giao an anh van 9 HK II 20132014

Knowledge: By the end of the lesson, Ss will be able to: - Know what should be prepared for a typhoon - Improve the discussion skills: agreeing and disagreeing - Get to know some ideas o[r]

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Grammar: Revise that clause, conditional sentences type 1.

Vocabulary: dump, deforestation, dynamite fishing, spraying pesticides,…

2 Skills: Listening, speaking, reading and writing

3 Attitude: Ss have the habits to talk about how to clean the environment

II – TEACHING AIDS:

1 – Teacher : Extra board, cassette player.

2 – Students : Studying and preparing the lesson at home before go to the school.

- Greeting class and introducing teachers

- Checking up the attendance

2 – Checking up the previous lesson:

3 – New lesson

Warm up: (4’)

- T asks Ss to play the game with the teacher’s guiding

- T asks Ss to think of the environmental problems in their village

- T asks Ss to go to the board and write down their ideas

Activity 1 (10’)

- T asks Ss to match the environment problems

to the pictures

- T and Ss correct the answers.

- T elicits new words from Ss: meaning,

* Pre:

Getting started:

- Environmental problems in our village

Possible answers:

+ The destruction of the forests

+ Rubbish/ garbage/ trash

+ Smoke from car, motorbikes…

+ Smoke from factories

Answer key:

Picture+ a: air pollution

+ b: spraying pesticides+ c: garbage dump+ d: water pollution+ e: deforestation+ f: dynamite fishing

Vocabulary:

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pronunciation

Rub out and remember

- T gives the example on the board; Ss listen

and observe the rule Revises the use of that

clause and conditional sentences type 1

- T sets the scene: “Mr Brown is talking to

some volunteer conservationists Guess the

place where they are going to work

+ Garbage dump: bãi đổ rác+ Deforestation (n): nạn phá rừng+ Air pollution (n): ô nhiểm không khí+ Dynamite fishing (n) đánh bắt cácbằng thuốc nổ

+ Water pollution (n) ô nhiểm nước+ Spraying pesticides (n) phun thuốc trừsâu

 Grammar:

If we work hard, we’ll make this beach a clean and beautiful place again

- T asks Ss to listen to the tape and calls on

some Ss to read the text aloud

- T asks Ss to match the names in column A

with the activities in column B

- T asks Ss to read the text again and work in

pairs to match

- T and Ss correct the answers

- T asks Ss to work in pairs to read the text

again and find the answer to the questions

- Ss practice asking and answering the

questions in pairs and then before class

- T and Ss correct them

* While:

Exercise a:

Group 1: f, 2: e, 3: b,

Mr Jones: a, Mrs Smith: c,

Mr Brown: d

Exercise b

1 The speaker is Mr Brown

2 The listeners are 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 Yes, I have We clean our school/ the park/ the street We collected the rubbish andtake them to the garbage dump

7 If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life

- T asks Ss to give the way to make the

schoolyard clean and green

Ex: Clean the room

- T asks Ss to learn the new words , read the

text and answer the questions

- T asks Ss to prepare : “Speak + Listen”

* Consnsolidation:

* Homework:

V TEACHER’S SELF-EXPERIENCE:

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Grammar: Why/why not…? I think you should…, it would be better if you….

What / how about + V-ing…

Vocabulary: prevent, reduce, and wrap,…

2 Skills: Speaking, listening, reading and writing

3 Attitude: Ss have the habits to talk about

1 – Teacher : Extra board, cassette player.

2 – Students : Studying and preparing the lesson at home before go to the school.

2 – Checking up the previous lesson :

- T asks Ss to write all new words on the board

in both English and Vietnamese

- T helps Ss to read

* Pre – Speaking:

New words:

- Wrap (v): gói, bọc lại

- Dissolve (v): hòa tan

- Traffic jam (n): tắc ngẽn giao thông

- Exhaust fume (n): khói thải từ xe cộ

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- Ss read new words after the teacher.

- T ask Ss to look at the structures and

- Why don’t you ?

- It would be better if you…

- What/How about…?

- Won’t you ?

Set the scene

Ex1: I think it would be better if we use banana leaves instead of paper or plastic bags

to wrap food

Ex2: Why don’t you use banana leaves to wrap food?

- T asks Ss to read the persuading expressions

and the idea cues give in the textbook carefully

Make sure Ss understand all of the

ideas suggested

- Go around and provide help if necessary

- T calls on some pairs to practice the dialogue

- T: Give feedback and suggested answers:

- T asks Ss to work in group and find the

answers to the questionnaire

- T divides class in 6 groups

- T calls on some Ss from groups to present in

* Example: (textbook)

1

A: I think it would be better if we reuse andrecycle bottles and cans

B: Why? How come?

A: Because reusing and recycling bottles canreduce garbage and save natural resources.2

A: I think it would be better if we don’t throwtrash onto water

B: Why? How come?

A: Because it can keep the water clean Pollutedwater can directly do harm to people’s healthand skill fish

- Practice in pairs

a) Suggested answers:

A: I think it would be better if we go to work bybike

B: Why? How come?

A: Because going to work by bike can saveenergy and at the same time it can keep the aircleaner

b) Find possible answers to the questionnaire.

* Example:

Save papers by Recycling and reusing paper.

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Using tree leaves to wrap food and other things.

c) Now discuss with a partner the best way to protect the environment ….

- Guessing game

- T divides class into small groups

- T asks Ss to have guesses on how the ocean is

- T and Ss correct the mistakes if necessary

- T asks Ss to give the some ideas about how

the oceans are polluted

- T asks students to read the chart on page 50

in the book and guess the missing information

- T calls some students to read their guessing

- T plays the tape and asks the students to

listen to and checks their guessing

- T plays the tape again and asks students to

fill in the missing information

- T lets students listen to once more and do

the rest ones which they can’t do

- T calls some students to go to the board

and write their answers

* While – Listening:

Answers:

How the ocean polluted

- Firstly: raw sewage is pumped directly

into the sea.

- Secondly: Garbage is dropped into the

or a deliberate dumping of waste

- T asks Ss to answer the questions

- Ss answer

* Post:

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- T checks and corrects the mistakes.

- T calls some students to go to the board and

write their answers

- T asks Ss to ask and answers the questions

1 How can we save paper?

2 How can we use fewer plastic bags?

3 How can we reduce water pollution?

4 How can we prevent littering?

5 How can we reduce air pollution?

6 How can we reduce the amount of garbage we produce?

* Homework:

Grammar: conditional sentence type 1

Vocabulary: end up, second hand, junk yard, treasure,…

2 Skills: Reading, listening, speaking and writing

3 Attitude: Ss have the habits to understand the poem

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1 – Teacher : Extra board, cassette player

2 – Students : Studying and preparing the lesson at home before go to the school

2 – Checking up the previous lesson:(4’)

Warm up: (5’)

- T asks Ss to work in pairs, ask and answer the following questions about poetry

- Ss work in pairs or in groups

- T asks Ss read and write down into notebook

+ Do you like poetry?

+ Do you often read poetry?

+ Who is your favorite poet?

+ Have you ever read a poem in English?

+ What is it? Do you understand it?

- T asks Ss to look at the poem in the book

- Ss read the poem

- T gives some new words and explains the

+ Nonsense (n): đều vô nghĩa

- T: Set the scene “You are going to read a

poem about environment Please scan the poem

and answer the following questions”

- Ss discuss and give answers

- Ss compare their answers with a friend

- Discuss and give answers

- Compare their answers with a friend

- T calls on some Ss to answer the questions

- T checks and corrects the mistakes

- T asks Ss to read the poem again and match

the word in A to an appropriate in B encourage

Ss to guess the meaning of the word if they

* While – Reading:

* Questions:

+ How many people are there in the poem?What is their relationship?

+ Where are they?

+ What problem of the environment ismentioned in the poem?

+ Read the poem and find the answers

* Answers:

- There are two (mum and son)

- Probably in the forest

- Pollution

* Answers:

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don’t know some words.

- T calls some Ss to read the answers aloud

- T gives the correct answers

- T presents some grammar notes

- T asks Ss to compare the answers with a

partner

- Ss practice the questions and answers in pairs

a, Matching each word in A to an Appropriate

explanation in B

- T asks Ss to read the poem more carefully and

answer the questions This task can be done in

pairs

- T calls on some Ss to read their answers aloud

in class

- T gives the answers

- T calls on some Ss to read the passage aloud

in front of class

- T checks Ss’ pronunciation and intonation

1 yard c a piece of landfull of rubbish

junk-2 end up g reach a state if

3 treasure f valuable or

precious things

4 foam e mass of bubbles

of air or gas

5 stream d a flow of water

6 hedge a a row of things

forming a fence

7 folk b people

a) Answer Then write the answers in your exercise book.

+ conditional sentences type 1

There are two clauses:

+ If clause: present simple + Main clause: present simple/ future

simple/inf(If S + do, S + will do)Ex: If the pollution goes on, the worldwill end up like a second hand junk yard

* Answers:

1 If the pollution goes on, the world will end

up like a second hand junk yard

2 The mother think other folk pollute (areresponsible for the pollution of) theenvironment but not her and her son

3 If the boy keeps on asking such questions, hismother will take him home right away

4 No, because he is right: if he throws thebottles that will be polluting the woods

5 The poet wants us to learn that everyone isresponsible for keeping the environment formpollution

6 (Student’s answers) ex: put the bin aroundthe school yard Pick up the rubbish/garbageand throw it into a trash bin Should notlitter/spit on the ground/

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namely A, B, C, D each group gets 5 sentences

with only IF half

- T helps Ss to complete and correct the

mistakes

3 If I live on an island, I will…

4 If I live in a jungle, I will…

5 If I catch an injured species, Iwould…

B

1 I will collect and put it in the trash bin

2, I will plant some trees

……

- T asks Ss to answer some questions

- Ss answer

- Ss summarize main points

Vocabulary: complaint, refreshment, fly, response,…

2 Skills: Writing, listening, reading and speaking

3 Attitude: Ss have the habits to write a complaint letter

2 – Checking up the previous lesson: (4’)

Warm up: (5’)

- T guides Ss to play game “Jumble words”

- Ss play follow teacher’s guides

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- T introduces the formal complaint letter.

- T sets the scene

- T reads the letter once

- T calls on some pairs read the aloud the letter

with the correct order Each pair reads aloud

one part

- T gives feedback and answer key

* Pre – Writing:

“ Mr Nhat wrote a complaint letter to the director of L & P company in HCM city The five sections of the letter are not in the right order Label each section with the appropriate letter: S, C, R, A or P.”

Answer key:

Dear sir/madam R: I would suggest that your company should

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 form your company

C: When the truck of your company has a

short break on the streets around my house, thedrivers have left lots of garbage on the ground after their refreshment When the truck leave the place, the ground is covered with trash and

a few minutes later there is smell flies

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P: Faithfully, Activity 2 (18’)

- T implicit the writing task by asking

questions:

Are there any lakes behind your house?

What do people do in the lake? Which problems

remain …

- Ss work individual, write a letter to the head

- T asks Ss to read the situation in the textbook

of local authorities to complain about the way

of catching fish in the lake behind your house

Following S-C-R-A-P format

- T asks Ss to compare the writing and gives

feed back and suggested writing

After a short time they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads and even birds have also died from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this way

- Learn the new words by heart

- Write your letter in your notebooks

- Prepare: “Language focus”

Teacher’s signature

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2 Skills: Writing, listening, reading and speaking.

3 Attitude: Ss have the habits to use grammar notes to do some exercises

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3 – New lesson (2’)

Warm up:

- T asks students to use the cues to write completed sentences

+ I / look forward / hear from you / see/ good response / your company

+ a lot of small fish / die / float / the / water surface

 Keys :

- I look forward to hearing from you and seeing good response from your company

- A lot of small fish died and floated on the water surface

- T asks Ss to change the adjectives into

adverbs Then Ss use the adverbs to complete

the sentences

- Ss do exercises in the exercises books then

give the answers before class

* Activity 1:

extreme – extremely good – well

happy - happily sad - sadly

slow - slowly Adjective + ly -> adverb of manner

- T reviews the adverb clauses of reason with

“because, since, as” Then use them to combine

these sentences

a Ba : Dad ! I got mark 9 on my test!

Mrs Ha: That’s wonderful I’m ( pleased / work hard )

-That’s wonderful I’m pleased that you areworking hard

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them to write these sentences - T gives

examples

b Mrs Quyen: When are going on vacation with your family, Sally ?

Mrs Robinson: Tomorrow I’m ( excited / go / Da Lat )

-Tomorrow I’m excited that I can go to Da Lat

c Lan : I’m ( sorry / break bicycle )

- I’m sorry that I broke your bicycle yesterday

Tien: Don’t worry I can fix it

d Liz: I forgot to tell you I was going to Lan’s place

Mr Robinson: I’m ( disappointed / not phone

- I’m disappointed that you didn’t phone me about it

e Miss Lien : Congratulations ! Nga: Thanks I’m ( amazed / win first prize )

- Thanks I’m amazed that I could win first prize

- T asks Ss to do the exercises

c If we plant more trees along the streets,

we will have more shade and fresh air

d If we use much pesticide on vegetables, the vegetables will become poisonous and inedible

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Grammar: connectives, gerund.

Vocabulary: water bill, enormous, crack, pipe,…

2 Skills: Writing, listening, reading and speaking

3 Attitude: Ss have the habits to save energy

2 – Checking up the previous lesson : (5’)

Warm up: (2’)

- T asks Ss to talk about the name of energy

- T asks Ss to answer the questions

+ water, wind, oil, wood, sun, nuclear, …

+ How do we can save that energy?

- T ask Ss to loot at picture in part 1 "Getting

started" have them work in pairs and make a list

of thing the family could do to save energy

- T calls on some Ss to read the list aloud

- T gives suggested answers

- T introduces the new words

- Ss may use sentences with modal verbs such

as "must, should"

- T plays the tape once

- T divides class into group 4

- T gives group a piece of consisting columns:

A (new words) and B (Vietnamese meanings)

- T asks Ss to match the words in A with the

* New words:

Water bill: hóa đơn trả tiền nướcEnormous (a): lớn, nhiều

Crack(v): rạn nứt, rò rĩPipe (n): ống dẫn nướcPlumber (n): thợ sửa ống nước

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- T sets the scene " Mrs Mi is talking to her

neighbor, Mrs Ha about the water bill this

month"

- T asks Ss to practice the dialogue with a

partner

- T calls on some pairs to practice aloud

- Feedback on Ss' pronunciation and intonation

Correct the mistakes if any

- T asks Ss to read the dialogue again and

decide the statements in the book true of false

Correct the false one

- T calls some Ss to read the answers

- T asks them to explain their choice

- T has Ss do exercise 2 complete the sentences

use the right tense form of the phrasal verbs in

the box and the pictures

- T has Ss compare their answers with a friend

- T corrects any necessary mistakes

* While:

 Answers:

1 True

2 True

3 False (Mrs Ha hasn't check the pipes yet)

4 False (Mrs Ha suggest taking showers)

- T asks Ss to write some words in the

dialogue on the board

- Ss write

- Review the lesson, copy the answers

- Prepare "speak"

* Consolidation:

“ Mapped dialogue”

MatterWorried………water bill………

Leader’s signature

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Grammar: Make suggestions: suggest +V-ing, suggest (that) + S +should

Vocabulary: solar, nuclear power, solar panel, advance,…

3 Attitude: Ss have the habits to talk about how to save energy

3 – New lesson:

Warm up: (2’)

- T guides Ss to play the game “Jumble words” with the words

- Ss play the game follow the teacher’s guide

- T checks and corrects the mistake

+ awter llbi = Water bill

Example:

A I think we should turn off the faucet

I suggest fixing the faucet

Suggestion Response

I suggest + ing OKThat's a good

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V-I think weshould…

Shall we …?

we…?

How about + ing…?

What about + ing…?

V-Let's…

ideaAll right

No I don'twant to

I prefer to …Let's

- T has Ss looked at the expressions in the

above tables and pictures in the book to make

suggestions about how to save energy Follow

b I think we should turn off the gas fire

c I suggest turning off the fan

d I think we should turn off the airconditioner when no one is in

e Why don't we turn off the TV when noone watches it

f I think we shouldn't go to school bymotorbike

g Let's go to school by bus or bicycle

- T asks Ss to work in group of four Work out

an ACTION PLAN to save energy for your

class

- T explains the example in the book

- T goes around class and provide help if

necessary

- Ss work in group

- T calls on some groups act out the discussion

- T corrects and gives suggested answers

A: I suggest collecting used paper to recyclethings

-B: All right

C: Why don't we reduce the amount of water

we use every day?

- T presents some new words

- Ss read model

* Pre – Listening:

+ What is solar energy?

+ What are advantages of solar energy?+ Is solar energy operated in VN?

 New words

Solar (a): thuộc mặt trời

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- Ss read again and read loudly in front of the

class

Solar energy (n): năng lượng mặt trờiNuclear power (n): năng lượng nguyên tử

Solar panel (n): tấm pin mặt trờiAdvance (a): mức độ cao, tiên tiếnRoof (n): mái, tấm

- T lets the Ss read the statements in a) carefully

and helps them to understand

all statements

- T calls on Ss to give answers

- T gives correct answers

- T asks Ss to read the sentences in b) and guess

the missing words

- T calls on some Ss to read the completed

of coal, gas, oil or nuclear power

3 False (it is enough to provide power for total population

4 true

5 false (in 2015)

- T reads aloud 5 to 7 statements about content

of the listening If the statements are true, Ss

repeat after the teacher If the statements are

false, Ss stay silent

- Review the lesson, make sentences with these

structures above

- Prepare "READ”

* Consolidation:

+ What is solar energy?

+ What are advantages of solar energy?+ Is solar energy operated in VN?

* Homework:

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Vocabulary: luxury, necessity, consumer, household,…

2 Skills: Reading, listening, speaking and writing

3 Attitude: Ss have the habits to get general idea of the through choosing the best summary

II– TEACHING AIDS:

Warm up: (2’)

- T guides Ss to play the game “net words”

- Ss play the game follow the teacher’s guide

Water

- T reads the text firstly

- T explains the new words

- T asks Ss to work in pairs and make sentences

with new words they have learnt

- T calls on some Ss read their sentences aloud

- T gives comment to make sure Ss understand

the use of the words

* Pre – Reading:

* New words

Luxury (n): sự xa sĩ >< necessity Consumer (n): người tiêu dùngHousehold (n): hộ gia đìnhAccount for (v): chiếm, chủ yếuTumble dryer (n): máy xấyInnovation (n): sự đổi mới

- T asks Ss to read the passage very quickly and

answer the following questions * While – Reading:+ Which continents are mentioned in the

energy

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- T calls on some Ss to answer the questions

- T has Ss read the passage more carefully and

choose the best summary for it among 4

following options

- T asks Ss to give explanations for their choice

- Tell Ss to read the passage again and answer

b) Answers:

1 Western consumers are interested in products that will not only work effectively but also save money.

2 We can use energy saving bulbs instead of ordinary 100 watt light bulbs to spend less on lighting

3 She will pay US$2 for lighting if she uses energy saving bulbs instead.

4 The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy.

- T expands the topic by opening a discussion

on question:

Why should we save energy?

- T asks Ss to work in group to list the reasons

for saving energy

- T calls on representative of some groups to

present in front of class

- T gives suggested answers:

- Review the lesson

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Teacher’s signature

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2 Skills: Writing, listening, speaking and reading.

3 Attitude: Ss have the habits to talk about the way to save energy

Warm up: (2’)

- T asks Ss some questions

- Ss listen and answer the questions

1 What do you’re your family often do to save energy?

2 What do you do to save electricity at school?

- T implicit the function of the parts a speech by

questioning

- T asks Ss to match column A into column B

Matching

Parts of speech

Functions

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B getting people's attentionand telling them what you are going to talk about.

C giving details

in understand language

Answers:

1.b 2.c 3.ab) Ordering

- T asks Ss to work in pairs, put the sections in

the correct place to complete a speech

- T calls on some Ss to deliver the speech in

front of class

- T comments and corrects any necessary

mistakes

- T gives suggested answer

- T tells Ss to choose one of the topics in the

book reducing garbage, reusing paper and

saving energy in the kitchen and then prepare a

speech for the class

- T asks Ss to compare the writing with a friend

- T introduces "peer correction" Have Ss check

and comment on each other writing

- T goes around class and offer help if

necessary

- Call on some Ss to deliver the speech they

have written in front of class

- T gives comment on S's performance

regarding pronunciation, body language, eye

2 Most of us use too much gas You can reducethis amount by:

- Traveling by bicycle or public transport

- Having mechanic check your motorcycle regularly

1 If you follow these simple rules, not only willyou save money, but also the environment will

As we know that reducing garbage is necessary We can reduce garbage by:+ Collecting plastic bags

+ Not keeping solid waste with food waste

Putting different kinds of waste in different places

I hope that you will be able to find the most suitable way to reduce the amount

of garbage we produce

- Reusing paper:

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- Saving energy in the kitchen

…

- T and Ss correct the speech

- Ss’ speech * Post – Writing:3 Good evening, ladies and gentleman I am

professor Robert and tonight I am going to tell you how to save money

………

- T asks Ss to summarize the main points

- Ss summarize

- Copy your writing in your exercise book

- Review the lesson

- Prepare " Language focus"

* Consolidation:

Good evening, ladies and gentleman I am professor Robert and tonight I am going to tell you how to save money

Most of us use too much gas You can reduce this amount by:

- Traveling by bicycle or public transport

- Having mechanic check your motorcycle regularly

………

* Homework:

V TEACHER’S SELF-EXPERIEMCE:

1 Knowledge: By the end of the lesson, students will be able to further improve their

understanding about common connectives, phrasal verbs and suggestions through sentence completion and suggestion – making

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

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

- Suggestions: Suggest + verb-ing, suggest (that) + S+ should

Vocabulary: Review

2 Skills: Writing, listening, speaking and reading

3 Attitude: Ss have the habits to save the energy

III– METHODS:

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- Greeting class and introducing teachers.

Warm up: (2’)

- Let Ss play the game “Brain storming”

- T asks Ss work in group and review all the ways to save energy which they have learned in unit7

- T gathers ideas from groups and have some final thoughts on ways to save energy

the sentences

happy - happily sad - sadly

slow - slowly Adjective + ly -> adverb of manner

- T reviews the adverb clauses of reason with

“because, since, as” Then use them to combine

these sentences

Ba is tired because/ since/ as he stayed up

- T reviews the adjectives clauses Then uses

them to write these sentences T gives

a Ba : Dad ! I got mark 9 on my test!

Mrs Ha: That’s wonderful I’m ( pleased / work hard )

-That’s wonderful I’m pleased that you areworking hard

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b Mrs Quyen: When are going on vacation with your family, Sally ?

Mrs Robinson: Tomorrow I’m ( excited / go / Da Lat )

-Tomorrow I’m excited that I can go to Da Lat

c Lan : I’m ( sorry / break bicycle )

- I’m sorry that I broke your bicycle yesterday

Tien: Don’t worry I can fix it

d Liz: I forgot to tell you I was going to Lan’s place

Mr Robinson: I’m ( disappointed / not phone

- I’m disappointed that you didn’t phone me about it

e Miss Lien : Congratulations ! Nga: Thanks I’m ( amazed / win first prize )

Thanks I’m amazed that I could win first prize

- T reviews the conditional sentences type

1.Then use them to complete these sentences

(4)

- T asks Ss to write complete sentences (5)

c If we plant more trees along the streets,

we will have more shade and fresh air

d If we use much pesticide on vegetables, the vegetables will become poisonous and inedible

- T asks Ss to repeat some vocabularies and

structures

- Ss repeat

- Doing the homework

- Preparing the next part “Revision”

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Vocabulary: Review

2 Skills: Writing, listening, speaking and reading

3 Attitude: Ss have the habits to make suggestions

Warm up: (2’)

- T asks students some questions

- Ss listen and answer them

a What do you do to reduce garbage?

b What should you do to minimize the garbage in the school yard?

- T gives the exercise; Ss do the exercise and

then give the answers before class

the sentences

- Ss do exercises in the note books then give the

answers before class

Adjectives and adverbs

happy - happily Adjective + ly -> adverb of manner

 Complete the sentences with the suitable adjective or adverb.

a She is a…student.(good)

b They are playing games….(good)

c These film are…(beautiful)

a Why don’t you have your hair cut?

b While Nam is good at English, he isn’t very

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combine these sentences

good at Math

c She’s working late next Friday, so she can’tcome to the party

 Answer key

a She suggests I should have my hair cut

b Nam is good at English, but he isn’t very good at Math

c She can’t come to the party because she’s working late next Friday

- T gives the exercise on the board and asks Ss

to do them

- Preparing the next part “Test 45”

* Consolidation:

Adjectives and adverbs

happy - happily Adjective + ly -> adverb of manner

5 Homework:

I – OBJECTIVES:

1 Knowledge: By the end of the lesson, students will be able to:

- Get further information about celebrations in the world

- Practice reading comprehension skill for details to complete a table

Grammar: relative clauses

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Vocabulary: sticky rice cake, occur, live apart,…

2 Skills: Listening, speaking, reading and writing

3 Attitude: Ss have the habits to talk about the celebrations in the world

1 – Teacher : Extra board, pictures, cassette player…

III – METHODS:

- Teaching vocabulary

- Controlled practice

- Free practice

- Ask and answer

- Work in pairs or in groups

IV – PROCEDURES :

1 –Taking attendance: (1’)

Warm up: (4’)

- T asks Ss to work in groups and make a list of famous celebrations in Vietnam and world wide

In the time allowed, group with the longest list will be the winner

Valentine Birthday Christmas

Wedding

- T asks Ss to work with a partner Match the icons with the names of the celebrations they represent

- Call the number of each picture and ask Ss to tell the appropriate picture

1 Easter 2 Wedding 3 Birthday

4 Christmas 5 Mid-Fall Festival 6 Lunar New Year

- Ss read again and give the

meaning of the words

* Pre:

+ How many celebrations are mentioned in the text?+ What are they?

 New words

- Occur (v): happen, take place

- Sticky rice cake (n): traditional chung cake

- Live apart (v): far away

- Passover (n): Lễ quá hải (người do thái)

- Israel (n)  Jewish (a): Jewish people

- Freedom (n): liberty

- Slavery (n): condition or work of slave

Celebrations

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- T presents the new grammar.

- T explains

- Ss take some examples

- Easter (n): Lễ Phục sinh

- Joyful (a): cheerful

- Parade (n,v): march with display+ Tet is a festival which occurs in late January or earlyFebruary

+ Family members who live apart try to be together at Tet

- T asks Ss to listen to the tape

- Ss listen

- T asks Ss to read the sentences

and write true (T) or false (F)

- Ss write true or false

- T checks and corrects the

- T asks Ss to read the text again

and complete the table

- Ss discuss with a partner

1 When does Tet/ Passover/ Easter occur?

2 What activities do people do at Tet/ Passover/ Easter?

3 Which food do they eat at Tet/ Passover/ Easter?

4 Where is Tet/ Passover/ Easter celebrated?

Celebration When? Activities Food Country

Tet

In lateJanuary

or earlyFebruary

Cleaninganddecoratinghomes,andenjoyingspecialfood

Stickyrice cake Vietnam

Passover

LateMarch

or earlyApril

(Notavailable)

Specialmealcalled theSeder

Israel

Easter

Aroundthe sametime asPassover

Peoplecrowd thestreetswatchcolorfulparades

Chocolate

or sugareggs

In manycountries

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- Ss look at the pictures and ask

and answer the questions

- Ss practice asking and

answering with a partner

- T checks and corrects the

- Learning the lesson by heart

- Preparing the next period

lesson “Speak + Listen” pages 66,

67, 68

* Consolidation:

+ What is the celebration going to come?

+ Will you go to school?

Leader’s signature

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1 Knowledge: By the end of the lesson, students will be able to:

- Give and respond to a compliment for common situations

- Complete a song by filling the missing words and update themselves with the

information about one of the best known songs in English – speaking countries

Grammar: well done, that’s a …, Let me congratulate you on…

Vocabulary: contest, take part in, charity program/ activities,…

3 Attitude: Ss have the habits to give and respond a compliment for common situations

2 – Checking up the previous lesson:

Warm up: (4’)

- T calls on a Ss to answer to questions

- Ss answer

+ Do you usually give a compliment? On which occasion? To whom?

- T teaches vocabulary

- T lets Ss to play the game “slap the board”

- T introduces the structure to give and

respond to a compliment

- T demonstrates by the first situation in the

book “Trang has just won the first prize in the

English speaking contest”

Give a compliment Respond a compliment

That’s a great/an It is nice if you to

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excellent… say soLet me

congratulate you on That’s very kind ifyou

 Example

Mai: well done, Trang Trang: Thanks

- T asks Ss to work in pairs Read the

situations in the book and then give and

respond to appropriate compliment

before class

- Ss work in pairs and give responds

- Ss practice the dialogue in pairs

- Feedback and give suggested answers

Tuan: It’s nice of you to say so

d, You: That’s excellent drawing, HoaHoa: That’s very nice of you to say so

- T tells Ss to work with another partner: think

of the situations in which you can

compliments your friends and respond from

his/her or them, then make up dialogues with

your partner

- T gives suggestions such as:

+ Having finished making a birthday card

- T asks Ss to work in group and make the list

of thing people in western countries do on new

Trusty (a): đáng tin cậy

Many people in western countries hold parties which last until late into the night It’s traditional

to greet the new year at midnight and celebrate the first minutes of the year in the company of friends and family people may dance, sing and drink a toast to the year ahead After the celebrations, it is time to make new year resolutions and these are a list of decisions about

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- T gathers ideas by calling on some Ss to say

about that

- T sets the scene “On new year’s Eve

how to live in the coming year Horns are blown

at midnight, and people hug and kiss to begin thenew year with much love and happiness Auld Lang Syne, with words by Robert Burns, is oftensung at midnight on New Year’s Eve Auld LangSyne is one of the best known song in English speaking countries Auld Lang Syne means the times gone past; the good old days In Scot Auld

= old; lang = long; syne = since

* Things done on new year’s Eve Holding parties

DancingDrinkingExchanging best wishesGiving present

- T plays the tape several times if necessary

- T tells Ss to compare the answers with a

friend

- T calls on some Ss to read/sing the song

aloud in front of class

- Give feedback and give correct answers

- To make if clear, Ts are suggested to give the

translation of the original Scots version into

- T asks Ss to work in group and discuss:

“What do you and your family usually does on

New Year’s Eve (lunar New Year)?

* Post – Listening:

 Suggested answers

- Go out in the streets

- See fireworks display

- Hold year- end party

- Wait for lucky money

- T asks Ss to summarize the main points and

structures to give a compliment and respond to

a compliment

- Ss summarize

- Summarize the main points

- Learn by heart all new words

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- Prepare “ Read”.

1 Knowledge: By the end of the lesson, students will be able to get to know about more one of the important celebrations in Australia and the USA: Father's Day through the reading about opinions, feelings and memories of children about their father

Grammar: relative pronouns

Vocabulary: Lose heart, groom, hug,…

3 Attitude: Ss have the habits to talk about the important celebrations

Warm up: (3’)

- T asks Ss to complete the table completion

- T divided Ss into small groups Each group is given a piece of card containing 10 important celebrations in Vietnam and their dates The card is in two columns: Celebration and date

Group with the complete table in the shortest time will be the winner

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7 Mid fall festival 15.8

Terrific (a): kinh khủng, đáng sợProud of (a): tự hào

- T sets the scene "Father's Day in the time

when the children show their feelings, respect,

and great love to their fathers The followings

are opinions, feelings and memories of children

about their fathers"

- T divides class into three groups Each group

read one passage answer questions about it

- T calls on representative from each group to

read the answers aloud

- Make any necessary corrections

- T asks Ss one additional question

- T calls on some Ss to read the passages aloud

* While – Reading:

+ Rita (from Australia)

Who do you think Rita sends this card to? What does that person teach her?

Does she love her/him?

Is Bob proud of his father?

"What image of a father can you draw from the 3 passages?”

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- Yes, she is married with some children on her weeding day, her father stood and gave her a hug.

+ Bob (Australia)

- He is considerate, generous and humorous

c His scene of humor makes him different from others

Yes, he is

d a father can be a teacher, a care taker and a friend

- T tells Ss to work in groups of 3 to 4 and

discuss about their fathers

- Ss discuss with a partner

- Ss practice asking and answering the

questions

* Post – Reading:

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