Giáo án TIếng Anh 12 (cơ bản)

Nội dung text: Giáo án TIếng Anh 12 (cơ bản)

1. Eg1: I missed the flight because I didn’t hurry. Eg 2: The game was delayed because the weather was bad. Formula: Because + S + V + ob Exercise 1: Combine the following sentences, using “ because “ 1. Cigarretts are bad for health. I quit smoking. 2. She was ill. She couldn’t go to work. 3. It rained heavily. I stayed at home. 4. He didn’t have enough money. He couldn’t buy that house. Keys: 1. I quit smoking because cagarettes are bad for health. 2. She couldn’t go to work because she was ill. 3. I stayed at home because it rained heavily. 4. He couldn’t buy that house because he didn’t have enough money. 2. Because of: Eg 1: He was punnished because of his laziness. Eg 2: Everybody likes him because of his kindness. Formula: Because of +N / Ving. thường diễn tả lý do, nguyên nhân. Exercise 2: Rewrite the following sentences, using ( because of ) instead of (because). 1. We couldn’t go camping yesterday because the weather was not fine. 2. Because he was poor, he could not go to college. 3. He didn’t understand the lesson because he was absent from class yesterday. 4. We learn English because it is important. Keys: 1. We couldn’t go camping because of bad weather. 2. He could not go to college because of his poverty ( being poor ) 3. He didn’t understand the lesson because of his absence. 4. We learn English because of its importance. 3. Although, though, even though : (Mặc dù)Dùng trong câu mang tính chất tương phản Eg: Although he works hard, he didn’t have much money. Or: He doesn’t get good marks although he learns very hard. Formula: Although + S + V + ob 4. In spite of ( despite ) Eg: Inspite of working hard, he doesn’t earn much money. Formula: In spite of/ Despite + N / Ving Exercise 3: Finish each of the following sentences in such a way that it means as the same as the sentence printed before it. 1. Although he took a taxi, Bill still arrived late for the concert.  Inspite 2. In spite of his suffering from a bad cold, William still went to school.  Although 3. In spite of his age, Mr Benson runs four miles before breakfast.  4. Although he didn’t speak Dutch, Bob decided to settle in Amsterdam  In spite . 5. Because of the rough sea, the ferry couldn’t sail.  Because Keys: 1. Inspite of having taken a taxi, Bill still arrived late for the concert. Page 102
2. 2. Although William had a bad cold, he still went to school. 3. Although he was old, Mr Bension runs four miles before breakfast. 4. In spite of not speaking Dutch, Bob decided to settle in Amsterdam. 5. Because the sea was rough, the ferry couldn’t sail. IV. Sumary: * Evaluation Date of preparing: 25th November, 2008. Tiết số 47 Review lesson 4 - conditional sentences 1. Objectives: By the end of the lesson sts will be able to use and correct exercises related conditional sentences. 2. Teaching aids: Handouts, textbooks 3. Procedure: A. Organisation: Warm - up Brainstorming: Match the first and the second parts of the conditional sentences below. Page 103
3. - T. uses the handouts for sts to work in groups. 1. If you keep pulling the cat’s tail, a/ they would have sent me to London. 2. Unless the taxi arrives soon, b/ he’d look much smarter. 3. If his hair weren’t so long, c/ she’ll scatch you. 4. we would buy the house of our dream d/ if I’d known you were arriving today. 5. If my parents had had more money, e/ we’ll be late for the flight. 6. I could have met you at the airport f/ if we won the lottery. New lesson a) Presentation. - T. checks sts’ answers and gives feedback, and then T. lead to the lesson. Answers: 1 - c 2 - e 3 - b 4 - f 5 - a 6 - d  Conditional sentences: 1. Real situations: Present + will Eg: Here we think that the outcome is really possible. If you keep driving like that, you will have an accident. 2. Hypothetical situations: past + would Eg: These are imaginary situations. If I knew the answer, I would tell you. The verb be usually takes the form were for all persons in these sentences. If I were you I would tell her the truth. 3. Hypothetical past situations: past perfect + would have past participle. Eg: These refer to past events If I had known your address, I would have written to you. Note: with modals. a/ if you get wet, you should change your clothes at once. - if you come early, we can discuss the problem togther. b/ if I had the money, I could help you. c/ if you hadn’t reminded me, I might have forgotten. 4. if only: This adds emphasis to hypothetical situations. With past events it adds a sense of regret. The second past of the sentence is often left out. If only I had enough time. If only I hadn’t driven so carelessly. 5. Unless = if not 6. Past events with results in the present: past perfect + would. Eg: If Jim hadn’t stayed up late, he wouldn’t feel sleepy now. 7. were to Eg: This also makes an event seem more hypothetical. If she were to speak well, she would find a good job (if she spoke well ) 8. if it were not for /if it had not been for = but for. Eg: This describes how one event depends on another. If it weren’t for her money, we wouldn’t buy this house. Page 104
4. (but for her money ) 9. Others ways of making a conditional sentence. - supposing that/ as long as / providing that / otherwise / b) Practice. - T. gives out the handouts for sts to practice and complete individually and then they compare with their partners Exercise 1: Put each verb in brackets into a right tense Eg: If I (be) you, I ( not do) like that:  were / wouldn’t do Exercise 2: Rewrite each sentence so that it contains the word in capitals. Eg: We won’t go away if the weather is bad: UNLESS.  Unless the weather is bad, we will go away. Exercise 3: Multiple choice. - T. asks sts to retell their answers, T. calls on some sts to comment on the answers. - T. checks and corrects with the whole class, gives feedback. Homework - T. guides sts to prepare for the first term test. * Comments: Date of preparing: 1st December, 2008. Tiết số 48 The first term test (45 minutes) I. Aims of the test: - Check Sts’ understanding about the topic: future jobs, economic reforms - Sts can uses the tense forms and the structures to do the test. - Checking the vocabularies, structures, and pronunciation. II. Organization. : III. Questions: Chú ý: Thí sinh trả lời ngay vào đề thi này. Nếu viết sai phải gạch bỏ rồi viết lại. Question 1: Which underlined letters has different pronunciation from the others . 1. A. page B. game C. go D. gift 2. A. count B. amount C. moutain D. course 3. A. garbage B. message C. page D. luggage 4. A. accident B. jazz C. watch D. stamp 5. A. gas B. garden C. giant D. gain Question 3: Choose the best answer . Page 105
5. 6. After he won the lottery, he didn’t know what to do next. A. for B. the C. about D. - 7. He takes a great interest community activities. A. at B. for C. about D. in 8. Smoke from cigarettes is A. unharm B. harm C. harmful D. harmless 9. My father told me he up smoking. A. gives B. has given C. giving D. had given 10. Teacher, are we expected to learn all the new words heart. A. by B. in C. at D.to 11. Everyone has to prepare the report A. themselves B. ourselves C. itself D. yourself 12.The lecture was not only interesting but instructive A. so too B. as well C. well D. as too 13. The boss often has his secretary the letters. A. type B. to type C. typed D. typing 14. He's even worse than his sister maths. A. with B. at C. in D. for 15. He arrived at the hotel with only luggage. A. little B. a little C. few D. a few 16. He never goes out alone because he is ghost. A. good at B. famous for C. accustomed to D. afraid of 17. He was the first man left the burning house. A. when B. whom C. which D. that 18. Quảng Ninh is very coal. A. of rich in B. richness of C. rich in D. getting rich in 19. The manager decided to with the plan although he was in difficulties. A. go out B. go over C. go away D. go ahead 20. When we boil water, it A. vaporizes B. melts C. disappears D. freezes 21. It is time to domestic violence. A. give way to B. give play to C. put a stop to D. pay a visit to 22. August 13th is a day was chosen to be International Left-handers’ Day. A. when B. on which C. which D. on when 23. Jamie was excited to sit still for long. A. so B. much C. to D. such 24. You can use my bike you bring it back tomorrow. A. in spite of B. although C. as long as D. nevertheses 25 shopping at the supermarket. A. Never have I gone B. Never I have gone C. Never have gone I D. All are correct 26. Up to now, we the problems yet. A. haven't solved B. are not solving C. hadn't solved D. will not have solved 27. Of the five students, Mary is A. more intelligent B. the more intelligent C. most intelligent D. the most intelligent 28. My nephew is lonely. He would be happier if he had someone A. that he could play with B. whom he could play with C. to play with D. all are correct 29. By the time the ambulance approached, the old man A. had died B. dies C. died D. would die 30. He was offered the job he had no experience A. even though B. however C. despite D. while 31. Hạ Long is one of most beautiful Bay in the world. A. the/a B. the/the C. no article/ the D. no article/a Question 3: Read the passage carefully and then choose the best answer below. Valentine’s Day around the world Italy Page 106
6. There is a custom in Italty for young couples to get engaged on Valentine’s Day. Some shops sell baskets and cups which are filled with sweets nad tied with ribbons. The young lovers offer these to each other as a sign of their love. Korea On February 14 many young women give sweets to their boyfriends, and on March 14 their boyfriends buy them chocolate. However, the young people who do not have a girlfriend or boyfriend can celebrate their own day on April 14. On this special day, called “Black Day”, these young people sit with their friends, who are in the same situation, and eat jajang noodles, which are black. This ensures that everyone has a day to celebarate. United States of America Most people in United States take Valentine’s Day as an opportunity to express their feelings towards their loved one or to offer the hand of friendship to others. However, it is popular these days to send an “anti- Valentine” card. These cards either have insulting message (to the person you hate) or say goodbye (to your current partner). If you receive a card with the message C-Ya! (See you), it means your boyfriend or girlfriend want to end your relationship. 32. In Italy, people often anounce their Valentine’s Day. A. engagement B. love C. marriage D. secrets 33. Every year, Koreans celebrate Valentine’s Day. A. three B. one C. four D. two 34. “Black Day” is the Valentine’s Day for A. single people B. friends C. lovers D. everyone 35. According to the passage, Valentine’s Day in the United States is NOT an opportunity to A. ask for help from your friends B. show your friends how much you appreciate them C. end your relationship with your current partner. D. show your partner how much you love him/her 36. If someone receives the C-Ya! Card on Valentine’s Day, it means that his/her partner wants to A. see him/her again the next day C. end their arguments B. stop going out with him/her D. meet him/her again right now Question 4: Rewrite the sentences using the suggestions. 37 - 38. I think John should know the answer  I want 39 - 40. She didn't take notice of what her teacher said.  She paid * Comments: Date of preparing: 4th December, 2008. Tiết số 49 Unit 8:Life in the future Lesson 1: Reading I. Objectives: By the end of the lesson Ss will be able to develop their reading skill through + Guessing meaning from the context + Deciding on True or False statements + Passage comprehension + Express their ideas about advantages and disadvantages of using technology. II. Materials: Book, handout, pictures . III. Procedures: Work Time Steps arrangement I. Warmer Page 107
7. -T. ask Ss to look at the 2 pictures (Page 84-textbook) 5' to elicit: +Where are they? Whole class +Do you think life will be better in the future? -Ask Ss to brainstorm: What might happen in the future? Individual work Life in the future 10’ II. Pre-reading * Pre-teach vocabulary + terrorism(n) + to wipe out = destroy Whole class + optimistic(adj) * T/F prediction Give some T/F statements and ask Ss to predict 1.The whole world will experience a period of economic Individual depression 2. According to optimists: In the future people will be living in much cleaner environment and eating healthier foods 3. Robots will do most of the work at home 4. It is not out responsibility to contribute to bettering our own lives III. While -reading 17’ 1.Task 1: Checking T/F statements Ask Ss to read the text and check whether the predictions are T or F Individual 2. Task 1(text book):Matching - T. gives handouts to the Ss - Ask them to read handouts carefully. - Ask them to work in pairs and match the new words with their meaning. Hand out: Pair work and Group work A B Page 108
8. 1.People who always expect bad a.be wiped out things to happen 2.People who always expect good b.economic things to happen depression 3.A period when there’s little c.Space shuttle economic activity and many people are poor or without job 4.The use of violent action in order to d.terrorism achieve political aims or to force a government to act 5.Be destroyed or remove completely e.pessimiss 6. Spacecraft designed to be used fot f. optimists 10’ travelling between the earth and a space station * Key: Group work 1e 2f 3b 4d 5a 6c IV. Post reading - Ask them to close the textbook - Ask them to look at the diagram and fill the information in it. Optimists Pesstimists 3’ - Ask them to work in 2 groups Each member of each group goes to the board and Whole class write things will happen in future according to optimists and pesstimisrs. - T. checks and gives feedback V. Homework - Ask them to write a short paragraph about the life in the future * Comments: Date of preparing: 6th December, 2008. Tiết số 50 Unit 8:Life in the future Lesson 2: Reading (cont) I. Aims - To help students continue to improve their reading skills: scanning and skimming, guessing the meaning of words in context. II. Aids - English textbook for students - English textbook for teachers - Pictures Page 109
9. III. Procedures Stages Teacher’s activities Students’ activities Pre- - Ask students to look at the - Look at the picture and answer reading picture, page 80 and ask: the questions: (4 min.) What are the people going to do? They are going to fly. Does it look like a normal airplane? No How is it different? It looks more modern than a normal Do you think that life in the future will airplane. It has no wings. be like this? Yes, - Introduce the lesson No, - Ask students to look at the questions in Before you read, page Possible answers 80, Working in pairs to discuss the S1: Do you think life will be better in question in Before you read: the future? S2: Yes 1. Do you think life will be better in the S1: Why? future? Why/ Why not? S2: Because of the development of 2. List three things that might happen in science and technology. the future. S1: List three things that might happen - Call a pair to report their in the future discussion S2: I think in the future, people can live in the Mar, people will be healthy without any diseases, and they can travel by plane to work everyday. While- - Teach some new words: ask reading students whether they know the - Give Vietnamese equivalents (30 min.) words, if they do not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding - Corporation(n): a large business - Corporation(n): doanh company nghiệp - Chore(n): a job that is not interesting - Chore(n): chuyện vặt but that you must do - Burden(n): something that is heavy - Burden(n): gánh nặng and difficult to carry - Influence(v): to have an effect on or - Influence(v): ảnh hưởng power over sb/sth so that he/she/it changes - Methane(n): a gas without color or - Methane(n): chất metan smell, that burns easily and that we can use to produce heat - Responsibility(n): a duty to deal with - Responsibility(n): trách nhiệm sth so that it is your fault if sth goes wrong - Read the words - Let the whole class read the new words twice or three times. - Read the passage in silence - Call 2-3 students to read new words again. - Do task 2 in groups Page 110
10. - Check students’ understanding of the words by asking them to give - Answer the questions Task 2 the Vietnamese equivalents - Let the whole class read the new words twice or three times. - Call 2-3 students to read new words again - Ask students to do task 2 in groups: Answer the questions according to the passage. - Go around to supervise students if necessary. - Ask representatives of groups to answer the questions. If students’ 1. Many large corporations will be wiped answers are right, repeat them, if out and millions of jobs will be lost. not, give the right answers. 2. The security of the earth will be threatened by terrorism, as terrorist 1. What will happen in an groups will become more powerful and economic depression? more dangerous. 2. Why, according to pessimist, 3. People will be living in much cleaner will security of the earth be environment, breathing fresher air and threatened? eating healthier foods. They will also be 3. What will life be in the future, better looked after by a modern medical system. Domestic chores will no longer according to optimists? be a burden thanks to the interventions 4. What are the most important of labor- saving devices. factors that will bring about 4. They are developments in micro dramatic changes in different technology- computer and aspects of out lives? telecommunication Task 3 - If students’ answers are right, - Do the Task in pairs. repeat them, if not, give the right answers. - Ask students to do After you 1. Work: factories will be run by read in pairs: robots, offices will go Scan the text to find information to electronic, many people will complete the note. work from home. - Go around to supervise them. 2. Travel: travel by space shuttle Note down the serious and very fast, at 15000 kms per common mistakes hour; cars could run on - Call some pairs to read their electricity or methane gas and note. fitted with computers. - If students’ answers are right, repeat them, if not, give the right answers Post- - Ask students to do After you - Do After you read in groups reading read in groups Page 111
11. (10min.) What are the advantages of Advantages: save labor, do robots? difficult jobs so that men have more time to enjoy life or do more What are the disadvantages of creative work. robots? Disadvantages: replace human (write the answers on the board) beings in many fields so many - Go around to supervise them. people will lose their jobs or go Note down serious and common jobless mistakes. - Ask one group to report what - Report what they have discussed Home they have discussed work - Give feedback and correct some - Listen to the feedback and (1 min) serious or common mistakes. correct their mistakes - Read the passage again - Emphasize words and structures - Listen to the teacher and note in the passage down * Comments: Date of preparing: 11th December, 2008. Tiết số 51 UNIT 8: LIFE IN THE FUTURE Lesson 3: Speaking Aim : By the end of the lesson Ss will be able to talk about life in the future. Materials: Textbook , handouts Procedure Time Teacher’s activities Students’ activities I/ Warmer Listen and answer 3’ Ask and answer T’s Qs - T. gives some questions and ask Sts to answer Page 112
12. 1. Do you think we have car running on sea water? 2. Will we have a holiday resort on Jupiter? - Lead in the lesson Today we will talk about life in the future. II/ Pre- speaking 5’ Present some new words in the lesson Listen and repeat all + be declare open: the words + a cure for: + fatal diseases: + will have PII Use new words to Check vocab: Making sentences make sentences III/ While- writing Work in pairs 10’ Task 1 - Ask Ss to read all the newspaper and say what will have happened by the end of the 21st century. - Asks to work in pairs to do the task1one ask the other answer Practise speaking - T. models first + what do you think will have happened by the end of the 21stcentury? + By the end of the 21st century new moon city open. - T. Calls on some pairs to practice in front of the class. 15’ Task 2. - T. gives Ss handouts and asks them to tick and give the reason. prediction likely unlikely reasons Work in pairs tick 1.New moon city open - too far and find out the 2.150thbirthdayparty - development in reason. science and Give at least two technology 3. car on sea water - no water reasons for each. 4. the cold war ends -living standards improved 5. holiday resort on - more diseases Jupiter - cures for fatal 6.Chinese astronauts diseases found land on Mars - too cold /hot -thin atmosphere - too costly - just impossible - Asks Ss to work in pairs to do the task - T. checks and comments. - Ask Ss to use the information above , talk as example in the book. - Calls on some Ss to present in front of the class 10’ IV/ Post- speaking Work in groups to do - Ask Ss make their own prediction about their life the task in ten years Page 113
13. 2’ V/ Homework - Write a paragraph about your prediction (100words) * Comments: Date of preparing: 15th December, 2008. Tiết số 52 UNIT 8: LIFE IN THE FUTURE LESSON 4 : LISTENING I. Aims : By the end of the lesson Ss will be able to : - improve their listening skills by doing T / F exercises and answering questions - enlarge their vo. about healthy life II. Teaching aids : Textbook , cassette player , pictures III. Procedures: Time Teacher’s activities Students’ activities 5’ 1. Warm up: (whole class) Page 114
14. - Give a picture of Vo Nguyen Giap and ask Ss : Who is he ? Is he still alive? How old do you think Mr Giap is now? Which of the following factors do you think might help him live till now? 10’ 2. Pre-listening - Listen * New words: - Repeat + Incredible(a) -Write down + Fatal(a) - Check: What and where + Centenarian(n) + Life expectancy(np) + Eternal life(n) -Predict information in task 1(group G1 G2 G3 G4 work) 1.T 1.T 1.T 1.T 2. F 2. F 2. T 2. F 3. F 3. T 3. F 3. F 4. F 4. F 4. F 4. T 5. T 5. T 5. T 5. T 3.While-listening * Task 1: Listen and check the information in Task 1. 20’ 1. F 2. F 3. F 4. T 5. T -Feed back * Task 2: Listen and gap filling - Asks Ss to listen and fill in The factors that help people live longer are the gaps. looking after themselves, eating more 1. cutting down healthily(1) on things like 2. development in medical butter, alcohol and cigarettes but the most science. important factor is(2) 3. Nobody dies. because(3) form old age, just 4. diseases from(4) that affect people when 5. be brought under control they get older. In ten year’s time Aids will also(5) - Feed back Advantage Disadvantage - do many - too weak to 9’ 4. Post-listening thing they do things and - Ask Ss to discuss the advantage and want often ill. disadvantage of having a long life. - take care - Check children 1’ 5. Homework. Page 115
15. - Write a short paragraph about the advantage and disadvantage of having a long life. Evaluation Date of preparing: 19th December, 2008. Tiết số 53 Unit 8: Life in the future Lesson 5: Writing. I. Aims By the end of the lesson, - Students can write about the ideal world in which they would like to live in the year 2020. II. Teaching aids - English textbook for students - English textbook for teachers - Handouts III. Procedures Stages Teacher’s activities Students’ activities Pre- - Write on the board the title of the lesson: - Write down in the Page 116
16. writing Unit 8: Life in the future. notebooks the title. ( 10 min.) Part D. Writing Task 1: - Introduce some new words and expressions + Under the threat of terrorism: trong sự đe doạ - Listen to the teacher của chủ nghĩa khủng bố + Live in harmony: sống hoà thuận + Live in clean healthy environment: sống trong môi trường trong sạch, lành mạnh. + My main desire is : mong ước, khát vọng chính của tôi là - Read the words + Materialistic (a): theo chủ nghĩa vật chất, nặng về vật chất - Let the whole class read the new words - Read the passage to twice or three times. analyze it. - Call 2-3 students to read new words again. - Ask students to read the passage to - Discuss the answers to analyze it. the questions in pairs. - Ask students to discuss the answers to the - Answer the questions, questions in pairs. and correct the wrong - Go around to supervise students if answers. necessary. - Call some students to give the answers. If - World peace: peaceful their answers are right, repeat the answers, if world, no war, no conflicts, no threat of terrorism, people they are wrong, give them the answers: love in harmony 1.What are the student’s concerns about? - Employment: everyone has World peace? a job. Employment? - Environment: clean and The environment? healthy, less noise, less The people ? pollution, larger parks, wildlife is protected. - People: less materialistic, less selfish, less violent, and more loving. 2. Are your concerns similar to those? While- Yes, they are. 3. Do you have other concerns? What are they? Yes, I wish people can do the writing job that they like, and they no ( 20 min.) longer suffer from fatal diseases. Task 2 - Ask students to do Task 2 individually. - Write about the ideal world in which you - Do Task 2 individually would like to live in the year 2020 using the ideas you have discussed in Task 1 - Try to use the expression like: my main desire is to ., I would also wish - Write the description - Go around to supervise them. Note down Post- serious and common mistakes. writing - Show and correct some common mistakes - Listen to the teacher ( 15 min.) - Ask students to exchange their work to and correct the mistakes check - Exchange the writing - Ask students to revise their description - Revise their - Ask students to hand in their work to mark description. Page 117
17. Homework - Rewrite the passage carefully about life in the future - Using all the ideas above to write. * Evaluation Date of preparing: 23rd December, 2008. Tiết số 54 Unit 8: Life in the future Lesson 5 : language forcus I. Objectives: By the end of the lesson , ss will be able to - understand and pronounce correctly the contracted forms of auxilaries - understand and practise the use of prepositions and articles II. Materials : Textbook and posters III. Procedure Work Time Steps arrangement Pronuciation *Presentation 1 Page 118
18. 10’ - Listen and repeat Individual I have = I’ve He has = He’s work You have = You’ve She has = She’s It has = It’s He has not = He hasn’t I have not= I haven’t She has not = She has You have not = You haven’t It has not= It hasn’t *Practice Pair work - Underline the contracted form of auxilaries - Practise reading sentences in textbook Grammar 7’ *Presentation 2 : Prepositions Whole class - T. gives a poster containing some structures with preposition - on time -at the end of - warn about - in time - believe in - on business - die of - famous for - get married to Ask ss to find out V + preposition Adj + prep. Pair work Prep. + N - Feedback and check *Practise 6’ EX 1: Choosing the appropriate preposition Pair work Answer keys 1. in 2. of 3. on 4. at 5. to 6. in 7. about 8. for 9. between 10. opposite -Feedback and check *Presentation 3 : Articles 6’ Question : 1.Tell me articles you’ve learnt? Whole class 2.What do you call articles “an , a, and the”? 3.Can you tell the uses of them? * Note Indefinite articles : a, an - a ,an + N(singular) - an đi với danh từ bắt đầu bằng nguyên âm - a đi với danh từ bắt đầu bằng phụ âm Definite article : the - Dùng với cấp so sánh hơn nhất : the tallest - Đicùng số thứ tự the first , the second, . - Chỉ những số duy nhất : The moon , the Atlantic *Practice 8’ EX 2: Filling in each gap with a suitable article Page 119
19. - Ask ss to work in pair Pair work - Check and give correct answers 1.  2.  / / / 3. /the/the 4.the /  5. the /  6. the /  7. the / 8. an /the/the 9.  / the 10. a/a *Production - T. gives ss a handout Multipple choice 6’ Individual 1.At .home, I often help my mother the housework work A.the/  B. with /the C.  / with D.  / at 2. That wasn’t an accident. You did it purpose A. on B. for C. In D. with 3.This morning ,I bought newspaper and magazine A.a/ an B. a/the C.a/a D. the/ a 4.He got married a very young girl A. with B. to C. for D.of - Check and give correct answers Whole class 2’ Homework Make sentences with the prepositions :of, to, about, for,at * Evaluation Date of preparing: 25th December, 2008. Tiết số 55 Test yourself C I. Objectives: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing. - Improve their knowledge through the test yourself. II. Method: - Integrated, mainly communicative. II. Teaching aids: - Textbook, tape, cassette player, board, hand-outs IV. Procedures: Time Teacher’s activities Content Students’ activities Page 120
20. 3’ - Ask Ss questions. A. Warm- up: Chatting: - Answer the teacher’s questions. 10’ - Ask Ss to read the B. Listening: - Read the statements statements carefully Answers: carefully before listening. before listening. 1. B - Listen to the passage - Ask Ss to listen to 2. C about predictions about the passage about 3. A the second half of the predictions about 4. B twenty- first century the second half of and choose the best 5. C the twenty- first answers to complete century and choose the sentences. the best answers to - Some Ss answer in complete the front of the class sentences. - Call on some Ss to answer in front of the class . - Give feedback - Look at the textbook C. Reading 10’ and correct answers. and listen to the - Present the task: Answers: teacher then read the Read the passage 1. F passage and choose the and choose the 2. F statements are True or statements are True 3. T False. or False. 4. T - Work in groups to - Get students to 5. F discuss about the work in groups and passage. discuss about the - Finish the task passage. - compare their results - Go round the class with the other groups, to control the D. Grammar and correct. 10’ discussion. I. Put a/ an/ the or no article - State the best (ỉ) in each space to complete - Listen to the teacher. option. the sentences: - Work in groups to - Correct mistakes Answers: complete the sentences. 1. the - Compare the results - Recall the 2. an with the other groups. grammar of articles. 3. ỉ - Correct mistakes. - Guide Ss how to do. 4. the - Give them some 5. a new words. 6. ỉ - Do the first as an II. Form each pair of sentences, example. make one sentence with - Ask students to do Although or Even though the exercise. Answers: - Call Ss to do on 1. Although Nam worked very the board. hard, he didn't pass the exam. - Go around the 2. Although I was very tired, I class to control the couldn't sleep. set’s activities. 3. Even though she had all the - Give the keys. necessary qualifications, she - Correct mistakes. didn’t get the job. -Listen to the teacher Page 121
21. 4. Although the traffic was carefully. - Guide Ss how to bad, we arrived on time. - Work in groups or 10’ write. D. Writing in pairs then write. - Give Ss some - Compare the results models and with the other groups. structures to write. - Ask students to - Correct mistakes write. - Go round the class to control the - Study all the lessons students’ activities. again 2’ - Correct mistakes. - Summarize the F. Wrapping main points. - Assign homework. * Evaluation Date of preparing: 30th December, 2008. Tiết số 56 Page 122
22. Unit 9: Deserts Lesson 1: Reading I. Objective: By the end of the leson, Ss will be able to understand the passage about deserts and scan for specific information. II. Teaching aids : pictures , posters ,hand-outs III. Procedure: Teacher’s activities Ss ‘ activities I/Warmer (5’) Look at the picture and answer the questions + It is a camel Ask Ss to look at the picture of a camel then ask the class. + It lives in desert -What is the name of the animal? + Shahar, - Where does it live? - Name some deserts (Shahara, Simpson ) Lead- in : Today we're going to read about Simpson desert. Listen to teacher II/Pre – reading * Vocabulary : (8’) - 'aerial(adj) (translation) Whole class - dune (n) (picture) Individual work - slope (n) ( transaltion) - 'hummock (n) (picture) - Australian Aborigine (n) (translation) - crest(n) (explanation) - spinifex (n) (translation) Whole class - stretch (v) miming * Checking the vocabulary : Matching (a poster) (4’) A( English) B ( Vietnamese) - 'aerial - thổ dân úc - dune - trên không - slope - kéo dài, căng ra - ‘hummock - đỉnh , nóc Pairwork - Australian Aborigine -đụn cát. cồn cát - crest - cỏ lá nhọn whole class - spinifex - dốc group work - stretch - gò , đống Page 123
23. * Feedback * Gets Ss to guess T-F (task 2 ) III/While- reading (18’) Pairwork - Ask Ss to read the passage and do the tasks * Activity 1 ( task2 page 98 ) : True or Fasle Group work - Tell Ss to work in pairs to decide whether the statements Whole class are T or F. - Teacher goes round the class to give help. - Peer correction - Feed back . * Activity 2: Completing the sentences Groupwork ( hand-outs) 1- Three great stretches of sandy deserts which circle the centre of Australia are 2- The Simpson desert lies 3- In 1845 4- Simpson was 5- In the western part of the desert,the dunes are and in the northern part, they are Groupwork - Peer correction Whole class - Feed back IV/Post – reading(10’) - Ask Ss to retell some information about Simpson desert. - Location - Who discovered Groupwork then - Some features reports the ideas - Give feedback and comments V/Homework (1’) Whole class - Write a summary about Simpson desert - Read the funny story on page 99 * Comments Date of preparing: 2nd January, 2009. Tiết số 57 Unit 9: Deserts Page 124
24. Lesson 2: speaking I. Objectives: By the end of the lesson, students will be able to: . explain why some kinds of trees and animals can exist in deserts. . talk about natural features of deserts. . explain why some things should be brought along while going across a desert. II. Teaching aids: Pictures of animals, trees, textbook, white board makers, papers . III. teaching procedure: Teacher’s activities Pupils’ activities I. Warm – up: ( 5m.s) - Work in groups ( 2 gr.s) - Teacher puts pictures of animals, trees on - Each student goes to the the board. board, takes the right name to - T. asks sts to match the given name with put on the picture and go back; each picture. and the next student does the - Words: same. The team has more right - banana - cactus - grass - frog - horse - names, the team wins. buffalo - crocodile - camel - fox - dog - rabbit - goat - sheep. - Feed back. II. Pre-speaking: - Do as teacher's instruction. 1. Vocabulary: ( 7m.s) + eucalytus (n): cây bạch đàn + date palm (n): cây chà là + lizard (n) con thằn lằn - T. uses the prepared pictures to elicit the words. 2. Task 1 ( task 1 - P. 99): ( 3m.s) - T. calls on some students to read out - Individual work. their choice. - Answer: - Ask students why they can live in deserts: Open answers: - Feedback III. While - speaking: 1. Task 2 (task 2 - p. 99). (10m.s) - Ask students to work in groups (5 groups). - Work in groups - Give models for each title: - Each Gr. discusses a title: What are the features of climate in deserts ? G1: plants/ trees (plants/ trees, soil, rainfall, animals, seasons ) G2: soil . It is very hot. G3: . Few trees can live . It's so dry - Write down the poster and put it Page 125
25. . The railfall is too little on the board. . Some small animals can move too fast. - Comment and add more ideas in . There are only 2 seasons each title. - Feedback and give the correct answers 2. Task 3 (P.99) (8m) - T. gives the question: What should you bring along with you when you are going on anexpedition across a desert? Why? - Ask students to list 5 things, and tell the - Prepared individual work reasons. - Then work in pairs - Go around to correct mistakes and instruct how to work. - Write down the mistakes, and some suggested ideas. - Do as teacher's instructions. IV. Post – speking: (8m) - Listen and add more ideas - Teacher calls on 2 - 3 students to talk about her/his friend's choice and explain it. - Feedback. Whole class V. Summary and Homework: - Write about your friend's choice and explain ( 10 - 15 sentences) * Lesson Evaluation: Date of preparing: 4th January, 2009. Tiết số 58 Unit 9: Deserts Lesson 3: listening Page 126
26. I. Objective: By the end of the leson, Ss will be able to: - listen for the understanding of the passage - listen for specific details II. Teaching aids : pictures , cassette, hand-outs III. Procedure: Stage Teacher’s activities Ss ‘ activities - T. shows the picture and guides to practise Warmer Whole class ( 4m.) - Ask Ss to look at the picture and brainstorm some natural features of deserts * Example : - windy - sandy Our lesson today will focus on some features Lead-in: Whole class Pre - of deserts and how they are formed listening * Vocabulary : ( 5 m) - Read the words in the book and ask Ss to repeat - Check the meaning with the whole class Individual - Give some more new words: work + agent (n) + cool (v) While- + needle( n) listening * Get Ss to guess T-F (task 1) ( 25 m.) * Task 1 : True or Fasle Pairwork - Play the CD once or twice and have Ss listen - Ask Ss to give the answers - Check Ss listening with the whole class- play the tape again. * Task 2: Multiple choice ( handouts) 1. The talk examines .what they are and how they are formed. Group work a. deserts b. animals c. sand whole class 2. Desert is a hot, dry, place. a. peaceful b. endless c. sandy Group work 3. Desert is also a beautiful land of .space. Whole class a. nature b. silence c. mountains 4. .and cause the growing of the world’s deserts. a. Nature and animals. b. Animals and humans Groupwork c. Nature and humans Page 127
27. 5. Rabbits contribute to the growing of deserts in Austalia by a. eating every plant they can find b. cooling the land Groupwork c. drinking a lot of water - Ask Ss to work in groups to discuss the right Whole class answers. - Peer correction - Play the tape again to check Ss’ answers. - Feed back Post - * Task 3: Filling the gaps Groupwork listening - Explain the task then reports ( 10 m.) - Let Ss read the passage and find the right words to the ideas fill in - Play the tape once more - Ask Ss to compare the answers with their partners. - Check the answers with the whole class. - Ask Ss to work in group to summarise the main ideas of the expert’s talk. Use the following guidelines: + definition of deserts + the reason for the growth of the deserts + the things people should do and shouldn’t do to prevent the growth of the deserts - Call on some Ss to speak out in front of the class Home - Feedback and give comments work (1 m) Internet explorer: Ask Ss to search more information Whole class about the deserts on the Internet. * Comments: Date of preparing: 7th January, 2009. Tiết số 59 Unit 9: Deserts Lesson 4: writing Page 128
28. I. Aims: By the end of the lesson, sts will be able to - Students can write a report basing on the information given in the Table of Tango’ economic development in two decades - Students can improve their writing skill. II. Teaching aids: Textbook and pictures/posters. III. Procedures: Students' Time Teacher's activities activities A. Warmer. 3’ - Ask Ss to look at the picture and ask some questions: Whole class 1. What is the name of this desert ? Is it large? 2. Can you say some things about the Sahara desert? Lead in: We'll learn to write about the main features of the Sahara desert 12’ B. Pre-writing Vocabulary - 'arid (a) = very dry Whole class - oasis(n) (translation) Individual - ga'zelle (n) (translation) work -'antelope (n) (translation) - 'jackal (n) (translation) T gives some questions (poster) – ask Ss to answer using the information in the book 1. Where is the Sahara derest ? 2. How large is it? 3. What is the climate like? 4. Name some of the natural features of the Sahara. Group work 5. What kind of animals and plants can live in the desert? T: feedback - Gives outline: Page 129
29. + Introduction Whole class + Location Pair work + Area +Natural features (climate, land, trees, animals) 19’ C. WHILE - Writing. Whole class - Divide the class into 2 big groups to write a description of the Sahara, using the information above. Groupwork Group 1 : Write about introduction, location and area Group 2 : Write about natural features - Goes round the class to control and give help - Collect Ss' mistakes Groupwork Whole class D. Post – Writing 10’ - Peer correction - Correct Ss mistakesand gives feed back E. Homework : 1’ - Finish the writing Whole class * Comments: Date of preparing: 10th January, 2009. Tiết số 60 Unit 9 : deserts Lesson 5: Language focus I. Aims: Page 130
30. 1. Pronunciation: - Students can use the full and contracted forms of theauxiliaries pronunced 2. Grammar: - Students know how to use “ so , but, however and therefore. - Students revise information questions. - Students practice using past tense to talk about people’ autobiography II. Teaching aids: - English textbook for students - English textbook for teachers - Pictures, handouts III. Procedures: Teacher’s activities Pupils’ activities Warm – up: ( 3’) - Ask some every day questions about - Do as teacher's instructions weather, health New lesson I. Pronunciation: (10’) - Give the examples: - Whole class I am a teacher - Listen and repeat I'm a teacher - Do as T's instructions. - Make sure sts to know the full and contracted forms of auxiliaries. - Ask students to look at the table (p. 103), listen to the tape and read aloud. - Call on some students to read out the table. - Correct the mistakes - Then ask students to listen to the tape and practise reading the sentences (2 times) - Call on students to read out the sentences (One for each sentence – correct after each) III. Grammar : (20’) Pre-practice Matching - Work in individuals - T. uses the handout and asks sts to match the - Peer correction sentences in column A with column B. Hand out b a a. but he still likes and trusts me 1. The weather was cold, b. However I don't agree with it 2. I lied to my friend, c. so I didn't go swimming 3. I understand your opinion. d. yet we hardly ever see them. 4. Nam worked hard, e. therefore he could pass the exam. 5. They have lived next door to us for years, - Do as teacher's instructions - Devide the class into 2 teams - Go to the board and write quickly Page 131
31. - Ask students to go to the board to write the answers ( one by one of each team) - Correct, give marks and find the team win. - Teacher explains the meaning and how to use these conjunctions: so, but, however, yet and therefore. Practice 1 Underline the correct alternative in the - Do as teacher's instructions following sentences. (Use Ex2 – p 104) - Go to the board and write quickly - Ask students to work in groups. - Correct, give marks and find the team win. Practice 2 Gap-filling 1. I didn't have an umbrella I got wet. 2. I didn't have an umbrella I did'nt get wet because I was wearing a raincoat. 3. The water was cold I went swimming anyway. 4. The water was cold I didn't go swimming. 5. OK, you can take Chemistry as your major, you should remember that it is not easy to learn Chemistry. 6. The boy has chosen to do an MBA programme - Do as teacher's instructions in Australia. I think you should let him go. - Go to the board and write quickly - Ask students to work in groups. - Correct, give marks and find the team win. - Group work IV. Post - practice: (8’) (3 sentences for each) - Make sentences with the learned conjunctions. - Call sts to write down, show sts' sentences on the board. - Feedback. Whole class V. Summary and Homework: - Tell the main content of the lesson. - Do the Exercises in textbook again. - Make 5 sentences with the conj.s * Comments: Date of preparing: 12th January, 2009. Tiết số 61 Unit 10: Endangered species Period 1: Reading I. Objectives By the end of the lesson, Ss will be able to : Page 132
32. - better their reading skill through vocabulary Matching, Multiple Choice and Question and Answer exercises. - enlarge vocabulary about endangered species II. Materials Textbook, pictures about endangered species. III. Anticipated problems Ss may lack of vocabulary about endangered species IV. Procedure. Work Time Steps arragement Warm-up * Matching ( 2 Groups ) 6' - Stick all the pictures in Before Reading on the board. Group work - Ask Ss to work in groups to match the cards (names of animals and insects) with correct pictures. - The group with more correct answers will be the winner - Provide feedback - Ask Ss to read the names of animals and insects above. - Ask Ss to answer the question: Which of them is / are in danger of becoming extinct ? S1: Rhinoceros and tortoise are in danger of becoming extint. S2 * Lead in the lesson Before you read 13’ - T. guides and explains to sts to practise. Whole class *Vocabulary pre - teach extinction ( n ) : overexploitation ( n ) habitat ( n ) : vulnerable ( n ) biodiversity ( n ): balanced ( prep ): * Checking technique - Rub out and remember - Write all the new words and their meanings on the board. Task 1: ( Page 108 ) Matching A and B Pairwork - Sts match the words in column A with their definitions in column B. - Sts work in pair to compare their answers. - Some Sts read the answers and other Sts correct them. - Provides feedback and correct answers. * 1 - c 2 - d 3- a 4 - b Keys: Groupwork Task 2: Prediction Page 133
33. - Ask Ss to read Task 2 in the book and guess the answers - Provide feedback. While you read Task 2: P.108 10' - Ask Ss to read the passage to correct the predictions Individual above and give evidences for their answers. work and - Go around the class to provide help when necessary. Groupwork Check the answers in front of the class as a whole Give correct answers: 1 - D 2 - B 3 - A 4 - A 5 - D Task 3: Answer the questions 8' 1. What are the primary causes of species extinction ? 2. Why do people depend on species diversity ? Groupwork 3. What have Goverments done to protect endangered species ? - Sts read the passage the last time then answer the questions. - Sts work in group to compare their answers. - Sts write the right answers on the board. - Give feedback and correct answers After you read 5' * Work in group:Discuss the question Groupwork - T. guidelines sts to summarize the content of the text (about 60 - 70 words). What should we do to protect endangered species ? Wrapping Whole class 3' - Summarise the main points - Assign homework : Ask Ss to write about what we should do to protect endangered species * Comments: Date of preparing: 12th January, 2009. Tiết số 62 Unit 10: endangered species Lesson 2 : Speaking I. Teaching aims: By the end of the lesson Ss will be able to: - ask and answering questions about endangered animals. - talk about the information of some endangered animals. Page 134
34. II. Teaching aids: pictures of some animals, a poster, textbook. III . Procedure: Work Time Steps Arrangement 1. Warm up: Brain storming 5' panda Group work endangered tiger animals monkey - T divides class into two groups to go to board to write. - T gives feedback 2. Pre- speaking: 5' * Vocabulary: - illegal: (adj): - life span (n) Individual- -bark (n) Whole class - T. focuses Ss into the new lesson by asking some questions. + Where do tigers live? + What do they eat? 3. While- speaking : 23' Model : T. asks Ss to look at the first picture in task 2, read the information about the pandas and answer the Individual- questions about them Whole class -T. asks questions and Ss answer T: Where do pandas live ? Ss : In T: What is the population of pandas in the world? Ss : Only about 600 T : How high are they ? Ss: 1.2 to 1.5 m - T : underlines the questions on the board and asks Ss to pay attention to the key words : Where? What? How ? Practice : Look at the information about the giant panda , tiger, rhino and elephant , which are endangered anmials. Asks and answer question about them Pair –work - T. divides Ss into 3 big groups to ask and answer about the pictures in task 2 Group 1 Group 2 Group 3 Picture 2 Picture 3 Picture4 Page 135
35. - T. goes around to provide help if necessary - T : feedback by calling on some pairs to act out before the whole class then T gives comments 10' 4. Post-listening : - T. gives some cards : habitat, population, height, weight, food , life span , reason for decline for each group . Ss in Group-work each group will catch the cards and speak only about the information in the cards about the pictures which they have talked in task 2 and the others listen and correct mistakes 2' 5. Homework - Write a short paragraph about one kind of endangered animals * Comments: Date of preparing: 15th January, 2009. Tiết số 63 Unit 10: endangered species Lesson 3: Listening I. Aims: By the end of the lesson, sts will be able to do exercises in extensive listening, multiple choice questions and gap-filling. II. Teaching aids: Textbook, tape and pictures/posters. III. Procedures: Page 136
36. Work Time Steps arrangement A. Warmer Group work 6’ Game: Jumbled words: - gerti  tiger - onmeky  monkey - glloiary  gorilla - T. asks some questions to focus sts on the topic of the listening lesson. + Have you ever seen any gorillas ? + Where do they live? + Do you like watching them? - Lead-in the lesson B. Pre - listening. Whole class 10’ - T. lets sts read some vocabulary + gorilla (n) + bared teeth (n) + silver back + sociable (adj) + civil war (n) - T. checks and gives feedback. * Activity 1: (SGK) Pair work - T. asks sts to work in pairs to guess the answers (p. 111). C. While - listening. 12’ * Task 1. Whole class - T. calls on some sts to give their answers. - T. checks with the whole class and comments. * Keys: * Task 2. - T. designs Task 2 by reducing 4 answers  3 answers (A, B, C), shows and asks sts to read through the questions after that sts guess the answers. T. Individual work explains new words if necessary. Pair work - T. plays the tape once or twice - Have sts discuss and compare their answers in pairs after that T. checks with the whole class. - T. plays the tape again and pauses at key words if necessary and then gives feedback and comments. * Keys: Page 137
37. 1 - A, 2 - A, 3 * Task 3. 7’ - T. shows the poster of the chart (p. 112) - T. asks sts to practise and guess missing words for gaps in the chart. - Let sts listen again and complete sentences by filling a suitable word. - T. calls on sts to go to board and write down their answers. - T. checks with the whole class. * Keys: 1 - D. Post - listening. 8’ - T. asks sts to retell the listening passage based on Group work Task 1 and 2. - T. helps sts with some vocabulary and correct if necessary. E. Homework. Whole class 2’ - T. asks sts to rewrite main information about the listening passage based on Post - listening. * Comments: Date of preparing: 19th January, 2009. Tiết số 64 Unit 10: Endangered species Lesson 4: Writing I. Aims: By the end of the lesson, sts will be able to write about measures to protect endangered species and possible result. II. Teaching aids: Textbooks, pictures and handouts. III. Procedures: Page 138
38. Work Time Steps arrangement Warm-up 7’ - T. asks some questions: Group work 1. Have you ever seen a tiger ? 2. Where have you seen them? 3. Where do they live? 4. Are there many tigers in your country? 5. So what should we do to protect them? - T. leads to the lesson. Pre - writing 11’ * Matching. Whole class - Let sts match the problems in column A (sgk p.113) with the solution in column B (sht p. 106). - T. shows the poster / handouts. Group work - T. divides the class into groups of 2 and explains new words if necessary. - T. helps sts to practise. A B 1. People don’t know much a. We should ask other about the need to protect non-governmental rare and endangered organizations and animals individuals to 2. Projects to save endangered b. There should be animals don’t have sufficient programs to raise people’s fund. awareness 3. The habitats for c. Encourage them to do endangered animals are something else to have being seriously damaged more benefit like and polluted. producing something 4. People who live in or near d. Conferences should be endangered animals’ held with the participation habitats have poor living of these countries to raise conditions their awarenes and 5. Some countries don’t e. There should be have laws to protect campaigns to ask people endangered animals. not to use 6. People keep buying f. The Governments fashionable wildlife should spend time products. establishing more 7. There are not enough g. There should be wildlife habitat reseves. programs to raise - T. calls on some sts to give their answers and checks. * Keys: 1- g, 2 - a, 3 - b, 4 - c, 5 - d, 6 - e, 7 - f. 15’ While - writing - T. gives some questions for sts to answers. Group work - T. explains and guidelines sts to do Task 2: ? Write a paragraph about measures for protecting endangered animals based on Task 1. Page 139
39. - T. gives some useful languages. Eg: + First / fisrt of all + Moreover + We should + We shouldn’t - Let Ss write in about 10 minutes in each group (with posters). - T. goes around to help if necessary. 10’ Post - writing - T. asks Ss to hang the posters on the board. Whole class - T. and the whole class check and correct the mistakes. - T. comments and gives feedback. - Sample writings: “There are a number of measures that should be taken to protect endangered animals. First of all, there should be programs to raise people’s awareness of ” 2’ Home work - Rewrite a paragraph about measures for protecting endangered animals. - Prepare next lesson * Comments: Date of preparing: 20th January, 2009. Tiết số 65 Unit 10: Endangered species Lesson 5: Language focus I. Teaching aims: By the end of the lesson Ss will be able to: - Practise reading sentences with the right rhythm. - Get to know how to use modal verbs : might/may, must,mustn’t,needn’t II. Teaching aids: a poster, handouts, textbook. III. Procedure: Page 140
40. Teachers’ activities Students’activities 1. Warm-up : (5’) - T. asks Ss some questions What ‘s the weather like today ? Tell me how you feel today. - T. stresses on the stressed syllables in the two sentences and ask Ss to repeat. 2. New lesson 1. Pronunciation (10’) Whole class - T reads two sentences as model and ask Ss to repeat - Ask Ss to look at the sentences to find out the stressed syllables by listening the teacher’s slap Individual work on the table . Then compare with the partner. - T calls on some Ss to read aloud in front of the class - T gives feed back. 2. Grammar Teaching: (25’) *Presentasion : (5’) - T gives some examples ( use poster): Whole class 1. Walk slowly. You might fall down. 2. It’s too late. I must go now. 3. We’ve got plenty of time.We needn’t hurry. 4. Students mustn’t smoke and drink wine. - T. asks Ss to give comment on the meaning and the use of the underlined words. Individual work - T. gives the use and the meaning of these modal verbs Whole class - Listen and take notes May/might + Vo : có thể .( dự đoán) Needn’t +Vo : không cần ( làm gì) Must/mustn’t +Vo : cần phải ; ko được phép (làm gì) *Practice: (15’) Act1 : Matching ( use poster ) - T. asks Ss to work in 2 groups to match a Group work sentence in A with one in B: A B 1. I have a doorkey. a.You must take an umbrella. 2. I don’t know where An is. b.You mustn’t drive fast 3. There is a speed limit here. c.She might be at work 4. It’s going to rain. d.You mustn’t make any noise. 5. The baby is sleeping. e.You needn’t ring the bell - T. calls on some Ss from groups to write their answers on the blackboard. - T. gives feedback and handslaps for the Page 141
41. winning group. ( 1+e,2+c,3+b,4+a,5+d ) Act2: Ask Ss to do Ex1 (p.114) in groups of 4. Group work -T asks Ss if there are any new words .(If there are, T explains them for the Ss ) - T goes around to check that Ss work. - T calls on some Ss from groups to give their answers. - T feedbacks and corrects. (2. may wake, 3. may bite, 4. might need, 5. may slip, 6. might break.) Act3 : Multiple Choice: ( use handouts) - T. ask Ss to work in groups of 4. - T. goes around and offers help if necessary. 1. We needn’t all the way home. We A. come B. tell can get a taxi. C. walk D. help 2. Jim gave me a letter to post. I forget to post it. A. must B. needn’t C. mustn’t 3. We have enough food at home so we go shopping today. A. needn’t B. mustn’t C. must 4. I can manage the shopping alone. You needn’t with me. A. ask B. take 5. You wash those tomatoes.They’ve C. wash D. come already been washed. 6. I understand the situation perfectly.You A. may B. needn’t needn’t further. C. must D. mustn’t - T asks Ss to give their answers. - Feedbacks A. explain B. talk C. ask D. tell ( 1.C/ 2.C/ 3.A/ 4.D/ 5. B/ 6. A ) *Production: (5’) Complete the sentences - T. asks Ss to work in pairs . 1. You look very tired. You ( may) 2. It’s sunny today. You ( needn’t) 3. I can’t go out with you tonight. I ( must ) Pair work 4. I’m supposed to be on a diet. I .(mustn’t) - T. asks some Ss to write their sentences on the blackboard. - Feedbacks and corrects. 3. Homework :(3’) Whole class - Make senteces using modal verbs you learned in the lesson * Comments: Page 142
42. Date of preparing: 21st January, 2009. Tiết số 66 TEST YOURSELF D I. OBJECTIVES 1. Educational aim: Through this test, Students should collect what they have learnt in previous lessons. 2. Lexical items: 3. Structure/ Grammar: II. METHOD: Integrated, mainly communicative III. TEACHING AIDS: Pictures in the book, cassettes tapes, recorder players. IV. PROCEDURE: Page 143
43. Teacher’s Activities Students’ Activities I. LISTENING: (10mn) - Teacher asks Sts to read and find new Students read words. Teacher explains: Sts listen - Asks Sts to read the statements carefully Suggested answer: and underline key words before listening the first. 1. bamboo shoots, leaves - Asks Sts to finish the exercise after 2. 12 listening the second. 3. 600 - Asks Sts to listen to the tape (the third 4. half time) and then discuss in pairs about the final answer. 5. cloning (the panda) TAPESCRIPT - Goes around the class, helps Sts discuss : High in dense bamboo forests in the about the answers if necessary. misty mountains of southwestern China - Asks some Sts to give the answers, others live one of the world's rarest mammals: give feedback. the panda. Pandas feed mainly on - Teacher gives Sts to listen once more. bamboo shoots and leaves. Occasionally they eat other plants, fish or small animals. Pandas eat fast and they eat a lot. They spend about 12 hours a day doing it. Pandas are in extreme gander today. There are only about 600 of these black- and-white bears in the wild and a hundred in captivity. One of the reasons is that the survival rate of the cubs is very low: more than half of them die shortly after birth. The Chinese government is considering cloning the panda in their efforts to save this animals. II. READING: (10mn) - Teacher explains new words/ phrases: - Students work in groups: reading + ivory (n) – listening + weapon (n):  Suggested answer: + decline (n): + poach (v): 1 2 3 4 5 - Asks Ss to read the passage and then F N T T T answer the questions. - Goes around the class to get the fettle of Sts - Students give the comments. and helps them with vocabularies, the way to express if necessary. - Sts practice in groups. - Teacher asks a representative in each group to present the result in front of the - all Sts feedback class. Other group gives feedback - Teacher corrects in general and tells the point of marks so that Sts remark themselves. III. GRAMMAR: (10mn) Students work in pairs/ groups. Page 144
44. Complete the sentences with must, mustn't Suggested answers: or needn't. 1. needn't; must' mustn't - Teacher asks Sts to discuss about the 2. mustn't answer in pairs/ groups. 3. needn't; must - Teacher asks a representative in each 4. mustn't group to present the result in front of the 5. mustn't class. Other group gives feedback 6. mustn't - Teacher corrects in general and tells the 7. needn't point of marks so that Sts remark Other Sts give feedback. themselves. IV. WRITING (10mn) SAMPLE ESSAY: Study the information about the RHINO Rhinos once roamed throughout then write a paragraph describing the Eurasia and Africa, and were known to animal and suggest possible solutions to early Europeans who depicted them in cave paintings. Within historical times, protect it from extinction. rhinos were still widespread in the African Teacher asks Sts to discuss about the topic savannas and the tropical forests of Asia. Teacher asks a representative in each Today however, very few rhinos (about group to write the result on the board. 17,000 in the world) now survive outside national parks and reserves. The males Other group gives feedback. can grow up 1,8 m long and weigh up to Teacher corrects in general and tells the 3,000kg while the Males are a bit smaller point of marks so that Sts remark with the length of 1,2 m and a weight of themselves. 1,000 – 1,500 kg. The life span of rhinos can be up to forty years. Rhinos are known to sleep both standing and lying on the ground and are fond of wallowing in muddy pools and sandy river-beds. Their main food is grass and plants. V. Homework: (1mn) - Prepare : Test of English (45 m) Students do this at home - Finish exercises in TEST YOUSELF in Exercise-book Date of preparing: 24th January, 2009. Tiết số 67 The third written test (45 minutes) I. Aims of the test: - Check Sts’ understanding about the topic: Deserts, Endangered species - Sts can uses the tense forms and the structures to do the test. - Checking the vocabularies, structures, and pronunciation. . II. Organization Class Date of testing Absent pupils 12A3 12A6 Page 145
45. 12A8 2009 III. Questions I, Choose the word which has the underlined part pronounced differently from the rest:1 1). A). increase B). spread C). weapon D). threat 2). A). scatter B). danger C). nature D). race 3). A). chemical B). which C). each D). change II, Choose the word with the different stress pattern 4). A). identify B). industry C). extinction D). rhinoceros 5). A). classify B). identify C). temperature D). seriously III, Choose the best answer by circling the corresponding letter A, B, C or D: 6). The Bali Tiger was declared extinct in 1937 due to hunting and habitat loss. A). reserve B). diversity C). generation D). natural environment 7). Although we are aware the importance of environment, we still overexploit it. A). of B). for C). from D). on 8). Can I look a word in your" dictionary? I left mine at home. A). up B). in C). after D). on 9) is the existence of a wide variety of plant and animal species living in their natural environment. A). Globe B). Biodiversity C). Conservation D). Individual 10). Almost half of turtles and tortoises are known to be threatened with . A). extinctly B). extinction C). extinctive D). extinct 11). The Simpson Desert is in north of Lake Eyre. A). the / the B). a/ a C). the /  D). a / the 12). Have you seen any good films ? A). now B). ever C). already D). lately 13). The sea was dangerous, . we didn't go in for a swim. A). so B). since C). but D). as 14). He is only sixteen, and he is . . . . . . . . . not eligible to drive a car A). but B). so C). therefore D). however 15). People have hunted animals food, hides, and ivory. A). with B). for C). on D). in 16). 'Hummock grasses grow in loose sand on the '. The word '' in this sentence is closest in meaning to A). 'top' B). 'bottom' C). 'inside' D). 'side' 17). 15,589 species (7,266 animal species and 8,323 plant species) are now considered risk extinction. A). on / in B). in / at C). at / of D). for / with 18). He told me not to do it; ___, i did it. A). So B). But C). Therefore D). However 19). The waiter was not very nice, , the food was delicious. A). and B). so C). but D). however 20). We open the lion's cage. It is contrary to Zoo regulations. A). must B). should C). mustn't D). needn't IV, Choose the item (A, B, C or D) that best completes the unfinished statement /best answers about each passage. The size and location of the world's deserts are always changing. Over millions of years, as climates change and mountains rise, new dry and wet areas develop. But within the last 100 years, deserts have been growing at a "frightening" speed. This is partly because of natural changes, but the greatest desert makers are humans. In developing countries, 90 percent of the people use wood for cooking and heating. They cut down trees for firewood. But trees are important. They cool the land under them and keep the sun off the smaller plants. When leaves fall from a tree, they make the land richer. When the trees are gone, the smaller plants die, and there is nothing but sand. Yet people must use firewood, raise animals, and grow crops in order to live. Humans can make deserts, but humans can also prevent their growth. Algeria planted a green wall of trees across the edge. of the Sahara to' stop the desert sand from spreading. Mauritania planted a similar wall around Nouakchott, the capital. Iran puts a thin covering of petroleum Page 146
46. on sandy areas and plants trees. The oil keeps the water and small ir the land, and men on motorcycles keep the sheep and goats away. Other countries build long canals to bring water to desert areas. Yet land that will probably become desert in the future equals the size of Australia, the United States, and the former Soviet Union together. Can people stop the growth of the world's deserts and save the land that is so essential to life? 21. Most people in developing countries ___. A. planted trees on the edge of the deserts B. cook on wood fires C. put oil on sandy areas D. raise sheep and goats 22. We can infer that men on motorcycles keep the sheep and goats away so that ___. A. they won't eat the small trees B. they won't destroy the covering of oil C. they won't drink water in the canals D. they won't blow the sand away. 23. When all the trees in an area are cut down? A. their leaves make the land richer B. the smaller plants can grow better C. they cool the land under their leaves D. there is nothing left but sand 24. The word "frightening" in the first paragraph is closest in meaning to ___. A. “awful” B. "extremely fast" C. “powerful” D. "wonderful" 25. According to the passage, which of the following is the most important cause of desertification? A. The change of climate B. The spread of deserts C. Human activities D. Cattle destroying trees V, Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words 1. It is necessary that you don’t make noise in the class.  You mustn’t ___ 2. In spite of his illness, he still goes to school.  He is ___ VI,Use the information about the elephants then write a paragraph describing the animal. - Habitat: small areas of India, Sri Lanka, China and Southeast Asia, and the Sahara desert in Africa. - Population: about 700,000. - Height: 3 to 4 m - Weight: 5,000 to 7,000 kg. - Food: grass, bark, root, leaves and fruit. - Life span: about 60 years. - Reason for decline: habitat destruction and illegal hunting. The end Date of preparing: 24th January, 2009. Tiết số 68 Unit 11: Books. lesson 1: reading A. Objectives: After the lesson Ss can be able to know about reading habits B. Materials: Pictures, Text book, posters C. Teaching procedures: * Organisation: * New lesson: Work Time Steps arrangement I. Warm up Brainstorming 5ms Individual work Page 147 Kinds of books
47. Funny story book - T. asks Ss look at the pictures in the book and answer the questions: - What are they doing in the pictures? - Ss: They are reading - T: What kind of books do you enjoy reading most? - Ss: . * Lead in : T asks Ss to guess the topic of the lesson. II. Pre – reading. 8ms Vocabulary: - T. uses maching technique to teach vocabulary Maching A B 1.Swallow a, nếm( đọc thử, qua loa) 2.Dip in to b, không thể đặt xuống Whole class 3.Taste c, tiêu hoá( đọc và suy ngẫm) 4.“Hard - to - pick - up - again” d, nuốt chửng( đọc ngấu nghiến) 5.Digest e,nhai ( nghiền ngẫm) 6.Chew f, chấm vào( đọc qua loa) 7.“Hard - to - put – down” g, không thể đọc lại lần nữa - T. asks Ss to guess the meaning of those words then teacher corrects, feeds back: 1-d 2-f 3- a 4- g 5- c 6 – e 7- b - T. teaches Ss how to read, use those words. 20ms III. While reading. Individual Task 2( Page 120): T asks Ss to read the requirement of work the task and predict T or F statements. - T. asks Ss to read the text and correct their answers. - T. feeds back. 1. NM 2. F 3. NM 4. T 5. F Page 148
48. Task 3 - T. asks Ss to read the text again and play a game. * Lucky Numbers Group work - T. divides class in to 2 groups - There are 6 numbers contains 2 lucky numbers and 4 questions. 1. How many ways of reading are there? 2. LN 3. When might you “ swallow” a book? 4. What should you do before starting to read a book carefully and slowly? 5. LN 6. Why do people prefer reading book to getting information from TV? T feeds back: 1: Three 3. When you find a good story and have time to enjoy it. 4. Read a few pages to see if it’s the one you can easily read and understand / check that it’s not too difficult. 10ms 6. Because books are still a cheap way to get information and entertainment, and you can keep a book forever and Group work read it many times. IV. Post- reading. 2ms - T. divides class in to 2 groups and ask them to discuss Whole class about advantages and disadvantages of reading books. V. Homework. - Ask Ss to find the names of types of books in the square in the “ After you read” ( Page 121) * Comments: Date of preparing: 29th January, 2009. Tiết số 69 Unit 11 Books Lesson 2 : Speaking I. Aims : - By the end of the lesson , Ss will be able to : + Asking and answering about reading habits . + Talking about characters in a book . II. Teaching aids : Text book , books ( comic strip , novel ) III. Procedure Time Teacher’s activities Student’s activities Warm-up / Pre-speaking 5’ - Ask Ss to list kinds of book that they know Whole class Page 149
49. Novel Books + What kinds of book do you like to read ? + How much time do you spend on reading ? + When ? While – Speaking 7’ Task 1 : Complete the following conversation and practise reading it. Pair work - Ask Ss to work in pair , run through the conversation and complete the questions . - Feedback A : What sorts of book do you like to read ? A: How do you often read books ? A : When do you often read books ? - Call one pair to practise the conversation 1 . Task 2 : Ask and answer about each other’s 7’ reading habits , using the questions in the Pair work conversation . - Call 3 pairs to practise . - Feedback . 7’ Task 3 : Complete the following conversation and practise reading it . Group work / Pair - Ask Ss to base on the answers and complete the work questions . - Feedback A : What are you reading at the moment ? A : Who is the main character ? A : What is he like ? Task 4 : Ask and answer about the book you Group work 8’ are reading or you have read . - Note down the answers .( one asks , one answers and one notes down the information ) - Feedback Post - speaking 8’ Task 5 : Report the results to the class . Individual work - Call 4 representatives to report . - Feedback . Page 150
50. Wrapping up 2’ - Summary the main point of the lesson . Whole class - Write a short paragraph about the book you’re reading . * Comments: Date of preparing: 5th February, 2009. Tiết số 70 Unit 11: Books Lesson 3: Listening I. Aims. By the end of the lesson, Ss will be able to listen to information that the women has just read. II. Teaching aids: - Cassette, tape - Textbook, lesson plan III. Teaching Procedures: 1.Organization: 2.Steps: Time Teacher’s activities Students’ activities Page 151
51. A. Warmer: Matching 5 Ss work in groups. Group Work mins A B 1. The old man and the sea a. Vũ Trọng Phụng 2. Số đỏ b. Hemingway 3. Wars and Peace c. Rowlling 4. Harry poster d.Lepstonxtoi Keys: 1- b. 2- a. 3- d. 4 – c 12 B. New lesson: mins 1. Pre – listening - Listen to T - Ss work in groups to find out the questions/ In formation they want to know about the book. - T asks Ss to write their answers on the board. - T gives feedback + Title of the book. + Author + Main character + Plot - T. preteaches some new words. . incredible ( adj): ko thể tin được . wilderness (n): Vùng hoang dã, bỏ hoang Whole class . servive (v) = exist . reunite (v) : Sum họp Individuals To reunite sbd/sth with sbd/ sth: Làm cho ai/ cái gì . distinct (adj ): khác biệt, khác nhau - Ss listen and repeat after the teacher - T. asks some ss to read the new words 2. While – listening 15 *Task 1: mins - T. set the scene and asks ss to read 5 questions Individuals in task 1 before listen. - T. lets ss listen once or two times - T. gets ss answer. - T. gives feedback 1-b. 2- c. 3 – b. 4- a. 5- a. Whole class *Task 2: Gap – filling: - T. helps Ss with the part of speech in each gap, then asks Ss to listen again to fill in the gaps. - Ss. listen once. - T. gets Ss answer. - T. gives feedback: 1- Family. 2. strength. 3- humas. 4- journey. 5. pet 10 3. Post – Listening: Discussion mins - Ss work in group, ask and answer the questios Groupwork Page 152
52. “ Would you like to read the book or couldn’t you ?” 3 C. Wrapping Copy down mins - T. focuses on some main points. - T. gives homework. * Comments: Date of preparing: 10th February, 2009. Tiết số 71 Unit 11: Books Lesson 4: Writing I. Aims: - By the end of the lesson Ss can be able to report a book they have read and further practise the structures and vocabulary. II. Teaching aids: - Text book, chalk, board, cards. III. Teaching procedure: Work Time Steps Arrangement Page 153
53. A- Warmer: Jumbled Words: 5' - T divides the class into two groups. - T gives Ss some cards and asks Ss to rearrange into meaningful words BOK O Group work RPORET ITLET - T gets Ss' answers. - T gives feedback. * BOOK, REPORT, TITLE. - T leads in new lesson. B. Writing: 5' 1. Pre- writing: - T. asks Ss some questions: Do you like reading books? Whole class What kind of books do you like? Do you like reading "Harry Potter" ? => Let's report about "Harry Potter". 1.1. Task 1: To report abook I have some guided questions? - T. divides the class into 3 groups, each group do one question below. Group work Which questions belong to General Introduction? Which questions belong to Summary of the book's content? Which questions belong to Conclusion? - T. runs through the questions 11' - Ss work in 5mins - T. gets Ss'answers. - T. gives feedback. * Key: - General Introduction: 7, 4, 9 - Summary of the book's content: 2, 5, 6, 8 - Conclusion : 1, 3 1.2. Task 2 - T asks Ss to work in pairs, ask and answer about Harry Potter, using the questions above. Pair work - Ss work in pairs. - T goes around to help Ss. - T helps Ss to make an outline on the board. * General Introduction: + The title of the book: Harry Potter + The Author: + Type of book * Summary of the book's content: + The book setting: Whole class Page 154
54. + The main theme of the story: + The main characters: + The plot of the story: * Conclusion: + Your opinion of the book: + Recommendation of the book: 12' 2. While- writing: - T asks Ss to write a report of the book: "Harry Individuals Potter" based on the outline above. - Ss write individually. - T gives suggestion: " I've read a novel recently. The title of the book is " Pair work 10' 3. Post- writing: Whole class - Peer- correction - T checks 1 or 2 writings before class. - T gives feedback. C. Wrapping: Copy down 2' - T. focuses some main points. - T. gives homework: Write the report on the book you have read recently. You can use the questions above. * Comments: Date of preparing: 15th February, 2009. Tiết số 72 Unit 11: Books Lesson 5: Language focus I. Aims: By the end of the lesson: - Ss can practise reading sentences paying attention to the stressed syllables - Ss can use the modals in the passive voice. II. Teaching aids: - Text book, chalk, board III. Teaching procedure: 1. Organization: 2. New lesson: Time Steps Work arrangement Page 155
55. 6’ A. Pronunciation: - Whole class * Activity 1: - Ss listen to the tape paying attention to the stressed syllables, practise reading in sentences in chorus. - T asks some Ss to read before the class. - Individuals * Activity 2: - Ss mark the primary stress over the main stress syllables, practise reading the sentences. - T asks some Ss to read the sentences. - T gives feedback. 1. Peter’s coming in a minute if he can. 2. Come and see us at our new apartment. 3. Where’s your new apartment? Is it in another district? 4. Why was he trying to embarrass me? 5. Probably he wanted you to notice him. 6’ B. Grammar 1. Presentation: - T give some examples * I can keep a book forever. Group work => A book can be kept by me forever. * You must finish your homework. => Your homework must be finished. - T asks Ss to give the form based on the examples. a). Form: Can Must + be + PII Will ( modal verbs) b). Meaning: 7’ c). Usage: - It is used when the focus is on the action. - It is not important or not known who or what is Group work performing the action. Pair work 2. Practice: * Activity 1: - Ss rewrite number 1, 2, 3, 6, 8, 10 in groups. - T gets some Ss to write them on the board. - T checks Ss’answers before the class. 1. This machine mustn’t be used after 5.30p.m 2. This machine must be cleaned everytime you use it. 3. The flowers should be kept in a warm sunny place. 6. Tootpaste can be bought at the drug store. 8. The mystery can not be solved. 10. She shouldn’t be told the news. She might be killed by it. b). Activities 2: - Ss complete the conversation with the suitable Pair work passive form of the verbs in the brackets. Page 156
56. - T asks Ss to practise the conversation in pairs ( some pairs). 6’ - T gives feedback. 1. will be prepared 5. should- be chosen 2. is going to be cooked 3. will be pre- packaged. 6. has to be offered 4. can be warmed up 7. could be selected. Whole class 3. Production: - Make 5 sentences using modal verbs in passive voice. 10’ C. Wrapping: Whole class - T focuses on some main points. - T gives homework. 3’ * Comments: Date of preparing: 20th February, 2009. Tiết số 73 correction Test (No 2) Time: 45 minutes 1. Objectives: - After this correction students will be clearer about the test they have just done, and have to know how to try their best for the next test. 2. Teaching aids: - Tape, posters and papers 3. Procedure: I, Choose the word which has the underlined part pronounced differently from the rest:1 1). A). increase B). spread C). weapon D). threat 2). A). scatter B). danger C). nature D). race 3). A). chemical B). which C). each D). change II, Choose the word with the different stress pattern 4). A). identify B). industry C). extinction D). rhinoceros 5). A). classify B). identify C). temperature D). seriously Page 157
57. III, Choose the best answer by circling the corresponding letter A, B, C or D: 6). The Bali Tiger was declared extinct in 1937 due to hunting and habitat loss. A). reserve B). diversity C). generation D). natural environment 7). Although we are aware the importance of environment, we still overexploit it. A). of B). for C). from D). on 8). Can I look a word in your" dictionary? I left mine at home. A). up B). in C). after D). on 9). is the existence of a wide variety of plant and animal species living in their natural environment. A). Globe B). Biodiversity C). Conservation D). Individual 10). Almost half of turtles and tortoises are known to be threatened with . A). extinctly B). extinction C). extinctive D). extinct 11). The Simpson Desert is in north of Lake Eyre. A). the / the B). a/ a C). the /  D). a / the 12). Have you seen any good films ? A). now B). ever C). already D). lately 13). The sea was dangerous, . we didn't go in for a swim. A). so B). since C). but D). as 14). He is only sixteen, and he is . . . . . . . . . not eligible to drive a car A). but B). so C). therefore D). however 15). People have hunted animals food, hides, and ivory. A). with B). for C). on D). in 16). 'Hummock grasses grow in loose sand on the '. The word '' in this sentence is closest in meaning to A). 'top' B). 'bottom' C). 'inside' D). 'side' 17). 15,589 species (7,266 animal species and 8,323 plant species) are now considered risk extinction. A). on / in B). in / at C). at / of D). for / with 18). He told me not to do it; ___, i did it. A). So B). But C). Therefore D). However 19). The waiter was not very nice, , the food was delicious. A). and B). so C). but D). however 20). We open the lion's cage. It is contrary to Zoo regulations. A). must B). should C). mustn't D). needn't IV, Choose the item (A, B, C or D) that best completes the unfinished statement /best answers about each passage. The size and location of the world's deserts are always changing. Over millions of years, as climates change and mountains rise, new dry and wet areas develop. But within the last 100 years, deserts have been growing at a "frightening" speed. This is partly because of natural changes, but the greatest desert makers are humans. In developing countries, 90 percent of the people use wood for cooking and heating. They cut down trees for firewood. But trees are important. They cool the land under them and keep the sun off the smaller plants. When leaves fall from a tree, they make the land richer. When the trees are gone, the smaller plants die, and there is nothing but sand. Yet people must use firewood, raise animals, and grow crops in order to live. Humans can make deserts, but humans can also prevent their growth. Algeria planted a green wall of trees across the edge. of the Sahara to' stop the desert sand from spreading. Mauritania planted a similar wall around Nouakchott, the capital. Iran puts a thin covering of petroleum on sandy areas and plants trees. The oil keeps the water and small ir the land, and men on motorcycles keep the sheep and goats away. Other countries build long canals to bring water to desert areas. Yet land that will probably become desert in the future equals the size of Australia, the United States, and the former Soviet Union together. Can people stop the growth of the world's deserts and save the land that is so essential to life? 21. Most people in developing countries ___. A. planted trees on the edge of the deserts B. cook on wood fires C. put oil on sandy areas D. raise sheep and goats 22. We can infer that men on motorcycles keep the sheep and goats away so that ___. A. they won't eat the small trees B. they won't destroy the covering of oil C. they won't drink water in the canals D. they won't blow the sand away. 23. When all the trees in an area are cut down? Page 158
58. A. their leaves make the land richer B. the smaller plants can grow better C. they cool the land under their leaves D. there is nothing left but sand 24. The word "frightening" in the first paragraph is closest in meaning to ___. A. “awful” B. "extremely fast" C. “powerful” D. "wonderful" 25. According to the passage, which of the following is the most important cause of desertification? A. The change of climate B. The spread of deserts C. Human activities D. Cattle destroying trees V, Finish the second sentence so that it has a similar meaning to the first one, beginning with the given words 1. It is necessary that you don’t make noise in the class.  You mustn’t make noise 2. In spite of his illness, he still goes to school.  He is ill, but he still VI,Use the information about the elephants then write a paragraph describing the animal. - Habitat: small areas of India, Sri Lanka, China and Southeast Asia, and the Sahara desert in Africa. - Population: about 700,000. - Height: 3 to 4 m - Weight: 5,000 to 7,000 kg. - Food: grass, bark, root, leaves and fruit. - Life span: about 60 years. - Reason for decline: habitat destruction and illegal hunting. Elephants live in small areas . The population of elephants (in the world) is about 700,000, they are about 3 3 to 4 metres tall (in height), they weigh from to (they are from to ) , their food is Elephants can live up to they are in danger of extinction because of habitat and hunting ___ Date of preparing: 24th February, 2009. Tiết số 74 UNIT 12: water sports LESSON 1: READING I. Objectives 1. Educational aim: Through the lesson Sts will be able to know more about sports, water polo. 2. Knowledge: - General knowledge: Sport - Language: + New words. Words related to water polo such as opponent, penalize, eject, foul, tie. + Grammar. 3. Skills: + Read and guess the meaning of the words. + Read and find the characters of water polo. + Read and answer the questions. II. Methods: - Individual, pair work, group work. III. Teaching aids: - Textbooks, pictures in the book, posters. IV. Anticipated problems: Sts may get trouble in understanding some new words. V. Procedures: Page 159
59. Time Teacher’s activities Students’ activities 1. Warm up: Using the picture of the book Whole class 5’ - Teacher asks Sts some questions: Sts look at the picture and answer the questions 1. Can you name the sport in the picture? 1. water polo 2. Where is it played? 2. in a pool 3. How many people play it? 3. seven players 4. How do people play it? 4. - Teacher corrects mistakes and - Lead in the new lesson. 2. Pre-reading 10’ * Pre- teach Vocabulary. Real aloud - vertical sport(n). Individual work - crossbar(n) - advance (v) = more forward - interfere with Sth (v) - punch (v) - Rub-out and remember Sts go to board and write - T: Feedback 8’ *True – False prediction ( handout) - T: asks Sts to work in group to predict these Group work ( 4 groups) sentences are True or False. a. Water polo is played in a pool 1.8 metres and 3.5 metres. b. players can hold the ball with both hands. c. A game is divided into four ranging. d. A player is ejected after commiting five personal fouls. - Collects groups’ opinions 3. While-reading 1. T/ F correction : Group work 10’ - Asks STs to read the passage and correct T/F prediction and give in evidences. Sentences predict correct evidences a T/ F F 30 m long b T/ F F No player, c T/ F T except the d T/ F T goalie. 2. Task 2 Work in individual Complete the flollwing sentences, using the 1. (1). 18m; (2). 30m; (3). 20m information from the passage 2. (1). White caps; (2). Blue 1. Water polo is played in a pool (1) metres caps;(3). Red caps. Page 160
60. deep, (2) long and (3) wide. 3. (1). Their own goalies 2. The home team wears (1) , the visiting 4. (1). Holding or punching team wears(2) and the goalies wear(3) the ball 3. Both team sprints for the ball from (1) 5. (1). Five to light minutes 4. a free throw is awarded for minor fouls, such as (1) 5. A game is divided into quarters ranging from (1) in length - Teacher gets feedback. 10’ Group work 4. Post- reading: Discussion Individual work - Ss work in groups to scan the reading again to find a suitable sentence for each paragraph 2’ Whole class 5. Homework - Learn vocabulary by heart. - Do exercise 1 and 2 again. * Comments: Date of preparing: 28th February, 2009. Tiết số 75 UNIT 12: water sports LESSON 2: speaking I. Aims By the end of the lesson Ss will be able to listen for gist and for details related to an interview with a new champion in swimming - Talking about type of water sports. - Giving opinion and preferences about water sports. II. Teaching aids: Books, pictures. III. Procedure Time Teacher’s activities Ss’ activities 5’ Warmer Jumbled words (letter cards) Group work W I N D S U R F I N G Ss have their books closed Presentation Page 161
61. 1. Pre-speaking * Pre- teach vocabulary 8’ - scuba-diving(n) - synchronized swimming(n) The whole class - rowing(n) Task 1: * T. asks some questions: 1. How many pictures are there in task 1? 2. Number the pictures? Individual work 3. Do you know the game of each picture? Group work - Peer correction - Feed backs * Set the scene. - T. asks Ss to look at the table and talk about each of the water sports. Pair work * T asks some questions: 1. Where is water polo played? ( Place) 2. What is it played with? (Equipment) 3. How is it played? Team/Individual/pairs? (Number of players) * T. models: Water polo is played in a pool. It is played with a ball and people play it in a team. 21’ 2. While- speaking Pair work Task 2: - T tells the meaning of the words if necessary. - T encourages Ss to practise speaking in pairs. - Presents model: S1: Where is rowing played? S2: It’s played in the sea/river or lake. - T goes around the class to check and offer help. - T calls on 3 Ss report in front of the class. - Feed backs 10’ 3. Post speaking - List adjectives and asks Ss make sentences by basing on the model below. Whole class Group work Easily Dangerous Interesting Adventurous Individual work Healthy Fit Brave Intelligent * T. models: I prefer scuba- diving to water polo because it is adventurous. However, it can be dangerous because you can easily be Page 162
62. attacked by shark. - T. calls on Ss report in front of the class. - Feed backs 1’ Home work - Write a paragraph about a champion in a Paragames you have known. Whole class * Comments: Date of preparing: 1st March, 2009. Tiết số 76 UNIT 12: water sports LESSON 3: listening 1. Aims: Listen to the history of the synchronized swimming. - By the end of the lesson Ss will be able to talk about the synchronized swimming. 2. Teaching aids: Book, tape, Handouts, cassette. 3. Procedure: Time Teacher’s activities Students’ activities 5’ I. Warmer Questions and answers Look at the picture (p.132) 1. What kind of sport is it? and answer the questions. 2. Do people need any equipments when playing it? 3. Is it played individually or in a team? 4. Where is it played? II. Pre – listening Vocabulary: 7’ - To plant the first seed: Gieo hạt giống đầu tiên. Copy the new words. - Glass tank: Bể kính Repeat chorally and Page 163
63. - Inspire (v): Thúc đẩy individually. - T coach (v): Huấn luyện - To conduct: Điều hành Asks ss to listen and repeat some words in the textbook. Listen and repeat. - Explains more about the words if necessary 12’ II. While – listening Task 1 (p.133): Listen to the woman talking about synchronized swimming and Whole class circle the most appropriate option (A, B,C or D) to complete each of the following Read the sentences before sentences. listening. - Explains more about the tasks if necessary Listen and do the task. - Plays the tape twice. - Gives out the keys: Peer correction. 1. B 2.C 3. A 4. B 5. A 10’ Task 2 : Listen again and fill in the blanks Read the passage carefully with the missing information. and try to guess the missing information.( Pair work). - Explains more about the task. - Plays the tape again. Listen and fill in the - Checks and corrects. blanks.(Individual work). Annette Kellerman was the first seed of what was to become synchronized swimming when she performed a water ballet in 1.1907 a glass tank in New York in (1). Katherine Curtis 2. an American woman was (2) founded 3. 1923 and developed the competition 4. May 27th, 1939 rules of synchronized swimming in (3). 5.1946 The first recorded competition 6. Olympic event. was held on (4 ) . In (5) the first formal national championship was conducted by the AAU. Synchronized became an (6) at Los Angeles 10’ Games in 1984. III. Post – listening Peer correction. - Talk about the history of synchronized Work in groups. swimming, using the cues bellow.(p.134). Eg: Synchronized swimming 1907 1946 1923 1984 became an Olympic event at Page 164
64. 1’ the Los Angeles Games in Homework 1984. - Write about synchronized swimming, + Check up the new words using the information you have learned. + Read the tasks carefully. - Learn by heart the new words. - Prepare for the next lesson. * Comments: Date of preparing: 2nd March, 2009. Tiết số 77 UNIT 12: water sports LESSON 4: WRITING 1. Aims: At the end of the lesson Ss will be able to write the instructions for one warm-up exercises before playing water polo. 2. Teaching aids: Textbook, pictures, poster 3. Procedure Time Teacher’s activities Ss’ activities Warmer - T. asks some questions: Individual 3’ 1. Who can swim? work 2. Where do you often swim? 3. What do you do before swim? 4. Do you think you should warm-up exercises before swimming? => T. leads into the lesson. 10’ Pre-writing: * Vocabulary Page 165
65. - horizontal(adj): ngang Whole class - horizontally(adv) Individual - fingertip : đầu ngún tay work Task 1: Matching - T asks Ss to open their books. - T’s instruction: Work in pairs to read and match each sentence with one appropriate action. - Goes around the class to check and offer help. - Feed backs Pair work * Keys for answers. (Poster) 0. Set yourself in vertical position. 1. Stand with your feet apart, push both arms out straight in front of you. 2. Raise your hands above your head, looking straight ahead. 3. Put out your arms to the sides horizontally. 4. Put down your arms to the first position. - T. asks to study the sentences and give comment => highlights: V+ O 20’ Whole class While- writing Task 2: - T’s instruction: write the instruction for one warm- up exercises before playing water polo, using these expressions. - bend forward, left, right Individual - feet apart, feet touching work - put your hands to the sides - raise your hands above Peer * Some conjunctions: First, then, after that, finally. correction - T. asks Ss to go through the poster. - T. asks Ss report their sentences in front of the class. - T. feedbacks Answers: Write on 2. Stand with your feet apart, raise your hands above head. posters 3. Bend forward, fingertips touch the ground. 4. Then bend again, fingertips touch the ground between the feet. 5. Finally put each arm back to the first position. 8’ Post writing Individual - T. gets some Ss in turn to stand in front of the class do work warming up before water polo as the other students in the 1’ class give the instructions. Whole class Summary Page 166
66. Retell the main points of the lesson 1’ Home work To do exercises in workbook * Comments: Date of preparing: 6th March, 2009. Tiết số 78 UNIT 12: water sports LESSON 5: language focus I. Aims: By the end of the lesson sts will be able to - Pronunciation: Elision - Grammar: To distinguish between Transitive& Intransitive II. Teaching aids: Flash cards, cassette, and handouts. III. Procedure Time Teacher’s activities Ss’ activities A: Warmer “Hum game” 3’ - Teacher plays the “Hum game” - Presents the words: o o o0 o 0 o o Pronunciation Dictionary The whole class [prə,nʌnsi'ei∫n] ['dik∫ənri] B: Pronunciation 10’ - Presents three other words with their” pronunciation” Page 167
67. A B C History Potato Postman    The whole class /’histəri / /pə’teitou / /’pəstmən /    [‘histri] [P’teitou] [‘pəsmən] -Disappearance - Loss of weak - Omit the of vowels vowels after consonants + n, l, r /p, t, k/ between the two other consonants - Asks them to practise 5’ * Activity 1: - Write the words on the boards.(extra boards) Individual work grandmother castle awful Edinburgh Group work family handsome garden interest - Asks students to underline the letter omitted (elision sound) of each word. - T. gets feedbacks The whole class Individual work * Activity 2: Practise reading the sentences - Teacher models - Asks them to practise. - Peer correction - Listens and corrects their mistakes. * Activity 3: Presents a small exercise elision. Find words which have omitted syllables. ‘secretary Tech’nology ‘scary ‘terrorist 16’ - T. gets feedbacks Copy down C: Grammar 1. Presents. 2 examples written on the board a. Mary is writing a song Listen S V O b. Mary is running very quickly Group work S V Adv Whole class => Asks Ss to tell the differences between two sentences. The first has got a direct object. The second is without an object.  Which sentence has a direct object, its verb is transitive. Which sentence has no object, its verb is transitive. However some verbs are not only transitive but also intransitive. - Models: a. She won the match yesterday. b. Her team won yesterday. Page 168
68. Individual work 2. Practice. Group work Exercise 1: Which of the verbs can have an object, and which can not? - Asks Ss to identify which can have an object, and which can not. - Listens and gives correct answers. Team work Exercise 2: Which verbs in the sentence are Individual work T(transitive) and which are I ( intransitive) . Tick the right column. - Peer correction. - T. gets feedback Group work Exercise 3: Choose the sentences that have objects Individual work and then change them into the passive voice. - Lets them to find the sentences that have objects and the change them to the passive voice. - Listens and corrects their mistakes. 9’ Two big groups 3. Production Task1. - Give as many verbs as you can. Group 1 Group 2 (Transitive) (Intransitive) Task 2: Make up sentences using the verbs you have given above. - Peer correction - T. gets feedbacks 2’ D: Summary Whole class - Asks some Ss to retell again the main points of the Individual work lesson. 1’ E: Home work - Ask sts to complete the rest of these exercises. Whole class - Prepare for Unit 13: The 22nd Sea Games * Comments: Page 169
69. Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Page 170
70. Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Page 171
71. Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Page 172
72. Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: Page 173
73. 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Page 174
74. Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Page 175
75. Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Page 176
76. Tiết số Unit: Date of preparing: Date of teaching: 1. Objectives: 2. Teaching aids: 3. Anticipated problems: 4. Procedure: Work Time Steps arrangement Page 177