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Hki - E11
Hki - E11
Lecture:
Period
Unit 1: friendship
Lesson: Reading
I. Aims: By the end of the lesson, students will:
- understand more about friendship
- develop reading skills: reading for main ideas and specific information,
guessing the meaning of the words
II. Language content: words about friendship
III. Skills: Reading + Listening/Writing/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Stages
Activities
Pre
reading
(5')
While
reading
(20')
Task 1:
- T guides sts to read the words in the box and checks or
explains their meanings.
acquaintance(n):
ngi quen
mutual(adj):
ln nhau
give and take:
cho v nhn
loyal to(adj):
trung thnh
suspicious(adj):
hoi nghi
- suspect (v)/ suspicion (n)
- Students work individually to do task 1, then compare the
answers with a partner.
- Students read aloud their answers
Task 2:
- Students work individually to get the main idea of the
passage, then compare the answers with a partner.
- Students read aloud their answers
Homework
(3')
Prepare:
Lecture:
Period
Unit 1: friendship
Lesson: Speaking
I. Aims: By the end of the lesson, students will:
- understand more about friendship
- describe a friend's appearance and characteristics
II. Language content: words about friendship
III. Skills: Speaking + Reading/Writing/Listening
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Stages
Pre
speaking
(7')
Activities
Lead in:
Look at the picture. How many people are there in the picture?
Can you guess the age of each of them? Now let's start with the
physical description of the man. Is he tall or short?...
Task 1
- T orders sts to list the useful language to describe one person.
height: tall, tallish, short, shortish, medium, etc
face: oval, large, square, long
forehead: broad, high, short, round, wrinkled
hair: curly, wavy, glossy, dyed, long, short, shoulderlength, straight, sleek(mt m)
Structure:
S + be + adj
S + have/has got + noun/ noun phrase
Eg: She is beatiful
She has got a straight nose
- Students read aloud in front of the class
- Teacher gives feedback.
Whilespeaking
(15')
Task 2
- Students work in groups of 3 or 4, discuss the important
characteristics of a person and a friend in particular.
- Guide students to arrange the characteristics in the order of
importance.
caring
sincere
helpful
- Call on some students from each group to report their
discussion and explain their answers.
- Give feedback
- T may order sts to describe a person who has such above
personalities.
Post
speaking
(15')
Prepare:
Lecture:
Period
Unit 1: friendship
Lesson: Listening
I. Aims: By the end of the lesson, students will:
- understand more about friendship
- Listen for specific information and main ideas
II. Language content: words about friendship, useful expressions
III. Skills: Listening + Reading/Writing/Speaking
IV. Teaching aids: cassettes, pictures, textbook, workbook, cards
V. Procedure:
Stages
Activities
Lan
Long
helpful
Post listening
(10')
Homework
(3')
Prepare:
Lecture:
Period
Unit 1: friendship
Lesson: Writing
Activities
Prepare:
Lecture:
Period
Unit 1: friendship
Lesson: Language focus
I. Language content: Infinitive with "to", infinitive without "to"
II. Skills: Integrated skills
III. Teaching aids: pictures, textbook, workbook, cards
IV. Procedure:
Stages
Activities
Pronunciation/ / - /
/
(7')
Listen and Repeat
- Teacher shows how to pronounce two sounds
- Teacher read aloud the words as a model
- Students read after the teacher
- Call some students to read the words
Practice reading aloud these sentences
- Play the tape or read aloud the sentences as a model
- Have students to find out the two sounds
- Students work individually to practice these sentences
- Teacher gives help if necessary.
Grammar
(20')
Exercise 1
- Present the usage of To-infinitive
It .
Homework
(3')
Ex 1, 2, 3 (Workbook, p6,7,8)
Prepare:
Lecture:
Period
Unit 2: personal experiences
Lesson: Reading
I. Aims: By the end of the lesson, students will be able to:
- develop reading skills: reading for main ideas and specific information,
guessing the meaning of the words
II. Language content: past simple, past continuous, past perfect
III. Skills: Reading + Listening/Writing/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Stages
Pre
reading
(7')
Activities
- Students work in pairs, look at the pictures in the text book,
and tell what these pictures are about.
- Guided questions:
o Who do you think they are?
o Where are they?
o What are they doing?
- Guide students to guess the story.
- Vocabulary pre-teach
affect (v):
appreciate (v):
cao
attitude (n):
confidence (n):
embarrassing (adj):
tng
nh hng
coi trng, nh gi
thI
s t tin, lng tin
ngng ngng, lng
While
reading
(20')
- Ask students to read the text silently once or two times, and
do the following tasks:
Task 1: Use the words to fill in the blanks in the
sentences
- T orders sts to skim the passage and underline the
words/phrases in the passage and helps them to guess the
meanings basing on the context.
- Students work individually to do task 1, and then compare the
answers with a partner.
- Students read aloud their answers
- Teacher checks and gives correct answers:
1. glanced
2. making a fuss
3. embarrassing
4. idols
5. sneaky
Task 2: Put the pictures of events in the order they
happened in the story.
- Students work in pairs to do the task
- Students read aloud their answers
- Teacher checks and gives correct answers:
1. d
2. b
3. f
4. e
5. a
6. c
Task 3
- T orders sts to read the questions carefully and underline the
key words in each question, then find which paragraph and
sentence the answer appear.
- Students work in pairs to answer the questions
- Students read aloud their answers
- Teacher checks and gives correct answers:
1. A red floppy cotton hat.
2. So that she could buy the hat for herself.
Post
reading
(10')
10
Prepare:
Lecture:
Period
Unit 2: personal experiences
Lesson: Speaking
I. Aims: By the end of the lesson, students will be able to:
- Talk about their own experiences in the past and its effects
II. Language content: past simple, past continuous, past perfect, useful
expressions
III. Skills: Speaking + Reading/Writing/Listening
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Stages
Activities
Pre
speaking
(7')
Whilespeaking
(15')
11
Homework
(3')
Prepare:
Lecture:
Period
Unit 2: personal experiences
Lesson: Listening
I. Aims: By the end of the lesson, students will be able to:
- improve listening comprehension about the past experiences of a person
and its effects.
II. Language content: past simple, past continuous, past perfect, useful
expressions
III. Skills: Listening + Reading/Writing/Speaking
IV. Teaching aids: cassettes, pictures, textbook, workbook, cards
V. Procedure:
Stages
Activities
Pre - listening - Introduce the topic and aims of the listening lesson.
12
(7')
While
-Listening
(20')
Post listening
(10')
Homework
13
(3')
Prepare:
Lecture:
Period
Unit 2: personal experiences
Lesson: Writing
I. Aims: By the end of the lesson, students will be able to write a personal letter
to decribe a past experience.
II. Language content: past simple, past perfect tenses, linking words
III. Skills: Writing + Reading/Listening/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards....
V. Procedure:
Stages
Activities
Pre-Writing - Introduce the aim of the lesson: Write about a past experience
(7')
- Ask students to think of types of experience they know.
- Suggestion:
most embarrassing/ frightening/ unhappy/happiest/ funniest
experience
- Students work in pairs, choose one of these types of
experiences to discuss and make an outline.
- Suggestion:
When it happened
Where it happened
How it happened
Past experiences:
- winning a competition
- failing a exam
- getting a reward
- being seriously ill
Now T orders sts to make questions for the past experience they
choose to disscuss
Eg:
getting a reward
Possible questions:
- What/ receive?
- When/receive?
- For what?
- How/feel?
- How/affect?
- Go around the class to give help.
14
Prepare:
Lecture:
Period
Unit 2: personal experiences
Lesson: Language focus
I. Language content: sounds /m/ - /n/ - / /, Present simple indicating past
time, the past simple, past progressive and past perfect tenses.
II. Skills: Integrated skills
III. Teaching aids: pictures, textbook, workbook, cards.
IV. Procedure:
Stages
Activities
Pronunciation/ m / - / n / - / /
(7')
Listen and Repeat
- Teacher shows how to pronounce three sounds
- Teacher read aloud the words as a model
- Students read after the teacher
- Call some students to read the words
Practice reading aloud these sentences
- Play the tape or read aloud the sentences as a model
- Have students to find out the two sounds
- Students work individually to practice these sentences
- Teacher gives help if necessary.
Grammar
(30')
15
16
Prepare:
Lecture:
Period
written test (45 mins)
A. PHONETIC
I. Choose the word whose underlined part is pronounced differently
from that of the other words.
1) A. change
B. children
C. machine
D. church
2) A. guitarist
B. passenger
C. generous
D. village
3) A. other
B. long
C. possible
D. constancy
II. Choose the word that has stress pattern different from that of the
other words.
4) A. number
B. eager
C. special
D. affair
5) A. feeling
B. believe
C. ready
D. easy
6) A. acquaintance B. interest
C. capable
D. sympathy
B. VOCABULARY AND GRAMMAR
I. Choose the best answer to complete each sentence.
7) Most of the undeveloped countries need a lot of ....................... aid.
A. together
B. unselfish
C. mutual
D. friend
8) He is too ....................... to lend me his bicycle.
A. selfish
B. enthusiastic
C. helpful
D. pleasant
9) Suddenly she recognized the ....................... of the situation that made her
laugh.
A. wonder
B. pleasure
C. understanding D. humour
10) He is a .............person because he is always friendly with everyone.
A. helpful
B. good-natured C. honest
D. quick-witted
11) If you want to get a good result in every work, you should have a.............
A. loyalty
B. sympathy
C. constancy
D.
unselfishness
12) A ..................... friendship is a precious relation ship.
A. mutual
B. sincere
C. generous
D. successful
13) A good marriage is based on ................................ .
A. trust
B. loyalty
C. secret
D. A & B
14) The children seem to be totally .............................. of working quietly by
themselves.
A. unable
B. impossible
C. incapable
D. not able
15) They let their children ................................ up late at weekends.
A. staying
B. stay
C. to stay
D. stayed
16) The children were eager ............................ their parents.
A. to see
B. see
C. seeing
D. saw
17) Id rather ........................... at home.
A. to stay
B. staying C. stayed
D. stay
18) Peter is very funny. He makes me ........................... a lot
A. laugh
B. to laugh
C. laughing
D. laughed
19) They noticed him .......................... the agreement.
A. sign
B. to sign
C. signing
D. signed
20) Its important for her ............................ the office.
A. ringing
B. ring
C. rang
D. to ring
17
21) They would .................. go by plane than spend a week traveling by train.
A. like
B. rather
C. prefer
D. better
22) The boss made ......................... for a meeting after work.
A. us to stay
B. us stay
C. us staying
D. us to staying
II. Choose the underlined part among A, B, C or D that needs correcting.
23) I couldnt make my car to start this morning.
A
B
C
D
24) There are a lot of work to do here.
A
B
C
D
25) Im sure he is incapable in running a mile in four minutes.
A
B
C
D
26) Good friendship should be basing on mutual understanding.
A
B
C
D
27) Im delighted hearing that you have made much progress in your study.
A
B
C
D
III. Put the verbs in parentheses into the correct form.
28) That was a very strange question (ask) ........................... .
29) It was very kind of you (show)................................. the way.
30) The teacher let him (stay) ..................... at home to finish the assignment.
31) It was quite a surprise (see) .............................. him again.
32) I overheard him (say) ..................... that he didnt want to learn Math.
33) She stood there and watched him (drive) ............................. away.
34) It was very difficult for her (drive)............................ the motorbike.
35) I could feel the robber (come) ............................. from the backdoor.
C. READING
Read the passage and choose one correct answer for each question.
MANDIS MAKING FRIENDS
My names Mandi. Three months ago, I went to disco where I met a boy called
Tom. I guessed he was older than me, but I liked him and thought it didnt
matter. We danced a couple of times, then we chatted. He said he was 18, then
asked how old I was. I told him I was 16. I thought that if I told him my real age,
he wouldnt want to know me, as Im only 13.
After the dicso we arranged to meet the following weekend. The next
Saturday we went for a burger and had a real laugh. Afterwards he walked me to
my street and kissed me goodnight. Things went really well. We see each other a
couple of times a week, but Ive had to lie to my parents about where Im going
and who with. Ive always got on with them, but I know if they found out how
Tom was theyd stop me seeing him.
Now I really dont know what to do. I cant go on lying to my parents every
time I go out, and Ton keeps asking he cant come around to my house. Im
really worried and I need some advice.
36) Why has Mandi written this?
A. to describe her boyfriend
B. to prove how clever she is
C. to explain a problem
D. to defend her actions
37) Who is she writing to?
A. her boyfriend
B. her parents
C. a teenage magazine
D. a school friend
38) Why is Mandi worried?
A. Shes been telling lies.
B. Tom has been behaving strangely.
C. Shes not allowed to go to disco. D. Her parents are angry with her.
39) Why cant Tom come to Mandis house?
A. She doesnt want her parents to meet him.
B. Her parents dont like him.
C. Hes nervous of meeting her parents.
D. She doesnt want him to see where she lives.
18
19
Prepare:
Lecture:
Period
Unit 3: a party
Lesson: Reading
Stages
Activities
Pre
reading
(5')
While
reading
(20')
20
Homework
(3')
Prepare:
Lecture:
Period
Unit 3: a party
Lesson: Speaking
Activities
Warm up
21
T calls a good sts to write the questions on the board and orders
them to take note the answers.
Pre
speaking
(7')
Whilespeaking
(15')
Post
speaking
(15')
Task 4
- Call on students from each group to tell about their party and
try to persuade their friends to take part in.
- Other groups can give mark or comment to decide the best
party.
- Give feedback
Homework
(3')
Prepare:
Lecture:
Period
Unit 3: a party
Lesson: Listening
I. Aims: By the end of the lesson, students will be able to:
- improve listening comprehension about a party by doing T/F exercise and
answering questions.
- summarise the main ideas in the form of speaking or writing.
II. Language content: Words about parties
III. Skills: Listening + Reading/Writing/Speaking
IV. Teaching aids: cassettes, pictures, textbook, workbook, cards.
V. Procedure:
22
Stages
Activities
Pre - listening - Introduce the topic and aims of the listening lesson.
(7')
- Ask students to work in pairs to ask and asnwer the
questions:
1. When do you like to organise your birthday party, during
the day or in the evening?
- Teacher gives feedback.
- Play tapes and have students to practice words
gathering
restaurant
prizes
birthday
cake
- Present the meaning of the words if necessary
While
-Listening
(20')
Post listening
(10')
Homework
(3')
Prepare:
Lecture:
Period
Unit 3: a party
Lesson: Writing
23
Activities
24
Prepare:
Lecture:
Period
Unit 3: a party
Lesson: Language focus
I. Language content: sounds /l/ - /r/ - /h/, infinitive and gerund, passive
infinitive and gerund.
II. Skills: Integrated skills
III. Teaching aids: pictures, textbook, workbook, cards.
IV. Procedure:
Stages
Activities
Pronunciation/ l / - / r / - / h /
(7')
Listen and Repeat
- Teacher shows how to pronounce three sounds
- Teacher read aloud the words as a model
- Students read after the teacher
- Call some students to read the words
Grammar
(30')
25
2. C
3. B
Homework
(3')
5. C
Prepare:
Lecture:
Period
Test yourself A
I. Language content: basic vocabulary and grammar structures from unit 1 to
unit 3.
II. Skills: Reading, Writing, Speaking, Listening
III. Teaching aids: cassettes, pictures, textbook, workbook, cards.
IV. Procedure:
Stages
Activities
I. Listening
(2.5 points)
(10 mins)
- Ask students to read through the task, guess the topic of the
listening task.
- Play the tapes for the first time.
- Students listen and do the task
- Play the tapes again, students check their answers.
- Call on some students to read aloud their answers
- Give correct answers
1. A
2. D
3. B
4. D
5. C
II. Reading
2.5 points
(10 mins)
III.
a, Listen and put the tick in the right box.
Pronunciation- Have students listen and do the task
and Grammar- Answers:
2.5 points
1. nine
2. hour
3. matching
4. jam
( 10 mins)
b, Complete the sentences, using the right form of the
infinitive in brackets.
- Ask students to work to do the tasks.
- Call on some students to read aloud their answers
- Give correct answers
26
1. to see
2. To be
IV. Writing
2.5 points
(15 mins)
3. to phone
4. pay
5. to be met
6. to be appointed
Activities
Pre
reading
(5')
While
reading
(20')
27
Homework
(3')
Prepare:
Lecture:
Period
Unit 4: volunteer work
Lesson: Speaking
I. Aims: By the end of the lesson, students will be able to
- talk about volunteer work
- discuss the activities when doing volunteer work
II. Language content: words about volunteer work
III. Skills: Speaking + Reading/Writing/Listening
IV. Teaching aids: pictures, textbook, workbook, cards.
V. Procedure:
Stages
Activities
28
Pre
speaking
(7')
Whilespeaking
(15')
Post
speaking
(15')
Task 3 (p50)
- Ask students to work in groups of 3 or 4, talk about a kind of
volunteer work your friends and you usually do (using the
information of the previous task)
- Give suggestion:
What kind of volunteer work do you usually take part in?
What do you usually do in that kind of volunteer work?
What do you think about that kind of volunteer work?
- Call on students from each group to report their discussion
- Give feedback
Homework
(3')
Prepare:
Lecture:
Period
Unit 4: volunteer work
Lesson: Listening
I.Aims: By the end of the lesson, students will be able to:
- improve listening comprehension about volunteer work by filling in
blanks exercise and answering questions.
- summarise the main ideas based on given cues
II. Language content: Words about volunteer work
29
Activities
Pre - listening - Introduce the topic and aims of the listening lesson.
(7')
- Ask students to work in pairs to ask and asnwer the
questions:
1. How often do you support charities?
regularly/ from time to time/ never
2. Whats the best way of raising money to support charities?
through donations/ through taxes/ through fund raising
activities
- Teacher gives feedback.
- Play tapes and have students to practice words
- Present the meaning of the words if necessary
While
-Listening
(20')
Post listening
(10')
Homework
(3')
Prepare:
30
Lecture:
Period
Unit 4: volunteer work
Lesson: Writing
I. Aims: By the end of the lesson, students will be able to
o know the form and the content of a letter of gratitude
o write a letter expressing gratitude.
II. Language content: some useful expressions
III. Skills: Writing + Reading/Listening/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards....
V. Procedure:
Stages
Activities
Pre-Writing Task 1: Read the letter and underline the sentences that
(7')
express the following points.
- Ask students to work in pairs
- Go around the class to give help.
- Give feedback and correct answers
The opening of the letter: Dear Sir or Madam
The amount that is donated: I am very happy to receive a
donation of $500 from your company some days ago.
How the money is used: The money will help us to repair
the old school
WhileWritingTask 2: Complete the letter of invitation with the
(20')
words/phrases in the box
- Ask students to do the task
- Call on students to read aloud their answers
- Give correct answers:
Task 3: Write a letter of invitation to your party.
- Students use the guidelines to write a letter of invitation, use
the suggestions:
What party?
Where and when?
- Use peer correction
- Students self correct the mistakes in their writing, then write
the second draft.
- Teachers pick up some of the writings, correct mistakes and
give feedback for the whole class.
Post-writing - Students invite the whole class to their parties in spoken form
(10')
- The teacher gives feedback.
Homework
(3')
31
Prepare:
Lecture:
Period
Unit 4: volunteer work
Lesson: Language focus
I. Language content: sounds /w/ - /j/, gerund and present participle, perfect
gerund and perfect participle.
II. Skills: Integrated skills
III. Teaching aids: pictures, textbook, workbook, cards.
IV. Procedure:
Stages
Activities
Pronunciation/w/ - /j/
(7')
Listen and Repeat
- Teacher shows how to pronounce three sounds
- Teacher read aloud the words as a model
- Students read after the teacher
- Call some students to read the words
Practice reading aloud these sentences
- Play the tape or read aloud the sentences as a model
- Have students to find out the two sounds
- Students work individually to practice these sentences
- Teacher gives help if necessary.
Grammar
(30')
Homework
(3')
32
Prepare:
Lecture:
Period
written test (45 mins)
I. Preparation: English papers
II. Steps
1. Organization
Classes:
2. Test: Students do the test (multiple choice questions)
3. Collect the papers
4. Homework: Review lesson
33
Prepare:
Lecture:
Period
Correction
I. Preparation: English papers, key to the questions
II. Steps
1. Organization
Classes:
2. Correction: - Correct the test
- Students write down the answers.
3. Homework: Review lesson
34
35
Prepare:
Lecture:
Period
Unit 6: competitions
Lesson: Reading
I. Aims: By the end of the lesson, students will be able to:
- know more about competitions
- develop reading skills: reading for main ideas and specific information,
guessing the meaning of the words
II. Language content: vocabulary about competitions
III. Skills: Reading + Listening/Writing/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
36
answers
Task 3
- Do the task
- Read aloud their answers
- Write down the correct
answers
Homework (3')
- Listen and note down
Prepare:
Lecture:
Period
Unit 6: competitions
Lesson: Speaking
I. Aims: By the end of the lesson, students will be able to:
- raise their views (like or dislike) on competitions at school
- talk about activities of a competition after observing it
II. Language content: vocabulary about competition
III. Skills: Speaking + Listening/Writing/Reading
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
37
Homework (3')
- Write a paragraph describing a
competition.
Prepare:
Lecture:
Period
Unit 6: competitions
Lesson: Listening
I. Aims: By the end of the lesson, students will be able to:
- know more about the history of Boston marathon, America
- improve listening skill for main ideas and specific information by
checking true and false information, answer questions...
38
Students activities
39
Homework (3')
- Write a paragraph
summarising the history of
Boston Marathon
Prepare:
Lecture:
Period
Unit 6: competitions
Lesson: Writing
I. Aims: By the end of the lesson, students will be able to:
- understand the content, structures of a letter requiring for the
information
- know how to write a respond, supplying information
II. Language content: some useful structures of describing information
III. Skills: Writing + Speaking/Listening/Reading
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
Task 1:
Task 1:
- Ask students to work in pairs to read the - Work in pairs
letter and find the information required.
- Have students compare their answers
with others
- Note down
- Check and give feedback
While- writing (20')
40
Homework (3')
- Listen and note down
Prepare:
Lecture:
Period
41
Unit 6: competitions
Lesson: Language focus
I. Aims: By the end of the lesson, students will be able to
- know how to pronoun the sounds /tr/, /dr/, /tw/
- know how to use indirect speech with gerund
II. Language content: indirect speech
III. Skills: integrated skills
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teacher's activities
Students' activities
Pronunciation (7 mins)
- Present how to pronounce the sounds /tr/ - /dr/ - /tw/
- Read aloud the words as a model, ask students to
read after
- Read after the teacher
- Call some students to read the words
Practice reading aloud these sentences
- Play the tape or read aloud the dialogue as a model
- Have students to practise the dialogue in pairs
- Call on some pairs to present in front of the class
- Teacher gives help if necessary.
Pronunciation (7
mins)
- Listen
- Read after the
teacher
42
Exercise 1:
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Exercise 2
- Ask students to do the task individually.
- Ask students compare the answers with their partners
- Call on some students to read aloud the answers
- Give correct answers
1. Tom insisted on paying for the meal.
2. Mr. and Mrs. Smith looked forward to meeting their
children soon.
3. The boy denied breaking the window of the
womans house
4. The policeman stopped the customer from leaving
the shop
5. The thief amitted stealing Mrs. Browns car.
6. Ann suggested having a party the next Saturday
7. John and his wife were thinking of buying the house
Homework (3 mins)
- Summarize main points
- Assign homework
Exercise 2
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Homework (3
mins)
- Listen and note
down
Prepare:
Lecture:
Period
Test yourself B
I. Language content: basic vocabulary and grammar structures from unit 4 to
unit 6.
II. Skills: Reading, Writing, Speaking, Listening
III. Teaching aids: cassettes, pictures, textbook, workbook, cards.
IV. Procedure:
Teachers Activities
Students Activities
43
answers
- Give correct answers
1. A
2. B
5. B
3. D
4. C
44
- Do the task
- Answer
- Correct answers
Prepare:
Lecture:
Period
written test (45 mins)
I. Aims: test students knowledge and achievements in English
II. Materials: English papers
III. Steps
1. Organization
Classes:
2. Test: Students do the test (multiple choice questions)
3. Collect the papers
4. Homework: Review lesson
45
Prepare:
Lecture:
Period
Correction
I. Aims: to help students revise their knowledge gained
II. Materials: English papers, keys
III. Steps
1. Organization
Classes:
2. Correction: - Correct the test
- Students write down the answers.
3. Homework: Review lesson
46
Prepare:
Lecture:
Period
Unit 7: World population
Lesson: Reading
I. Aims: By the end of the lesson, students will be able to:
- know more about world population
- develop reading skills: reading for main ideas and specific information
II. Language content: vocabulary about world population
III. Skills: Reading + Listening/Writing/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
47
Task 2:
- Work in pairs to do the
task
Homework (3')
- Listen and note down
Prepare:
Lecture:
Period
Unit 7: World population
Lesson: Speaking
I. Aims: By the end of the lesson, students will be able to:
- raise their awareness of reasons for overpopulation, the problems
countries with large population are facing with and solutions to the population
issues.
48
Students activities
Task 3 (p.83)
- - Ask sts to work in groups, list the
solutions to the problems if over
population
- Call on some students to report in front of
the class.
- Give feedback
Task 3 (p.83)
- Work in pairs to do the task
Task 3
49
Homework (3')
- Write a paragraph describing a
competition.
Prepare:
Lecture:
Period
Unit 7: World population
Lesson: Listening
I. Aims: By the end of the lesson, students will be able to:
- know more about the history of Boston marathon, America
- improve listening skill for main ideas and specific information by
choosing the correct answer, answer questions...
II. Language content: vocabulary about world population
III. Skills: Listening + Speaking/Writing/Reading
IV. Teaching aids: cassettes, pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
50
Homework (3')
- Write a paragraph
summarising the main content
of the dialogue.
Prepare:
51
Lecture:
Period
Unit 7: World population
Lesson: Writing
I. Aims: By the end of the lesson, students will be able to:
- understand the content, structures of a paragraph interpreting
information
- know how to write a paragraph interpreting information
II. Language content: some useful structures of describing information
III. Skills: Writing + Speaking/Listening/Reading
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
- Note down
52
- Correct mistakes and give feedback for - Listen and note down
the whole class
- Collect students papers, give comment - Listen and note down
and correct some serious mistakes
Homework (3')
- Summarise main points
- Assign homework
Homework (3')
- Listen and note down
Prepare:
Lecture:
Period
Unit 7: World population
Lesson: Language focus
I. Aims: By the end of the lesson, students will be able to
- know how to pronoun the sounds /kl/, /gl/, /kr/, /gr/, /kw/
- know how to use conditional sentences types I, II, III and conditional
sentences in reported speech.
II. Language content: conditional sentences, conditional sentences in reported
speech
III. Skills: integrated skills
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teacher's activities
Students' activities
Pronunciation (7 mins)
- Present how to pronounce the sounds /kl/, /gl/, /kl/,
/gr/, /kw/
- Read aloud the words as a model, ask students to
read after
- Read after the teacher
- Call some students to read the words
Practice reading aloud these sentences
- Play the tape or read aloud the dialogue as a model
- Have students to practise the dialogue in pairs
- Call on some pairs to present in front of the class
- Teacher gives help if necessary.
Pronunciation (7
mins)
- Listen
- Read after the
teacher
53
Exercise 1:
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Exercise 2
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Exercise 3
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Homework (3
mins)
- Listen and note
down
Prepare:
Lecture:
54
Period
Unit 8: celebrations
Lesson: Reading
I. Aims: By the end of the lesson, students will be able to:
- know more about the traditional Tet in Vietnam
- develop reading skills: reading for main ideas and specific information,
using dictionary to get the meaning of the words
II. Language content: vocabulary about Tet
III. Skills: Reading + Listening/Writing/Speaking
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
Task 3
55
Task 2:
- Work individually to do task
1
- Compare the answers
- Read aloud their answers
- Write down the correct
answers
Task 3
- Work in pairs to do the
task
Homework (3')
- Listen and note down
Prepare:
Lecture:
Period
Unit 8: celebrations
Lesson: Speaking
I. Aims: By the end of the lesson, students will be able to:
56
Students activities
Homework (3')
- Write down
Prepare:
Lecture:
57
Period
Unit 8: celebrations
Lesson: Listening
I. Aims: By the end of the lesson, students will be able to:
- know more about the New Year Celebration in Japan
- improve listening skill for main ideas and specific information by
choosing the correct answer, answer questions...
II. Language content: vocabulary about celebrations
III. Skills: Listening + Speaking/Writing/Reading
IV. Teaching aids: cassettes, pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
58
Homework (3')
- Write a paragraph about
Japanese New Year celebration.
Prepare:
Lecture:
Period
Unit 8: celebrations
Lesson: Writing
I. Aims: By the end of the lesson, students will be able to:
- know more about the papooses and activities of some popular festivals
- know how to write a paragraph describing a festival
II. Language content: words related to festivals
III. Skills: Writing + Speaking/Listening/Reading
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teachers activities
Students activities
59
Homework (3')
- Listen and note down
Prepare:
Lecture:
Period
Unit 8: celebrations
Lesson: Language focus
I. Aims: By the end of the lesson, students will be able to
- know how to pronoun the sounds /fl/, /fr/ , / r/
- know how to use pronoun one(s), someone, no one, anyone, everyone
II. Language content: words and structures about festivals and its activities
III. Skills: integrated skills
IV. Teaching aids: pictures, textbook, workbook, cards
V. Procedure:
Teacher's activities
Students' activities
Pronunciation (7 mins)
- Present how to pronounce the sounds /fl/, /fr/ , / r/
- Read aloud the words as a model, ask students to
read after
- Read after the teacher
60
Pronunciation (7
mins)
- Listen
- Read after the
teacher
Exercise 2
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Exercise 3
- Ask students to do the task individually.
- Ask students compare the answers with their partners
- Call on some students to read aloud the answers
- Give correct answers
61
Exercise 3
1. traditional
4. celebrating
7. excitement
2. grand
5. polite
3. gifts
6. good luck
Homework (3 mins)
- Summarize main points
- Assign homework
- Do the task
- Compare the
answers with a
partner
- Read aloud the
answers
- Copy down to
notebook
Homework (3
mins)
- Listen and note
down
Prepare:
Teach:
Period
REVIEW 1
IV. Procedure:
Stages
Procedure
Warmer
Giving the forms of verbs
- T gives out some verbs.
- Ask Ss to give the forms of verbs.
- Compare with your partner.
Presentation
1.To infinitive
- T writes some sentences on the
board and underlines the toinfinitive.
+ I have letters to write.
+ Does he get anything to eat?
+Theres plenty to do
- T asks Ss to comment on the use of toinfinitives in these examples.
- T reviews the form and use of toinfinitives.
1. In the examples above the infinitives are
used to replace relative
clauses.
1. The infinitive can be placed after nouns/
pronouns to show how they can be used or
what is to be done with them.
+ I have letters to write = I have letters that I
must write
+ Does he get anything to eat?
= Does he get anything that he can eat?
2. Infinitive without to (bare infinitive )
a. ng t dng sau cc ng t hnh thi (can,
could ,may ,might, will, would ,shall, should.)
eg: She can sing very beautifully.
She may be late.
62
Interactions
Pairs
T-Ss
Time
8
16
Practice
63
T-Ss
10
Production
Home-work
to chase- to be
6. I suggest the hospitals before the police
for him.
A. telephoning- asking- phoning B. to
telephone- asking- looking
C. to telephone- to ask- to look
D.
telephoning- asking- to look
7. By enormous wages he is persuading men
their present job and for him.
A. offering- to leave- work
B.
offering- to leave- working
C. to offer- to leave- working
D.
offering- leaving- to work
8. At first, I enjoyed to him but after a while I
got tired of the same story again and again.
A. to listen- hearing
B. to
listen- to hear
C. listening- hearing
D.
listening- to hear
9. on this beach is much more pleasant than
in the office.
A. to lie- sitting B. lying- sitting C. to lie- to
sit D. lying- to sit
10. She has gone in a neighbouring town.
A. shopping
B. to shop
C. to
shopping D. for shopping
Summarize about infinitive and gerund
Prepare about participles
T-Ss
Individuals
10
1
Prepare:
Teach:
Period
REVIEW 2
Stages
Warmer
Presentation
Procedure
What do you call it?
- Give some sentences with ing form of
verb.
- Ask Ss to give their name (if necessary)
- Give feedback and correction
1. Gerund
- If necessary T reviews the form and uses
of gerunds. To save time T may give Ss
the handout below:
A gerunds is a noun made from a verb by adding ing. The gerund always has the same function as a
noun (although it looks like a verb), so it can be
used:
+ as the subject of the sentence:
. Reading helps you learn English.
+ as the complement of the verb to be:
. Her favorite hobby is reading.
+ after prepositions. The gerunds must be used
when a verb comes after a preposition:
. She is good at learning English.
64
Interactions
Teams
Time
5
20
65
Practice
Compare:
. I heard Mai playing the piano. (=she had started
before I heard her, and probably went on
afterwards)
. I heard Mai play the piano .(=I heard her
complete performance)
+ as an adjective
Example:
. It was an interesting film.
. Its a bit worrying when the police stop you.
+ with the verbs spend and waste, in the pattern:
verb + time /money expression + present
participle
Example:
. I spend two hours a day traveling to work.
. Dont waste time playing computer games!
. Theyve spend $ 4,000 buying that watch.
+ with the verbs catch and find, in the pattern:
verb +object + present participle
With catch , the participle always refers to an
action which causes annoyance or anger:
. If I catch you stealing my apples again, Ill tell
your parents.
This is not the case with find, which is
unemotional:
. We found our dog lying in the bathroom.
. They found their mother sitting in the garden.
+ to replace a sentence or part of a sentence
- When two actions occur at the same time,
and are done by the same person or thing,
we can use a present participle to describe
one of them:
. He sang to himself. He walked down the road.
(= Singing to himself, he walked down the road.)
- When one action follows very quickly after
another done by the same person or
thing ,we can express the first action with a
present participle:
. He put on his coat and left the house (= Putting
on his coat, he left the house.)
- The present participle can be used instead
of a phrase starting as, since ,because , and
it explains the cause or reason for an action:
. Feeling tired, he went to bed early (=because he
felt tired)
. Knowing that she likes roses, he gave her a bunch
of red roses on her birthday.
Giving their name
- Give some sentences.
- Ask Ss to distinguish which is gerund and
which is present participle.
Sentences:
1. I object to him having made private calls on
the office phone.
2. Having been his own boss for such a long
time, he found it hard to accept orders from
66
Pairs
Production
Home-work
another.
3. They denied having been there.
4. Having tied one red of the rope to his bed,
he threw the other end out of the window.
5. Having read the instruction, he snatched up
the fire extinguisher.
6. The children admitted having taken the
money.
Expected answers:
- Gerund: 1, 3, 6
- Present Participle: 2, 4, 5
Make some sentences with gerund and present
participle.
Prepare reported speech.
Pairs
10
Individuals
Prepare:
Teach:
Period
REVIEW 3
Stages
Warmer
Presentation
Procedure
What type of sentences
- Give out some sentences.
- Ask Ss to give out the type of sentences.
Sentences:
1. Im a teacher
2. He said he was a teacher.
3. They told me to work hard.
4. She insisted on seeing me.
Reported speech with infinitive
- Ask 2 Ss (A &B) to come to the board. T says to A:
Close the window, please and to B: Sing a short
song. After A &B performed the actions, T asks
the whole class: Why did A close the window? Why
did B sing a song?
- Write the model sentences on the board:
Close the window, please the teacher said to A
=> The teacher asked A to close the window.
- Then continue
Sing a short song. The teacher said to B.
=> The teacher told B to sing a short song.
- Ask Ss to look at the examples to elicit the
structures.
S+
told
+ O + to-infinitive
asked
promised
advised
encouraged
warned
wanted
reminded
invited
67
Interactions
Pairs
T-Ss
Time
5
28
Practice
68
20
Production
Home-work
Pairs
20
Individuals
Prepare:
Teach:
Period
REVIEW 4
Stages
Warmer
Procedure
Game: Matching
- Divide the class into 2 teams, A and B.
- Team A make If-clause
- Team B make main clause.
- Combine one of A with one of B to make conditional
sentences.
Presentation Lead-in
- T makes an example: If I were a queen, I would go round the
world
Or T makes a half of sentence, example: If I were a queen ...).
T asks: + What is the kind of this sentence?
+ How many types of conditional sentences are there?
Example:
1. If you need a ride to the airport, Ill be happy to take
you.
2. If he had known the meeting, he would have come
there.
Revision
* Conditional sentences
Type I: Future possible.
If clause
Main clause
Present tense
Future tense
Type II: Present unreal
If clause
Main clause
Simple past tense
Present conditional
(Subjunctive)
(would + bare infinitive)
Type III: Past unreal
If clause
Main clause
Perfect conditional
Past perfect tense
(would have + p.p)
Conditional in reported speech
- T makes some examples:
1. If you work hard, youll pass the exam, the teacher said
The teacher said that if I worked hard, I would pass the
exam
2. He said to her, You would be punished if you came late
He said to her that she would be punished if she came
late.
3. They said, He wouldnt have been in prison if he hadnt
69
Interactions Time
Teams
8
T-Ss
32
Practice
Production
Home work
Prepare:
Teach:
Period
First - term test (45 mins)
I. Aims: test students knowledge and achievements in English
II. Materials: English papers
III. Steps
1. Organization
Classes:
2. Test: Students do the test (multiple choice questions)
3. Collect the papers
4. Homework: Review lesson
Prepare:
Teach:
Period
Correction
I. Aims: to help students revise their knowledge gained
70
Pairs
20
Pairs
20
Individuals
71