Professional Documents
Culture Documents
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4. Write the verbs/verb phrases that split, divide, handle (household) chores
are used with the words/phrases in take out rubbish do laundry
the conversation shop for groceries do heavy
Ask Ss refer back to the conversation lifting do washing - up
and do the task be responsible for household finances
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2. List all the household chores that - prepare dinner - cook (do the cooking)
are mentioned in the conversation. - shop - clean the house
Then add more chores to the list. - take out the rubbish - do the laundry
Ask Ss to work in pair. Read the - do the washing up - do the heavy lifting
conversation again and do the task - be responsible for the household chores
Others
- mop/sweep/tidy up the house - bathe the baby
Elicit more chores to add to the list
- feed the baby - water the house plants
- feed the cat and dog - iron/fold/put away the clothes
- lay the table for meals - mow the lawn
PRONUNCIATION Do as appointed
1. Listen and repeat /tr/ trash
Play the recording and let Ss listen /kr/ crane, crack
Play it again with pauses for them to /br/ brush
repeat each word
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2. Listen to the sentences and circle 1. Her brother borrowed her motorbike and crashed
the word you hear. it - b
Ask Ss to read the word in rows 2. The crane has been there for quite a while - b
paying attention to the difference 3. I like bread with butter - c
between the sound clusters 4. Is it true that he quit? - a
Play the recording and let Ss listen to
the sentences and circle the word they
hear
2. Use the verbs in brackets in their 1. does, is not cooking, is working 2. is taking out
correct form to complete the 3. cleans, is cleaning 4. is preparing
sentences 5. look after, works 6. is watching, watches
Let Ss work in pairs to give the answers - work on an urgent report
Ask them to give clues for their - prepare for one's exams
answers
4. Consolidation: (3 mins) - Vocabulary divide
relatedthe duties in the
to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
5. Homework: (1 min) - Vocabulary related to household chores
- The present simple Vs the present progressive - The pronunciation of /tr, cr, br/
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1. Look at the pictures and answer the the father is tidying up the dinning table
questions the first daughter is cleaning the floor
Let Ss work in groups, do the task the second daughter is cleaning the refrigerator
Yes they are because they do the housework
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WHILE READING
2. Read the text below and decide c. Sharing housework makes the family happier
which of the following is the best title - be considered + a + N/to be
for it - woman's duty - the rest of the family
Let Ss read the three heading a, b, c first - help out
and make sure they understand all of - be good for all the relationships within the family
them - be good for sb as individual - psychologist
- realise enormous benefits
Ask Ss to read through the text once - do well/better at school - become more sociable
without stopping at the words that they - have better relationships with sb
don't know the meaning - learn good skills - be more responsible
- tend to V - overall good people
Ask them to work in pairs to decide on - see sb Ving - care about sb
3. Look again at the text. Can you1. sociable - friendly
understand the words from the2. vulnerable - able to be easily
context? Tick the appropriate meaning physically, emotionally or mentally hurt
for each word from the text 3. critical saying that st is bad
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- help sb with the dinner ... - do the cooking, shopping, laundry, washing up,
- empty the gardening, dusting, ironing, cleaning, heavy lifting,
dustbin/dishwasher/waste-bin washing
- clean the refrigerator/cooker - shop for groceries - make the bed
- put the toy away - water the plants - water/feed the pets
- throw out empty bottles - clean/mop/sweep the house, the floor, the patio
- be responsible for the - hoover the sitting room - tidy up the house
1. Which household chores do Do as appointed. Like: - cooking I like eating/cooking
you like and which do you - sweeping the floor It's easy/not too hard /I like seeing the
dislike? Why? house clean after I sweep it
Ask Ss to work by themselves, - lay the table I like seeing delicious food on the table
write at least 3 household chores - do the ironing I like to be well-dressed/I like my clothes
they like and 3 they dislike then to be in good conditions
add a reason - water the plants/feed the pets I love animals/ I love green
More Suggestions: plants in my house
- mop/tidy up the house It make - take out the rubbish - It helps to protect the environment
2. Match Mai's answer with Do as appointed
Anna's question and practise What household chores do you do every day?
the dialogue Which of the chores do you like doing the
Let Ss work in pairs. Ask them to most? What do you like about it?
3. a. Have a similar - Do as appointed
conversation with a partner. What household chores do you do every day?
Find out which chores she/he Which of the chores do you like doing the
likes or dislikes and why. most? What do you like about it?
Ask Ss to interview their friends Which of the chores do you dislike doing the most?
and note down on the sheet of Like/ enjoy/ fancy/ be interested in/ feel like/ love/ be fond
paper of/ be keen on
- Name: - Household chores: Dislike/ hate/ don't like/ detest/
- Likes Reason - Do as appointed
- Dislike Reason I have just interviewed .... about the household chores
3. b. Report to the class about he/she does in the family.
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4. Consolidation: (3 mins) - Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
5. Homework: (1 min) - Vocabulary related to household chores one likes and dislikes
- Speaking skills: making a dialogue based on the sample, interviewing, reporting
- Do the task again - Read Unit 1 - Listening at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
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4. Recreation: Both partners have an Because men and women's role in families have
equal chance at time for their own become more alike, for couples to balance their work
interests and of course, to be with and family life, perhaps, "equally shared parenting" is
each other the best solution. "Equally shared parenting" means the
Experts have found out that families "conscious and purposeful sharing" in domains of life:
that can keep to those four principles
3. Work in pairs. Match the word Do as appointed
and phrase with appropriate 1. e 2. b 3. c 4. d 5.
meaning a Provide Ss with the tape script and ask them to fill
Let Ss work in pairs to match the in the blank
4. Listen again and answer the 1. They are not the only breadwinner in the family, and
question they get more involved in housework and parenting
Ask Ss to read the question carefully 2. Both are responsible for family finances, home
and then answer the questions making and parenting
4. Consolidation: (3 mins) - Vocabulary related to the topic - Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of family life - changing roles
- Listening skills - Do the task again - Read Unit 1 - Writing at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
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Ask Ss to do the task Mum: do most of the cooking and grocery shopping
Lam: doing the laundry, taking out rubbish,
cleaning the fridge, laying the table for meals,
sweeping the house and feeding the cat (share with
sister)
3. Read the text again and answer the 1. There are four people in Lam's family
question 2. Both parents work and the children spend most
Ask Ss to do the task of their time at school
3. They split the housework equally in the family
4. The father ...
5. Yes,
4. Make your family chore chart, then Do they do, they do it willingly
as appointed
using the ideas in the chart, write a - work individually to make family chore chart
paragraph about how people in your - make an outline of the paragraph
family share housework based on the - exchange their writing for peer comment
4. Consolidation: (3 mins) - Vocabulary related to the topic - Writing skills
5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores
- Writing skills - Do the task again
- Read Unit 1 - Communication and Culture at home
IV. SELF-EVALUATION:
…………………………………………………………………………………………………………
……
…………………………………………………………………………………………………………
……
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2. Listen to the TV talk show. Who Nam, a teacher and Ms. Mai Lan, a doctor. Now We'll
said what? hear what they think the roles of the wife and husband
Ask Ss to read the statements are in today's society. Mr Pham Hoang?
Play the recording. Ss listen and do the Mr. Pham Hoang: Well, in my opinion, in the family,
task the husband is the provider while the
The man is doing his housework: do wife if the homemaker. Her job
the cooking, cleaning and laundry is to look after everyone in the family and take care of
The woman is doing her housework: the house to make sure it's clean and neat and that the
do the cooking, ironing, family has good meals every day. TV host: So you
cleaning, laundry, and looking mean the wife has to do most of the housework? What
after the children They are too busy do you think Ms. Mai Lan?
and tired of their household chores. Ms. Mai Lan: Well I don't think so. Women's roles
They look unhappy and They are easy have changed. They also work to share the financial
Culture - Two students read out the texts
Read the two test about family life in - take note new words
Singapore and in Vietnam and nuclear family >< extended
answer the questions family child minder = babyAnswers
Questions sitter
- Ask Ss to do the task in Singapore In Vietnam
Type of family nuclear family extended family
Child caring Nursery school Grandparents or
or child great
Old-person Nursing home Children or
caring
Educating Taking part in grandchildren
Helping children
children activities of with their
Parent Support homework,
Group or giving them
Parent Teacher advice on
4. Consolidation: (3 mins) - Discussion the change in women's and men's roles
- Family life in Singapore and in VN
5. Homework: (1 min) - Discussion the change in women's and men's roles
- Family life in Singapore and in VN - Do the task again
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IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
…………………………………………………………………………………………………………
……
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best medicine to retake it, I felt really upset and ashamed of myself. I
Ask Ss to work in groups to report avoided meeting my friends and just stayed at home during
on a time when laughter was the summer holiday, but my close friend was very helpful and
best medicine for them sympathetic. She encouraged me and cheered me up by
4. Consolidation: (3 mins) - Benefits of apples and apple juice mentioned in the conversation
- Practice the conversation
5. Homework: (1 min) - Benefits of apples and apple juice mentioned in the conversation
- Practice the conversation - Do the task again - Read Unit 2 - Language at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
…………………………………………………………………………………………………………
……
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the sentences
GRAMMAR - Do as appointed
1. Read the following about will and Give examples or explanation if necessary
be going to
Let Ss read the
2. Identify through thewill
use of useand
of will
be and - Work in pairs, do the task
going to 1. 1 2. 3 3. 5 4. 6 5. 2
Ask them to give clues for their
3. Put a tick for an appropriate - Work in pairs, do the task
sentence and a cross for an 1. x (2) 2. v (4) 3. v (6) 4. v (5)
inappropriate one 5. x (5) 6. v (4) 7. v (5) 8. v (1)
Ask Ss to work
4. Complete in following
the pairs, readsentences
the - Work in pairs, do the task
with the right form of will/ be going 1. is going to rain/will (6/4) 2. won't (2)
to 3. will/ is going to (4/6) 4. are going to (5)
- 4.
Ask Ss to work in (3
Consolidation: pairs and -do
mins) the 5. related
Vocabulary will (4)body parts and systems
6. are going to (5)
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………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
SPEAKING
Date of planning: ……/……./... Date of teaching: ……/……./...
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- sleepiness: dairy product, cottage tea, alcoholic drink, refined sugar, white flour, salt,
cheese, milk, soy product: soy milk, saturated fats, processed food, junk food, fast food
tofu, honey, almonds, banana, containing synthetic additives
poultry, whole grains, beans, rice, - sleeplessness: caffeine containing coffee, cocoa, strong
3. Write inquiries for advice on Dear expert,
the diet I have been an expectant woman for two months and I
Ask Ss to work in groups and do the really wonder which foods are good and which are not
task good for me and my baby. I would be very
Or: grateful/thankful if you could give me some information
Dear expert, about this.
I have just had my appendix out/ Thank you
appendicitis operation last week/ Linda
and I was wondering if you could Dear expert,
4. You are the food specialist, give Do as appointed
advice Ask Ss to work in groups to Dear Linda,
do this task Pregnancy is a very important and sensitive period on
which foods and drinks have great influences. They
Ask Ss to exchange their writing provide nutrition and necessary substances for the
for peer comment development of the baby.
You are advised to eat whole grains with fish, beef,
poultry or red meat which make up half of your plate in
your major meals. They will provide you and your baby
enough amount of protein.
For the other half of the plate, you should eat vegetables
and fruits which are rich in vitamins and fibres.
Besides, you drink about 2 litters of water, or fruit juice
per day.
4. Consolidation: (3 mins) - Vocabulary This
related ensures
to the topicthat you and
of sharing your baby
household are well
chores
- Writing skills
5. Homework: (1 min) - Vocabulary related to the topic of sharing household chores
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Communication - Do as appointed
Discussion - who does what in your Picture 1, 2, 3: People are doing physical
family? exercise. Picture 4: People are swimming and
1. Look at the pictures. Which diving.
parts of the body does each activity These activities benefit various parts of our body. They
benefit? are good for skeletal system, circulatory system
Ask Ss to work in groups and do the respiratory system, nervous system and digestive
task system.
2. In pairs or groups, discuss why - Do as appointed
these activities are healthy They stimulate our bones, joints and muscles and us to
Ask Ss to read the statements reduce pressure and tiredness (skeletal system) , cause
Culture - Two students read out the texts
1. Read about the health beliefs and - take note new words
practices in two different countries. balance ><
- Ask Ss to do the task imbalance Herbal
medicines
indigenous/local folk practices
2. Discuss the similarities and
cost-effective
differences in health beliefs and
- Do as appointed
practices between the two countries
Vietnamese and Indonesian people have both
similarities and differences in their health beliefs and
practices. For the similarity, that is the use of herbal
and traditional medicines to treat the ill. In these both
3. Do you know any traditional
countries, traditional treatments, and herbs are
therapy (treatment without
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condition.
4. Consolidation: (3 mins)
- Work in groups, talk about acupuncture.
The similarities and differences in health beliefs and practices between two countries
5. Homework: (1 min) - Discussion the change in women's and men's roles
- Discuss the similarities and differences in health beliefs and practices between two countries
- Do the task again - Read Unit 2 - Looking back and Project at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
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5. English Paper:
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
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1. Language focus: - To help Ss revise the knowledge - To get feedback from the students
2. Skills: To correct Ss’ errors if necessary
3. Attitudes: To give Ss the motivation to learn hard for their exam
II.PREPARATION
1. Teacher: - Teaching aids: Lesson plan, answer keys - Teaching method: Communicative
2. Students: Look at their test paper at home
III.PROCEDURE
1. Class organization: (1 minute)
2. Check – up: (omitted) Some Ss go to the board, do some tasks again
3. Testing correction: (40 minutes)
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- Gives the answer keys - Compare the answer keys with their performance
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Explain new words if necessary views/ solo artist/ single/ debut album/release = publish
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1. Language focus: - To help learners get started with some language items in Unit 3
- For vocabulary, that is words and phrases related to music
- For pronunciation, that is how to pronounce /est, Ənt, eit/
- For grammar, that is compound sentences and infinitives with to
2. Skills: To promote Ss to develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
II.PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 3 - language at home
III.PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes) Ask some Ss to write some new words and do the tasks again
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
VOCABULARY - Do as appointed
1. Use the word in the box to complete the 1. talent 2. pop
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- Speaking skills: making discussion, comparison and distinction; presenting in front of the class
5. Homework: (1 min) - Vocabulary related to TV show
- Speaking skills: making discussion, comparison and distinction; presenting in front of the class
- Do the task again - Read Unit 3 - Listening at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
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Lead in
Ask Ss to write down different kinds of music that they know
Ask them what kinds of music they like:
1. Do you know these artists? Discuss Do as appointed
their name 1. Trinh Cong Son 2. Luu Huu Phuoc
Ask Ss to work in pairs, look at the picture 3. Michael Jackson 4. Elton John
2. Listen to the following song excerpt. Do as appointed
Tell your partner what you thought That's the song Tien Quan Ca by Van Cao
about and how you felt while you were I feel excited, patriotic and proud of my country
listening to it whenever I hear this song
3. Now listen to the conversation between Do as appointed C
Anna and Nam. What are the speakers The speakers are talking about favourite songs
talking about? Circle the best answer. Listen to the recording and work in pairs to do the
Play the tape
4. Listen twice
again and answer the question 1.task"I have a dream" by Abba
Ask Ss to read the question carefully and 2. Inspirational songs
then answer the questions 3. His favourite songs inspire him and he can
learn
5. Work with a partner. Tell him/her Do lessons from them
as appointed
about your favourite music. Give I like folk music because it's sweet and soft. It
reasons helps me to relax and reduce stress. It makes me
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favourite music I like hip hop because it's strong and exciting. It
makes me become more active. Whenever I listen
4. Consolidation: (3 mins) - Vocabulary related to the topic of Inspirational music
- Talk about your favourite music - Listening skills
5. Homework: (1 min) - Vocabulary related to the topic of Inspirational music
- Talk about your favourite music - Listening skills
- Do the task again - Read Unit 3 - Writing at home
IV. SELF-EVALUATION:
………………………………………………………………………………………………………
………
………………………………………………………………………………………………………
………
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1. Language focus: - To help students revise what they have learned in unit 1, 2, 3
- To give them a chance to practice
2. Skills: - To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through Review 1
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes) Ask some Ss to go to the board talk about Quan Ho Singing
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
Language Do as appointed
Vocabulary 1. c d
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correct one in B 3. b
2. Complete the conversation, using the * Do as appointed
words from the box 1. lift weights 2. go rollerblading
3. exercise 4. exercise
Pronunciation * Do as appointed
3. Write the words in the correct Tr: train, traffic, travel, treat, trash
columns and read them aload Kr: crash, credit, critical, cream,
crime Pl: play, plum, please, plough,
place Gl: glide …
4. Consolidation: (3 mins) Revise what Ss have learnt in unit 1, 2, 3
5. Homework: (1 min) - Revise what Ss have learnt in unit 1, 2, 3
- Read Review 1 at home
IV. SELF-EVALUATION:
…………………………………………………………………………………………………………
……
…………………………………………………………………………………………………………
……
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Task 2: Listen again then check what activity each person do or will each person do for his or
her birthday party. Circle the best answers A, B, or C.
33. Ted
A. have a party B. study for exams C. meet friends
34. Jill
A. go to her parents’ house B. go on a trip by herself C. go to New York
35. Sue
A. have a barbecue B. go out to dinner with friends C. stay at home alone
36. Brian
A. meet friends B. have a busy day C. have a family party
37. Write a paragraph to describe a person you admire most.
IV. SELF-EVALUATION:
……………………………………………………………………………………………………
…………
……………………………………………………………………………………………………
…………
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1. Language focus: - To help learners get started with some language items in Unit 4
- For vocabulary, that is words and phrases about volunteer work
- For pronunciation, that is how to pronounce /nd, ng, nt/
- For grammar, that is irregular past tense verbs, the past simple and past progressive
2. Skills: - To help learners get started with 4 skills in Unit 4
- Reading: Read about why people do volunteer work
- Speaking: Talk about local community development
- Listening: Listen to an announcement for volunteers
- Writing: Write an application letter for volunteer work
3. Attitudes: - To help Ss get started for Unit 4 with the topic "volunteer work"
- To provide Ss some motivation
II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 4 - getting started at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (omitted)
3. New lesson: (40 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
1. Listen and read - Read the conversation, take notes new word
Ask Ss listen to the recording volunteer (n, v) do volunteer work
and read the conversation voluntary voluntarily
Explain new words disadvantaged by chance
2. Read the dialogue again Read the dialogue again
and give answer to the Work in pairs, ask and answer the questions
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I. Objectives:
1. Knowledge: - To speak about volunteers and volunteer work
- Discuss in pairs/ groups about related topic.
2. Skills: - To help learners get started with 4 skills in Unit 4
- Reading: Read about why people do volunteer work
- Speaking: Talk about local community development
- Listening: Listen to an announcement for volunteers
- Writing: Write an application letter for volunteer work
3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work"
- To provide Ss some motivation
II. Methods: - Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: Checking new words of the previous lesson.
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP WARM UP
- Asks Ss to work in pairs to answer the questions. -Work in pairs for 3 mins, then give
1. Have you taken part in volunteer work? answers freely.
2. What kinds of volunteer work do you often do? Eg: ? Helping people in remote
→ Sets the scene: Supposed you are a volunteer and and in the mountainous areas
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I. Objectives:
1. Knowledge: - Words and phrases related to volunteers and volunteer work
- Listening to an announcement for volunteers to get specific information
2. Skills: Listening: Listen to an announcement for volunteers.
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3. Educational aims: - To help Ss get started for Unit 4 with the topic "volunteer work"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: Checking new words of the previous lesson.
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP WARM UP
- Put the vocabulary items on the board in any order, eg: - Look at the words on the board.
war valid, martyr, intersection, the aged, orphanage,
remote…..
- Discuss in pairs for 2 mins.
- Ask the Ss to work in pairs to answer the questions
then asks them to run to the board, as a representative.
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- Call on some to give the answers aloud in front of the changes, ready for the next word
class. quickly…. to get more points to be
PRE – LISTENING PRE – LISTENING
- Ask students to look at the pictures to see what the - Pay attention to teacher and then
people in these pictures are doing and why they are answer.
doing these activities Activity 1
Activity 1 - Work in pairs.
- Have students discuss the questions with a partner - Speak out the needy.
WHILE SPEAKING Activity 2 WHILE SPEAKING Activity 2
- Tell students to match the words with their definitions, - Work in pairs to do the task.
then decide the parts of speech of these words.
- Have students compare with their friends.
- Give the answers.
- Check students’ answers.
- Check and correct the answers.
- Expected answers:
Public service announcement (noun phrase)
Donate (v) Non-profit
Activity 3 Activity 3
- Have students guess their answers, encouraging all - Firstly, work individually to
possible guesses and explanations. listen to the recording and do
- Write the students’ guesses on a corner of the board so the class.
that they can see if their guesses are correct later.
- Play the recording and let students do the activity. - Compare the answers with
- Check students’ answers. If many students in the class a partner.
have the same incorrect answers, play the recording - Give the answers.
POST SPEAKING Activity 5 POST SPEAKING Activity 5
- Have students work in groups to ask and answer the - Work in groups to ask and
questions. answer the questions.
- Encourage students to share their personal experience - Share their personal experience
4. Consolidation: - Vocabulary related to Volunteer
- Reading skills: skimming, scanning, guessing the meaning through context
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II. PREPARATION
1. Teacher: - Teaching aids: textbook, lesson plan
- Teaching method: Communicative language teaching
2. Students: Read through English Unit 4 - Communication and Culture at home
III. PROCEDURE
1. Class organization: (1 minute)
2. Check up: (5 minutes) Ask some Ss to go to the board and read their writings
3. New lesson: (35 minutes)
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
Communication Do as appointed
1. Look at the list of activities. - helping the old and the sick
Which of them are necessary for - helping handicapped and disadvantaged children
community development in your - Taking part in directing the traffic
area? - Taking care of war invalids and the families of
Ask Ss to do the task martyrs
Do as appointed
What is the most important volunteer activity in your
2. Work in groups, exchange your
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important
Culture - Do as appointed
1. What do you know about this man
2. Read the text about Mahatma Do as appointed
Gandhi and answer the questions 1. He was born in 1869 in India
Ask Ss to work in pairs and do the task 2. He fought for the rights of coloured people in
general and the Indians in particular
3. He helped to make the British leave India so that
3. Work in groups talk about a Do as appointed
person who contributed to the 1. Ho Chi Minh President
development of your local 2. Dr. Ton That Tung
area/country Share your ideas with ....
your group.
4. Consolidation: (3 mins) Talk about Mahatma Gandhi and famous volunteers
5. Homework: (1 min) - Talk about Mahatma Gandhi and famous volunteers
- Do the task again - Read Unit 4 - Looking back and Project at home
V. SELF-EVALUATION:
………………………………………………………………………………………………………
……………
………………………………………………………………………………………………………
……………
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pairs or groups of 4
Grammar * Do as appointed
1. Write the sentences. Use the past1. The telephone rang while we were having dinner
simple or the past progressive form2. I was waiting at the bus stop when I received his
of the verbs text massage
- Ask Ss to work in pairs to finish the3. It started to rain while we were walking home from
task school
4. Were you listening when the teacher called your
name?
5. He was walking along the corridor when he saw a
2. Read the text about Tilly Smith job advertisement on the notice board.
and put the verbs in the past simple * Do as appointed
or the past progressive 1. was having 2. realised 3. was sitting
Put Ss in pairs to do this task 4. recognized 5. wanted 6. was happening
7. told 8. ran
3. Read the text again and answer 9. was 10. didn't kill
PROJECT Do as appointed
Ask Ss to work in groups, so they can Find someone or place in their community who/that
share the workload needs help
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I. Objectives:
1. Knowledge: - By the end of the lesson, students are able to:
+ Use words and phrases related to the topic Inventions
+ Role play, practicing listening and speaking
2. Skills: - To help learners get started with 4 skills in Unit 5
- Reading: Read about natural world as inspiration for inventions.
- Speaking: Talk about Inventions, their uses and their benefits.
- Listening: Listen for specific information from an interview.
- Writing: Write about the benefits of an inventors.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
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…………………………………………………………………………………………………………
…………
…………………………………………………………………………………………………………
…………
PERIOD 40 UNIT 5: INVENTIONS
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LANGUAGE
Date of planning: ……/……./... Date of teaching: ……/……./...
I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Understand the formation of compound nouns and their meanings
- Identify the stress patterns of compound nouns and noun groups
- Use the gerunds and to infinitives to talk about the uses or purposes of something
- Use present perfect tense to describe an event or action happening in the past but
having result in the present.
2. Skills: - To help learners get started with 4 skills in Unit 5
- Reading: Read about natural world as inspiration for inventions.
- Speaking: Talk about Inventions, their uses and their benefits.
- Listening: Listen for specific information from an interview.
- Writing: Write about the benefits of an inventors.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
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PRONUNCIATION PRONUNCIATION
- Explain some simple rules of stress in 2 - Listen to the T
syllable words. - Take notes into their notebooks.
1. Đa số các động từ 2 âm tiết thì trọng âm 4. Tính từ ghép thường có trọng âm
chính nhấn vào âm tiết thứ 2. chính nhấn vào từ thứ 1, nhưng nếu
Ex: En’joy - co’llect - es’cape - de’stroy - tính từ ghép mà từ đầu tiên là tính từ
en’joy - re’peat - A’llow - as’sist -ac’cept hay trạng từ hoặc kết thúc bằng đuôi
re’lax - a’ttract - a’ccent - Ex’plain - “ ed” thì trọng âm chính lại nhấn ở từ
de’scend thứ 2. Tương tự động từ ghép và trạng
- for’get - a’llow - main’tain - con’sent từ ghép có trọng âm chính nhân vào từ
Chú ý: động từ tận cùng bằng ow; en; y; el; er; le; thứ 2 : Ex: ‘home - sick ‘air-
ish: trọng âm ở âm tiết thứ nhất sick ‘praiseworthy ‘water- proof
Ex: ‘offer, ‘happen , ‘answer , ‘enter , ‘listen , ‘trustworthy ‘lighting- fast ,
‘open, ‘finish, ‘study, ‘follow, ‘narrow... Nhưng : bad- ‘temper short-
2. Đa số các danh từ và tính từ 2 âm tiết thì trọng ‘sighted well-‘ informed ups’tair
âm chính nhấn vào âm tiết thứ 1 well – ‘done short- ‘handed
Ex: ‘mountain ‘evening ‘butcher north- ‘east
‘carpet ‘busy‘village ‘summer down- ‘stream
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I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
2. Skills: Reading: Read about natural world as inspiration for inventions.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
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WARM UP WARM UP
- Ask students some questions: - Listen to the teacher and answer the
1. What machine is used to type/ watch a film/ questions:
listen to music/
BEFORE do calculators/ play games?
YOU READ 1. The computer
BEFORE YOU READ
- Preteach new words. - Read through the text to find out new
- Ask sts to read through the text to find out new words.
words.
- Explain the words’ meanings.
- Take notes.
- Instructs
WHILE YOUsts READ
to read the Activity
new words.
1 WHILE YOU READ Activity 1
- Have students in pairs to discuss what the animals - Work in pairs to discuss what the
in the pictures can do but people can’t animals in the pictures can do but
- Ask students questions to help them think of people can’t
some devices or equipments that people have - Key act 1
created to allow them to do what they normally Picture a: A bird can fly
cannot. (e.g. as people cannot fly, what have they Picture b: A dolphin can swim and stay
made to help them fly??) underwater for a long time
People have invented an aeroplane, a ship or Picture c: A lotus leaf does not get wet. It
submarine, and a waterproof raincoat to make up for washes water away.
what they cannot do as well as these animals or
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- Tell them that repeated words in a text may reveal inspirational/ inspired).
its main idea or general title. - Skim the text and choose the best title
- Have students skim the text and choose the best from three options.
title from three options. - Give the answers.
- Key: Imitating Nature - Check the answers.
Activity 3 Activity 3
- Ask students to read the text again and - Read the text again and underline
underline the six words from Activity 1 the six words from Activity 1
- Encourage students to guess the meanings of - Give the answers.
these words from context and match them with the - Key: 1. B 2. E 3. A 4. C 5. F 6. D
correct definition. Activity 4
Activity 4 - Answer the questions individually
- Ask students to answer the questions individually - Key:
- Key: 5. The material that makes up the glass
1. The inventions that imitate animals are the window has the ability to wash away the
aeroplane
AFTER YOUandREAD
the submarine.
Activity 5 dirt in theYOU
AFTER rain.READ Activity 5
- Discuss the question and decide which of the tour - Work in groups of 3 or 4 to discuss the
inventions is the best imitation of nature. question and decide which of the tour
The invention needs
-4. Consolidation: to be
By the endvery similar
of the to the
lesson, inventions
students are able to: is the best imitation of nature.
- Use words and phrases related to the topic Inventions
- Read a text about inventions based on nature for the main idea and specific information
- Practise working in groups
5. Homework: - Do the task again
V. Self-Evaluation:
………………………………………………………………………………………………………
……………
………………………………………………………………………………………………………
……………
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I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Practise a dialogue with a partner about a 3-D printer
- Discuss about inventions - Introduce some inventions in front of the class
2. Skills: Speaking: Talk about Inventions, their uses and their benefits.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
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1. Class organization:
2. Old lesson checking: (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP
- Ask students to work in groups to write as many words related to computers as possible in 2
minutes. Which group writes the most correct words will be the winner.
-Call the representatives of each group to give the answers.
-Give remarks, lead into the lesson.
PRE – SPEAKING Activity 1 PRE – SPEAKING Activity 1
- Ask students what they think the heading of the - Brainstorm to figure out the meaning
speaking section Unique inventions means. of
the heading of the speaking section
- Ask students to practice the conversation in pairs. Unique inventions .
Activity 2 Activity 2
- Have students complete the table with the - Complete the table with the
information from the conversation. information from the conversation.
- Explain them that the four ideas suggested in the - Listen to the T
table are the key points they need to mention when
talking about an invention.
- Key: - Give the answers.
Inventions 3-D printer - Check the answers.
Characteristics Bigger and heavier than normal
printer
Use To produce solid objects similar
to the originals
benefits Economical (saving lots of
money)
WHILE SPEAKING Activity 3 WHILE SPEAKING Activity 3
- Ask students to look at the pictures of a portable - Look at the pictures of a portable solar
solar charger and a USB stick (or flash drive) and charger and a USB stick (or flash drive)
discuss which benefits are suitable for each invention. and discuss which benefits (suggested
- Key in the box) are suitable for each
Portable solar charger: not dependent on electricity; invention.
environmentally-friendly; easy to carry, not costly
USB stick: not costly; easy to use; easy to transport
files
Activity 4 Activity 4
- Ask students to use the information in the table (in - Work in pairs, use the information in
Activity 3) and talk about one invention. the table (in Activity 3) and talk about
- Tell them that they can make some changes in the one invention.
sample conversation (from 1) to make their own
conversation natural and logical.
POST SPEAKING Activity 5 POST SPEAKING Activity 5
- Put students in groups of 4 or 5. Each group chooses - Work in groups of 4-5 and chooses one
one invention and discusses which information they invention
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and discusses which
may use to introduce the invention to other groups. information they may use to introduce
Their talk should include information about the the invention to other groups.
characteristics, use, and benefits of the invention.
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………………………………………………………………………………………………………
……………
I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Discuss about inventions
2. Skills: Listening: Listen for specific information from an interview.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
WARM UP
- Show a picture of a radio and ask students to say how to do when you use a radio
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I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Write about inventions based on nature for the main idea and specific information
2. Skills: Writing: write a paragraph about benefits of inventions.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
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WARM UP
- Show pictures of some audio devices and ask students to name the devices.
- Listen to the students and repair their mistakes
PRE – WRITING Activity 1 PRE – WRITING Activity 1
- Work in pairs and discuss whether or e.g: the speaker can produce sound loud enough
not they have any of the audio devices for everybody in a large room to hear; headphone
illustrated by the pictures. and earbuds do not disturb other people when you
- Encourage them to extend their listen to music, earbuds are more convenient than
discussion to the benefits of each kind of headphones because they are smaller in size. Note:
devices headphone (BE)= earphone (AM)
Activity 2 Activity 2
- Explain to students that one way to - Listen to the T’s explanation.
support one idea in a paragraph is to give - Read a paragraph about the benefits of earbuds
further explanation or an example. and match the details with the benefits.
- Firstly, get sts to work individually to - Firstly, work individually to complete the task,
complete the task, then compare their then compare their answer with a partner for peer
answer with a partner for peer check. check.
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………….
……………………………………………………………………………………………
………….
I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Use words and phrases related to the topic Inventions
- Speak about inventions in Asian countries.
2. Skills: Integrated skills:
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
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IV. Self-Evaluation:
………………………………………………………………………………………
……………….
………………………………………………………………………………………
……………….
I. Objectives:
1. Knowledge: By the end of the lesson, students are able to:
- Revise stress pattern with compound nouns and noun groups.
- Recall how to use the present perfect and gerund and infinitives.
2. Skills: Integrated skills.
3. Educational aims: - To help Ss get started for Unit 5 with the topic "Inventions"
- To provide Ss some motivation
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitted)
3. New lesson:
TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES
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WARM UP WARM UP
- List some words/ word phrases on the board. - Look at the words/ word phrases on the
blackboard raincoat smartphones board.
food processor running dog light house - Firstly, work individually to identify the
greenhouse stress pattern.
- Ask sts toBACK
LOOKING put stress on the correct pattern.
PRONUNCIATION - Then, compare
LOOKING BACKthe answers with a partner.
PRONUNCIATION
Activity 1 Activity 1
- Ask students to pick out the compound nouns - Firstly, work individually to identify the
and put them in the first column. The other stress pattern.
words are noun groups and are put in the - Then, compare the answers with a partner.
second column.
- Help students to review the stress patterns of + First: food processor, smartphone, laptop,
compound nouns and noun groups. washing machine, earbuds, runway
- Elicit sts’ answers. + Second: solar charger, correction pen,
- Check and correct. digital camera
- Expected answers.
Activity 2 Activity 2
- Play the recording for sts to practse listening - Listen to the recording.
and pronouncing the given words. - Practising pronouncing the given words.
- Ask some sts to read outloud the words for
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I. Objectives:
1. Knowledge: - To help students revise what they have learned in unit 4, and 5.
- To give them a chance to practice
2. Skills: - To promote Ss to develop their communication skills and cultural understanding
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……………………………………………………………………………………………………….
I. Objectives:
1. Knowledge: - To help students revise what they have learned in unit 4, and 5.
- To give them a chance to practice
2. Skills: - To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
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….
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I. Objectives:
1. Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons.
- Check how sts understand and remember the lesson they learnt.
2. Skills: Integrated skills.
3. Educational aims:
A good preparation for the coming exam and a positive attitude towards learning.
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitting)
3. New lesson:
Teacher’s activities Students’ activities
Warm up Warm up
- Call on sts to introduce themselves. - Introduce themselves.
Pre-teaching Pre-teaching
- Review the knowledge they
- Help sts review the knowledge they learnt in the learnt in the first semester.
previous lessons.
CÁC ĐIỂM NGỮ PHÁP CHÍNH
+
A.Use:
Diễn tả thói quen ở hiện tại:
1. Simple present (Hiện tại đơn):
B. Diễn tả sự thật, chân lí
Be-> am/ is/ are + Trạng từ thường gặp: never,
sometimes, usually, often,
Have-> have/ has as a rule, normally…
Khẳng định Phủ định Nghi vấn + Ex: Mr Vy usually gets up at 4:40
a.m
He/ she/ it + V- He/ she/ it + Does + he/ - Do you go to school on Sunday?
s/es doesn’t + V she/ it +V? - Lan doesn’t know how to use
computer.
I/ You/ We/ I/ You/ We/ They Do + I/
+ Ex: - I’m learning English now
you/ They + V +don’t + V we/ they +V? - My mother isn’t cooking lunch at
this moment.
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+ Use:
A. Diễn tả hành động xảy ra trong
quá khứ kéo dài đến hiện tại
B. Diễn tả hành động xảy ra trong
quá khứ để lại kết quả ở hiện tại
C. Diễn tả kinh nghiệm
+ Trạng từ thường gặp: never, just,
ever, recently, already, yet,
for, since, so far….
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I. Objectives:
1. Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons.
- Check how sts understand and remember the lesson they learnt.
2. Skills: Integrated skills.
3. Educational aims:
A good preparation for the coming exam and a positive attitude towards learning.
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitting)
3. New lesson:
Teacher’s activities Students’ activities
Warm up Warm up
- Call on sts to introduce themselves. - Introduce themselves.
Pre-teaching Pre-teaching
- Help sts review the knowledge they learnt in the - Review the knowledge they learnt
previous lessons. in the first semester.
PASSIVE VOICE: S+ BE+ PP+ BY+ O
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S + V + O
- Ask sts to give the answers.
- Check and correct the answers
S + be+ PP + BY + O
with the whole class.
Bị động hiện tại đơn: S + is/ am/ are + PP + BY + O
- Expected
Bị động quá khứ đơn: S+ was/ were + PP + BY + O
answers:
Bị động hiện tại hoàn thành: S + have/ has + been +
EXERCISE I
Danh động từ động từ nguyên mẫu có
1. has just been promoted
1. Đứng sau một số động 1.to Đứng sau một số
2. has taken
từ: keep, like, enjoy, động từ: hope, seem,
3. have you been
mind, practise, delay, expect, plan, decide,
4. have you saved
miss, suggest, agree, refuse, wish,
5. has been given
understand, finish, offer, promise....
6. has risen
admit, look forward Ex: We hope to see you
7. has been called
to....... again
8. haven’t been offered
Ex: - He likes swimming 2. Đứng sau tính từ,
EXERCISE II
2. Đứng sau giới từ(in, at, danh từ, từ hỏi, đại từ
1. My bike has been stolen.
on, to, from, about...) bất định, chỉ mục đích
2. The class meeting has
- She is afraid of going - It is difficult to do this
been postponed.
there exercise
While teaching While teaching
- Give sts handouts to do exercises. - Receive the handouts from the T
- Get sts to do the exercises individually, then work - Do the exercises individually, then
in pairs
Post to compare the answers.
teaching workteaching
Post in pairs to compare the
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I. Objectives:
1. Knowledge: - Help sts revise the knowledge they have learnt in the previous lessons.
- Check how sts understand and remember the lesson they learnt.
2. Skills: Integrated skills.
3. Educational aims:
A good preparation for the coming exam and a positive attitude towards learning.
II. Methods: Integrated, mainly communicative.
III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitting)
3. New lesson:
Teacher’s activities Students’ activities
Warm up Warm up
- Call on sts to introduce themselves. - Introduce themselves.
Pre-teaching Pre-teaching
- Help sts review the knowledge they learnt in the Ngọai lệ: bình thường chữ s phát âm
previous lessons. /s/, nhưng có những ngoại lệ cần
* CÁCH PHÁT ÂM "S" CUỐI: trong trường hợp danh từ nhớ:
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/s/ Khi đi sau các phụ âm điếc please, easy, present, desire, music,
(voiceless pleasant, desert, choose, reason,
consonants): /f/, /k/, /p/, /t/ ,/ /,/h/ preserve, poison..
/ iz / Khi đi sau một phụ âm rít: /z/, /s/, /dz/, / t∫/,
- Chữ s đọc /'∫/ sau các từ: sugar,
/ ∫ /, /z/. Hoặc các chữ cái: s, x, z, ch, sh,
sure
ce, ge
// z Không thuộc hai loại trên. Ex: bags, Stress:
/ kids, 2/ Nói chung, trọng âm thường rơi
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I. Objectives:
1. Knowledge: - To check Ss’ study from Unit 1 to Unit 5
-To help Ss to get to know whether they are making progress in studying or not.
-To help the teacher to apply appropriate teaching methods for each class
2. Skills: - Practice doing MCQ test.
3. Education aims: - Students have positive attitude towards learning and testing.
II. Methods: - Integrated, mainly communicative
III. Teaching aids: - Teacher: Paper tests (40 MCQs), cassettes/ CD player, CD.
- Students: pens, pencils, erasers….
IV. Procedures:
1. Class organization:
2. Old lesson checking: ( Omitting )
3. New lesson:
CONTENT OF THE
TEST
IV. Self-Evaluation:
(See in attachment)
……………………………………………………………………………………………………….
……………………………………………………………………………………………………….
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I. Objectives:
1. Knowledge: Find out errors in the test so as not to make mistakes the next time.
2. Skills: - Develop sts’ ability to correct mistakes and errors.
3. Educational aims: - Students have positive attitude towards learning.
II. Methods: - Integrated, mainly communicative
III. Teaching aids: - Teacher: tape, board, chalk, textbook, answer key.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
1. Class organization:
2. Old lesson checking: (Omitting)
3. New lesson: KEYS TO ANSWER
(See in attachment)
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PERIOD 55
DATE OF PLANNING: 03/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Use lexical items related to the topic Gender Equality.
- Know deeper about that topic.
- Listening to a conversation with new words, agreement and disagreement among three
characters.
- Practice the conversation.
- Enhance reading techniques.
- Understand and use the passive voice with modals.
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement
among three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
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PERIOD 56
DATE OF PLANNING: 04/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Pronounce correctly two-syllable words with stress on the first or second syllable in
isolation and in context
- Understand new words related to the topic
- Master modal verbs use
- Understand more about passive voice
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement
among three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
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IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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GRAMMAR GRAMMAR
Activity 1 Activity 1
- Explain to students that modal verbs are special - Listen to the T
verbs that behave differently from other verbs.
+ They are used to express ability, advice, duty,
permission, possibility, prohibition or request.
- Read the sentences individually and
- Let students read the sentences individually
ask them to pay attention to all modal
and ask them to pay attention to all modal verbs
verbs used in the sentences.
used in the sentences.
- Give the answers.
- Have them choose the answers and discuss
the meaning of each modal with a partner.
- Check and correct.
- Go over all the answers in class.
- Expected answers:
1. Shouldn’t – advice 2. Must - duty
3. May - permission 4. Might - possibility
5. Will – request 6. Mustn’t - prohibition
7. Can - ability Activity 2
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PERIOD 57
DATE OF PLANNING: 05/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Read for general ideas and specific information about gender equality in employment
- Know more about Brenda Berkman- a brave woman daring to fight for her own desire.
- Discuss about the topic
- Answer comprehensive questions
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement
among three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
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10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Have students match each of the words - Firstly, work individually to do the task,
with its meaning. then work in pairs to compare the
- Encourage them to work individually first, and answers.
then check with a partner. Let students use a
dictionary, if necessary.
- Go over all the answers to make sure they - Give the answers.
WHILE READING WHILE READING
Activity 3: Quickly read the text and choose Activity 3: Quickly read the text and
the best title for it choose the best title for it
- Let Ss read the three heading a, b, c first and - Firstly, work individually to do the task,
make sure they understand all of them then work in pairs to compare the
- Ask Ss to read through the text once without answers.
stopping at the words that they don't know the
meaning
- Ask them to work in pairs to decide on the best
title for the text that gives the general idea of the
whole text
- Give the answers.
- Help them eliminate the choice that is only
- Check and correct.
one aspect of the text.
- Elicit the answers from the sts.
- Check and correct.
- Expected answers:
The best title of the text is "A woman who did a Activity 4: Read the statements, decide
man's job. whether it is T, F or NG
Activity 4: Read the statements, decide - Wor in pairs to do the task.
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PERIOD 58
DATE OF PLANNING: 06/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Know how to express agreement and disagreement
- Discuss in pair and in groups about whether married women should pursue a career.
- Report the discussing result in front of the class.
2. Skills.
- To help learners get started with 4 skills in Unit 1
- Reading: Read about the topic Gender Equality
- Speaking: Exchange opinions about women’s going to work.
- Listening: Listen to to a conversation with new words, agreement and disagreement
among three characters.
- Writing: Write about advantages and disadvantages of women’s going to work.
3. Educational aims.
- To provide Ss some motivation.
- Students are more aware of the drawbacks of gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
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10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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…………………………………………….
…………………………………………….
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PERIOD 59
DATE OF PLANNING: 10/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- Describe a picture in their own language
- Learn more new words related to the topic
- Listen to a talk about gender equality in wages
- Listen for specific information and to fill in the gaps.
2. Skills.
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- To provide Ss some motivation
- Students are more aware of the importance of eliminating gender discrimination.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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money.
-WHILE
PreteachLISTENING
new words. -WHILE
PracticeLISTENING
new words
Activity 3: Activity 3:
- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read through the 6 - Read through the 6 statements to make
statements to make sure they sure they understand.
understand. - Work in pairs and identify the key
- Ask sts to work in pairs and identify the works in each statement.
key works in each statement.
- Explain the new words if needed. - Listen to the recording.
- Play the recording 2 times for sts to - Finish the task.
listen to and do the task. - Give the answers.
- Invite sts to give their anwers. - Check the answers with the T
- Play the recording again and pause at
the answers to check the sts’ answers.
- Possible answers:
Activity 4:
1. F 2. T 3. F 4. T 5. F 6.T
- Work in pairs to match the words/ phrases
Activity 4:
with its appropriate meaning
- Have Ss work in pairs to match the
- Guess the part of speech of the word given
POST LISTENING POST LISTENING
Activity 5: Activity 5:
- Explain the task’s requirement. - Listen to the T’s explaination.
- Get sts to read the 3 questions - Read the 3 questions carefully to make
carefully to make sure they understand. sure they understand.
- Ask sts to work in pairs and identify the - Work in pairs and identify the key
key works in each statement. works in each statement.
- Explain the new words if needed.
Play the recording 2 times for sts to
-4. Consolidation - Listen to the recording.
- Vocabulary related to the topic of Gender equality
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- Listening skills
5. Homework
- Vocabulary related to the topic of Gender equality
- Listening skills
- Do the task again
- Read Unit 5 - Writing at home
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PERIOD 60
DATE OF PLANNING: 11/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Know about the advantages and disadvantages of working mothers
- Students know how to add supporting ideas for these opinions.
- Arrange the information correctly.
- Write explanations for supporting ideas.
- Write a paragraph about the disadvantages of being a working mother.
2. Skills
- Writing: write a paragraph about Advantages and disadvantages of being a working mother.
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
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A B C D
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- When they finish, ask them to exchange it with a - Exchange it with a partner for
partner for peer comments/ correction. peer comments/ correction.
- Walk around and offer help if necessary.
- Alternatively, have students write the text at
4. Consolidation
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PERIOD 61
DATE OF PLANNING: 13/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Broaden their knowledge of the topic.
- Express their own ideas of gender equality in Vietnam.
- Practise speaking skills
- Reading a passage about gender equality in the UK and answer some questions.
2. Skills
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
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…………………………………………….
…………………………………………….
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PERIOD 62
DATE OF PLANNING: 17/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, students are able to:
- Read correctly words with stress on the first syllable and words with stress on the second
syllable.
- Review new words they have learnt in previous parts individually or in context.
- Practise passive voice with modal verbs.
2. Skills
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV.Stress
Procedures:
on the 1st syllable Stress on the 2nd syllable
1.Symbol, letter, healthcare Complete Infect,
Class organization:
Challenge,
Class income
Date of teachingsuggest Attendance
Workforce, army Improve, become
10A3 ……/ ……/ …….. ……/…….
10A5 ……/ ……/ …….. ……/…….
10A6 ……/ ……/ …….. ……/…….
10A8 ……/ ……/ …….. ……/…….
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VOCABULARY VOCABULARY
-The word in italics are among the most commonly - Work individually first to do the
used in the unit. Have students decide which words task then work in pairs to give the
best complete the sentences. answers.
- Alternatively, extend this activity by asking
students to make their own sentences with each of - Give the answers.
the words. - Check and correct the answers.
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7. Discrimination 7. Progress
GRAMMAR GRAMMAR
Activity 1 Activity 1
- Give time for the students to make their own choice. - Work individually first to do the
- Have them check in pairs, then with the whole task then work in pairs to give the
class to make sure they all have correct answers. answers.
- Expected answers: - Give the answers.
1. C 2. F 3. E 4. D 5. A 6. B - Check and correct the answers.
Activity 2
- Ask students to do this activity orally first, and Activity 2
then write down their answers. - Work individually first to do the
- Expected answers: task then work in pairs to give the
4. Consolidation
- Vocabulary related to the topic of Gender equality
5. Homework
- Vocabulary related to the topic of Gender equality
- Do the task again
- Read Unit 7 – Getting started.
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PERIOD 63
DATE OF PLANNING: 18/ 01/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- To help learners get started with some language items in Unit 7
- For vocabulary, that is words and phrases related to traditions,cultural characteristics and
superstions.
- For pronunciation, that is stress in two - syllable words
- For grammar, that is the comparative and superlative
2. Skills
- To help learners get started with 4 skills in Unit 7
- Reading: Read about supersitions in VietNam.
- Speaking: Exchange opinions about traditions and customs
- Listening: Listen to people talk about the wedding traditions of a small community in the USA.
- Writing: Write about the typical characteristics of the Vietnamese people.
3. Educational aims.
- To provide Ss some motivation.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3
Trang ……/ ……/
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10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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…………………………………………….
…………………………………………….
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PERIOD 64
DATE OF PLANNING: 30/ 01/ ...
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to traditions,cultural characteristics and
superstions.
- For pronunciation, that is stress in two syllable words
- For grammar, that is the comparative and superlative adjectives.
2. Skills
- Integrated and communicatice skills.
3. Educational aims.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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PRONUNCIATION PRONUNCIATION
1. Listen and repeat 1. Listen and repeat
- Play the recording and let Ss listen - Listen to the recording.
- Play it again with pauses for them to repeat - Listen and repeat.
each word
2. Listen to the sentences and practise saying 2. Listen to the sentences and
them loudly. practise saying them loudly.
- Ask Ss to read the word in rows paying
GRAMMAR - Read word in rows paying attention to
GRAMMAR
Activity 1 Activity 1
- Ask Ss to read through the six statements. - Work individually, read through
- Help them to understand the meaning of the 6 statements.
these statements. - Say whether they agree or disagree.
- Explain any words that Ss don’t know.
- Let sts express their ideas.
- Have sts focus on the ilatic words.
- Explain the grammar point: Comparative
and superlative adjective.
Activity 2
Activity 2
- Listen to the T’s explaination.
- Exlain the task requirement.
- Study the table individually.
- Have sts study the table.
- Work in pairs to do the task.
- Expalin new words if necessary.
- Give the answer.
- Let Ss work in pairs to give the answers
- Check and correct the answer.
- Asks Ss to give the reasons for their answers.
- Expected answer:
Ask them to give clues for their answers
1. Mr Smith’s wedding reception was more
expensive than Mr Long’s
2. Mr Smith was older than Mr Long when he
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4. Consolidation
- Words and phrases related to traditions,cultural characteristics and superstions, stress in two
syllable words and the comparative and superlative adjectives.
5. Homework:
- Do the task again
- Read Unit 7 – Reading at home
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PERIOD 65
DATE OF PLANNING: 01/ 02/ ...
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about traditions, cututal
characteristics and superstitions in Viet Nam.
- Discuss about the topic
- Answer comprehensive questions
2. Skills
- Scanning and skimmimg
- Guessing meanings in contexts.
3. Educational aims.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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PERIOD 66
DATE OF PLANNING: 02/ 02/ ...
I, Objectives.
1. Knowledge.
- Compare traditions and customs between two countries and discuss those in VN
- Give a mimi talk about some cultural aspects of VN.
2. Skills
- Speaking skills.
- Group and pair work.
- Presentation skill.
3. Educational aims.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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PERIOD 67
DATE OF PLANNING: 03/ 02/ ...
I, Objectives.
1. Knowledge.
- Information abut the wedding traditions of a small community in the USA.
2. Skills
- Listening for specific information.
- Group and pair work.
- Presentation skill.
3. Educational aims.
- Students understand more about the custom and traditional values in the USA as well as in
Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Have sts listen to the CD for the 1st time and - Listen to the CD for the 1st time and
try to note down the informationtht helps them try to note down the informationtht
check their answers. helps them check their answers.
- Ask sts to share with their friends to see whether - Share with their friends to see
they have the same answers or not. whether they have the same answers
- Let sts listen to the CD for the 2nd time and try or not.
to note down the information they did not - Listen to the CD for the 2nd time
understand the 1st time. and try to note down the information
- Elicit sts’ answers. they did not understand the 1st time.
- Check and correct the answers. - Give the answers.
- Expected answers: 1. F 2. F 3. T 4. T 5. T - Check and correct the answers.
Activity 3
- Ask sts to skim the given text, paying to the Activity 3
context around
AFTER the gaps, and predict the
YOU LISTEN - Skim the
AFTER YOUgiven text, paying to the
LISTEN
Activity 4 Activity 4
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information they have just listened to. have just listened to.
- Get sts to work in pairs to name the things they - Work in pairs to name the things
have learnt abt the Amish wedding customs and they have learnt abt the Amish
talk abt whether they find anything unusual or wedding customs and talk abt
intersting. whether they find anything unusual
4. Consolidation
- The wedding customs of the Amish community in the USA
5. Homework:
- Do the task again
- Read Unit 7 – Writing at home
…………………………………………….
…………………………………………….
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PERIOD 68
DATE OF PLANNING: 07/ 02/ ...
I, Objectives.
1. Knowledge.
- Typical characteristics of the Vietnamese people.
2. Skills
- Write a description paragraph.
- Group and pair work.
3. Educational aims.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Writing a short text/ paragraph about some characteristics of the Vietnamese people.
5. Homework:
- Do the task again
- Read Unit 7 – Communication and culture at home
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PERIOD 69
DATE OF PLANNING: 10/ 02/ ...
I, Objectives.
1. Knowledge.
- Gift-givingin the UK and the ideas of successin the USA and VN.
2. Skills
- Reading and Speaking skills.
- Group and pair work.
3. Educational aims.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Get sts to list some typical - List some typical characteristics
characteristics of Vietnamese people of Vietnamese people based on
based on their background knowledge. their background knowledge.
COMMUNICATION COMMUNICATION
Activity 1 Activity 1
- Ask the sts to read the text individually, and, for - Work individually o read the text and,
each occasion, highlight the similarities and for each occasion, highlight the
differences with the customs in VN. similarities and differences with the
- Have sts study the the sample conversation, customs in VN.
assisting them if necessary. - Study the the sample conversation
- Ask sts to work in pairs and role play a
conversation, using the information they have - Work in pairs and role play a
highlighted. conversation, using the information
they have highlighted.
- Call on some pairs at random to perform - Some pairs at random to perform
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…………………………………………….
…………………………………………….
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PERIOD 70
DATE OF PLANNING: 14/ 02/ ...
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 7
- To give them a chance to do a small project in which they can develop their speaking skills
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- Students understand more about the custom and traditional values in Viet Nam.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Play it again with pauses for them to repeat - Listen and repeat.
each word
- Expected answers: Ex’port Pro’test ‘contrast
Im’port Ob’ject
. Listen to the sentences and
2. Listen to the sentences and practise saying
practise saying them loudly.
them loudly. VOCABULARY VOCABULARY
- Ask Ss to work in pair ,read the sentences again - Firstly, work individually first to do
and do the task the tasks then work in pairs to
- Encourage Ss to exchange their answers compare the results with their partner.
with a partner to see if they understand the
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PERIOD 71
DATE OF PLANNING: 15/02 / ...
WRITTEN TEST
I, Objectives.
1. Knowledge.
- To test and mark the students
- To get feedback from the students
2. Skills.
- To help Ss develop their skills to do MCQ tests
3. Educational aims.
- To encourage Ss to work harder
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
2. Old lesson
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checking(Omitted) 3. New
lesson:
Testing contents
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A. Vietnamese people often ask 'How old are you?' when they meet someone for the first
time.
B. Vietnamese people always respect the elderly.
D. Vietnamese people ask questions about age, marriage, salary, etc to show their
friendliness.
Câu 24. Who should be served first during a meal in Vietnam?
A. the rich people B. the young people C. the poor people D. the old people
Câu 25. Why don't Vietnamese people open presents immediately?
A. Because they feel bored with opening a present.
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II, Listen again, then fill in each gap with NO MORE THAN THREE WORDS.
PERIOD 72
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I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
- To help learners get started with some language items in Unit 8
- For vocabulary, that is words and phrases related to electronic devices that can help us learn
- For pronunciation, that is stress in three - syllable adjective and verbs
- For grammar, that is defining and non-defining relative clauses
2. Skills
- To help learners get started with 4 skills in Unit 8
- Reading: Read about new ways to learn English.
- Speaking: Talking about how electronic devices can help us learn
- Listening: Listen to introduction on how to acess and use online English language materials
- Writing: Writing about the advantages of electronic devices as learning tools.
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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conversation. conversation.
WHILE TEACHING WHILE TEACHING
Activity 2 Activity 2
- Ask ss to work individually first then in pairs to - Work individually first then in
decide if the statements are true(T) or false (F), pairs to decide whether the
or not given (NG). tatements are true, false, or not
- Encourage ss to provide reason for their answers given.
- Check ss’ answers as a class and give
explanations if necessary - Give the answers.
- Expected answers: - Check and correct the answers.
1. F 2.F 3. NG 4. T 5. F 6. T
Activity 3
- Ask ss to refer back to the conversation to find Activity 3
the adjectives which describe the devices used as - Work individually first then in
learning tool pairs to find the adjectives which
- Have ss discuss their meaning with a partner. describe the devices used as learning
- Check ss’ answers as a class and give tool
explanations if necessary - Discuss their meaning.
- Expected
POST answers:
TEACHING POST TEACHING
Activity 4 Activity 4
- Ask Ss to do the task in pairs. - Work in pairs to do the task.
- Asks Ss to give the reasons for their answers. - Give the answer.
- Expected answer: - Check and correct the answer.
1.They are: smart phones, laptops and
tablets. 2.They have changed the way we
learn.
They use them to take photos or record their
4.3.Consolidation
- Words and phrases related to electronic devices that can help us learn
5. Homework:
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PERIOD 73
DATE OF PLANNING: 21/ 02/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can:
To help learners get started with some language items in Unit 8
- For vocabulary, that is words and phrases related to electronic devices that can help us learn
- For pronunciation, that is stress in three - syllable adjective and verbs
- For grammar, that is defining and non-defining relative clauses
2. Skills
- To help learners get started with 4 skills in Unit 8
- Reading: Read about new ways to learn English.
- Speaking: Talking about how electronic devices can help us learn
- Listening: Listen to introduction on how to acess and use online English language materials
- Writing: Writing about the advantages of electronic devices as learning tools.
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
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10A8 https://vndoc.com/ | Email
……/ ……/ ... hỗ trợ: hotro@vndoc.com
……/……. | Hotline: 024 2242 6188
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GRAMMAR GRAMMAR
- Have sts study the explanation “Do you - Listen to the T
know..?” on page 28. - Study the explanation “Do you
- Give further explaination if necessary. know..?” on page 28.
- Get sts to practice the exercises.
Acitvity 1 Acitvity 1
- Get sts to work in pairs to do the task. - Work in pairs to do the task.
- Ask some sts at random to give explaination. - Give the answers.
- Listen to the sts and give comments. - Check and correct the answers.
- Expected answers:
1.that 2. which 3. that 4. which 5. whose
These words are relative pronouns. They are used
in relative clauses to define or identify the nouns
preceeeding them /to introduce information about
the nouns before them
Defining relative clauses: 1,3,5
Non-defining relative clauses: Activity 2
2,4 Activity 2 - Work individually first then in pairs to
4. Consolidation
- Words and phrases related to electronic devices, stress in three - syllable adjective
and verbs defining and non-defining relative clauses
5. Homework:
- Do the tasks again
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PERIOD 74
DATE OF PLANNING: 23/ 02/ ...
I, Objectives.
1. Knowledge.
- Read for general ideas and specific information about new ways to learn English
- Discuss about the topic
- Answer comprehensive questions
2. Skills
- Scanning and skimmimg
- Guessing meanings in contexts.
3. Educational aims.
- Students can take full use of electronic devices for their learning.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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PERIOD 75
DATE OF PLANNING: 24/ 02/ ...
I. Objective.
1. Knowledge.
- Help sts find out their errors in the test so that they will not make mistakes the next time.
2. Skills.
- Develop sts’ ability to correct mistakes and errors.
3. Educational aims.
- Students have positve attitude towards learning.
II. Methods.
- Integrated, mainly communicative
III. Teaching aids.
- Teacher: tape, board, chalk, textbook, answer key.
- Students: textbook, workbook, pen, pencil….
IV. Procedures.
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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1. B
2. C
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3. C
4. A
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5. B
6. HALF THE SKY
7. TO WALK
8. 9.30 PM
4. Homework:
- Students redo the test and prepare for the next lesson.
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PERIOD 76
DATE OF PLANNING: 28/ 02/ ...
I, Objectives.
1. Knowledge.
- Talk about how electronic devices can help us learn.
- Discuss about the topic
2. Skills
- Speaking skills.
- Presentation skill.
3. Educational aims.
- Students can take full use of electronic devices for their learning.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Show some pictures of some electronic devices. - Look at the T’s pictures.
- Ask sts to name these devices. - Work in pairs, name the devices.
- Ask whether the sts own any of them and how - At random, answer to the T whether
they use it/ them for their learning. they own any of them and how they use
PRE – SPEAKING PRE – SPEAKING
Activity 1 Activity 1
- Write “go digital” on the board, explain the - Read through the arguments in favor
task requirement. of using electronic devices in learning
- Give ss time to read through the arguments in and match arguments 1-4 with
favor of using electronic devices in learning and explanation 1-d
match arguments 1-4 with explanation 1-d. - Work with a partner to do the task.
- Explain the new words if necessary.
- Let them work with a partner if they neeed
more help.
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PERIOD 77
DATE OF PLANNING: 01/ 03/ ...
I, Objectives.
1. Knowledge.
- Talk about how electronic devices can help us learn.
- Discuss about the topic
2. Skills
- Speaking skills.
- Presentation skill.
3. Educational aims.
- Students can take full use of electronic devices for their learning.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Write “triple E at the fingertips” on the board - Look at the board.
and ask ss to guess what it means - Work individually and guess the
- Show the picture and ask elicit their answers to meaning of the phrase: Triple E at the
the questions in the instruction. fingers.
BEFORE YOU LISTEN BEFORE YOU LISTEN
Activity 1 Activity 1
- Explain the task. - Listen to the T.
- Ask ss to read the statements and guess if - Read the statements and guess if they
they are true or false are true or false
- Explain if there are any new words .
- Give Vietnamese equivalents if necessary. - Listen to the recording twice and do
- Play the recordinsg and have ss do the activity the task.
- Check the
WHILE YOU answwers.
LISTEN - DoWHILE
the task individually,
YOU LISTEN then
Activity 2 Activity 2
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PERIOD 78
DATE OF PLANNING: 02/ 03/ ...
I, Objectives.
1. Knowledge.
- Talk about how electronic devices can help us learn.
- Discuss about the topic
2. Skills
- Speaking skills.
- Presentation skill.
3. Educational aims.
- Students can take full use of electronic devices for their learning.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Give ss time to read the text about the - Work individually to do the task,
advantages of using electronic devices in class. then work in pairs to compare the
- Get sts to read the text and learn the way of answers.
writing about advantages/disadvantages: - Give the answers.
- Have sts underline words/phrases the writer - Check and correct the answers.
use to link the ideas:
First of all
Second
WHILE WRITING WHILE WRITING
- Ask ss to read the sample again. - Read the sample again.
- Tell ss to write a draft first , then write a short - First, work individually to write the
text about the advantages of electronic devices in draft, then write a short text about the
learning. advantages of electronic devices in
POST WRITING POST WRITING
- Collect at random some sts’written work to - Pay attention to the T’s corrections.
correct in the class. - Take notes the common errors and
+ The organization. the T’s corrections.
+ The word choices and grammar.
4. Consolidation
- Words and phrases related to about new ways to learn English.
- The organization of a text about advantages and disadvantages.
5. Homework:
- Do the tasks again
- Learn by heart the new words.
- Prepare Unit 8- Communication and culture at home.
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PERIOD 79
DATE OF PLANNING: 02/ 03/ ...
I, Objectives.
1. Knowledge.
- Electronic devices in class – to use or not to use.
- US children learning with electronic devices.
2. Skills
- Reading and Speaking skills.
- Group and pair work.
3. Educational aims.
- Students are more aware of using electronic devices reasonably.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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- Ask the pairs to do the same job to make - Work in pairs, do the task.
their conversation.
- Remind the sts to use their explainations in Act 1.
- Go around to observe and give necessary
- Some pairs, at random, present
assistance.
their dialogue in class.
- At random, invite some pair of students to
present their dialogue in class.
Activity 3
- Listen to the sts and give comments.
- Listen to the T
Activity 3
- Work in groups of 4, do the task.
- Explain the task. CULTURE CULTURE
Activity 1 Activity 1
- Have ss read and answer questions in pairs - Work in pairs, do the task.
- Check ss’ answers as a class. - Give the answers.
- Expected answers: - Check the answers.
1. They use them to look up and store information
2. About 2 out of 5 have
3. They may help promote listening and
speaking abilityp improve their critical
thinking, reading, writing, and maths skills
5. They can be great educationl tools, but the
wrong use may cause very bad effects Activity 2
Activity 2 - Work in groups of 4 or 5.
- Have ss work in group of 4 or 5, talk about - Do as appointed.
4. Consolidation
- Words and phrases related to about new ways to the uses of personal electronic devices.
5. Homework:
- Do the tasks again
- Learn by heart the new words.
- Prepare Unit 8- Looking back and project at home.
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+ Put sts in 4 groups to prapare for the presentation on the topic Personal electronic devices in
class- to use or not to use.(2 groups For and the 2 others Against)
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PERIOD 80
DATE OF PLANNING: 10/ 03/ ...
I, Objectives.
1. Knowledge.
By the end of this unit, Ss can revise:
- For vocabulary, that is words and phrases related to electronic devices that can help us learn
- For pronunciation, that is stress in three - syllable adjective and verbs
- For grammar, that is defining and non-defining relative clauses
2. Skills
- Integrated skills, mainly reading skills and presentation skill.
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Play it again with pauses for them to repeat - Listen and repeat.
each word
- Expected answers:
Adjective, electric, effective, wonderful,
convenient Similar
Graduate, develop, contibue, consider,
dedicate, recommend
2. Listen to the sentences and
2. Listen to the sentences
VOCABULARYand practise saying VOCABULARY
Activity 1 Activity 1
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- Ask Ss to work in pair ,read the sentences again - Firstly, work individually first to do
and do the task the tasks then work in pairs to
- Encourage Ss to exchange their answers compare the results with their partner.
with a partner to see if they understand the
contexts ang mening of each sentence.
- Asks Ss to give the reasons for their answers. - Give the answer.
- Expected answer: - Check and correct the answer.
1.d 2.e 3.b 4.c 5.f 6. a
Activity 2 Activity 2
- Ask sts to work in pairs to do the task. - Work in pairs to do the task.
- Elicit the answers from the sts. - Give the answer.
- Check and correct the answers.
GRAMMAR - Check and correct the answer.
GRAMMAR
Activity 1 Activity 1
- Give time for the students to do the task - Work individually first to do the task
individually. then work in pairs to give the answers.
- Have them check in pairs, then with the whole - Give the answers.
class to make sure they all have correct answers. - Check and correct the answers.
- Expected answers:
1. which/that 2.who
3.which 4.whose
Activity 2
5.who/that 6. whose
- Work individually first to do the task
Activity 2
then work in pairs to give the answers.
- Ask students to do this activity orally first, and
PROJECT - Give the answers.
PROJECT
- Invite the representatives of the 4 groups to - 4 representatives of the 4 groups do
present their ideas. their presentation on the given topic.
Elicit comments from sts.
4.- Consolidation
- Words and phrases related to about using personal electronic devices in class.
- For pronunciation, that is stress in three - syllable adjective and verbs
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PERIOD 81
DATE OF PLANNING: 11/ 03/ ...
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 1, 2, 3
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- To encourage Ss to work harder
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A4 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 32
10A7 ……/ ……/ ... ……/ 40
10A8 ……/ ……/ ... ……/ 40
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- Play the recording and let Ss write down the - Listen to the recording, and write
words that they hear. down the words that they hear.
- Ask sts to write down the words on the board. - Ask sts to read aloud the words.
- Check and correct.
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PERIOD 82
DATE OF PLANNING: 12/ 03/ ...
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 1, 2, 3
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- To encourage Ss to work harder
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A4 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 32
10A7 ……/ ……/ ... ……/ 40
10A8 ……/ ……/ ... ……/ 40
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countries.
- After about 5 minutes, ask groups to choose one - Choose choose one
representatives to report the interview result to the representatives to report the
class. interview result to the class.
- Ask other students to give the comments and - Others give the comments and
decide which sts has the best answers. decide which sts has the best
Listening answers.
- Tell sts that they are going to listen to a text about Listening
how people greet each other. - Listen to the T
- Explain the task requirement.
- Play the recording 2 times for sts to listen and
do the task. - Listen to the recording and do the
- Get sts to work in pairs to do the listening task. task
- Ask sts to give the answers.
- Play the recording again and pause at the answers
for the sts to check whether their answers are - Give the answers
correct or not.
- Give the correct - Check and correct the answers
4. Consolidation
- Revise what Ss have learnt in unit 6, 7, 8.
5. Homework
- Redo activities at home and prepare for Unit 9 – Getting started.
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PERIOD 83
DATE OF PLANNING: 14/ 03/ .../ 03/ ...
I, Objectives.
1. Knowledge.
- To help learners get started with some language items in Unit 9
- For vocabulary, that is words and phrases related to environmental impacts that can help us
learn
- For pronunciation, that is stress in three – syllable nouns
- For grammar, that is reported speech
2. Skills
- To help learners get started with 4 skills in Unit 9
- Reading: Read for general ideas and specific information about threats to the natural
environment.
- Speaking: Talking about the environmental impacts of human activities.
- Listening: Listening for gist and specific information in a student’s talk on environmental
impacts.
- Writing: Writing about environmental problems and giving some practical advice on how to
preserve the environment.
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
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IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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-Playing the recording for Ss to listen and read - Listen to the recording and read
the conversation at the same time. the conversation quitely.
-Remind Ss not to worry about the unknown words
or grammar points,ACTIVITY
but try to work
2 out the general ACTIVITY 2
- Ask sts to work individually first to see the - Work individually first to see the
pictures and words then in pairs to label the pictures and words then in pairs to label
photos. the photos.
- Allow two minutes for the pairs to look up the - Look up the words and phrases
words and phrases in a dictionary to confirm their in a dictionary to confirm their
meaning. meaning.
- Check ss’ answers as a class and give - Gve the answers.
ACTIVITY 3 ACTIVITY 3
- Ask sts to work individually to check the - Work individually to check the
information, underline the key words in the information, underline the key words in
questions, and use them to scan for the relevant the questions, and use them to scan for
information in the conversation. the relevant information in the
- Get sts to work in pairs to compare the answers. conversation.
- Invite 3 sts, at random, to go to the board to - Work in pairs to compare the answers.
write down the answers. - Gve the answers.
- Check and correct the answers with the whole - Check and correct the answers.
class. - Note down the words in their
- Expected answers: notebooks.
1. He is writing a letter for the school newsletter.
2. The editor asked nam to write some practical
4. Consolidation
- Learners get started with some language items in Unit 9.
5. Homework
- Redo activities at home and prepare for Unit 9 – Language.
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PERIOD 84
DATE OF PLANNING: 17/ 03/ ...
I, Objectives.
1. Knowledge.
- For vocabulary, that is words and phrases related to enviromental impacts and preservation.
- For pronunciation, that is stress in three syllable nouns.
- For grammar, that is reported speech.
2. Skills
- Integrated and communicatice skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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3. New lesson:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
WARM UP WARM UP
- Ask students to list out the factors that pollute - Work in pairs.
the envoroment. - Discuss the T’s question.
- Let students work in pairs
VOCABULARY VOCABULARY
Activity 1 Activity 1
- Ask Ss to work individually first to do the tasks - Firstly, work individually first to do
then work in pairs to compare the results with the tasks then work in pairs to
their partner. compare the results with their partner.
- Give the answer.
- Asks Ss to give the reasons for their answers. - Check and correct the answer.
- Expected answer:
1. preserve 5. Greenhouse effect Activity 2
2. deforestation 6. Global warming - Firstly, work individually first to do
3. fossil fuels 7. depletion the tasks then work in pairs to
4. pollute 8. damage compare the results with their partner.
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- Expected answer:
1.protect 2. preservation 3. contaminate
4. consumption 5.deforest 6.pollute 7.deplete
Activity 3
Activity 3
- Ask Ss to work individually first to
- Ask Ss to work individually first to do the tasks
do the tasks then work in pairs to
then work in pairs to compare the results with
compare the results with their partner.
their partner.
- Play it again with pauses for them to repeat - Listen and repeat.
each word
2. Listen to the sentences and practise saying 2. Listen to the sentences and
them loudly. practise saying them loudly.
- Ask Ss to read the word in rows paying - Read word in rows paying attention to
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GRAMMAR GRAMMAR
Activity 1 Activity 1
- Ask Ss to read through the six statements. - Work individually, read through
the 6 statements.
- Let sts go back to the Getting started to - Go back to the Getting started to
check the information. check the information.
- Have sts compare the answers with their partner. - Compare the answers with their
- Check and correct the answers orally with some partner.
sts at random. - Check and correct the answers
- Expected answers: orally with the T.
Nam: 1,3,5 The editor:2 Nam’s father: 4,6
- Explain the grammar point; Reported speech
+ The opening(‘) and closing (‘) quotation marks - Listen to the T.
are needed for writing reported speech. - Take notes.
+ Verbs in reported speech usually go back one
tense, and impertaive verbs change to infinitive.
+ Say/ Tell can be used in reported speech, Say
does not need an object, but Tell does.
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PERIOD 85
DATE OF PLANNING: 18/ 03/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Identify different types of pollution.
- Understand the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially reading skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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PERIOD 86
DATE OF PLANNING: 21/ 03/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Talk about different types of pollution.
- Understand and talk the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially speaking skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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b. water pollution
c. air pollution
d. noise pollution
Activity 2
Activity 2
- Listen to the T
- Focus Ss’ attention on the instruction and the
- Work individually and read the text
table.
carefully before they complete the
- Ask them to work individually and read the
table.
text carefully before they complete the table.
Remind
-Types them to referconsequence
of pollution back to the reading text
Soil pollution Contaminated vegetation
and the decrease of soil
- Give the answers.
fertility leading to the
Noise pollution Human psychological - Check and correct the answers.
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PERIOD 87
DATE OF PLANNING: 22/ 03/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Talk about different types of pollution.
- Understand and talk the causes and negative effects of pollution on our enviroment and health.
2. Skills
- Integrated especially speaking skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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+ resulted + awareness
+ sewage WHILE YOU LISTEN WHILE YOU LISTEN
Activity 2 Activity 2
- Ask ss to read the words and instructions - Read the words and instructions
carefully individually. carefully individually.
- Ensure that they understand the task and - Listen to the recording and do the
vocabulary task individually first, then compare
- Play the recording once or twice again for ss the answer with a partner.
to do the task. - Give the answers.
- Ask ss to work with a partner about two - Check and correct the answer.
minutes to discuss the meaning of the words.
- Check answers as a class.
- Expected answers:
+ degraded + aquatic
+ resulted + awareness
Activity 3
+ sewage
- Read the instructions carefully and the
Activity 3
sentences 1-6.
- Ask ss to read the instructions carefully and
the sentences 1-6.
- Make sure that they understand the sentences.
- Listen to the recording and do the
- Provide help with the new words if necessary
task individually first, then compare
- Play the recording once or twice again for ss to
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PERIOD 88
DATE OF PLANNING: 23/ 03/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Talk about different types of pollution.
- Understand and the causes and negative effects of pollution on our enviroment and
health and suggest some measures to preserve the environment.
2. Skills
- Integrated especially writing skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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matching individually.
- Ask ss to compare the answers with a partner
first then ask some ss to read out loud their
- Give the answers.
answers to check as a class
- Check and correct the answers.
- Expected answers:
WHILE YOU WRITE WHILE YOU WRITE
Activity 3 Activity 3
- Give ss time to read the instructions and the - Read the instructions and the structure
structure of the model to make sure Ss can use it. of the model.
- Ask Ss to work in groups of 3 or 4 to select one - Work in groups of 3 or 4 to select one
of the natural resources and discuss the of the natural resources and discuss the
information in the table. information in the table.
- Encourage the groups to write complete - write complete sentences using
sentences using the information provided. the information provided.
AFTER YOU WRITE AFTER YOU WRITE
- Select one st’s writing to make model - Pay attention to the T’s correction.
4. Consolidation
- Words and phrases related to enviromental impacts and preservation.
- Identify different types of pollution.
- Understand the causes and negative effects of pollution on our enviroment and health.
5. Homework:
- Do the task again
- Read Unit 9 – Communication and culture at home.
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PERIOD 89
DATE OF PLANNING: 28/03/ ...
I, Objectives.
1. Knowledge.
- Improve comunicative skills in English.
- Get more knowledge about the World Wildlife Fund for Nature.
2. Skills
- Reading and Speaking skills.
- Group and pair work.
3. Educational aims.
- Students are more aware of the importance of preserving the environment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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CULTURE CULTURE
Activity 1 Activity 1
- Have Ss make predictions individually. - Do as appointed
- Check as a class - Answer the questions:
- Expected answers:
+ a panda
+ It comes from China
+ WWF is for World Wide Fund for
nature (Formerly World Wildlife Fund)
Activity 2
Activity 2
- Do as appointed
- Have ss read and answer questions in pairs
- Answer the questions:
- Check ss’ answers as a class
- Expected
answers: 1.in
1961
2.A none-government organization
3. Because it was the only giant panda, an
endangered species, in the Western world at the
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4. Consolidation
- Words and phrases related to enviromental impacts and preservation.
- Identify different types of pollution.
- Understand the causes and negative effects of pollution on our enviroment and health.
5. Homework:
- Do the task again.
- Read Unit 9 – Looking back and project at home.
- Divide class into 4 groups and ask each group to prepare their presentaion about the
environmental problems facing their the area in which their school is located.
+ Choose on type of pollution, causes and effects
+ Find some pictures/ photos to illustrate the problem.
+ Give some measures or suggestions to solve the problem.
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PERIOD 90
DATE OF PLANNING: 29/03/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson sts can revise:
- Stress in three syllble nouns.
- Reported speech.
- Words and phrases related to environmental impacts and preservation.
2. Skills
- Reading and Speaking skills.
- Group and pair work.
3. Educational aims.
- Students are more aware of the importance of preserving the environment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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VOCABULARY VOCABULARY
Vocabulary Vocabulary
Activity 1 Activity 1
- Have Ss read the instructions and the words in - Listen to the T.
the box.
- Tell them that these words are nouns or verbs.
- Encourage Ss to re-read Do you know…? On - Work individually to do the task,
page 40 to help them identify the class of the then compare the answers in pairs.
words - Give the answers.
- Check answers as a class. - Check and correct.
- Expected answers:
Verbs: preserve, protect, consume, emit,
deplete, erode
Activity 2
Nouns: animal, disposal, threat,
- Listen to the T.
energy….. Activity 2
- Work individually to do the task,
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GRAMMAR GRAMMAR
Activity 1 Activity 1
- Set ss a time limit and get ss to do the - Listen to the T.
activity individually
- Call on some ss to tell their answers
- Check ss’ answers. - Work individually to do the task,
- Expected answers: then compare the answers in pairs.
“All rubbish is killing fish and other sea - Give the answers.
creatures” “We can clean the beach together” - Check and correct.
“I will ask our friends and neighbors to come and
help us”
“I’m so happy to hear that, children”
“Protect yourselves from germs”
Activity 2
Activity 2:
- Listen to the T.
- Set ss a time limit and get ss to do the activity
- Work individually to do the task,
individually
then compare the answers in pairs.
- Call on some ss to write the answers on the board
- Give the answers.
Correct the mistakes
4.- Consolidation
- Words and phrases related to enviromental impacts and preservation.
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PERIOD 91
DATE OF PLANNING: 30/ 03/ ...
WRITTEN TEST
I, Objectives.
1. Knowledge.
- To test and mark the students
- To get feedback from the students
2. Skills.
- To help Ss develop their skills to do MCQ tests
3. Educational aims.
- To encourage Ss to work harder
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/ 38
10A5 ……/ ……/ ... ……/ 39
10A6 ……/ ……/ ... ……/ 40
10A7 ……/ ……/ ... ……/ 32
10A8 ……/ ……/ ... ……/ 40
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2. Old lesson
checking(Omitted) 3. New
lesson:
Testing contents
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Read the passage, then mark the letter A, B, C or D on your answersheet to indicate the correct
answers to the following questions.
We are all slowly destroying the earth. The seas and rivers are too dirty to swim in. There is so
much smoke in the air that it is unhealthy to live in many of the world's cities. In one well-
known city, for example, poisonous gases from cars pollute the air so much that traffic
policemen have to rear oxygen masks.
We have cut down so many trees that there are now vast areas of wasteland all over the world.
As a result, farmers in parts of Africa cannot grow enough to eat. In certain countries in Asia
there is too little rice. Moreover, we do not take enough care of the countryside. Wild animals
are quickly disappearing. For instance, tigers are rare in India now because we have killed too
many for them to survive. However, it isn't enough simply to talk about the problem. We must
act now before it is too late to do anything about it. Join us now. Save the Earth. This is too
important to ignore.
Câu 23. Smoke .
A. is full of the big cities B. is unhealthy to live in
C. causes a healthy life D. makes life in big cities difficult
Câu 24. Why do farmers in parts of Africa and Asia not grow enough to eat?
A. Because there are large areas of land that cannot be used.
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Mark the letter A, B, C or D on your answersheet to indicate the word whose stress
pattern is different from that of the others.
Câu 28. A. impressive B. dedicate C. belongs D.
construction Câu 29. A. theatre B. teacher C. promote
D. gender WRITING ( 3 QUESTIONS; 0,75 điểm)
Rewrite the following statements in the way that it remains the meanings as the
given ones. Câu 30: The student is from China. He sits next to me in the English class.
→……………………………………………………………………………………………..
Câu 31: “ My car has been stolen”, Mathew said.
→……………………………………………………………………………………………..
Câu 32: “ How much do you think it will cost?” he said to me.
→……………………………………………………………………………………………..
LISTENING ( 8 QUESTIONS; 2,0 điểm)
Task 1: Listen and number the events in the order you hear.
A, A camfire near a heap of leaves may easily cause a fores fire.
B, In late summer, fire is the greatest danger to foerest, and sometimes people are not
allowed to go into them.
C, All of us must care for our great forest and save them from fire.
D, It’s unpleasant thing to see a great forest fire.
E, A forest fire destroys valuable wood, wildlife and good soil.
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PERIOD 92
DATE OF PLANNING: 04/ 04/ ...
I, Objectives.
1. Knowledge.
- To help learners get started with some language items in Unit 9
- For vocabulary, that is words and phrases related to ecotourism.
- For pronunciation, that is stress more than three – syllable words.
- For grammar, that is conditional sentences.
2. Skills
- To help learners get started with 4 skills in Unit 10
- Reading: Read for general ideas and specific information about the benefits and
principle of ecotourism.
- Speaking: Talking about what tourists can do on an eco tour.
- Listening: Listening for gist and specific information about ecotourism.
- Writing: Writing a travel brochure promoting an eco tour.
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
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……/ ……/ ... hỗ trợ: hotro@vndoc.com
……/……. | Hotline: 024 2242 6188
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Activity 2 Activity 2
- Ask Ss to work in pairs and do the task - Work in pairs, do the task as appointed.
- Ask Ss to give the reasons for their answers - Give the answers.
- Elicit the answers from the sts. - Check and correct the answers.
- Check and correct the answers.
- Expected answers:
1. Because both Mr and Mrs Collins love nature.
2. Ecotuorism means travel to areas of natural or
ecological interest ro observe wildlife and learn
about the environment.
3. Tourists can see different kinds of animals
like crocodiles……, go scuba-diving….
4. They would have to pay 6,000 dollars for 2
people. Activity 3
5. A two percent discount. - Work individually to find the
Activity 3 conditional sentences in the
- Ask st to work individually to find the conversation, then work in pairs to
conditional sentences in the conversation, then compare the answers.
work in pairs to compare the answers. - Give the answers.
- Elicit the answers from the sts. - Check and correct the answers.
- Check and correct the answers.
- Expected answers:
+ If you also want to go on a camping safari,
you’ll need another three days
+
4. But if we could take the seven- day tour, how
Consolidation
- Learners get started with some language items in Unit 10.
5. Homework
- Redo activities at home and prepare for Unit 10 – Language.
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PERIOD 93
DATE OF PLANNING: 08/ 04/ ...
I, Objectives.
1. Knowledge.
By the and of the lesson, students will get knowledge on:
- words and phrases related to ecotourism.
- stress more than three – syllable words.
- conditional sentences.
2. Skills
- Intergrated skills
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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5. environmental 6. interested
PRONUNCIATION PRONUNCIATION
- Explain the rules to put stress on more than 3 - Listen to the T
syllable words. 1. Listen and repeat
1. Listen and repeat - Listen to the recording.
- Play the recording and let Ss listen
- Listen and repeat.
- Play it again with pauses for them to repeat
each word 2. Listen to the sentences and
2. Listen to the sentences and practise saying practise saying them loudly.
them loudly. - Read word in rows paying attention to
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GRAMMAR GRAMMAR
Activity 1 Activity 1
- Explain to the sts that conditional sentence type - Listen to the T’s explaination.
1 are used to describe present/ future activities or
events that are real/ very likely to happen.
- Form: - Note down.
If +S+V(present simple), S + will/may+Vnt
- Have sts work in pairs to do the exercise. - Work in pairs to do the exercise.
- Elicit sts’ answers. - Give the answers.
- Check and correct the answers. - Check and correct the answers.
- Expected answers:
1. leaves 2. will/may/might not get
3. fail 4. will/ may / might get
5. pay 6. will/ may / might eat
7. will call 8. will/ may / might go
Activity 2
Activity 2
- Listen to the T’s explaination.
- Have sts work individually first work to do the
- Work individually first work to do
exercise, then in pairs to compare the answers.
the exercise, then in pairs to
compare the answers.
- Give the answers.
- Elicit sts’ answers.
- Check and correct the answers.
- Check and correct the answers.
- Expected answers:
1. will be; fail
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PERIOD 94
DATE OF PLANNING: 09/ 04/ ...
I, Objectives.
1. Knowledge.
By the and of the lesson, students will get knowledge on:
- words and phrases related to ecotourism.
- get some information about Costa-rica
- talk about some positive and negative effects of ecotourism.
2. Skills
- Reading for specific and details.
3. Educational aims.
- To provide Ss some
motivation. II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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PERIOD 95
DATE OF PLANNING: 11/ 04/ ...
I. Objective.
1. Knowledge.
- Help sts find out their errors in the test so that they will not make mistakes the next time.
2. Skills.
- Develop sts’ ability to correct mistakes and errors.
3. Educational aims.
- Students have positve attitude towards learning.
II. Methods.
- Integrated, mainly communicative
III. Teaching aids.
- Teacher: tape, board, chalk, textbook, answer key.
- Students: textbook, workbook, pen, pencil….
IV. Procedures.
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ……/…….
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PERIOD 96
DATE OF PLANNING: 12/ 04/ ...
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Talk about what tourists can do on an eco tour.
- Understand and talk about the positive and negative effects of ecotourism on our enviroment.
2. Skills
- Integrated especially speaking skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
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- Correct some typcal mistakes in the - Listen to and take notes the
sts’
WHILEpronunciation.
SPEAKING T’s correction.
WHILE SPEAKING
Activity 2 Activity 2
- Explain the task. - Listen to the T’s explaination.
- Have sts keep working in pairs. - Work in pairs to do the task.
- May write the model conversation on the board.
- Ask the pairs to use the infrmation given on
page 52 to complete the model conversation to
make their own dialogue.
- Model conversation:
Student A: Hi,…….. Packing your bag? Are you
going somewhere?
Student B: Yeah. We’ve booked an eco
tour to…………….
A: Wow! What are you going to do and see
there? B: We can……………..
A: Sounds great!What else will you
do? B: If we have………………
A: Is there any place wuld you like to visit on
your tour?
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PERIOD 97
DATE OF PLANNING:
UNIT 10: ECOTOURISM SKILLS – LISTEING
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Get some useful information on ecotoursm activities in Mekong Delta.
2. Skills
- Listening for specific and detail information.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
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task.
- Get sts to compare the answer in pairs. - Compare the answerin pairs.
- Elicit the answers from the sts. - Give the answers.
- Check and correct the answer. - Check and correct the answer.
- Expected answer: a
Activity 2 Activity 2
- Explain the task. - Listen to the T
- Have sts read the questions carefully and - Read the questions individually
identify the key words. and identify the key words.
- Play the recording twice for sts to listen to and - Listen to the recording and do the task.
do the task.
- Get sts to compare the answer in pairs. - Compare the answerin pairs.
- Elicit the answers from the sts. - Give the answers.
- Check and correct the answer. - Check and correct the answer.
- Expected answers:
1. Tourists did not have many interesting activities
to do.
2. 100
3. 2005
4. They released small fish back to the
pond. 5. 300 Activity 2
Activity 3 - Listen to the T
- Explain the task. - Read the notes carefully and guess
- Have sts read the notes carefully and guess the missing words.
the missing words. - Listen to the recording and do the task.
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PERIOD 98
DATE OF PLANNING:
UNIT 10: ECOTOURISM SKILLS – WRITING
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
- Know how to design and make a travel brochure for an eco tour.
2. Skills
- Writing skills.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
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- Suggested answers: 1. c 2. e 3. d 4. a 5. f 6. b
WHILE WRITING WHILE WRITING
Activity 2 Activity 2
- This focus of this activity is on designing a - Listen to the T.
brochure. Ss can make a brochure by hand or with
the help of some software available in their
computer. - Work in 4 groups.
- Ss work in 4 groups and choose a destination
and design a brochure for it.
- Encourage Ss to look for some other travel
information (prices, duration of stay,
departure times…) and pictures about chosen
POST WRITING POST WRITING
Activity 3 Activity 3
- Invite the representatives of 4 groups to present - Present the groups’ work.
their work.
4. Consolidation
- Vocabulary related to ecotourism
- Know how to design and make a travel brochure for an eco tour.
5. Homework
- Vocabulary related to ecotourism
- Do the task again
- Read Unit 10 – Communication and culture at home
PERIOD 99
DATE OF PLANNING:
UNIT 10: ECOTOURSM COMMUNICATION AND
CULTURE
I, Objectives.
1. Knowledge.
By the end of the lesson, sts will be able to:
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- Get some useful information about some ecotourism problems in Viet Nam .
2. Skills
- Listening for specific and detail information.
3. Educational aims.
- Students understand more the importance of preserving the enviroment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
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COMMUNICATION COMMUNICATION
Activity 1 Activity 1
- Divide class into 4 groups. - Work in 4 groups.
- Ask groups to choose one place among: “Bach - Do the task as T’s instruction.
Ma National Park, Central Highlands, Can Gio
Biosphere Reserve, and the Mekong Delta” to
take notes soen information.
- Go around the class to observe and control
the activity.
- Present the groups’ work.
- Ask the groups to present the groups’ work.
- Give comment.
- Elicit comments from the other groups.
- Give final feedback.
Activity 2
Activity 2
CULTURE CULTURE
Activity 1 Activity 1
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- Suggested answers:
+ More efforts (such as producing educational
brochures and TV programs about ecotourism
need to be made to fully inform and educate tourist
on the environmental and social impacts of
ecotourism.
+
4. Moreover, there should be regulations and laws
Consolidation
- Vocabulary related to ecotourism
- How ecotourism can help to solve the environmental problems.
- Some positive and negative effects of ecotourism.
5. Homework
- Vocabulary related to ecotourism
- Do the task again
- Prepare for the semester consolidation.
PERIOD 103
DATE OF PLANNING: 9
(Đảo chương trình)
I, Objectives.
1. Knowledge.
* Help sts revise the grammar points, and vocabularies they have learnt from Unit 6 to Unit 10.
- Grammar points
+ The pasive voice with modals
+ Comparative and superlative adjectives
+ Articles
+ Relative clauses
+ Reported speech
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+ Conditional sentences
- Reading topics from Unit 6 to Unit 10.
2. Skills.
- Integrated skills.
3. Educational aims.
- Students have a good preparation for the coming exam and have positive attitude towards
learning.
- Check how sts understand and remember the lesson they learnt.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil….
IV. Procedures:
1. Class organization:
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4. Consolidation:
- Summarize the main points of the lesson.
5. Homework:
- Redo the exercises and prepare carefully for the 2nd semester test for the next lesson.
APPENDIX
I, Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from
the other three in the position of the primary stress in each of the following questions.
1/ A. biology B. understand C. overcome D. develop
2/ A. Atlantic B. paragraph C. Antarctic D.
contribute 3/ A. garlic B. manner C. bother
D. delete
4/ A. under B. offspring C. offer D. forget
5/ A. undersea B. attitude C. various D. exhausted
6/ A. offer B. insult C. baby D.
sparkling 7/ A. inhabit B. natural C. finally
D. evidence 8/ A. biodiversity B. carefully
C. television D. generously 9/ A.
complete B. reveal C. surface D. restrict
10/ A. indication B. understanding C. investigate D.
interaction
II, Read the following passage and mark the letter A, B, C, or D on your answer sheet to
indicate the correct answer to each of the following questions.
More than two hundred years ago, the term “environmental pollution” was quite strange to
people. They lived healthily, drank pure water, and breathed fresh air. In those days, industry
was not well-developed. Nowadays, the situation is quite different. The world today is faced
with many major threats. The most dangerous threat of all is war, and after the threat of war is
pollution. People all over the world are worried about things that are happening to the
environment. Actually it is man that is destroying the surroundings with many kinds of wastes
from the devices that make human lives more comfortable and convenient. Everybody knows
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that cars emit dangerous gases that cause poisonous air and cancer, but no one wants to travel
on foot or by bicycles. Manufactures know that wastes from factories make water and soil
polluted, but they do not want to spend a lot of their money on treating the wastes safely.
Scattering rubbish is bad for our health, but no one wants to spend time burying it. Is it worth
talking a lot about pollution?
1. More than two hundred years ago .
A. the environment was polluted as much as it is today.
B. people knew nothing about environmental pollution
C. air was polluted badly D. people were faced with pollution
2. In former days, people .
A. breathed fresh air, drank pure water and lived healthily
B. breathed polluted air, drank pure water and lived healthily
C. lived in the polluted environment
D. were worried about pollution
3. The most dangerous threat that the world is faced with is .
A. pollution B. water C. war D. air
4. Everybody knows that cars emit dangerous gases .
A. so they do not travel by car any longer B. so they prefer travelling by bicycle
C. but they still prefer travelling by car D. they no longer use cars
5. Factory owners .
A. know nothing about pollution
B. have no awareness of pollution
C. treat wastes from their factories safely
D. do not want to spend money on treating the wastes safely
III, Read the following passage and mark the letter A, B, C or D on your answer sheet to
indicate the correct word or phrase that best fitseach of the numbered blanks.
As an ecotourism site, it can (1)………….tourists with beautiful landscape in the biosphere
reserve. Tourists can trace (2)………….animals and watch them hunting their (3)…………..at
night. Also, they can go (4)…………along Dong Nai River to Bau Sau to view peacocks’
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graceful dances. At present more and more visitors come to Nam Cat Tien National Park on
their ecotour. Thanks to this, the economy in the local area is flourishing. This
(5)…………local authorities more interested in developing this kind of tourism.
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12. The number on those houses in this apartment aren’t clearly numbered, therefore I find it
difficult to find my cousin’s house.
VI, Select the word(s) which is closest in meaning to the bolded and underlined word(s) in
each of the following sentence:
1/ To conserve electricity, we are cutting down on our central heating.
A. protect B. hold C. make D. do
2/ The loss of much forest is destroying Earth’s plant and animal variety.
A. consuming B. demolishing C. erasing D.
removing 3/ The loss of much forest is destroying Earth’s plant and
animal variety.
A. change B. kind C. type D. collection
4/ This is especially worrying when there are about 3,000 plants with values as medicines
against cancer, AIDS, heart disease and many other sicknesses.
A. well B. suddenly C. particularly D. highly
5/ This is especially worrying when there are about 3,000 plants with values as medicines
against cancer, AIDS, heart disease and many other sicknesses.
A. annoying B. hurting C. caring D. fearing
6/ This is especially worrying when there are about 3,000 plants with values as medicines
against cancer, AIDS, heart disease and many other sicknesses.
A. illness B. disorder C. derangement D.
derangement 7/ Man and most animals need a constant supply of
water to live.
A. uniform B. changeless C. true D. steady
8/ Without plants, most water would run off as soon as it falls, taking away valuable soil.
A. costly B. estimable C. cherished D. admirable
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9/ But we can stop adding the problem while scientists search for answers, and laws are passed
in nature’s defense.
A. frisk B. rifle C. track D. examine
10/ Each year about fifty hundred species of plants and animals are already being eliminated.
A. dropped B. removed C. kicked D. tossed
VII, Select the word(s) which is opposite in meaning to the bolded and underlined
word(s) in each of the following sentence:
1/ I'm not being lazy - I'm just conserving my energy for later.
A. using up B. shooting off C. going out D. throwing away
2/ This is especially worrying when there are about 3,000 plants with value as medicines
against cancer, AIDS, heart disease and many other sicknesses.
A. unimportantly B. normally C. balefully D.
infamously 3/ We may never know the true cost of this destruction.
A. imaginary B. dishonest C. unlawful D.
disloyal 4/ Man and most animals need a constant supply of
water to live.
A. fitful B. faithless C. uncertain D. weak
5/ Rapid run-off would cause frequent floods and leave little water during fry seasons.
A. Bad B. Weak C. Slow D. Ugly
6/ Rapid run-off would cause frequent floods and leave little water during fry seasons.
A. sometimes B. unusual C. irregular D.
little 7/ The earth is being threatened and the future looks bad.
A. done B. made C. defended D.
varied 8/ We cannot clean up our polluted rivers and seas
overnight.
A. cleared B. purified C. honored D.
respected 9/ We can do something to save the earth.
A. waste B. kick C. shoot D. throw
10/ At times, this can be risky, and the keepers have been injured and one has been killed.
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2. Old lesson
checking.( Omitting ) 3. New
lesson:
CONTENT OF THE TEST
(See in attackment)
4. Homework:
- Students redo the test and prepare for the next lesson.
PERIOD 105
Date of planning:
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1. Class organization:
Class Date of teaching Attendance
10A3 ……/ ……/ ... ……/…….
10A5 ……/ ……/ ... ……/…….
10A6 ……/ ……/ ... ……/…….
10A7 ……/ ……/ ... ……/…….
10A8 ……/ ……/ ... ……/…….
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- Students redo the test and prepare for the next lesson.
PERIOD 100
DATE OF PLANNING:
I, Objectives.
1. Knowledge.
By the end of the lesson sts can revise:
- Stress in more than three syllble words.
- Conditional sentencs type 1 and 2.
- Words and phrases related to ecotourism.
2. Skills
- Reading and Speaking skills.
- Group and pair work.
3. Educational aims.
- Students are more aware of the importance of preserving the environment.
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
Class Date of teaching Attendance
10A3 ……/ 38
10A5 ……/ 39
10A6 ……/ 40
10A7 ……/ 32
10A8 ……/ 40
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Vocabulary Activity 1
Activity 1 - Listen to the T.
- Ask ss to work individually to do the task, then - Work individually to do the task,
compare the answers in pairs. then compare the answers in pairs.
- Give the answers.
- Check ss’ answers. - Check and correct.
- Expected answers:
1.conservation
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GRAMMAR GRAMMAR
Activity 1 Activity 1
- Set ss a time limit and get ss to do the - Listen to the T.
activity individually
- Call on some ss to tell their answers
- Check ss’ answers. - Work individually to do the task,
- Possible answers: then compare the answers in pairs.
3. If I miss the lesson, I will not do the test well. - Give the answers.
4. If I do not do the test well, I will feel very sad. - Check and correct.
5. If I feel very sad, I will not go to the gym.
6. If I go to the gym, I can keep fit.
7. If I can keep fit, I will look attractive.
8. If I look attractive, I will be very happy.
Activity 2
Activity 2:
- Listen to the T.
- Set ss a time limit and get ss to do the activity
- Work individually to do the task,
individually
then compare the answers in pairs.
- Call on some ss to write the answers on the board
- Give the answers.
- Correct the mistakes
- Check and correct.
- Expected answers:
1. If I could swim, I would go…
2. If I had som holidays, I could go….you.
3. If sue had Tony’s…., she could send…..
4. If there were some eggs in the fridge now, I
could make….you.
5. If Phong had enough money, he would
4.travel abroad.
Consolidation
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- Words and phrases related to ecotourism, positive and negtive effects of ecotourism to
the environment.
- Identify stress pattern in more than 3 syllable words.
5. Homework:
- Do the task again.
- Prepare for Review 4(Vocabulary, Grammar and Pronunciation).
PERIOD 101
DATE OF PLANNING:
REVIEW 9, 10 (LESSON 1)
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 9, and 10.
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- To encourage Ss to work harder
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization
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Pronunciation Pronunciatio
Activity 3 n Activity 3
- Explain the task requirement. - Listen to the T
- Get sts to work individually first to do the task, - Firstly, work individually first to do
then work in pairs to compare the answers. the task, then work in pairs to
- Ask sts to give the answers. compare the answers.
- Check and correct the answers. - Give the answers.
- Expected answers. - Check and correct the answers.
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5. Homework
- Redo activities at home and prepare for the rest of the Review.
PERIOD 102
DATE OF PLANNING:
REVIEW 9, 10 (LESSON 2)
I, Objectives.
1. Knowledge.
- To help students revise what they have learned in unit 4, and 5.
- To give them a chance to practice
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Educational aims.
- To encourage Ss to work harder
- To provide Ss some motivation
II, Methods.
- Integrated, mainly communicative.
III, Teaching aids.
- Teacher: tape, board, chalk, textbook, cassette.
- Students: textbook, workbook, pen, pencil…
IV. Procedures:
1. Class organization:
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SKILLS SKILLS
Reading Reading
Activity 1 Activity 1
- Ask sts to read the text carefully to find the words - Firstly, work individually first to
first, then work in pairs to compare the answers. read the taex and find the words,
- Ask sts to give the answers. then work in pairs to compare the
- Check and correct the answers. answers.
- Expected answers. - Give the answers.
1. landfills 2. Bury 3. Skin cancer - Check and correct the answers.
4. exhaust gases 5. Treat
Activity 2
- Ask sts to read the text again, then work in pairs Activity 2
to do the task. - Work in pairs to do the task.
- Go around to observe and control the activity. - Give the answers.
- Ask sts to give the answers. - Check and correct the answers.
- Check and correct the answers.
- Expected answers.
Linda landfills Do more recycle
Jenny The depletion/ Drive
less thinning of the
ozone layer
Kate Water pollution Treat all waste
more carefully
Speaking Speaking
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- Get sts to work in pairs, take turns asking and - Work in pairs, take turns asking
answering questions about one of the ecotourism and answering questions about
destinations in VN. one of the ecotourism destinations
- Go around to observe and control the activity. in VN.
- After about 5 minutes, ask some pairs to present - Some pairs present their
their conversation in class. conversation.
- Ask other students to give the comments and give - Others give the comments.
final feedback. - Liaten to the T
Listening
- Tell sts that they are going to listen to a talk about Listening
Cuc Phuong national park. - Listen to the T
- Explain the task requirement.
- Play the recording 2 times for sts to listen and
do the task. - Listen to the recording and do the
- Get sts to work in pairs to do the listening task. task
- Ask sts to give the answers.
- Play the recording again and pause at the answers
for the sts to check whether their answers are - Give the answers
correct or not.
- Give the correct answers. - Check and correct the answers
1. 135 2. Tourists and scientists
3. 2.000; 450 4. Most impressive 5.
1.000 Writing
Writing
- Explain the task.
- Listen to the T
- Ask sts to use the information given on page to do
their writing.
- Give some more instructions:
* The organization of the paragraph.
+ Topic sentence
4. Consolidation
- Revise what Ss have learnt in unit 4, and 5.
5. Homework
- Redo activities at home
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