and flies

P Your faithfully,

While-

writing

Post-writing

- Let students read the production 6b on page 53

- Ask some questions to make sure the students know what they have to write

* Questions:

a What do people do in the lake behind your house these days?

(They begin to catch fish)

b What makes you worried?

(They use electricity to catch fish.)

c Who do you write the letter to ? (We write to the head of the local authorities)

d What suggestion do you want to make?

(We suggest the local authorities should prohibit and fine heavily anyone usingelectricity to catch fish.)

e What do you look forward to seeing?

(We look forward to seeing the protection of environment from the local authorities)

- Have students use the answers that they’ve said to write the complete letter in group of4

- Get students to share with their partners and correct if possible

I would suggest the local authorities should prohibit and fine heavily anyone usingthis way of catching fish I look forward to hearing from you and seeing the protection

of environment from the local authorities

- Ask students to rewrite their letter in their notebooks

Fullname: English test for grade 9

Class: Time: 15 minutes.

Choose the best answer A,B,C or D.

1/ I suggest the faucet.

a fix b fixed c fixing d fixs

2/ Nam bought a book, a pen a ruler.

6/ He got up late he stayed very late at night.

a but b and c because d so

7/ I always TV at 6 am.

a turn off b turn on c turn d turning

8/ We should the light when we go out.

a turn off b turn on c turn d turning

9/ I can’t go to the movies because I have to my little sister.

a look for b look on c look after d look at

10/ Ba his pen everywhere but it is in his school bag.

a looks for b looks on c looks after d looks at

UNIT 6: THE ENVIRONMENT

Period 5: Language Focus

  

I Objectives:

* After the lesson students may:

- Use some grammar points related to unit 6

II Language contents:

* Grammar:

- Adjectives and adverbs

- Adverb clauses of reason

- Adjective + that clause

- Conditional sentences: type I

III Techniques:

IV Teaching aids:

V Time: 45 minutes

VI Procedures:

* Unit 6: Language focus.

1.Adjectives and adverbs

- Asking Sts to change the adjectives into adverbs:

Extreme

Good

Happy

Sad

Slow Extremely - Having Sts read aloud the adj and adv in the box - Calling some Sts to check - Asking Sts to complete the following sentences by using the adverbs (using OHP) a/ Hoa was extremely pleased that she got an A for her assigment b/ The old man walked ………to the park c/ Tuan sighed………… when he heard that he failed the test d/ The baby laughed…….as she played with her toys e/ Mrs Nga speaks English quite …………

- Asking Sts to work in pairs and compare their answers - Having Sts read aloud - Doing the exercise - Reading - Doing the exercise - Working in pairs - Reading 2 Adverb clause of reason - Showing some pictures (in the textbook / P.54) and asking sts to make sentences with as/because/since) - Giving a model

+ Ba is tired because / as / since he stayed up late watching TV - Asking Sts to work in pairs - Looking at the picture and making sentences - Doing the same

- Asking some Sts to perform before class - Working in pairs

3 Adjective + that clause

- Showing the dialogues (by using OHP) and asking Sts towork in pairs, by using the words is brackets

- Giving a model

+ Student : I got mark 9 on my test ! + Teacher : That’s wonderful I’m pleased that you areworking hard

- Asking some pairs to perform before class

- Listening and working in pairs

- Performing beforeclass

4 Conditional sentences : Type I

- Asking sts to match each half – sentence in column A with asuitable one in column B by using OHP

d you will have an idealplace to live

e we will have no freshwater to use

- Correcting

- Giving the formation of conditional sentences

+ Type I : Real in present

If – clause

Simple present tense

Main – Clause

Will + V Can

- Asking Sts to do the exercise 5/ 56

- Using OHP to correct the exercise

- Doing the task

- Listening

- Writing down

- Doing the exercise

* Home work:

- Do the exercises/ 55,56 in the notebooks

- Prepare Unit 7: Saving energy (Getting started + Listen and read)

UNIT 7: SAVING ENERGY

Period 1: Getting Started, Listen and read

  

I/ Objectives:

- Introducing the new lesson topic: saving energy

II/ Language Contents:

- Grammar: Suggest+ V_ing

- Vocabulary: (n) energy, bill, crack, faucet (a dripping faucet)

(v) turn on, turn off (adj) enormous

IV/ Teaching aids:

- Pictures (enlarged from textbook)

- Cassette recorder + tape

V/ Time: 45 minutes

VI/ Proceduces:

1/ Getting started \ Warm up (10 minutes)

Warm- up * Questions- Answers

- Asking Students to look at two pictures (page57) and answering the questions:

a/ Is the any body in piture1?

b/ What can you see in picture1 ? c/ Is the the TV on in picture2 ? Who’s watching TV?

Who’s listening the radio?

- Teach the words: energy, faucet (a dippingfaucet), turn on, turn off

- Having students understand there are a lot ofthing wasteful in picture 1 and 2 Askingstudents to make a list of things tha family could

- Listening and repeating

- Working with a partner to make alist

Ex:_ Turn off the faucet _ Turn off the TV _ Turn off the lights…

2/ Listen and read / Presentation

a/ Electricity / water / telephone

- Listening to the teacher

 water

- Checking the new words

 200.000dong

- Listening and repeating

- Taking notes

- Answering While-reading - Having students practise the dialogue in pairs

- Asking some pairs to perform the dialogue

- Having students do True-False exercise ( page 58 )

in pairs

- Correcting the T/F exercise

Answer Keys1.T , 2.T , 3.F , 4.F , 5.T

- Having students read the sentences a loud

- Taking the roles of Mrs Mi andMrs Ha

- Performing the dialogue

- Working in pairs and doingT/F exercise

- Asking students to make a similar dialogue (as Mrs

Mi and Mrs Ha ) about saving energy

- Asking studens list the cases which waste theenergy and how to save it After that, having somepairs perform the dialogues in front of the class

- Discussing in groups of 4 andtaking notes

- Working in pairs and makingdialogues

- Performing in front of theclass

HOMEWORK: (3 minutes)

- Learn new words

- Write 5 cases which waste the energy and how to solve these cases to save energy

UNIT 7: SAVING ENERGY

Period 2: Speak and Listen

  

I/ Objectives

After the lesson, students may

- Develop speaking and listening skill

- Make suggestions about how to save energy

- Have more knowledge of solar energy

II/ Language contents

- Make suggestions : suggest + V-ing

suggest (that) S+ should

- Vocabulary: turn down (v.), store (v.),

resource (n.), source (n.), effective (a.), effectively (adv.), nuclear (a.)

V/ Time : 45 minutes

VI/ Procedures

- Revision of the old lesson (5’)

-Checking vocabulary :

1/ tiết kiệm năng lượng 3/ làm nứt 5/ tắt

2/ hóa đơn 4/ nhỏ giọt 6/ bật

-Write the suggestions:

7/ She/ suggest/ get/ tool/ check/ cracks/ the pipes

8/ She/ suggest/ take showers/ save water

Speak (skill development)  (20 minutes)

- Dividing the class into two groups

- Having students play “Chung Suc Game” to present thepictures

- The question: Tell about the cases of wasting energy in our

life.

- If necessary, teacher can explain new word: turn down (v.)

- Explaining to students the task (a.): “Look at the expression

in the tables (p 58) and pictures (p 59) Make suggestionsabout how to save energy

Ex.: A/ I think we should turn off the faucet.

I suggest fixing the faucet.

- Having students make suggestions before the class, thenwrite some suggestions on the board

- Correcting the mistakes if any

- Having students write on their notebooks

- The answer key:

B/ Why don’t we turn down the gas fire?

C/ I suggest turning off the fan.

D/ Shall we turn off the air – conditioner?

E/ I think we should turn off the lights and the television.

F/ Let’s turn off the faucets before going out.

G/ How about/ What about traveling by bikes instead of motorbikes?

H/ Why don’t we use the public transport instead of private one?

- Having students working in groups of four and work out anaction plan to save enrgy for the class,school, local,…

Ex: (Teacher and students)

T : I think we should take a shower instead of a bath to save energy.

- Playing (The group with themost points at the end

is the winner)

- Making suggestionsand writing them onthe board

- Writing down theirnotebooks

- Working in groups

S B : How about making posters on energy saving and hanging them around our school?

S C : Great ! Let’s do that.

- Asking some groups to perform before the class

Listen (skill development) (20 minutes)

T.: Right She uses solar energy to cook instead

of coal, gas and oil.

- What do you know of solar energy?

- Is solar energy usefull in our life?

- Is it popular?

………

- Explaining to students new words of “Listen”:

effective (a.) resource (n.) effectively (adv.) source of power (n.) store (v.) nuclear power (n.)

- Checking new words (ask – answer)

- Explaining to students the task (a):

“Listen to the news on solar energy and decidewhether the statements are true or false Check ()

- Looking at the picture and answering the questions

- Listening/ Repeating

- Writing down their notebooks

- Answering

Post –

listening:

(7’)

the boxes and correct the false statements.”

- Having students listen to the tape without pausing,then do the task (a)

- Having students exchange and check the answersone another in pairs

- Having students listen to the tape again Teachercan pause the recording after the importantinformation

- Correcting the mistakes if any

- Giving the answer key:

1/ T 2/ F 3/ F 4/ T 5/ F

- Having students listen to the tape to correct the falsesentences

2/ Most of our electricity comes from the use of

coal, gas, oil or nuclear power.

3/ One percent of the solar energy that gets to the Earth is enough to provide power for the total population.

5/ All buildings in Sweden will be heated by solar energy in 2015.

- Explaining to students the task (b);

“Listen again and fill in each blank with one word

you here”

- Having students listen to the tape without pausing

- Having students fill the blanks by themselves

- Having students listen to the tape again to checktheir answers

- Having students read the complete sentences aloud

or write these sentences on the board

- Correcting and giving the answer key:

1/ effective 2/ pollution 3/ countries4/ store 5/ roof 6/ instead

-Having students work in groups to tell some moreabout solar energy

-Having some groups perform before the class

- Listening and doing as directed

- Listening and doing as directed

-Working in groups

Homework:

- Do exercises 5 – 6 – 7 (Work book / p 49 – 50 – 51 )

- Learn by heart vocabulary & suggestion / response

- Rewrite the news on solar energy

UNIT 7: SAVING ENERGY

Period 3: Read

  

I/ Objectives:

After the lesson, students may

- Develop reading skill

- Have more knowledge of saving energy

II/ Language contents:

- Vocabulary: electricity bill, energy efficiency, model, innovations, resources

III/ Techniques:

- Scanning

- Questions-Answers

IV/ Teaching aids:

- An Electricity bill, textbook (Tiếng Anh 9)

V/ Time: 45 minutes

VI/ Procedures

REVISION OF THE OLD LESSON (5 minutes)

Correct the homework

Read (40 minutes)

Steps Teacher’activities Student’s activities

- Show an electricity bill to convey the meaning

- Do your family pay much for electricity?

- Explain new wordsEnergy efficiency, model, innovations

- Giving task 1Scan the text and answer question a

- Students play game in 2 groups

- Listen and answer the questions

- Refrigerator, TV, computer…

- Listen & repeat

- YesListen and copy down the new words

While-reading

15’

Have students read and do task 1

- Ask students to compare answers in pairs

- Give correct answers

Task 2: Work in pairs, answer the questions (b)

in the textbook

- Have students do task 2

- Have Students answer and write the answers

on the board

- Correct the answers

Read silently and answer the question

a in the textbookAnswer:

Task 1: sentence 3 North American and European countries are interested

in saving money and natural resources

Representatives of groups express their opinions

Work in groups

Give opinions before class

Homework (5’)

- Write answers in your notebook

- Answer these questions

 How many paragraphs does the text have ?

 What is the last paragraph used for ?

UNIT 7: SAVING ENERGY

Period 4: Write

  

I/ Objectives

After the lesson, students may

- Develop writing skill

- Have more knowledge of the basic format of a speech

- Write a simple speech based on suggested ideas

II/ Language contents

- Review phrasal verbs: turn on, turn off

REVISION OF THE OLD LESSON (5’)

Game: Hidden word

1 _ and water are not luxuries but necessities

2 Washing machine, refrigerator are household _

3 Energy-saving bulbs should be used to save _

4 These innovations will save _

5 The label tells the how much energy efficiency each model have

6 In Europe, there is a labeling _ for refrigerators

- How many parts does a letter have?

- How about a speech? (Have students look at thetable (a))

- Use simple English to explain the new words: sum

up, get one’s attention (Good morning lady andgentleman), detail

- Have students match column A to column B

- Correct the answer by using questions:

What is the function of the introduction? / What does the introduction do?

- Have students look at b and put the sections in thecorrect place

- Have students exchange their works

- Correct their works

- Have students choose one of the three topics toprepare a speech

- 5 parts

- 3 parts

Answers

1 Introduction + A getting people’s attention and telling them what you are going to talk about

2 Body + C giving details in easy-to-understand language

Homework: (5’)

- Find some other two-word verbs

- Choose one another topic to make your own speech

Date of Teaching : 22/02/2010

Date of Preparation: 21/2/2010

UNIT 7: SAVING ENERGY

Period 5: Language Focus

  

I/ Objectives :

After the lesson, students may

- use some connectives

- use some phrasal verbs

- make suggestions

II/ Language Contents

- Connectives : and, but, because, or, so, therefore, however

- Phrasal verbs : turn off, turn on, look after, go on, look for

- Make suggestions : suggest + V - ing

suggest + (that) S + should

- New words : war invalid (n.), chore (n.)

- Having two students answer and write on the board

1/ What should you do to save energy in the class/ the school ?

 The answer key :

- I suggest we should turn off all the lights and fans in the class before we going out.)

- I suggest we should rementber to turn off the faucet after using.

2/ What should you do to save energy in the kitchen ?



B/ New lesson (40’) : (skill development)

Warm - up - Having students listen to a piece of music of a game

show on TV and guess its name

- Asking :

Would like to play The Pyramid Game?

- Let’s play

- Deviding the class into 2 groups

- Explaining The Pyramid Game

Each group choose one of two topics (1/ 2

- Listening and guessing( The Pyramid Game)

- Answering

- Yes, let’s

- Listening

- If group A chooses topic 1 (Connectives: and, but,

because, or, therefore, however)

- A student of group A tries to define these connectives

Use the correct connectives.(page 62 – 63)

- Having students read carefully from sentence a/ tosentence

b/ then do the task by themseloves

- Having students exchange the answers in pairs orgroups

- Having students read the complete sentences

- Correcting the mistakes if there are any

- Giving the answer key

d/ therefore e/ or f/ so

- Having students read the right complete sentences

-Reading and doing thetask

-Working in pairs/ groups

Phrasal verbs : turn off turn on, look for, look after, go on

- Having some students make sentences with connectives

in the task

Activity 2

(page 63)

(10’)

Presentation

- If group B chooses topic 2 :

Phrasal Verbs : turn off, turn on, look for, look after, go on.

-A students of group B tries to describe or to ask simplequestions so that the others can guess the phrasal verbs

Ex:

SB :What do you do with the light when it is dark ?

SS : Turn on the light

SB : Delete last two words

What is she doing?

Ss : She is looking after her little sister

- Having students do the task by themselves in pairs.

- Having students exchange the answers with other pairs

- Checking some pairs’ answers

- Correcting the mistakes or explaining if necessary

- Giving the answer key:

a/ look after b/ go on c/ turn on d/ looked for e/ turn off

- Having students read the complete sentences aloud

- Having some students make some sentences with phrasalverbs

- At last, the group with the most points is the winner and this group go on second round (topic 3)

- Explaining to students the task:

a/ Your class wants to help the poor in the neighborhood ofyour school The following ideas may help you

Ex: I suggest collecting some money collect unused

clothes

 organize a show to raise money

 give lessons to poor children

 help elderly people and war invalids with their chores

- Explaining new words :

- Having students make suggestions before the class

- Having students discuss in groups to choose the most effective idea, then write it on the board

Ex: I suggest collecting some money and unused clothes.

- Correcting and giving the answer key

- I suggest collecting unused clothes

- I suggest organizing a show to raise money

- I suggest giving lessons to poor children

- I suggest helping elderly people and war invalids with their chores

- I suggest looking after their children while they are out for work

- Having students note the usage of the structure:

Practice

Consolidation

(10’)

b/ Explaining to students the task:

Your friend wants to improve his/ her English The following ideas may help you

Ex: I suggest (that) you should work harder on your pronunci ation.

 write sentences with new words

 speak English in class

 buy a good dictionary

 do some reading every day

- Having studens practice in the same way as task a/

- Explaining clearly the structure

- Having students work in groups of 4 to make any dialogue (Use connectives, phrsal verbs, suggestions)

- Having some groups perform their dialogues before the class

- Working in groups

Home work:

- Rewriting the tasks and the dialogue on your notebooks

- Learning by heart vocabulary and structures

Date of Teaching : 22/02/2010

suggest that S + should + V

I Choose the correct answer among A, B, C or D and circle it (2 pts)

1 Can you turn ……….the light? It’s too dark

2 He was tired, ……….he took a rest before continuing the work

3 …………is a person who installs and repairs water pipes

A electrician B carpenter C looksmith D plumber

4 I suggest…………to the movies

5 She was very ……in going swimming

A interesting B interested C interest D interestingly

6 Where …….you go if you have a car?

7 I want everybody to listen…………

8 He is very tired, …… , she has to finish his homework

II Give the correct tense or form of the verbs in brackets (2pts)

1 I stopped (buy) a newspaper on the way home

2 You’ll feel cold if the sun (not shine)

3 I (invite) to her party last night

4 If this car is cheap, it (buy)

5 She (not use) this house for years

6 When Mrs Brown (look) out, she (see) the children (play) near the pool

III Complete the second sentence so that it has a similar meaning to the first Use the words in brackets (2pts)

1 I’m trying to find my keys (looking)

2 I regret Mary isn’t here now (wish)

3 I stay at home because it is raining (As)

4 She enjoys going fishing (interested)

5 “Why don’t you go with me ?” he asked me (heased me why)

6 Does it take you fifteen minutes to walk to school (spend)

7 Let’s sing a song, Nam said (suggested)

8 He likes her because she is very beautiful (because of)

Are you looking (1) a cheap, clean, effective source of power that doesn’t (2) pollution orwaste natural resources? Look no further than solar energy While most fuels now in use are (3) _burned at an astonishing rate, solar energy, or power from the (4) _, will last as long asthe world (5) _ This energy has already been (6) _ to heat and cool homes and to cook food It has been used experimentally (7) _radio batteries and in furnishing power for

telephone lines The devices, (8) , are cheap to operate but very expensive to produce

V Use connecties to combine each parr of the eentences (1 pt)

1 They went for a walk The weather was bad (but)

2 He got wet He forgot his umbrella (there fore)

3 We are saving money We want to buy a new house (so)

4 The room is very small It’s quite comfortable (althought)

VI Pick out the word that has underlined part pronounced differently from the rest.

Phần II: Đáp án và thang điểm

I 2đ Mỗi câu đúng đợc 0,25

II 2đ Mỗi câu đúng đợc 0,25

III 2đ Mỗi câu đúng đợc 0,25

1 I’m looking for my keys

2 I wish Mary were here now

3 As it is raining, I stay at home

4 She is interested in going fishing

5 He asked me why I didn’t go with him

6 Do you spend fifteen minutes walking to school?

7 Nam suggested singing a song

8 He likes her because of her beauty

IV 2đ Mỗi câu đúng đợc 0,25đ

1 The weather was very bad, but they went out for a walk

2 He forgot his umbrella Therefore, he got wet

3 We want to buy a new house, so we are saving…

4, Although the room is very small, it’s quite…

VI 1 đ Mỗi câu đúng đợc 0,25

Class: Time: 45’

I/ Read and write True (T) or False (F).

Good evening Welcome to our Science for fun program This week we ‘ve received a lot of questionsasking about life on the moon We’ve talked to some experts and this is what we’ve found out There

is no water on the moon It’s all silent because there is no air Of course there will be no music, no sounds There are no rivers and no lakes At night it is very cold The temperature goes down to 151

0C below zero But during the day the temperature rises to 1000C above zero

*True or False :

1 The talk is in the morning 

2 There are rivers and lakes on the moon 

3 There is no air on the moon 

4 At night the temperature is below zero.

5 During the day the temperature is even lower 

II/ Choose the best answer for these sentences below.

1.The Earth …………around the Sun

5 Who your house when you are away from house?

a looks in b looks after c looks at

6 Cows are farm animals, zebras are wild ones.

7 She has taught English here 10 years.

8 There are methods and inventions to use solar energy.

a energy-saving b energy-saved c saved- energy

III/ Give the correct verbs.

a you can……….( go ) home alone

b.He doesn’t ……….(like ) noodles

c.We enjoy ……….(walk ) in the garden

d.If you were him ,what ……….you ………( do ) ?

e What about ……….( go ) to the theater ?

f They had their car ……… ( wash )

IV/ Listen to the passage and tick T (True) or F (False) to the following statements.

1 Mr Minh is a farmer

2 He produces a lot of rice and vegetables

3 There is a large garden in front of his house

4 He grows many flowers in the garden

5 He has a cow and some chickens

THE END

Date of Teaching : 04/03/2010 Period: 48

- Introducing the new lesson topic : Celebrations

- Talking about some of the celebrations in Vietnam as well as in the world

II/ Language contents:

- Grammar : Relative clauses with “who & which” ( as subjects)

- Vocabulary: words relating to celebrations

III/ Techniques:

- Brainstorming

- Questions & answers

IV/ Teaching aids:

- Pictures ( 6 pictures in the textbook – P.65)

- Cassette recorder & tape

V/ Time : 45 minutes

VI/ Procedures

1.

Getting started / Warm - up (15 minutes)

Warm - up - Showing the picture of Christmas and asking: “What

celebration do you think of?”

- sticking the 6 pictures on the board and saying: “Today we’lltalk about celebrations.”

- Showing 6 word cards with the celebration names on them,one after another, while having students read the words

- Having students work in groups to match the word cards withthe pictures

- Checking students’ answers; then asking question: “Whichcelebration do you like best?”

(expected) I like ………best

- Aswering(expected)Christmas

- Listen & read aloud

- Group work(expected)

1 Easter2.Wedding3.birthday4.Christmas

5 Mid –Fall Festival

6 Lunar New Year

2.

Listen and Read / Presentation

Warm- up/

Presentation

5’

- Having students quickly write more celebrations they know

on the board; introducing “ Passover” and its meaning

(expected)Teachers’ Day, Mothers’Day, Fathers’ Day, Valentines’ Day,Independence Day…Practice

- Controlled

15’

-Having sts listen to the tape and make a tick before each celebration on the board they hear from the text

- Correcting the task ( books opened)

- Presenting the meanings of the new words : (v) decorate, (n) sticky rice cake, parade, freedom, slavery ; (a) Jewish, ancient (using pictures)

- Having sts listen to the tape again; then asking them to do the task in textbook (P.66)

T may ask: “Where is Tet? What do people do at Tet? What food do they eat? In which country is Tet celebated?

- Having the groups crosscheck while correcting the answers

- Having sts read the new words on the word map & checkingtheir meanings

- Having some sts read the text aloud

- ( books closed)Listen to the tape and make ticks - (expected)

Easter, Lunar New Year, Passover

- Further - Having some sts fill in the word map with other celebration

- Briefly explaining the use of relative clauses with “ who /

which”  modify the noun antecedent

- Exercise: Fill in the blanks with “ who or which?”

1 Do you know the man is standing by the tree?

2 This is the book _is on wild animals

3 The girl _ is very lovely

? +V…

(expected)-Tet is a festival which occurs in late January

lovely

Homework:

- Learn all the new words by heart

- Write 2 examples with “who, which”

- Find some information about one or more celebrations ( The ones who can do it will get 10 marks)

Date of Teaching : 07/03/2010 Period: 49

By the end of the lesson, students will be able to

- develop speaking skill.

- give and respond to compliments

- develop listening skill

- listen to the song and fill in the missing words

- Expressions to give and respond to compliments

- Vocabulary : nominate (v) , charity (n)

- The song “ Auld Lang Syne”.

- Textbook, pictures, extra-board.