WEEK:20
Preparing date: Period: 55
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 1 - GETTING STARTED: My favourite salad
I./. OBJECTIVE: By the end of the lesson, students can:
- use the lexical items related to making a prawn salad
- listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad
- Learn some more famous dishes of some countries in the world
1. Knowledge: - Vocabulary: lexical items related to making a prawn salad
- Grammar: Giving instruction 2.Qualities: Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises. 3. Competences: - Co-operation - Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present…. IV./.PROCEDURE:
Teacher and Students' activities Contents
ACTIVITY 1: Warm up (5’) Brainstorming
Aims: help students have an overview about Find out famous dishes of some countries in the
dishes and cuisines from different cutures world Contents: Countries Dishes
Find out famous dishes of some countries in Viet Nam the world Thailand Products: Japan
Famous dishes from the coutries in the board. The USA Organization: Mexico
- Teacher elicits and write the name of some The UK countries on the board Italy
? Discuss and find out some famous or India
tradition dishes of these countries
- Have some students write the dishes on the
Teacher and Students' activities Contents right corner of the board
ACTIVITY 2. Knowledge Formation (17’) Getting-started:
Aims: provide sts neccesary words and I. New words
structure for understanding and learning the - prawn (n): tôm sú conversation. - celery (n): cần tây Contents: - mayonnaise (n): sốt ma-i-on-ne
- new words from the conversation - versatile (adj) đa dụng - A/an, some/any
- Modal verbs in Conditional sentences type 1 Products: - New words - Usage of a/an/some/any Organization: New words
Teacher use the things in the picture on page 6-7 to teach new words
- Follow the seven steps of teaching vocabulary Listen and read II. Listen and read
? Cover the text and look at the picture on page 6-7 * Suggested answers:
? Who can you see in the picture? - Mi, Nick and his mom. ? Where are they? - In the kitchen. ? What is there on the table?
- prawn, celery, lemon. salt, pepper, mayonnaise, knife, tablespoon.......
? What do you think they are talking about?
- They are talking about how to make a salad.
- Play the recording and have students follow along.
? Compare your answer with the information in the dialogue.
1.a. Find the words (1a P8)
1.a. Find the words (1a P8)
? Work individually to find the words with the 1. starter 2. versatile
given meanings in the dialogue. 3. drain 4. peel
? Quickly write the answer on the board. 5. chop 6. combine
1.b. Word webs (1b P8)
1.b. Word webs (1b P8)
? Work in pairs and complete the word webs.
* Ingredients: prawn, celery, lemon. salt, pepper,
- Call one pair to write their answers on the mayonnaise, spring onion board.
* Preparing and cooking: wash, boil, combine, chop,
Teacher and Students' activities Contents ? Add more if needed.
peel, drain, mix, add
1.c. Answer the questions (1c P8)
1.c. Answer the questions (1c P8) ? Run through the questions. 1. Nick's mum.
- Make sure students understand them.
2. Because it's simple and delicious.
? First, answer the questions without reading 3. In the summer time. the dialogue again.
4. They are versatile, and you can use lots of
? Exchange your answer with your partner. ingredients in a salad.
? Read the dialogue again and check.
5. Nick's mum boils and drains the prawns, and mixes
the ingredients. Mi washes the spring onions, chop the
celery, peels the onions, and mix the ingredients.
6. Because he finds it difficult to wait for one hour.
ACTIVITY 3: PRACTICE (15’)
Aims: help sts have some concepts about
famous dishes all over the world Contents: - famous dishes - words about food Products: - key to Practice 2, 3, 4/P8 Organization:
1. Matching (2 P8) ? Refer back to the warmer
? Look at the pictures and match the dishes III. Practice with the pictures.
1. Matching (2 P8) ? Pair compare A. Cobb salad B. sushi
- Play the audio for students to check and C. steak pie D. fajitas repeat the answers.
E. lasagne F. mango sticky rice G. beef noodle soup H. curry
2. Discussion (3a P8)
2. Discussion (3a P8)
? Work in pairs to discuss what country in the A. The USA B. Japan
box is associated with each dish in 2. C. The UK D. The UK
- Check and confirm the correct answers. E. Italy F. Thailand G. Viet Nam H. India
3. Fill in each blank with the name of a dish. 3. Fill in each blank with the name of a dish. (3b P8) (3b P8) 1. lasagne 2. curry
? Complete the sentences with the name of the 3. steak pie 4. Fajitas dishes in 2. 5. sushi
? Write the answer on the board
4. Food quiz (4 P8)
4. Food quiz (4 P8)
? Work in groups to do the quiz Suggested answers 1. beef
Teacher and Students' activities Contents 2. prawn, potato 3. cheese, butter, ice cream
4. strawberry, lychee, cherry, promegranate
5. broccoli, spinach, lettuce, celery, kohlrabi
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new words and structure. Contents:
More speacial dishes from different area of Noodles in 3 main areas of Vietnam. Vietnam. Vietnamese special food Products: - Vietnamese specialities
Sts’s knowledge about food and articles Organization: ? Recall some dishes Homework: Learn by heart new words
Do exercises B1-3 P4-5 (workbook)
Prepare: Unit 7: A closer look 1
---------------------0@0-------------------- WEEK:20
Preparing date: Period: 56
Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 2: A closer look 1
I./. OBJECTIVE: : By the end of the lesson, students can:
- learn some more words related cooking verbs
- remember the instructions on how to make a pizza
- Identify the tone in statements used as questions and say these sentences correctly.
1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative 2. Qualities: Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises. 3. Competences: - Co-operation - Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
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TÀI LIỆU BỘ BÁN CHẠY MÔN Tiếng Anh
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Tài liệu bộ mới nhất
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
WEEK:20 Preparing date:
Period: 55 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 1 - GETTING STARTED: My favourite salad
I./. OBJECTIVE: By the end of the lesson, students can:
- use the lexical items related to making a prawn salad
- listen and read Nick's mum and Mi's conversation for specific information about how to
make a spawn salad
- Learn some more famous dishes of some countries in the world
1. Knowledge: - Vocabulary: lexical items related to making a prawn salad
- Grammar: Giving instruction
2.Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about
dishes and cuisines from different cutures
Contents:
Find out famous dishes of some countries in
the world
Products:
Famous dishes from the coutries in the board.
Organization:
- Teacher elicits and write the name of some
countries on the board
? Discuss and find out some famous or
tradition dishes of these countries
- Have some students write the dishes on the
Find out famous dishes of some countries in the
world
Countries
Dishes
Viet Nam
Thailand
Japan
The USA
Mexico
The UK
Italy
India
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Contents
right corner of the board
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary words and
structure for understanding and learning the
conversation.
Contents:
- new words from the conversation
- A/an, some/any
- Modal verbs in Conditional sentences type 1
Products:
- New words
- Usage of a/an/some/any
Organization:
New words
Teacher use the things in the picture on page
6-7 to teach new words
- Follow the seven steps of teaching vocabulary
I. New words
- prawn
(n):
tôm sú
- celery
(n):
cần tây
- mayonnaise
(n):
sốt ma-i-on-ne
- versatile
(adj)
đa dụng
Listen and read
? Cover the text and look at the picture on page
6-7
? Who can you see in the picture?
? Where are they?
? What is there on the table?
? What do you think they are talking about?
- Play the recording and have students follow
along.
? Compare your answer with the information in
the dialogue.
II. Listen and read
* Suggested answers:
- Mi, Nick and his mom.
- In the kitchen.
- prawn, celery, lemon. salt, pepper, mayonnaise,
knife, tablespoon.......
- They are talking about how to make a salad.
1.a. Find the words (1a P8)
? Work individually to find the words with the
given meanings in the dialogue.
? Quickly write the answer on the board.
1.a. Find the words (1a P8)
1. starter 2. versatile
3. drain 4. peel
5. chop 6. combine
1.b. Word webs (1b P8)
? Work in pairs and complete the word webs.
- Call one pair to write their answers on the
board.
1.b. Word webs (1b P8)
* Ingredients: prawn, celery, lemon. salt, pepper,
mayonnaise, spring onion
* Preparing and cooking: wash, boil, combine, chop,
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Contents
? Add more if needed.
peel, drain, mix, add
1.c. Answer the questions (1c P8)
? Run through the questions.
- Make sure students understand them.
? First, answer the questions without reading
the dialogue again.
? Exchange your answer with your partner.
? Read the dialogue again and check.
1.c. Answer the questions (1c P8)
1. Nick's mum.
2. Because it's simple and delicious.
3. In the summer time.
4. They are versatile, and you can use lots of
ingredients in a salad.
5. Nick's mum boils and drains the prawns, and mixes
the ingredients. Mi washes the spring onions, chop the
celery, peels the onions, and mix the ingredients.
6. Because he finds it difficult to wait for one hour.
ACTIVITY 3: PRACTICE (15’)
Aims: help sts have some concepts about
famous dishes all over the world
Contents:
- famous dishes
- words about food
Products:
- key to Practice 2, 3, 4/P8
Organization:
1. Matching (2 P8)
? Refer back to the warmer
? Look at the pictures and match the dishes
with the pictures.
? Pair compare
- Play the audio for students to check and
repeat the answers.
III. Practice
1. Matching (2 P8)
A. Cobb salad B. sushi
C. steak pie D. fajitas
E. lasagne F. mango sticky rice
G. beef noodle soup H. curry
2. Discussion (3a P8)
? Work in pairs to discuss what country in the
box is associated with each dish in 2.
- Check and confirm the correct answers.
2. Discussion (3a P8)
A. The USA B. Japan
C. The UK D. The UK
E. Italy F. Thailand
G. Viet Nam H. India
3. Fill in each blank with the name of a dish.
(3b P8)
? Complete the sentences with the name of the
dishes in 2.
? Write the answer on the board
4. Food quiz (4 P8)
? Work in groups to do the quiz
3. Fill in each blank with the name of a dish. (3b P8)
1. lasagne 2. curry
3. steak pie 4. Fajitas
5. sushi
4. Food quiz (4 P8)
Suggested answers
1. beef
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Contents
2. prawn, potato
3. cheese, butter, ice cream
4. strawberry, lychee, cherry, promegranate
5. broccoli, spinach, lettuce, celery, kohlrabi
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some
new words and structure.
Contents:
More speacial dishes from different area of
Vietnam.
Products:
- Vietnamese specialities
Sts’s knowledge about food and articles
Organization:
? Recall some dishes
Homework:
Learn by heart new words
Do exercises B1-3 P4-5 (workbook)
Prepare: Unit 7: A closer look 1
Noodles in 3 main areas of Vietnam.
Vietnamese special food
---------------------0@0--------------------
WEEK:20 Preparing date:
Period: 56 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 2: A closer look 1
I./. OBJECTIVE: : By the end of the lesson, students can:
- learn some more words related cooking verbs
- remember the instructions on how to make a pizza
- Identify the tone in statements used as questions and say these sentences correctly.
1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza
- Grammar: Imperative
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
Dishes: Cobb salad, sushi, steak pie,
fajitas, lasagne, mango sticky rice, beef noodle
soup, curry
Preparing and cooking:wash, boil, combine,
chop, peel, drain, mix, add
Product: all the words related to the topic: dishes
and preparing/ cooking
Organization:
? Work in two teams
? Brainstorm all the words related to the topic:
dishes and preparing/ cooking
- Encourage them to call out as many words as
possible.
Word webs
* Suggested answer:
Dishes: Cobb salad, sushi, steak pie,
fajitas, lasagne, mango sticky rice, beef noodle soup,
curry
Preparing and cooking:wash, boil, combine, chop,
peel, drain, mix, add
ACTIVITY 2: Vocabulary (15’)
Aims: help sts learn the words about cooking
process and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
- Teacher use the pictures in 1 on page 9 to teach
vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary
I. New words
- whisk
(v):
đánh (trứng)
- grate
(v):
nạo
- spinkle
(v):
rắc
- manirate
(v)
ướp
- spread
(v):
phết
- simmer
(v):
om
- paster
(n):
mì ống, mì sợi
- batter
(n):
bột (nhão) làm bánh
1. Matching (1 P9)
? Match the verbs in the box with the pictures.
II. Vocabulary
1. Matching (1 P9)
A. chop B. slice
C. grate D. marinate
E. whisk F. dip
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Teacher and Students' activities
Content
G. sprinkle H. spread
2. Complete the sentences (2 P9)
? Work in pairs.
? Use the correct form of the verbs in 1 to
complete the sentences.
2. Complete the sentences (2 P9)
1. chop, Slice 2. grates, sprinkles
3. Marinate 4. whisk
5. Dip 6. spread
3. Matching (3 P9)
? Run through all the cooking verbs.
? Read the definition and match a cooking verb
in A with its definition in B.
? Work individually
3. Matching (3 P9)
1.g 2. f
3. h 4. c
5. e 6. a
7. d 8. b
4.a. Questions (4a P9)
? Look at the picture and answer the two
questions.
? Pair compare
- Elicit their answers
? Have you ever eaten or made a pizza?
? If so, do you like the dish?
? Describe the process of making one briefly.
4.a. Questions (4a P9)
- tomato sauce, onion, cheese, apple, bacon, pizza
base -> pizza
4b. Complete the instruction (4b P10)
? Look at the pictures and complete the
instructions individually.
? Then compare the answer with a partner.
- Check the answer as a class.
? Can you make a pizza after reading the
instructions.
4b. Complete the instruction (4b P10)
1. Chop
2. Grate
3. Spread
4. Sprinkle
5. Spread
6. Bake
ACTIVITY 3: Pronunciation (15’)
Aims:
Concept of tone in statement used as questions
Contents:
What is a statement?
- a telling sentence that ends with a full stop.
? What is a statement question?
- used to check information has the order of a
statement but ends with a question mark.
Products:
Sts can read in correct innotation
Organization:
- Play the part of the conversation in GETTING
STARTED which includes a statement question.
? Listen and pay attention to the intonation of the
sentences, give comment.
? Read the REMEMBER box.
III. Pronunciation
* Tone in statement used as questions
- A statement can be used as a question to check that
the information we have is correct.
- When we pronounce a statement question, our
voice goes up at the end.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
- Make sure students understand the information
1. Listen and draw or
(5 P10)
? Listen to the conversations and draw correct
symbol for the intonation of each sentence.
- Play the recording as many times as necessary.
? Practice the conversations with a partner.
1. Listen and draw or (5 P10)
2. Complete the mini-dialogues (6 P10)
? Work in pairs to complete the mini-dialogues
with suitable statement questions.
- Call on some pairs to write their answers on the
board.
- Give comment when needed.
? Practice the dialogues using the correct
intonation.
2. Complete the mini-dialogues (6 P10)
* Suggested answers:
1. You don't like paster?/ Don't like paster?
2. Add some salt?
ACTIVITY 4: Further practice (5’)
Aims:
- help sts use cooking verbs flexibly.
- practice speaking statement questions
Contents:
- cooking verbs in textbook
- questions from students
Products:
Sts can use cooking verbs have a clear concepts
of intonation of statement questions.
Organization:
? Recall some cooking verbs.
?How is a statement question pronounced?
Teacher review the lesson and give homework.
Homework:
? Learn by heart new words
? Do exercises A1,2 P3 (workbook)
? Prepare: Unit 7: A closer look 2
- a pinch of salt
- a glass of beer
- a slice of bread
- a stick of cinnamon
- a head of cabbage
- a handfull of cherry tomatoes
ACTIVITY 5: Production (5’)
Aims: review the lesson
Contents: new words about cooking
Products: sts can speak statement questions
correctly, can use more cooking verbs.
Organization:
Homework:
Learn by heart new words
Do exercises A1,2 P3 (workbook)
Prepare: Unit 7: A closer look 2
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Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
WEEK:20 Preparing date:
Period: 57 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 3: A closer look 2
I./. OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type 1
- Vocabulary: words related to dishes
1.Knowledge: conditional sentences type 1 with modal verbs
2. Qualities:
Skills: Practicing skills
Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1
- Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents:
Cooking verbs
Products:
Check the old lesson
Organization:
Teacher asks, sts answer
deep-fry (v) /diːp-fraɪ/: rán ngập mỡ
dip (v) /dɪp/ : nhúng
drain (v) /dreɪn/: làm ráo nước
garnish(v)/ˈɡɑːrnɪʃ/: trang trí (món ăn)
grate (v) /ɡreɪt/: nạo
grill (v) /ɡrɪl/: nướng
marinate (v) /ˈmærɪneɪt/: ướp
peel (v) /piːl/: gọt vỏ, bóc vỏ
purée (v) /ˈpjʊəreɪ/ : xay nhuyễn
roast (v) /rəʊst/: quay
ACTIVITY 2. Knowledge Formation 1 (10’)
Aims:
Help sts know about quantifiers
Contents:
a/an/some/any
Products:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Sts can use a/an/som/any exactly
Key to Task 1, P11
Organization:
Grammar 1: Quantifiers:
Ask students what a quantifier is, briefly explain
to them that quantifier is a word or phrase that
expresses the amount. Tell students that they had
already learnt and know quite a few quantifiers.
Elicit examples from students.
T may organize a short warm-up activity with
this content. Students work in pairs to write down
all quantifiers that they know in two minutes. The
winner in the pair with has the most answers.
Task 1:
1 Ask Ss about the use of the four quantifiers.
Make any necessary comments. Have Ss do this
exercise individually and then compare their
answers in pairs.
Tell Ss that when talking about recipes people
usually use food quantifiers and that the Look
out! box contains the most common ones.
Have Ss read the information in the Look
out! box. Explain any unclear points. If time
allows, ask Ss to give examples with the
quantifiers. Ss may also add some more food
quantifiers they know to the list.
Task 2 :
2 Have Ss do the exercise individually and then
compare their answers with a partner. Remind
them that some quantifiers can go with more than
one noun. Check the answers as a class.
1 Fill each blank with a, an, some, or
any.
Key:
1.a 2. a 3. some
4. some/any 5. a 6. some
7. an 8. any 9. Some
2 Match the food quantifiers with the
nouns. Some quantifiers can go with
more than one noun.
Key:
1.a, g 2. a 3.f,g 4.c
5.h 6. b,d 7.e,f 8. b
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims: learn about Conditional Sentences Types
Contents:
If + S + V (present simple),
s + can/must/may/might/should + V
(infinitive).
Products:
Key to Task 3, 4 P7
3 Read the instructions to make a
salad. Fill each blank with a
word/phrase in the box.
Key:
1. 200grams 2. an
3. tablespoons 4. teaspoon
5. teaspoon 6. some
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Organization:
Task 3 :
a. Have Ss work in pairs to read the instructions
to make a chicken salad and to fill each blank
with a word/ phrase from the box. Check as a
class.
b. Ask Ss to work in pairs, and think about a
simple salad they know. Together Ss write the
instructions to J make it Call on some pairs to
read aloud their instructions. Other Ss listen,
make comments, and vote for the best salad.
T may also organise a competition. Have Ss work
in groups to write the instructions to make a salad
on a big piece of paper. Once they have finished,
each group sticks their instructions on the board.
A board of five Ss act as examiners. This board
reads the instructions and gives each group a
mark.
Task 4 :
Have Ss read the two given sentences and answer
the questions. Elicit their answers and confirm the
correct ones.
Ask them to give the standard form of conditional
sentences type 1.T may call on one student to
write the form on the board. Now have Ss read
the information and examples in the grammar
box. Write the form of the examples on the board:
b Work in pairs. Think about a simple
salad. Write the instructions on how to
make it using the quantifiers and
cooking verbs you have learnt. Share
the instructions with the whole class.
Vote for the best salad.
4. Modal verbs in conditional
sentences type 1
4 Read these sentences from the
conversation in GETTING
STARTED. Pay attention to the
underlined part and answer the
questions.
In conditional sentences type 1, we use a
simple present tense in the If-clause and
will + bare infinitive in the main clause.
This is the standard form.
Instead of will, we can use other modal
verbs such as can, must, may; might or
should in the main clause to express
ability, permission, advice, possibilities,
necessity, etc.
Example:
If you cut your finger, it will bleed.
(standard form)
If you finish your dinner, you can watch
TV. (permission)
She can learn to become a good cook if
she tries hard, (ability) if he likes eating
spicy food, he may/might add chilly,
(possibility)
If you don't want to get burnt, you must
follow these safety instructions.
(necessity)
If you feel unwell, you shouldn't eat fast
food. (advice)
Key: I
1. ability 2. Advice
ACTIVITY 4:Further practice:
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Aims: review Conditional sentences Type 1
Contents:
If Clause: Present Simple
Main Clause:
may/might/could/should/can/will/would + V
Products:
- sts can make a Conditional Type 1 Sentence
- sts can put quantifiers in correct places
Organization:
Task 5
5 Have Ss do the exercise individually and then
compare their answers in pairs. Ask some Ss to
read out loud the complete sentences.
Task 6
6 Have Ss work in pairs to read the situations and
write appropriate //-sentences. Call on some Ss to
write their sentences on the board. Give necessary
correction.
If time allows, organise a quick game. Ss work ỉn
groups and write down two situations. After five
minutes, have a representative from one group
stand up and read out one situation. This student
points at a random student in another group to
give a conditional sentence type 1 with a modal
verb. If the sentence is correct, the group gets one
point. The groups take turns to read their
situations. The winner is the group with the most
points. Make sure the groups have equal
opportunities to give the answers.
Homework:
Copy the email onto exercise notebook.
-Prepare communication
5 Match the first half of the sentence
in A with the second half in B.
Key: 1. c
2. e 3. a 4. b 5. f 6. d
6 What will you say in these
situations? Use suitable modal verbs
with conditional sentences type 1.
Example:
Your friend, Mai, is not good at cooking,
but she wants to study abroad. You think
learning to cook is a good idea because
she can cook for herself when she's away
from home. Give her some advice.
—> If you want to study abroad, you
should learn to cook.
Suggested answers:
1. If you want to have good health, you
must reduce the amount of salt in your
food.
2. If my brother is hungry, he can eat
three bowls of rice.
3. You can take a cooking class if it is
at the weekend.
4. If I eat this undercooked pork, I may
have a stomachache.
5. You should whisk the eggs for 10
minutes if you want a lighter cake.
Take note
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:21 Preparing date:
Period: 58 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 4: Communication
I./. OBJECTIVE: By the end of this Unit, students can:
• talk about the eating habits of Vietnamese people
• listen for detailed and specific information about teenagers' eating habits
1.Knowledge: - Vocabulary: words related to recipes and eating habits.
- Grammar: quantifiers (review); modal verbs in conditional type 1.
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation
to concentration
Contents: Tell students in this lesson they will
have the opportunity to learn how to cook one
type of soup.
Go through that extra vocabulary with students. If
students do not know any words in the Box.
Look at the pictures. Answer the
questions.
puree:
garnish
shallot
cube
tender
bột nhuyễn
Trình bày
củ hẹ
hình lập phương
mềm
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Quickly teach it.
Products:
- the word shallot and cube
- Puree
- Garnish
- Tender
Organization:
To teach the word shallot and cube teacher may
draw the pictures on the board . To teach other
words use simple words, use simple explanations
and examples to give definitions.
Puree: make fruit or vegetables into a thick
smooth sauce, usually in a blender
Garnish decorate of food with a small amount of
another fruit.
Tender so easy to chew my grandmother can only
eat beef if it is tender so my mother has to stew it
from one hour
pumpkin
leaves
fibre
pinch
stick
bí ngô
lá
chất xơ
Nhúm tay
Bó, cây
ACTIVITY 2: Communication 1 (15’)
Aims:
Help Sts promote listening skill and vocab
Contents:
- The first part of a talk where Mi is presenting
how to prepare the ingredients
Products:
Listening skill
Vocabulary
Organization:
Task 1: - Have Ss look at the picture and answer
the questions. Quickly elicit their answers and
write them on the board. Do not confirm the
correct answers now.
Task 2:
Have Ss look at the picture and answer the
questions. Quickly elicit their answers and write
them on the board. Do not confirm the correct
answers now.
2a Play the first part of the recording for Ss to
check their answers. Confirm the correct ones.
2a Now listen to the first part of a talk
where Mi is presenting how to prepare
the ingredients. Check your answers.
Key: 1. pumpkin, celery, shallots, butter,
salt, cream
2b Listen to the first part of the talk
again. Fill each blank with a
word/phrase.
Key:
1. a kilo/one kilo 2. two
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2b Play the recording again for Ss to do the
exercise. Have them compare their answers in
pairs. Call on two Ss to write their answers on the
board. Ask other Ss to correct these answers if
needed. Play the recording one more time for Ss
to check their answers.
Audio script (part 1 n Pumpkin soup is my
family's favourite soup. We usually have it for
breakfast with some slices of bread. It's quick and
simple to cook.
The ingredients are: a kilo of pumpkin, two
shallots, two sticks of celery, two tablespoons of
butter, two tablespoons of fresh cream, and a
pinch of salt.
Before cooking, peel the pumpkin and chop it into
cubes. Peel the shallots and slice them. Next,
wash the celery and remove the leaves.
3. two sticks 4. two tablespoons
5. two tablespoons 6. a pinch
7. peel 8. chop
9. peel 10. slice
11 . leaves
ACTIVITY 3: Communication 2(10’)
Aims:
To promote listening skill
To learn how to tell a procedure
Contents:
The second part of a talk where Mi is presenting
how to prepare the ingredients
Products:
Key to task 3
Organization:
Task 3 a+b Have Ss read the steps to cook the
soup and try to rearrange the steps. Ask some Ss
to write their order on the board. Play the
recording for Ss to check their answers. Ask Ss to
comment on the orders on the board. If there are
any unclear points, play the recording a second
time.
C Without playing the recording again, ask Ss
about the benefits of the soup. If Ss are not sure
about any points play the recording again. Have
one student talk about the benefits.
Audio script (part 2): Here are the steps to make
the soup:
Heat the butter in a deep pan, add the shallots and
celery and stir fry for a few minutes.
- Add the pumpkin and stir fry for a few more
3a Read the steps to make the dish.
Rearrange them into the correct order.
3a+b. Key:
1.b 2. e 3. f 4. c 5. a 6. d
c. Key: - a good source of fibre, minerals,
and vitamins, especially vitamin A.
- improve your eyesight and protect
yourself from certain cancers
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minutes.
- Add 750ml of water and a pinch of salt and
cook until the pumpkin is tender. Cool for 10
minutes.
- Purée the soup in a mixer until it is smooth.
- Add the cream and simmer for 2 to 3 minutes.
- For the finishing touch, garnish it with some
celery leaves.
Pumpkin soup is very healthy. It's a good source
of fibre, minerals, and vitamins, especially
vitamin A. If you eat this soup regularly, you can
improve your eyesight and protect yourself from
certain cancers.
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how tell a procedure
Contents:
Ingredients of some dishes
Products:
Fully practice of Task 4, Communication P8
Procedure of some dishes
Organization:
Task 4
4a Have Ss work in groups to discuss a dish they
like. Ss take notes of the ingredients, how to
prepare the dish, and the steps to cook it on a big
piece of paper. Move around to provide any
necessary help.
4b Ask groups to stick their answers on the walls
around the class. Ask other Ss to move around to
each group and listen to the group's presentation
about the dish. Have Ss vote for the best dish and
explain the reasons.
Homework:
- Write five sentences about your good friends.
4a Work in groups. Choose a dish you
like. Discuss its ingredients, how to
prepare it and the steps to cook it. Write
your ideas on a large sheet of paper.
Name of the dish: ...............................
Ingredients: ..........................................
Preparation: ...............................
Steps: ..............................
Benefits of the dish: ...............................
b. Organise a gallery walk. Move around
to each group and listen to their
presentation. Vote for the best dish.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
-Prepare SKILLS 1
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0@0--------------------
WEEK:21 Preparing date:
Period: 59 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of this Unit, students can:
• read for general and specific information about the eating habits of Japanese people
• talk about the eating habits of Vietnamese people
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: make sts change the state from
relaxation to concentration
Contents: Tell students in this lesson they will
have the opportunity to learn about speacialities
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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all over the world
Products:
Dishes from some countries
Organization:
Chatting
ACTIVITY 2 : Reading
Aims: promote reading skills
Contents:
Passage
Extra vocabulary with students. it.
Products:
Key to Task 1,2,3 P14
Organization:
Activity 1:
Have Ss work in pairs to discuss the questions.
Elicit their answers. Because it is an open
activity, accept different answers.
Activity 2:
Ask Ss to read the headings quickly. Make sure
they understand the meaning of each heading.
Now Ss read the paragraphs and match them
with the headings. Ask them to compare their
answers with a classmate. Elicit their answers.
I- READING
Work in pairs. Answer the questions.
1. Where do the Thai people live?
2. What is their population?
Suggested answers:
Picture A: different types of sushi
Picture B: miso soup
Picture C: a bowl of rice
Picture D: sliced cucumber/pickled
cucumber
2 Now read an article about Japanese eating
habits. Match the headings (1-3) with the
paragraphs (A-C).
raw food
flavour
sashimi
spicy
Japanese
horseradish
vinegared rice
pickled ginger.
arrangement
significant
feature
staple
thực phẩm thô
biến
hương vị.
sashimi
vị cay
cải ngựa Nhật
Bản
gạo dấm
gừng ngâm.
sắp xếp
tính năng quan
trọng
kẹp giấy
Key: A. 3 B.2 C.1
3 Answer the questions.
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Activity 3:
3 Have Ss read the passage again to answer the
questions.
Ss can underline parts of the text that help them
with the
answers. Ask Ss to compare their answers
before giving
the answers ton Ask them to give evidence
when giving
the answers.
Key:
1. They like raw food and do not use sauces
with a strong flavour.
2. They cut fresh fish.
3. Both can be served with soy sauce.
4. There are four (rice, soup, main dish,
pickles).
5. Rice is the staple food and is very
nutritious.
6. Because the dishes are presented in
different bowls and plates, and are arranged
carefully according to a traditional pattern.
ACTIVITY 3: SPEAKING
Aims:
Improve speaking skill
Help sts know more about Vietnamese cuisine
Contents:
Vietnamese eating habits
Products:
This part helps Ss understand more about the
eating habits of Vietnamese people.
Organization:
4 Have Ss work in groups to discuss the
eating habits of Vietnamese people. Ss use the
questions provided as cues. Move around the
class to provide help. Ask the groups to
organise their ideas to prepare for a short
presentation.
1. What is the most important feature of
Vietnamese eating habits?
2. What are the typical components in a
Vietnamese meal?
3. What is the staple of our country?
4. How are the dishes arranged?
5. Are there any other characteristics of our
eating habits that you know?
6. In general, do Vietnamese people have
healthy eating habits?
1. Vietnamese food is varied and distinctive. It
is considerably low fat and high in
carbohydrates.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
5 Have one group of students act as
examiners and other groups as competitors. The
groups take turns to present their ideas. If there
is not much time left, allow about two or three
groups to present. Invite comments from the
examiners. Give additional comments.
2. Traditional Vietnamese cooking usually
uses fresh ingredients, little dairy and oil, and
various herbs and vegetables. Different sauces
such as fish sauce, shrimp paste, and soya
sauce are quite popular in various regions.
There is no concept of ‘courses’ in a
Vietnamese meal.
3. A meal consists of various dishes: main dish
(meat, fish, egg or tofu), vegetable, soup and
rice. Rice is the staple in Viet Nam. In many
families, people eat around a tray of food with
a small bowl of fish sauce in the middle.
4. Around this bowl are the dishes. If people
place the food on a table, a similar
arrangement is followed. Dishes are served
communally. Usually there is a big dish/bowl
of each dish, and people use chopsticks and
spoons to get their share.
5. No.
6. In general, Vietnamese food is considered
healthy and is popular in other countries.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge
about food and traditions
Contents:
Speacial food from differents area of Vietnam
Products:
Name of the dishes
Organization:
Reference for teachers (this note provides
some general information; T can add more
specific details^! to match the context of
each area) Vietnamese eating habits
Homework:
Write four sentences about your school.
(answer these questions above )
-Prepare SKILLS 2
Sashimi là một món ăn truyền thống lâu đời
của người Nhật với thành phần chính là các
loại hải sản tươi sống.
Take note
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
---------------------0@0--------------------
WEEK:21 Preparing date:
Period: 60 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of this Unit, students can:
- listen for specific information about a traditional dish
- write the recipe for a traditional dish
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Qualities:
Skills: Practicing skills
Attitude: - Have good eating habits and lifestyle.
- Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3.Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
- Listen about Teen's eating habits and write about eating habits of a classmate.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Aims: make sts change the state from relaxation
to concentration
Contents:
All about your breakfast
Products:
Sts know new words to describe their meals, what
food is healthy
Organization:
Chatting
? What did you have for your breakfast
today?
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
? What do you often eat?
- Have ss do the activitiy in pairs. They
ask each other questions to find out the
differences between the two pictures.
- Elicit the answer from ss.
- Ask them to describe underlying
meaning of the pictures.
ACTIVITY 2: Listening
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about eating habits
Products:
Key to Task 1,2,3 P15
Organization:
1 Have Ss do this activity in pairs. They ask each
other questions to find out the differences between
the two pictures. Elicit the answers from Ss. Ask
them to describe the underlying meaning of the
pictures.Audio script:
2 Tell Ss that they are going to listen to
two students talking about their eating habits.
Before listening, Ss read through the statements to
I- LISTENING
1 Work in pairs. One of you looks
at picture A, and the other looks at
picture B on page 17. Ask each other
questions to find out the differences
between your pictures.
Picture
A:
A boy is eating chocolate.
On
the table there are junk
foods
such as crisps, a
hamburger, soft drinks,
and sweets. The boy looks
fat.
Picture
B:
A girl is having rice. On
the table we can see soup,
fish, vegetables,
and watermelon. The girl
looks slim and fit.
Meaning
They show the contrast
between healthy eating and
unhealthy eating.
2 4Teen Radio is asking two students
about their eating habits. Listen to
what they say and decide if the
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make sure they understand them and to underline
key words. Play the recording for them to do the
exercise. Call on one student to write the answers
on the board. Ask other Ss if they agree with them.
Play the recording a second time for Ss to check.
Don't confirm the correct answers now.
3 Without listening to the recording again, Ss
complete the table by filling each blank with no
more than three words. Have Ss compare their
answers with a classmate before giving T the
answers. Ask two Ss to write their answers on the
board. Play the recording one last time to confirm
the answers for both .2 and 3.
statements are true (T) or false (F).
Key:
2 1.T 2. F 3.T 4. F 5.T 6. F
3. Listen again and complete the
complete the table. Use no more than
three words for each blank
1. biscuits
2. hamburger
3. crisps
4. fried
beef
5. vegetables
6. cereal
7. a banana
8. slices of
bread
9. boiled
egg
10.
steamed
fish
ACTIVITY 3: WRITING
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about eating
habits
Products:
Key to Task 4 P15
Organization:
4 Ask Ss to work in pairs. They ask and answer
questions about each other's eating habits, and take
notes of their partner's answers in the table.
After that give Ss a few minutes to read their notes
again to answer the questions provided.
T should move around to give comments as there
may not be enough time for checking with the
whole class.
4 Work in pairs. Ask and answer
questions about each other's eating
habits. Take notes of your partner's
answers in the table.
Do you think your partner has healthy
eating habits? Why/Why not?
Is there anything he/she should change
if he/she wants to be healthier?
ACTIVITY 4: Further practice
Aims:
- promote writing skill
- help sts learn extra vocabulary
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Contents:
Vocabulary and structures to tell about eating
habits
Products:
Key to Task 5 P15
Organization:
5a+b Ask Ss to write about their partner's eating
habits. When they have finished, Ss exchange their
writing to spot any mistakes. Have Ss share the
mistakes with the whole class. T may collect some
Ss' work to mark at home, or T may ask them to
rewrite the exercise as homework. In this case,
remember to ask for Ss' revised work in the next
lesson.
Teacher reviews the lesson
Homework:
- Practise writing a webpage for your school.
-Prepare LOOKING BACK
5a Write about your partner's eating
habits. Include information about
his/her meals, your opinion about
his/her eating habits and possible
changes.
Sample writing: My friend, Trang,
does not have healthy eating habits. She
sometimes skips breakfast. When she
has it, I she usually buys a hamburger
and a soft drink from a café near our
school. For lunch, her favourite is fried
! rice and deep-fried chicken. The good
thing is that she prefers to have dinner
at home. However, she likes eating a lot
of rice and fatty pork for dinner. She
rarely eats vegetables, but loves fruits.
I think Trang should change her diet.
First, if she wants to have more energy
for the day, she should never skip
breakfast. Second, she must reduce the
amount of fast food she eats. Also,
eating more vegetables would be good
for her. She should also eat less rice for
dinner. These changes will definitely
keep her fit.
b Exchange your work and give
comments.
Take note
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---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:22 Preparing date:
Period: 61 Teaching date:
Unit 7: RECIPES AND EATING HABITS
Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of this Unit, students can:
• remember and use what they have learnt during the unit to help them answer the questions so Ss
can see how far they have progressed, and which areas they need further practice
• complete LOOKING BACK without referring to the previous sections in the unit. Ss should se
what they remember from the unit to complete this section.
• record their results for each exercise in the LOOKING BACK section in order to complete the
final Finished! Now you can... assessment and identify areas for review.
1.Knowledge: Vocab: favourite dishes and recipes for dishes
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about recipes and eating habits
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Question about eating habits
Products:
Eating habits
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Good/bad eating habits of sts
Organization:
Encourage students not to refer back to the unit.
Ask them to keep a record of their answers to
each exercise so that they can use that
information to complete the self-assessment box
at the end of the unit.
ACTIVITY 2 : Looking back
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary
Practices
Products:
Key to task 1,2,3,4,5,6 P16
Organization:
Activity 1:
Have Ss do this exercise individually and then
compare their answers with a partner. Call on Ss
to read out loud their answers.
Activity 2:
2 Ask Ss to complete the words individually.
Check Ss' answers as a class. If time allows, call
on one or two Ss to write their answers on the
board.
Activity 3.
3 Ask Ss to do this exercise individually. Have
some Ss read out their answers. Confirm the
correct ones.
Grammar
Activity4.
1 Match the words in A with their
description or definition in B.
1. d 2. e 3. g 4. b
5.a 6.cH 7. h 8. f
2 Use the correct form of the words in
brackets to finish the sentences.
Key:
A. steam B. deep-fry C stir fry
D. bake E. roast F. grill
G. simmer H. stew
3 Fill each blank with a word/phrase
in the box. There is one extra word.
Key:
1. hamburger 2.sushi
3. deep-fry 4. steam 5. stew
Grammar
4 Circle the correct answer.
Key:
1. slice 2. sticks 3. any-
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Have Ss do this exercise individually. Check the
answers as a class. T may ask Ss to explain their
choice
Activity5.
5 Ask Ss to write the sentences individually.
Have two Ss write the sentences on the board.
Ask other Ss to give comments. Correct the
sentences if needed.
Communication
Activity 6.
Have Ss rearrange the lines to make a complete
conversation, first individually and then share
their answers with a partner. Ask some pairs to
read out loud the conversation.
some
4. bag 5. clove 6. bunch
5 Complete the sentences with your
own ideas. Use the modal verbs
provided.
Sample answers:
1. If you keep eating fast food, you
might become overweight.
2. If you promise to finish your
homework tonight, you can go to the
cinema with your friend.
3. He should eat less sweets if he
doesn't want to have toothache.
4. She must eat less rice and bread if
she wants to lose weight.
5. If you join this cooking lesson, you
can cook many delicious dishes.
COMMUNICATION
6 Rearrange the lines to make a
complete conversation.
1. B 2. E 3. F 4. I 5.A
6. H 7. J 8. C 9. G 10. D
ACTIVITY 3: PROJECT (15’)
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary
Practices
Products:
Discuss the recipe for a dish
Ask and answer about eating habit
Organization:
1. Have Ss work in groups of four or five. They
go to other classes and ask different Ss about
their eating habits. To reduce the workload, each
PROJECT
A survey on eating habits
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student interviews three other Ss and records
their answers in the table. This should be done
early in the unit
2. Group members meet together and organise
the answers in the form of an answer to each
question. The following table can serve as an
example. This summarises the answers of 12 Ss
(Ss work in groups of 4).
Their findings might look like this:
- Question 1: Of 12 students answered, only
three usually eat fast food. Four of them
sometimes eat fast food, and five never have this
kind of food.
- Question 2: ...
3. Have groups present their findings to the class.
Finally, they conclude whether Ss at the school
have healthy eating habits.
1 Work in groups. Go to other classes and
ask different students about their eating
habits. Write the students' answers in the
table.
1. How often
do you eat fast
food?
S1
S2
S3
S4
2. How often
do you eat
homemade
food?
3. How many
meals do you
have per day?
4. Which meal
is the most
important to
you?
5. Which do
you prefer:
eating at home
or eating out?
6. What is your
favourite dish?
ACTIVITY 4: Further practice
Aims:
- ask statement questions with the correct
intonation
- listen for specific and detailed information
about teenagers' eating habits
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss the recipe for a dish
Ask and answer about eating habit
Sts’s awareness of working hard and improve
skills to get better results
Organization:
Ask Ss to complete the self-assessment. Identify
2 Now work together again. Analyse
the answers you have got and organise
them in the form of an answer to each
question. This could be done using a
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any difficulties and weak areas and provide
further practice if necessary
Sts present their results in front of the class.
Teacher evaluates the work of each team and let
the class choose the best team.
Teacher gives homework
Homework:
- Practise exercises again
- You can paragraph about how to cook a
traditional dish.
- Prepare Unit 8- GETTING STARTED
visual organiser such as a chart.
3 In general, do the students at
your school have healthy eating
habits? Present your group’s
finding to the class
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:22 Preparing date:
Period: 62 Teaching date:
UNIT 8.TOURISM
Lesson 1: Getting started
I./. OBJECTIVE: By the end of the lesson, students can:
- talk about choices of holiday.
- read for general and specific information about a tourist attraction.
1. Knowledge:
- Articles: other uses
- Words related to tourism
- Compound nouns.
2. Qualities:
Skills: Listening, reading
Attitudes: Raise the awareness of loving and preserving natural sceneries
3. Competences:
- talk about choices of holiday.
- read for general and specific information about a tourist attraction.
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II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about
choices of holiday and specific information about a
tourist attraction
Contents:
Find out famous famous tourism attractions around
the world
Products:
Famous places on the board.
Organization:
Before starting the new lesson, let Ss review the
previous unit by making a comparison.
Divide the board into 2 columns with the heading
the middle:" Eating habits" and some key word:
staple foods, famous dishes, special foods at
festivals,... On the top of one column write Western
and on the other write Vietnamese. Ask Ss to use
the key words to compare these two. Alternatively,
ask Ss to compare the eating habits of old people
and teenagers in Viet Nam (any differences? any
changes?)famous or tradition dishes of these
countries
- Have some students write the dishes on the right
corner of the board
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary words and structure
for understanding and learning the conversation.
Contents:
- new words from the conversation
- Definite and indefinite articles, zero articles
Products:
- New words
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Teacher and Students' activities
Contents
- Usage articles
Organization:
2.Getting –started:
Listen and read.( 18)
. Let Ss open their books to GETTING
STARTED. Tell them to look ats the picture and
answer the question:
What are Nick and Chau talking about?
What place/city may they be mentioning?
What do you about this city/country?
Have Ss answer the question as a class.
Axxeptall possible answers and do not pause to
corrept all possible answers and donot pause to
correct mistakes.
Then tell Ss that they are going to listen to
NIck and Chau talking about Nick's plans for his
summer holiday. Play the recording and have Ss
follow along.
a. Play the recording twice or more if
necessary. Ss may read the conversation again, and
then do the exercise individually. Check and write
the correct answers on the board. T may call on an
able student to wite the answers on the board.
Expain to Ss the meaning and use the three
expressions in the Watch out!box. Ask Ss to
locate them in the conversation, and give exaples if
time allows.
b.Ss work in pairs to complete the talk. Tell
them to refer back to the conversation when
necessary. Explain anything difficult. T may need
to explain to Ss that althoung some people don't
like the thought of eating snails and frogs' legs,
they are considered specialities in France (so Chau
is teasing Nick about eating them). Check Ss'
answers.
c. Let Ss work individually t answer the
questions, then compare their answers with a
partner. Help them find the niformation in the
conversation. Call on come pairs to read out the
questions and give their answers. Check their
answers.
1. Listen and read.
a. Find a word/phrase in the conversation that
means.
ss work
Key:
1. made up your mind
2. narrowed it down
3. a package tour
4. explore
5. not my cup of tea
b. Tick True or False.
Key:
1.F 2.T 3. T
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Teacher and Students' activities
Contents
4. F 5.F
c. Answer the following questions.
Key:
1. It means Nick's parents are relaxed and
open-minded
2. It's quite warm (Warmer than in Britain)
3. Visit a the Alps and Mont Blanc,
explore Paris, and go sightseeing in versailles
4. Eat frogs' legs and smails
5. She says 'Lucky you" when Nick says
he can make his own decisions.
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts about tourist
and famous palces
Contents:
- famous places
- words about tourist
Products:
- key to Practice 2, 3, 4/P8
Organization
Doing:
2. This activity is aimed at giving the
collocations of common words related to the topic
of travelling and tourism. Let Ss work in pairs first.
Check their work, then let them read and remember
each collocation
3,4(12)
- For 1,2,and 3: let Ss do them individually
and check their answers. If time allows, or for more
able Ss, encourage each student to make a similar
quiz for their partner to do. T may pick up any
interesting question and give them to the whole
class. Praise goood ideas.
For 4,4,and 6: Let Ss work in groups. When
they finish, ask some Ssto give their groups'
answers to the class. Check and give comments.
2. Collocation:Which word goes with which
list below.
Key: 1. holiday 2. resort
3. tour 4. trip
3. Fill each blank with a word/phrase from
the list.
Key:
1. seaside resort 2. souvenirs
3. destination 4. in advance
5. delayed 6. luggage
7. accommodation 8. price
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Teacher and Students' activities
Contents
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new
words and structure.
Contents:
Definite, indefinite, zero articles.
Famous places around the world
Products:
- 7 wonders of the world
Organization:
Further practice:
- ask ss to underline the article in the dialoguge
- recall the use of the article.
Homework:
- Rewrite the answers part 1c into the notebook.
- Prepare A closer look
Quiz.
Key:
1. Da Nang city
2. The great Wall of China
3. Jeju Island
4, 5, 6: Students' answers
---------------------0@0--------------------
---------------------0@0--------------------
WEEK:22 Preparing date:
Period: 63 Teaching date:
UNIT 8.TOURISM
Lesson 2: A closer look 1
I./. OBJECTIVE: By the end of the lesson, students can:
- Identify tones in asking for information with the and ask question for information with the correct
intonation
1. Knowledge:
- Vocabulary: words related to tourism.
- Compound nouns.
- Pronunciation: Tones in asking for information.
2. Qualities:
Skills: listening, doing exercises.
Attitudes:
- encourage ss to love travelling.
- use right tones to ask for information in daily life.
3. Competences:
- improve their pronunciation..
- master compound nouns.
- enrich their words of tourism
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
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III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
II. New lesson.
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
Some famous tourism places
Tourist attraction in your hometown
Product: all the words related to the topic:
tourism
Organization:
1. Warm up(5')
- Game: Guessing words
Topic: Travelling and tourism.
- T prepare some words related to travelling
and tourism.
- call 1 ss to the board, he/she can't see the
board, T write the words on the board, the
class explain so that the ss can say out the
words.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about
tourism and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
1. Vocabulary:
Tell Ss that the words and phrases in
this unit are connected with travelling and
tourism, and that many of them are nouns
and compound nouns.
Many of these words sre already
familiar: trip, accommodation, jet lag.... Tell
Ss to recall other words and collocations.
Encourage them to callout as many words/
Vocabulary
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Teacher and Students' activities
Content
phrases as possible.
1.Ss work individually, then compare
their answers rith a parther's. Ask some Ss
to time their answers on the board. Check
their answers as a class. Have them make
sentences with the words if necessary.
2.Ss work in pairs to do the task. Call
on some Ss to write the answers on the
board. Correct as a class. Then T may ask
Ss to answer some questions about the
passage:
- What piece of writing is it?
(introduction of a tourist attractin?
Itinerary? Advertisemenr?)
- What is EcoTours? (A travel
agency/ company)
- What is special about EcoTours? (It
gives some money to help protect the
environment)
....
7. reasonable 8. Pleased
Compound nouns
First, give examples of the
compound nouns Ss already know:
blackboard, swimming pool, haircut,
tablespoon,...Ask them to give somr more.
Then help Ss study the grammar box,
and the Look out!box. Thell them to look
up the spelling of words in the dictionary if
they are not sure.
3. Let Ss work individually. Tell
them to look at the words given and think
which of them can go with which one in
each definition. When they finish, check
their answers and write the words n the
board. Ask Ss to take notice of the spelling:
whether the words are writen as ong word,
or as two separate words, or with a hyphen.
1. Match each word/phrase with a definition.
- ss work individually
Key:
1. tour 2. resort 3. travel
4. tour guide 5. trip
6. expedition
2. Fill each blank with a word from the list.
There are two more extra words.
- ss work in pairs to do the exercise.
Key:
1. travel 2. book
3. visit 4. anvironment
5. guides 6. holiday
- ss take note
3. Use the words below to complete the
compound nouns that match the definitions.
- ss work individually.
Key:
1. jet lag 2. drawback
3. 3. stover 4. peak season
5. check in 6. bus sop
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Teacher and Students' activities
Content
4. Let Ss work in pairs to complete
the task. Have them read the sentences
carefully and insert the compound nouns
appropriately. Check thir answers as a class.
Explain anything difficult.
4. Complete the sentences using the compound
nouns below.
- ss work inpairs to do the exercise
Key:
1. check out 2. swimming pool
3. imx-up4. pile-up 5. touchdown
6. full board
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in asking for information
Contents:
What is a statement?
- a telling sentence that ends with a full
stop.
? What is a statement question?
- used to check information has the order of
a statement but ends with a question mark.
Products:
Sts can read in correct innotation
Organization:
Pronunciation
Tones in asking for information
First write a finding out question and
a making sure question on the board. Read
the two questions to Ss with the right tone
(Several tiems if necessary) and let them
give the rules. Then explain the look out!
box to them
5. Play the recording once for Ss to
listen, then play it gain sentence by sentence
for them to repeat. Have Ssrepecct the
questions as many times as necessary.
Corect their pronunciation and intonation.
After that, have Ssmark the question with a
falling or falling-rising tone. Check as a
class.
6. Let Ss work in paris to read the
conversation, and mark the questions with
or falling-rising arrows. Calll on some pairs
to read aloud to the slass. Do not correct
Tones in asking for information
5. Listen and repeat the following mini talks,
paying attention to the tones in the questions.
Note: A making sure question can be a
statement. This statement question usually ends with
a rising tone:
A. Our train is delayed
B. It's delayed
6. Mark the questions with falling or falling-
rising arrows, and practice the conversation with
a partner...
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
their mistakes yet. Play the recording. Ss
listen and check.
If time allows, have them work in qairs and
make a mini-talk in which there is a finding
out question and a making sure question ,
and then
ACTIVITY 4: PRODUCTION (5’)
Aims:
- help sts use tourism words and ask for
information.
- practice asking information and schedule
Contents:
- tourism verbs in textbook
- questions from students
Products:
Sts can use tourism verbs have a clear
concepts of intonation of question for
information
Organization:
- Let ss read the box Look out again.
- say aloud the words in 1,2.
Homework:
- Prepare A closer look 2
- Finf information about some famous caves
in Viet Nam and around the world.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:23 Preparing date:
Period: 64 Teaching date:
UNIT 8.TOURISM
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, students will be able to use:
- Use a, an, the and zero article correctly appropriately
1.Knowledge: - Grammar: a, an, the and zero article correctly appropriately
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
- Vocabulary: words related to tourism
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about tourism.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in usinga, an, the and zero article
3. Competences:
- Co-operation
- Self- study
- Using language to talk about a tourist attraction
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents:
Tourism verbs
Products:
Check the old lesson
Organization:
Teacher asks, sts answer
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts know about articles
Contents:
Definite articles
Indefinite articles
Zero articles
Products:
Sts can use articles exactly
Key to Task 1, P11
Organization:
Grammar 1:
Articles: other uses
- Listen and take notes
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Ss have already learnt some uses of the
articles a, an, and the in ting anh 8. Help Ss recall
these and have them give some examples. Their
sentences should be related to the topic of travelling
and tourism. In this unit some more uses of a, an,
and the are introduced. In addition, the uses of zero
article are added and studied.
Explain carefully the uses of a, an, the and
REMEMBER box. Give more examples if need be.
Introduce the special use of the in the look
out!box. Refer back to the conversation in
GETTING STARTED and ask Ss to find the
special use of the ( the Alps)
1.T givesSs some information about the
Dominican Republic:
- Location: on the Island of Hispaniola, in the
Caribbean region
- Ares: 48, 445 square kilometers
- Official language: Spanish
Have Ss work individually to complete the
task. Tell them to refer back to the grammar box
whenever necessary. Then have them compare their
answers with a partner's. Give the correct answers
and explain the use of a certain article in some cases.
2a. Ss work in groups and study the proper
names in the list, and try to agree on which of these
names have the before them. Then Ss ask and
answer the questions. Check and explanations if
necessary
b. Ss work in groups. Tell Ss the each of them
chooses one item in 2a and says what they know
about it as a tourist attraction. Give them two or
three minutes to prepare before they talk.
- Ss do this exercise individually
and then compare their answers in pairs.
Key:
1. a 2. the 3. the 4. the
5. the 6.
7. the
8.
9.
10. the 11.
12.
13. the 14. an
- Ss work in groups and study the
proper names in the list, and try to agree
on which of these names have the before
them. Then Ss ask and answer the
questions
Key:
1. The forbidden city 2. the
Thames 3. Lake Baikal
4. Ha Long Bay 5. Son Soong
Cave 6. The Statue of Liberty
The three unused names are: - the
amazon River - Angkor Watt
- Lake Geneva
- Ss work in groups. each of them
chooses one item in 2a and says what
they know about it as a tourist attraction.
-Ss work individually. They have to
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
3a.Ss work individually. Make sure they understand
fully that they have to write down in their notebooks
the answers to questions 1-5, using a, an, the or zero
article in each answer. Remind them that they
answer three questions truthfully, but write an untrue
answer for the other two. Do around and assist
where and when necessary.
b. After Ss finish3a, let them from pairs and
swap their answers. Each of them has to read
carefully and guess which ones of their partner's
answers are true and which are not. This activity
should be fun, so do not try to correct the mistakes in
their writing.
than one noun. Check the answers as a class.
write down in their notebooks the
answers to questions 1-5, using a, an, the
or zero article in each answer
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims: learn about articles and their usage
Contents:
Definite articles
Indefinite articles
Zero articles
Products:
Key to Task 3, 4 P17
Organization:
Grammar 2:
4.Ss work individually t make sentences from
the words/phrases, and write them down. Tell Ss to
pay attention to the use of the sentences are tre, and
which are false.
-Ss work in pairs and swap their answers.
Each of them has to read carefully and
guess which ones of their partner's
answers are true and which are not
ACTIVITY 4:Further practice:
Aims: review articles
Contents:
Usage of articles
Products:
- sts can put suitable articles in correct places
Organization:
REFERENCE:
- Phu Xuan: a historic place in Hue, the
capital of the Nguyen Lords, the Tay Sown Dynasty
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
- Giza: (of the Cairo metropolis in Egypt):
The site of the most famous Egyptian pyramids, and
a number of other pyramids and and temples
- Kiev: the capital and largest city of Ukraine
4.Further practice:
? Retell a, an, the and zero article
5.Production:
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 8: Communication
Key:
1. The original name of Ha noi
was Phu Xuan
2. The most famous Egyptian
pyramids are found at Giza in Cairo
3. There is a city called Kiev in
America
4. My son, a set of ruin from the
ancient Cham Empire, is a UNESCO
World Heritage Site.
5. English is the first language
inmany countries outside the United
Kingdom
- Answer teacher's questions.
- Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:23 Preparing date:
Period: 65 Teaching date:
UNIT 8.TOURISM
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to talk about the place /
country you would like to visit on holiday.
1.Knowledge:
- Vocabulary: words related to tourism.
- Grammar: common compound nouns; a/ an/ the/ zero articles
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about tourism.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in using a, an, the and zero article
3. Competences:
- Co-operation
- Self- study
- Using language to talk about a tourist attraction
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about many interesting places
all over the world and many tips for an exciting trip.
Go through that extra vocabulary with students. If
students do not know any words in the Box. Quickly
teach it.
Products:
- the word affordable and breathtaking
- Halong Bay in Vietnam
Organization:
This section provides Ss with speaking practice on the
topic of the unit. It should be handled in a light and
enjoyable. First, have Ss brainstorm the
lanscapes/places of Viet Nam that foreign tourists
would like to visit most, and ask them why.
Give them some cues if needed
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
Help Sts promote listening skill and vocab
Contents:
Talk about the place/country you would like to visit
on your holiday
Products:
4 skills
Vocabulary
Organization:
.Communication 1:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
- Set the scene: You are going to talk about the place /
country you would like to visit on holiday.
1. Extra vocabulary:
Help Ss understand the meanings of the words in the
Extra Vocabulary box by using examples, definitions,
or even transaltions.
Then write the words and phrase from the Extra
vocabulary on the board.
Ask more able Ss to explain them, or give the
Vietnamese equivalent. Otherwise, explain them
yoursef
- Breathtaking (adj): very surprising, exciting
and inpressive
- affordable (adj,from the verb afford): not
expensive, cheap enough for you to buy
- Not break the bank: an idiom used to say the
sth won't cost a lot of money, or more than you can
afford:
We can go Thailand for a holiday if you want - that
won't break the bank.
2. Exercise 1:
Exercise a:
- Have Ss quickly read the onformation about tourism
in Vie Nam.
- Then tell them to look at the pictures and read what
these foreign visitors say about their choice of Viet
Nam as a holiday destination.
Exercise b
- Put Ss in groups of five or six.
- Have them discuss the visittor's opinions in 1a. Ss
may or may not agree with these oponions.
- Ask for the class's agreement by a show of hands for
each tourist's opinion.
- If any Ss do not agree, ask them to explain why.
- Then let each of the Ss two more reasons to the list.
- Find out the extra words and
underline them.
- Guess the meaning from the context.
- Listen to the teacher’s explaination.
- Repeat
- Stress
- Copy
- Work individually.
- Listen carefully.
- Work in groups.
- Present the ideas before the class.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
T may give some cues:
- cultual diversity
- Beautiful beaches
- easy and vacious means of transport
- Traditional festivals
- natural beauty
...
ACTIVITY 3: PRACTICE (15’)
Aims:
To promote reading and writing skills
To learn how to tell a schedule
Contents:
The facts about the top-ten most visited countries
Products:
Key to task 3
Organization:
Communication 2:
Exercise 2:
- Have Ss read the facts about the top-ten most visited
countries.
- Ss work in pairs and complete the table by writing
one or two famous things that visitors can see or do in
each country (but the more the better).
- Have them write on a large sheet of paper.
- As Ss have already prepared for this , it will not take
much time, so give them them a few minutes only.
- After each pair finishes, they swap pairs. Continue
until they have filled all the ten countries.
- Work in pairs
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how tell a schedule
Contents:
Choices of holiday
Products:
Fully practice of Task 4, Communication P18
Procedure of some dishes
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Organization:
Further practice:
Exercise 3:
- Then let Ss work in groups of five or six to talk
about their choice of holiday.
- Tell them to give the resons why, and say what they
can do there.
- Encourage them to talk as much as possible. Walk
around to observe and give help if needed.
Homework:
1. Review this lesson
2. Do exercises ……. (Workbook).
3. Prepare lesson Skills 1
Note: For homework
At the end of the lesson ask Ss to look for
names of famos caves in Viet Nam and in the world
(better still, some information about them)
- Possible answer:
Take note
Further information:
Rank
Country
Some things to do or see there
1
France
Go up the eiffelTower, visit the louvreMuseum in
Paris
2
United
States
Visit the Statue of Liberty, visit the Grand
Canyon, shop in New york, go surfing in Hawaii
3
Spain
Tour Masrid, visit the legendary land of Don
Quixote visit the Olympic in Barcelona
4
China
Climb the Great Wall, tour Beijing National
Stadium (Bird's Nest), tour the Forbidden City, visit the
StoneForest
5
Italy
Visit the Vatican City, visit famos museums, tour
Florence, tour Venice
6
Turkey
Enjoy Turkish cuisine in Istanbul, go sighseeing in
the Bosphorus (the strait separating two continents -
Europe and Asia), visit Buyak Ada (big) Island in Prince's
Islands)
7
Germany
Visit the "Jewel of the Middle Age" -
Rothenburgob der Tauber (= Rothenburg above the
Tauber), visit the famos "Cinderella Castle", g up the
Berlin Tower, take the Berlin Segway Tour
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
8
United Kingdom
Go sightseeing in London, visit Stonnehenge, visit
Liverpool, home of the Beatles
9
Russia
Tour Moscow (the Kremlin, Red Square, Moscow
Metro...) visit St. Petersburg: HermitageMuseum, cruise
on NevaRiver, experience the white nights
10
Mexico
Visit the UNESCO World Heritage Site of
Antigua, have a boat tour on the water in Rio Dulce, try
the delicious local specialitytapodo (= seafood coconut
soup), climb some of the tallest Mayan temples
TEST 15’
I. Complete the sentences with a/ an/ the/ No article (6pts)
1/ I saw ....... accident this morning. Acar crashed into a tree. The driver of the car wasn't
hurt but .... car was badly damaged.
2/ It's a beautiful day. Let's sit in ....... garden.
3/ We had dinner in ..... most expensive restaurant in town.
4/ Do you often listen to the radio ?
- No, In fact, I haven't got ....... radio.
5/ I lay down on the ground and look up at ..... sky.
6/ Mary and I arrived at .... same time.
7/ You'll find information you need at ...... top of the page.
8/ I had ...... very nice breakfast this morning
9/ Two people were injured in the accident and were taken to ...... hospital this morning.
10/ She usually goes to ....... school on ....... foot.
II. Rewrite the follwing sentences using the words given.(4pts)
1. If you don’t succeed, you will have to try it again. ( Unless )
………………………………………………………………………………………
2. I will bring some water because I am afraid that there is no water supply in the area. (
in case )
………………………………………………………………………………………
3. They decided to say goodbye as they didn’t have things in common. ( since )
………………………………………………………………………………………
4. They won’t go unless you give them money. ( Provived )
………………………………………………………………………………………
5. She is an exellent ballet dancer. ( dances )
………………………………………………………………………………………
6. Do you think the boy speaks very fast? ( speaker )
………………………………………………………………………………………
7. It is interesting to gather togetherfor a party. ( Gathering )
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
………………………………………………………………………………………
8. He believes that having a vegetarian diet is good for our health. ( It )
………………………………………………………………………………………
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0@0--------------------
WEEK:23 Preparing date:
Period: 66 Teaching date:
UNIT 8.TOURISM
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, ss will be able to read for geneal and specific
information about a tourism to an area/ country and talk about one’s choice of holiday.
1.Knowledge:
- Vocabulary: words related to tourism.
- Grammar: common compound nouns; a/ an/ the/ zero articles
2. Qualities
Skills: Practicing skills
Attitude: - Positive about tourism.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in using a, an, the and zero article
3. Competences:
- Co-operation
- Self- study
- Creativeness: talk about TOURISM
- Using language to talk about TOURISM
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: make sts change the state from relaxation to
concentration
- Work in groups.
Suggested answers:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Contents: Tell students in this lesson they will have
the opportunity to learn about attractions all over the
world
Products:
Famous places in many countries
Famous caves in Vietnam
Organization:
Network:
1a.Ss work in group and name some famous
caves in Viet Nam and in the world (that they have
prepared already for homework)
Famous caves in Viet Nam:
Famous caves in the world:
Famous caves in Viet Nam:
- PhongNhaCave
- En Cave (hang en)
- ThieDuongCave
- Sung SotCave ( hang Sung Sot
- Ha Long Bay)
- Tam Coc - Bich Dong (Ninh
Binh)
...
Famous caves in the world:
- DeerCave (Borneo, Malaysia)
- OnondagaCave (Misouri, USA)
- GouffreBergerCave (France)
- ReedFluteCave (Guilin, China)
- Fingal's Cave (Scotland)
- Cave of Crystal (Mexico)
...
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: promote reading and speaking skills
Contents:
Passage
Extra vocabulary with students. it.
Products:
Key to Task 1,2,3 P14
Organization:
2. Pre-reading
b. Let Ss work in pairs and answer the questions with
their own ideas. It is important that Ss not be allowed
to read the passage yet. T doesn't need to check their
answers and correct mistakes at this stage in the
lesson.
- Work in pairs.
Then share with the parner.
ACTIVITY 3: PRACTICE (15’)
Aims:
Improve speakingand reading skills
Help sts know more about Vietnamese attractions
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Contents:
Son doong Cave
Products:
This part helps Ss understand more about a very
famous place in Vietnam, Son Doong Cave
Organization:
3.While-reading
2. T may have Ss read the passage in chorus first,
paying special attention to new words. Explain and
clarify anything difficult.
Then allow Ss time to read the passage individually -
silently or aloud.
Call on some individuals to read aloud to the class.
Check their pronunciation and intonation. Then have
them ask and questions or choosing the correct
answer.
Correct the answers as a class.
3.POST-READING (15minutes)
Speaking
- Set the scene:
T may begin by letting Ss talk about the
experiences they have had when travelling or going
on holiday.
3. Have Ss study the list of holiday ideas. T
may ask Ss what they think about these ways of
spending one's holiday and whether they have done
any of them. Then let them choose three things from
the list.
4. Put Ss in group of five or six. Tell them to
refer to the tree things they have ticked in 3.
- Let them choose one and prepare to talk about it.
- Tell them to study the example carefully as model.
- Give them some time before each group member
shares his/her choice of holiday
- While Ss are talking, T goes around to give
assistance if necessary.
- When Ss have finished, T may have one or two of
them present to the class. The class can give coments.
- Read the passage in chorus first
- Read the passage individually.
Key:
1. The American Broadcasting
Company (ABC) aired a live
programme (featuring the magnificence
of Son Doong) on "Good Morning
America".
2. By river water eroding away
the limestone underneath the mountain
3. From February to August
4. C 5.D
-Work individually.
- Work in group.
-Work individually.
- Share with the partner.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
- Praise them for their efforts.
- Present before class.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge about
tourism
Contents:
Famous places in Vietnam
Products:
Name of the places and their special features
Organization:
Homework: (2)
1. Review this lesson
2. Do exercises ……. (Workbook)
3. Prepare lesson Skills 2
- Copy and do at home!
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:24 Preparing date:
Period: 67 Teaching date:
UNIT 8.TOURISM
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of the lesson, ss can:
- Listening for general and specific information about benefit of tourism
- Write a paragraph about the negative affects of tourism on an area/ country
1.Knowledge: - Vocabulary: benefit of tourism
- Grammar: present simple
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about tourism.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in using a, an, the and zero article
3. Competences:
- Co-operation
- Self- study
- Creativeness: Write a paragraph about the negative affects of tourism on an area/ country
- Using language to Write a paragraph about the negative affects of tourism on an area/ country
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
All about the role of tourism to Vietnam and sts’
city/province
Products:
Sts know new words to tell about the places,
schedule, opinion.
Organization:
Discussion
? Work in pairs.
? Think about the importance of tourism to Viet Nam.
- Elicit as many ideas from them as possible
->Today we are going to listen, and write about
tourism to Viet Nam.
The importance of tourism to Viet Nam
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about tourism
Products:
Key to Task 1,2,3 P27
Organization:
2. Listening
1. True or false (2 P27)
? Run through all the statements in 2 P27.
? Predict if they are true or false.
- Play the recording one or two times.
- Clarify anything which is unclear or difficult.
? Carefully and tick T/F as you hear answers in the
lecture.
I. Listening
1. True or false (2 P27)
1. T
2. T
3. F
4. T
5. T
6.F
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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2. Choose the correct answer (3 P27)
- Play the recording again.
? Pay special to the last sentence of the lecture. Then
choose the correct answers as required.
- T corrects as class.
2. Choose the correct answer (3 P27)
C
ACTIVITY 3: PRACTICE (15’)
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about schedule and
plans of holiday
Products:
Key to Task 4 P27
Organization:
Writing
1. Talk about the negative effects of tourism (4 P27)
? Work in groups and discuss the negative effects of
tourism on their locality (if possible), or on our
country.
? Study the prompts given, and give some more if
possible.
2. Write about one negative effect of tourism
? Choose one negative effect that you have discussed
in 4 and write a paragraph of about 100 -120 words
about it.
? Swap your writing and check each other's work.
- T may collect some Ss' writing papers and mark
them, then give comments to the class in the next
lesson.
II. Writing
1. Talk about the negative effects of
tourism (4 P27)
Example:
- Natural environment is damaged.
- Natural beauty is spoiled.
- Traditional ways of life are effected.
- Social problems may arise.
2. Write about one negative effect of
tourism
Sample writing:
One of the drawbacks of tourism is the
damage to the environment of an area.
In the first place, tourists use a lot of
local resources as water, food, energy
ect., and this puts pressure on the
environment. Secondly, three is the
problem of pollution. Many cities and
towns become overcrowded with
tourist, with tourists, with all their
vehicles caution traffic jams as well as
air noise pollution. Another bad effect
of tourism is the destruction of the
wildlife in some places. The habitat of
wild plant and animals is lots because
of the building of tourist resorts, and by
visitors' activities. In short, the
development of tourism has bad effects
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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on the environment.
ACTIVITY 4: Further practice
Aims:
- promote reading skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about holiday
schedules
Products:
Key to Task 1,2 P29
Organization:
1. Reading (1 P29)
? Read the advertisement for a holiday in Italy.
? Underline the features that may attract tourists and
make them want to visit the country.
2. Tick good ways to write an advertisement (2 P29)
? Run through all the ways to write an advertisement
for a tourist attraction.
? Prepare for your writing for the project. (3 P29)
Homework:
? Learn by heart new words
Do exercises D3, E1 P18-19 (workbook)
? Prepare for your writing for the project. (3 P29)
? Prepare: Unit 8: Looking back
1. Reading (1 P29)
2. Tick good ways to write an
advertisement (2 P29)
1, 2, 4, 6
- create a striking headline
- keep your ad brief
- try to attract attention
- give the main features
Take note
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Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:24 Preparing date:
Period: 68 Teaching date:
UNIT 8.TOURISM
Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of the lesson, ss can:
- revise the vocab, grammar they've learnt in Unit 8
- write a short advertisement for a tourist attraction in their area.
1.Knowledge:
- Vocabulary: lexical items related to tourism
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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- Grammar: articles: other uses
2. Qualities
Skills: Practicing skills
Attitude: - Positive about tourism.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in writing a short advertisement for a tourist attraction in their area.
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Question about advertisement
Products:
Some popular advertisement on TV and internet
A brief advertisement
Organization:
? Recall good ways to write an advertisement.
Good ways to write an advertisement.
- create a striking headline
- keep your ad brief
- try to attract attention
- give the main features
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices
Products:
Key to task 1,2,3,4,5 P28
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Organization:
Looking back
Vocabulary
1.1. Gap fill (1P28)
? Read the words in the box first, then read the
passage and complete exercise individually.
? Pay attention to the common collocations related to
the topic of the unit.
- After that let some Ss read the passage aloud -
sentence by sentence.
- Correct as a class.
1.2. Form compound nouns and fill in the gap (2 P28)
? Look at the 12 elements and try to from compound
nouns from them.
? Read the sentence and fill the gaps and do it again.
- Check as a class.
1.3. Form compound nouns and make sentences (3
P28)
? Form compound nouns from the words given.
- T checks the compound nouns
? Write sentences in your note-nooks - at least one
sentence with a compound noun, and share with a
partner.
Grammar
2.1. Find and correct mistakes (4 P28)
? Review the articles a, an, the and zero article you
have learned.
? Do the task individually and write down your
answers in their notebooks.
- Correct their answers as a class.
2.2. Rewrite the sentences (5 P28)
? Use the grammar and vocabulary you have learned
in the unit to rewrite sentences.
- T may have some Ss write sentences on the board.
- Let other Ss give comments. Then check as a class
II. Looking back
1. Vocabulary
1.1. Gap fill (1P28)
1. safaris/ expeditions
2. expeditions/safaris
3. holiday
4. touring
5. travelers
6. experience
1.2. Form compound nouns and fill in
the gap (2 P28)
1. jet lag
2. checkout
3. stopover
4. sunglasses
5. holidaymaker
6. take-offs
1.3. Form compound nouns and make
sentences (3 P28)
1. Package tour, return ticket, software,
round trip
Example: tour operator
If there are any problems, you should
contact your tour operator.
2. Grammar
2.1. Find and correct mistakes (4 P28)
1. - the sun, the UK
2. - The brain works
3. - The bicycle
4. - an/the expedition, the interior
5. a long trip
6. - in history, the history of
2.2. Rewrite the sentences (5 P28)
1. What a terrible journey (it was)!
2. We stayed at a lovely hotel be the sea
3. The programmer I watched yesterday
was interesting
4. My friend has just bought an old
guitar
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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5. She needs to goon a business trip top
Kyoto.
ACTIVITY 3: PRACTICE (15’)
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices
Products:
Discuss the schedule for holiday
Ask and answer about things you like to do and not to
do most on holiday
Organization:
3. Communication (6 P29)
3.1. Things you like to do most on holiday
?Read the things one can do on holiday, and tick the
three things you would most like to do, then share
your ideas with a partner.
3.2. Things you don't like to do on holiday
? Work in pairs, read example and think of the three
things they do not like to do on holiday
T may give prompts:
- Do homework
- Wash clothes
- Do the washing up
- Be online
- Play sports
- Write postcards
3. Communication (6 P29)
3.1. Things you like to do most on
holiday
3.2. Things you don't like to do on
holiday
ACTIVITY 4: PRODUCTION (5’)
Aims:
- ask questions for information with the correct
intonation
- listen for specific and detailed information about
holiday schedule
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Discuss the schedule of holiday, things sts like or
don’t like to do on holiday
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Ask and answer about the trip
Organization:
Project
- Have some group present their advertisement
- Ask other students give comment.
- Teacher check as a class.
Futher practice:
? Guide students to do Finished
Homework:
? Review vocabulary and structures in Unit 8.
? Prepare: Unit 9 : Getting started
Project
Take note
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Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0@0--------------------
WEEK:24 Preparing date:
Period: 69 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 1: Getting started
I./. OBJECTIVE: By the end of the lesson, students can:
- know some information about English language
- Learn some more about a global language and experiences in learning and using English
1.Knowledge:
- Grammar:Conditionals type 2, Relative clauses correctly and appropriately
- Vocabulary: words related to learning English
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about a global language.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Using language to talk about English as a global language and experiences in learning and using
English
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about
English and English speaking coutries as well as
varieties of English
Contents:
English sepaking coutries and varieties of English
Products:
English is an international mean of communication
Organization:
Before Ss open their books, review the previous
unit by asking two Ss to go to the board, each
writng 10 compound nouns they have
learnt/known. Give comments and correct any
mistakes if needed
Write the unit title on the board "English in the
word". Elicit any information Ss know about the
characteristics of the English language.
Let Ss open their books.
Ask Ss question about the pictures:
E.g. Where are Duong an Vy? Who is standing at
the board? what are they talking about?
Ask Ss to guess what the topic of the conversation
is and whrer it takes place. T may also ask Ss to tell
about the English club they have taken part in:
Do you take part in an English club?
When is it?
What is special about it?
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary words and structure
for understanding and learning the conversation.
Contents:
- new words from the conversation
- how to form a noun from an adjective
Products:
- New words
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher and Students' activities
Contents
- nouns can be formed from adjectives, commonly
by add ding suffixes such as –NESS and -ITY
Organization:
2.Getting started:
- Preteach vocab.
- Pre- questions:
1. Is English the language which is most spoken by
most people in the world?
2. Does English have the largest vocabulary?
3. Name some English words that can be a noun, a
verb and also an adjectives?
4. What is the longest English word which has only
one vowel?
5. What are some varieties of English?
* Vocabulary.
flexible (a) linh hoạt
accent(n) giọng điệu
dialect (n) tiếng địa phương
estimate (v) đánh giá
variety (n) thể loại
contribute(v) đóng góp
1, Listen and read.
- ss answer the five questions
- ss listen and check.
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts English and
methods of learning English
Contents:
Relative clause
Chinese is the language which is spoken by
most people in the world.
Relative clause
Which: relative pronoun
Products:
- Review Relative Clauses
- key to Practice 2, 3, 4/P32
Organization
Task 1
a. Tell Ss to refer te conversation to find the nouns
of the adjectives simple and flexible. Ask them to
pay attention to how to from the nouns from these
a. Read the conversation again and find the
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher and Students' activities
Contents
adjectives.
b. Ask Ss to convert the adjectives in the into
nouns. Remind them to use a dictionary to check
- call 1 ss to the board and write the answers.
c. First, have Ss work independently. Then allow
them to share answers before discussing as a class.
Call on some Ss to give explanations for their
answers.
2. Ss work independently, and then share their
answers with one or more partnes. T may ask for
translation of the words/phrases in the box to check
their understanding. With a stronger class. T may
wish to ask Ss to find some example in real life
with the words/ phrases in box.
3. Have ss work indepently and share their answers
with one or more partners. T may help with the
words/phrases thet Ss do not know the meaning of
in the sentences. If time allows, have some Ss read
out loud the sentences.
4. First, model activity with a more able student.
Then ask Ss to work in pairs. Go around to provide
help. Call on some pairs to practise in front of the
class.
nouns of the adjectives: simple and flexible.
Key: simple - simplicity
Flexible- flexibility
b. Convert these adjectives into nouns.
Key:
adjective
Noun
sad
sadness
dark
darkness
stupid
stupidity
popular
popularity
happy
happiness
punctual
punctuality
c. Read the conversation again and choose the
correct answer.
Key:
1. B 2. C
3. A 4.C 5. B
2. Match the words/ phrases in column Awith
the definitions in column B
Key:
1. c 2.e
3. b 4. a 5.d
3. Match the beginning of each sentence(1-6)
to its ending(a-f)
Key:
1.f 2.c 3. a
.4b 5. e 6.d
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new
words and structure.
Contents:
Conditional type 2
Relative Clauses
Products:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher and Students' activities
Contents
- Countries which use English as the first language.
Organization:
Further practice:
- ask ss to underline the article in the dialoguge
- recall the use of the article.
Homework:
Learn by heart the new words and structures.
- Find information about kinds of relative clauses.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:25 Preparing date:
Period: 70 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 2: A closer look 1
I./. OBJECTIVE:
By the end of the lesson, students can:
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the
correct intonation
1. Knowledge:
- Vocabulary: Languages and language use and learning
- Pronunciation: Tones in new and known information.
2. Qualities
Skills:
- Speaking, doing exercises.
Attitudes:
- SS are encouraged to love the subject more and like to find information about English language.
- Use right tones in speaking.
3. Competences:
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the
correct intonation
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
IV./.PROCEDURE
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
English speaking coutries around the world
Product:
All the words related to the topic English
and English speaking countries
Organization:
- 1 student goes to the board to write the
new words.
The whole class play the game: Guessing
worlds.
T divides the class into two teams, each
team chooses one representative
The representatives have to stand back the
board so that they can’t see the words on the
board.
The whole class try to explain the
words for the representatives to guess.
The teams with more right answers wins the
game.
Topic: Languages and language learning:
Words on the board: Dialect, translate,
accent, official language, mother tongue,
variety, fluenttly.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about ways
of learning English and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
2.Vocabulary
1. Ss work independently and them
share their answers with a parther. T may
ask for translation of the words/phrases in
the first column to check their
1. Match the words/phrases in column A with the
definitions in column B.
Key:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher and Students' activities
Content
understanding. With a stronger clss. T may
wush to ask Ss to make sentences with the
expressions.
2a. Ss do the exercise individually.
Check their answers as a class. Confirm the
correct a answers.
b. Ss write sentences with the
phrases from 2a. Ask some Ss to say their
sentences in front of the class. Other Ss give
comments. If time allows, call on two Ss to
write their sentences on the board. Other Ss
gve comments. Confirm the correct
sentences.
3a. First, have Ss work individually
to match the words/phrases. Then allow
them to have their answers before checking
with the whole class. T may ask for
translation of the phrases in the box to
check their understanding. With a stronger
class. T may wish to ask Ss to make some
example sentences with the words/phrases.
b. Ss work independently to
complete the passage. Check the answers as
a lass.
1.b 2.e 3. a
4. d 5. f 6. c
2. a. Choose the correct words in the following
phrases about language learning.
Key:
2. at 3. by 4. in
5. of 6. bit 7. up
2b. Choose the phrases from 2a to make
sentences about yourself or people you know.
3a. Match the words/phrases in column A with
the words/phrases in column Bto make
expressions about language learning..
Key:
1.e 2. h 3. g 4. b
5. a 6. c 7. d 8.f
3b. Fill in the blanks with the verbs in the box.
Key:
1.know 2. guess
3. look up 4. have
5. initation 6. make
7. correct 8. translate
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in new and known
information
Contents:
What is new information?
What is known information.
Telling these information has different
tones.
Products:
Information that you haven’t know.
Information that you have known.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher and Students' activities
Content
Sts can read in correct innotation
Organization:
3.Pronuncitation
Tone in new and known
information
4. Play the recording and ask Ss to
listen and repeat the sentences, playing
attention to whether the voice on the
underlined word in each sentence goes up
tor down. T may play the recording as many
times as necessary. Explain the ruke in the
REMEMBER! box and ask some Ss to
give some more examples.
5. Play the recording and ask Ss to
the conversation, paying attention to
whether the voice of each second sentence
goes up or down. Ask some Ss to give their
answers and then play the recording again
for Ss to listen, check and' repeat. T may
play the recording as many times as
necessary.
6. First, ask Ss to work in pairs to
practise reading aloud the conversation and
identify whether the voice on the underlined
word in each sentence goes up or down.
Then play the recording. Ss listen and draw
suitable arrows. T may pause afer each
sentence and ask them to repereat chorally.
Correct their pronunciation if necessary.
4. Listen and repeat, paying attention to the tones
of the underlined words in each conversation.
- listen and repeat the sentences
Remember:
In conversation, we often refer to something which
has been mentioned before. This is known
information, and the voice usually goes up at the
end. We also tell the listener things we havenot
mentioned before. This is new information and the
voice usually goes down at the end.
5. Listen to the conversations. Do you tkink the
voice goes up or down at the end of each second
sentence? Draw a suitable arrow at the end of
each line.
Ss work in pairs to mark the arrow
- listen, check and repeat
Look out: When we are referring to something in
the conversation, we do not have to repeat exactly
the same words. In this conversation, the voice goes
up on the words/phrases that are replaced.
6. Read the conversation. Does the voice go upor
down on the underlined words? Draw a suitable
arrow at the end of each line. Then listen, check
and repeat.
Ss work in pairs to mark the arrow
- listen, check and repeat
ACTIVITY 4: PRODUCTION (5’)
Aims:
- help sts practice telling new and known
information
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher and Students' activities
Content
Contents:
- correct innotation
- questions from students
Products:
Sts can know the differents between
methods of learning a language, some
information about English.
Intonation in telling information
Organization:
- Have ss read the Remember and the Look
out again.
- Tone in new and known information.
Homework:
- Practice the dialogues in the pronunciation
at home.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:25 Preparing date:
Period: 71 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 3: A closer look 2
I./. OBJECTIVE:
By the end of the lesson, students will be able to use:
- Conditionals type 2: review
- Relative clauses correctly and appropriately
1.Knowledge: - Grammar:Conditionals type 2, Relative clauses correctly and appropriately
- Vocabulary: words related to learning English
2. Qualities:
Skills: Practicing skills
Attitude: - Ss are interested in using Conditionals type 2 and Relative clauses correctly and
appropriately
- Positive about a global language.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
3. Competences:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
- Co-operation
- Self- study
- Using language to do exercises
- Using language to talk about English as a global language and experiences in learning and using
English
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents:
The popularity of English all over the world
Products:
Check the old lesson
Organization:
Check up old lesson
The language spoken by most countries.
Commercial language.
Academic language
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts recall knowledge of Conditional Sentences
Type 2
Contents:
How conditional sentences type 2 are formed and
used
Products:
Sts can make sentences using Conditional Sentences
type 2
Key to Task 1, P11
Organization:
2. Grammar 1
Conditional sentences type2: review
1a. Ask Ss to study part of the conversation.
Draw Ss' attention to how conditional sentences type
2 are formed and used by analyzing the underlined
part of the sentence. Draw Ss' attention to the notes
and the example s in the Lookout! box. Them ask
some more able Ss to give some example to
illustrate.
- Listen and take notes
- Ss work independently, then ask them
to share their answers with one or more
partners.
Key:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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b. Firts, have Ss work independently, then ask
them to share their answers with one or more
partners.Ask some Ss to say their answers aloud.
Give comments, and make any correction if
necessary.
2. Have Ss work independently to write the
sentences.If there isn't much time or Ss are not so
strong, allocate one or two sentence per student.
Then ask them to share their answers with a partner.
Ask some Ss to write their sentences on the board
and discuss as a class. Give comments and make any
corrections
1. No 2. Yes 3. No
4. No 5. No
- Ss work independently to write the
sentences.
Key:
1. If my English were/was good, I would
feel confident at interviews
2. If Minh had time, she would read a lot
of English books
3. If I were you, Iwould spend more time
improving my pronunciation
4. If Mai didn't have friends who were
/are native speakers of English, she
wouldn’t be so good at the language
5. If you could speak English, we would
offer you the job.
ACTIVITY 3: PRACTICE (15’)
Grammar 2:
Aims
Further practice
Contents:
Relative clauses
Products:
Key to Task 3, 4
Organization:
3. Grammar 2
Relative clauses
3a. Ask Ss to read of the conversation from
GETTING STARTED, playing attention to the
underlined clause. Then have Ss read the
REMEMBER!box and explain to Ss the words that
are used to introduce a relative clause. Ask Ss to
make some examples to illustrate.
b. Ask Ss to study the rules in the grammar
box. Draw Ss' attention to the use of relative clauses
by analyzing the examples in the grammar box in
3b. Then ask the more able Ss to give some further
- Listen and take notes
- Do as requested
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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example.
4. Ask Ss to do the grammar exercise
individually. Remind them to look back to the
REMEMBER!box and the box in 3b. Then have Ss
compare their answers in pairs be fore checking with
the whole class.
5. Have Ss work independently, writing true
sentences about themselves. Then ask them to share
their sentences with one or more partners to find out
how many things they have in common. Ask some
Ss to say their sentences aloud. Give comments, and
make any corrections if needed. If time allows., have
some Ss write their sentences on the board before
checking as a class.
- Ss do the grammar exercise
individually.
Key:1. Who/that 2. Where 3.
Whose 4. When/that
5. Whom/who 6. Why
- Ss work independently, writing true
sentences about themselves. Then share
their sentences with one or more partners
to find out how many things they have in
common
- Ss study the rulles in the look out!.
Then work independently and share their
answers with a partner
Key:
2. Parts of the palace
where/in which the queen lives are
open to the public
3. English has borrowed many
words which/that come from other
languages
4. I moved to a new school
where/in which English is taught by
native
5. There are several reasons why I
don't like English
ACTIVITY 4:Further practice:
Aims: review articles
Contents:
? Retell conditional type 2 and relative clauses
Products:
- STs can make sentences using Conditional
sentences
- sts can differ types of relative clauses
Organization:
6. Before allowing Ss to do exercise 6 ask
them to study the rulles in the look out!. Then have
Sswork independently. Ask them to share their
6. The new girl in our class, whose
name is Mi, is reasonably good at
English
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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answers with a partner. Ask some Ss to say their
answers aloud. Give comments and make any
corrections.
Homework:
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 9: Communication
- Answer teacher's questions.
- Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:25 Preparing date:
Period: 72 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to interview to build up an
English learner profile
1.Knowledge: - Vocabulary: words related to languages and language use and learning. -
Grammar: Conditional sentence type 2: Review; Relative pronouns.
2. Skills: Practicing skills
3. Attitude: - Positive about a global language.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
4. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Using language to talk about English as a global language and experiences in learning and using
English
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about English as a global
language and experiences in learning and using
English. Go through that extra vocabulary with
students. If students do not know any words in the
Box. Quickly teach it.
Products:
- English speaking countries
- methods of learning English (words and
collocations)
Organization:
Before Ss open their books, ask them to work
in groups to
discuss the question "what do you think are
the best ways top master English?" and " What are
the things that you like and don't like about the
English language?" elicit Ss' answer. Remember that
this is afluency stage of the unit with a primary goat
of communication. Do not focuts on accuracy at this
time. Reward successful attempts at communication
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
Help Sts promote listening skill and vocab
Contents:
Talk about how to good at English
Products:
4 skills
Vocabulary
Organization:
2.Communication 1:
Before Ss open their books, ask them to work
in groups to
discuss the question "what do you think are
the best ways top master English?" and " What are
the things that you like and don't like about the
English language?" elicit Ss' answer. Remember that
this is a fluency stage of the unit with a primary goat
- Work in groups
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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of communication. Do not focus on accuracy at this
time. Reward successful attempts at communication
1. Give Ss about 10 minutes to work
independently, making notes about themsevels by
answering the questions in the table in 1
ACTIVITY 3: PRACTICE (15’)
Aims:
To promote reading and writing skills
Contents:
The facts about learning English and English
speaking coutries
Products:
Key to task 2
Organization:
Communication 3:
2. Now ask Ss to work in pairs, taking turns to ask
and answer the questions in 1. Remind them to make
notes on what their partners say in the table in 1.
Then ask each of them to identify how many things
they have in common with their partners.
For a change, have Ss role-play. One student
is a reporter, and the other is a student. The reporter
is gathering information about learners of English.
Ask for volunteer pairs to role-play in front of the
calss. In this case, Ss should focus on only three of
the questions from the survey. Make sure Ss don't
simly read from their books - they should be in
character. Give them lots of encouragement and
pairse for their communcative efforts.
- Work individually.
- Work in pairs
- Work in groups.
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how to gather information
Contents:
How to be good at English
Products:
Fully practice of Task 43 Communication
Procedure of some dishes
Organization:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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3. Now put two pairs together to work in
groups of four, reporting on the things that they and
their partners have in common. T moves around the
class to the discussions and provide help only if
necessary. If time allows, ask some groups to
present their findings in front of the class. This may
lead to a natural, whole - class discussion. If this
happens, encourage it
Homework:
1. Review this lesson
2. Do exercises ……. (Workbook).
3. Prepare lesson Skills 1
- Work in pairs
Take note
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0@0--------------------
WEEK:26 Preparing date:
Period: 73 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, ss will be able to:
- Read for geneal and specific information about English as a global language.
- Talk about learning English.
1.Knowledge: - Vocabulary: words related to languages and language use and learning. -
Grammar: Conditional sentence type 2: Review; Relative pronouns.
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about a global language.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Creativeness: talk about learning English
- Using language to talk about how to learn English well
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: make sts change the state from relaxation
to concentration
Contents: Tell students in this lesson they will
have the opportunity to learn about the original
of English, some derivatives of English around
the world.
Products:
English is a global language nowadays
Organization:
Before Ss open their books, ask them to work in
groups to disscusseitheir of these questions:
1. Who owns English?
Ss may look somewhat confused by this
question. If so, give them more guidance: 'Which
countries speak English around the
world?'."Does the English language belong to
England? If not, why not?'."Is the English
language changing? If so how?'
The aim is to get Ss to realize that english is
global now and that there isn't one "correct" from
of English anymore, but many varieties of
English.
2. Does "Vietlish" exist?
If necessary, explain that this is a blend of
Vietnamese ans English. Give some guidance:'
Can you think of any words or phrases which
blend the two languagea?'.'Is this increasing in
Viet Nam? If so, why?',' Can you invent some
new "Vietlish" words or expressions?'
- Work in groups.
Suggested answers:
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: promote reading and speaking skills
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Contents:
Passage
Extra vocabulary with students. it.
Products:
Key to Task 1,2,3
Organization:
2. Pre-reading
1. Now open the books and ask Ss to scan the
text to find the words: settlenment, immersion,
derivatives, establishment and dominant. T may
help Ss work out the meanings of these words
out of the context.
- settlement(n) = the process of people making
their homes in a place
- immersion (n)= the language teaching methol
in which people are put is situations where they
have to use the new language for everything
- derivatives(n) = words that have been
developed from other words
- establishment(n) = the act of starting or
creating something that is meant to last for a long
time
- dominant (adj)= more important, powerful or
noticeable than other things
- Find out the extra words and underline
them.
- Guess the meaning from the context.
- Listen to the teacher’s explaination.
- Repeat
- Stress
- Copy
- Work individually.
- Answer:
Key: 1.b 2. c 3. a
ACTIVITY 3: PRACTICE (15’)
Aims:
Improve speaking and reading skills
Help sts know more about English
Contents:
English speaking countries
Products:
This part helps Ss understand more about
English, its derivatives, use and original.
Organization:
3. While-reading
2a. First, have Ss work independemtly, reading
through the article and choosing a suitable
heading fopr each paragraph. Then allow them to
share their answers before checking with the
whole class
b. T may set a longer time limit for Ss to read the
text again and answer the questions. Ask Ss to
- Work in pairs.
Key:
1. It is the export of the English language
and the great growth of population in the
United States that has led to its dominance
in the word today
2. Mass immigration
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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note where they found the information that
helped them to answer the questions. Ss can
compare their answers in pairs before discussing
them as a class
4.While-reading;Speaking
3.Firts, give Ss 5 minutes to put their own list in
order of impotance. Encourage Ss to think of the
reson for their order. They may add other method
they use that aren't on the list
4. Now is small groups, Ss compare their lists
and explain their order to group members. Go
around to provide help. Call on some Ss to
present their top three methods and the reasons
for it. Other groups listen and give comments.
5. Ask Ss to work in pairs, talking one of the
ideas in 3 and discussing the way to achieve it.
Move around to provide help. Call on some Ss to
present their ideas. Ask other pairs to add to the
list.
Alternatively, T may organise a quick game. In 5
minutes, pairs write down as many was to
achieve the goal as possible. When the time is
up, call on the most ideas to present their
answers. Other pairs add to the list.
3. They do all their school sujects and
everyday activities in English
4. It is a blend of English and Hindi words
and phrases
5. They are being invented ecery day all
over the world due to the free admissions
of words from other languages and the easy
creation of compounds and dertvatives.
-Work individually.
- Work in group.
-Work in pairs.
- Share with the partner.
- Present before class.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge
about English
Contents:
Ways of learning English and some more
English speaking coutries
Products:
How to be good at English
Organization:
Homework: (2)
1. Review this lesson
2. Do exercises ……. (Workbook)
- Copy and do at home!
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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3. Prepare lesson Skills 2
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:26 Preparing date:
Period: 74 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of the lesson, students can:
- Listening for general and specific information about students' experiences in learning and
using languages
- Writing a paragraph about the uses of English in everyday life
1.Knowledge: - Vocabulary: lexical items related to experiences in learning and using languages
- Grammar: present simple
2. Qualities:
Skills: Practicing skills
Attitude: Ss are interested in the uses of English in everyday life
- Positive about a global language.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Creativeness: write about the uses of English in everyday life
- Using language to write about the uses of English in everyday life
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Uses of English in your daily life
Four uses of English in your daily life
What I use
English for?
Explanation
1
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Products:
Sts know new words to tell about uses of English
in their daily life.
Organization:
Discussion (3 P39)
? Work in groups, making notes of uf four uses
of English in your daily life and give an
explanation/ example for each of them in the
given table.
- Remind them that they do not have to write full
sentences and they can use abbreviations and
note-from.
- T may ask some able Ss to read out their notes
to the whole class.
2
3
4
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about Learning English
Products:
Key to Task 1,2,3 P27
Organization:
2. Listening
1. Matching (1 P39)
? Read the instruction carefully.
? Read the summaries and underline the key
words in each.
- Play the recording and ask Ss to match the
summaries to the speakers.
? Write the answers on the board. - Play the
recording again for Ss to check the answers.
2. Answer the questions (2 P39)
? Run through all the sentences in 2 P23.
- Play the recording one or two times.
? Listen carefully and answer the questions.
I. Listening
1. Matching (1 P39)
Speaker 1: E
Speaker 2: A
Speaker 3: B
Speaker 4: D
2. Answer the questions (2 P39)
1. He went to Rome.
2. She can have a conversation in Italian.
3. He used to be quite bad at English.
4. He picked up enough words and phrases
to get by.
5. It's not all full.
ACTIVITY 3: PRACTICE (15’)
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about methods
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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of learning English and competences of English
Products:
Key to Task 4 P39
Organization:
3. Writing
Write about what you use English for in your
daily life (4 P39)
- Elicit the language necessary for their writing
with Ss: an introduction paragraph, organising
ideas using connectors - Firstly, Secondly,
Finally, providing examples to illustrate the
points
? Write the draft first and then swap their writing
with a partner.
? Based on the comments, write the final version
in class or some at home.
- T may display all or some of the leaflets on the
wall/ notice board. Other Ss and T give
comments. Ss edit and revise their writing as
homework.
II. Writing
Write about what you use English for in
your daily life (4 P39)
Example:
I use English for different purposes in my
everyday life. Firstly, English helps me
communicate with people all over the word.
I have made friends with some students
from the UK and Australia. I use English to
chat with them about many things.
Secondly, English helps me get information
and improve my knowledge. Because almost
any information is available in English, it is
easy for me to get access to all sources of
information with my English. Finally,
English is useful when I want to go abroad
to study. A lot of schools and universities in
different countries which provide
scholarships and courses in English. I am
learning English hard to get an IELTS score
of 6.5 so that next year I can go to Australia
to study. In conclusion, English is useful for
me in various ways.
ACTIVITY 4: Further practice
Aims:
- promote reading skill
- help sts learn extra vocabulary
Contents:
? Sum up the main content of the lesson
Products:
Key to Task 1,2 P41
Organization:
* Project preparation: Fill in the blanks (1
P41)
First, ask Ss to read the chart showing the
differences in vocabulary between British
English and American English and fill the banks
Fill in the blanks (1 P41)
1. sweets
2. soccer
3.nappy
4. pavement
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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the words from the box. Then allow them to
share their answers before checking with the
whole class.
Homework:
- Learn by heart new words
- Prepare: Unit 9: Looking back
- Prepare for the project
5.highway
6. underground
7. rubbish
8.flashlight
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:26 Preparing date:
Period: 75 Teaching date:
UNIT 9. ENGLISH IN THE WORLD
Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of the lesson, students can:
- revise the vocabulary, grammar they've learnt in Unit 9
- present a chart of varieties of English
1.Knowledge: - Vocabulary: words related to learning and using English
- Grammar: relative clauses
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about a global language.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
from relaxation to concentration
Contents:
Question about advertisement
Products:
Some popular advertisement on TV and internet
A brief advertisement
Organization:
Free talk
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary
Practices
Products:
Key to task 1,2,3,4,5 P28
Organization:
Looking back
Vocabulary:
1.1. Underline the correct words (1 P40)
? Work individually, underline the correct
words in each sentences.
- Check and confirm the correct answers.
1.2. Read and fill in blank (2 P40)
? Read what three people say about speaking
languages.
? Fill each blank with a phrase in the box.
- Teacher checks as a class
1.3. Rewrite these sentences (3 P40)
? Rewrite these sentences using the words/
phrases in the box.
1.4. Complete the sentences (4 P40)
? Complete the sentences with the words given.
? Write the answers on the board
- Other Ss give feedback.
I. Looking back
1. Vocabulary:
1.1. Underline the correct words (1 P40)
1. first 2. Accent 3. dialect
4. second 5. official
1.2. Read and fill in blank (2 P40)
1. am reasonably good
2.can also get by
3.picked up
4. am bilingual
5. also fluent in 6. can have a
conversation
7.it's a bit rusty
8. am quite bad at
9. know a few words
10. can't speak a word
1.3. Rewrite these sentences (3 P40)
1. I can't speak a word of French.
2. I picked up a few words of English on
holiday.
3. My brother is fluent in English.
4. Iam bilingual in English and French.
5. I can get by in German on holiday.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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6. My Russian is a bit rusty.
1.4. Complete the sentences (4 P40)
1. accent 2. imitate 3. guess 4.
look up
5. translate 6.mistakes 7. corrects 8.
communicate
ACTIVITY 3: PRACTICE (15’)
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary and grammar
Practices
Products:
Relatives pronouns
Organization:
Grammar
2.1. Put the correct relative pronounce in each
sentence (5 P40)
? Put the correct relative pronounce in each
sentence.
? Write the answers on the board
- Other Ss give feedback.
Communication:
First, ask Ss to do the task individually to
choose sentences (A-E) to complete the
conversation. Then check their answers as a
class. Finally, ask Ss to practise the
conversation with their partners and call on
some pairs to act out the conversation in front of
the class.
2. Grammar
2.1. Put the correct relative pronouns in each sentence
(5 P40)
1. Those are the stairs where I broke my arm
2. There's a shop where you can buy English books
and CDs.
3. The English coupe who/that live next to us can get
by Vietnamese
4. There's a shop near my hose which/that sells cheap
DVDs
5. Look up the new words in the dictionarywhich/that
has just been published by Oxford University Press.
3. Communication:
1. D
2. C
3. A
4.E
5.B
ACTIVITY 4: PRODUCTION (5’)
Aims:
- tell information with correct intonation
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
- list the diffrences between varieties of English
Contents:
Extra vocabulary
Practices
Worksheet
Products:
English spealking countries, varieties of English
Organization:
3. Project
? Design a chart showing the differences in
vocabulary between them.
- When Ss have finished their chart, ask them to
display them on the walls of the classroom.
? Move around to look at all the charts and
discuss them. Finally, ask the whole class to
vote for the best one.
comment.
Guide students to do Finished
Homework:
- Review vocabulary and structures in Unit 9
- Prepare: Unit 10 : Getting started
III. Project
Differences between varieties of English.
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:27 Preparing date:
Period: 76 Teaching date:
REVIEW 3
Lesson 1: LANGUAGE
I./. OBJECTIVE: By the end of the lesson, students can:
+ Revise the language students they have practiced in Units 7-9
+ Practice doing some exercises in Pronunciation and Grammar
1. Knowledge:
+ Revise the language Ss they have practised in Units 7 - 8. - 9
+ Practice doing some exercises in Pronunciation and Grammar.
2. Skills:
- Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in
Unit7-8- 9.
3. Attitute: Ss work hard
4. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state
from relaxation to concentration
Contents:
Question about conditional type 1,2
Products:
Review of grammar and vicabulary
Organization:
Ask and answer
? What have you learnt so far in terms of
language and skills.
- Summarise their answers and add some more
information if necessary. Encourage Ss to recall
and speak out as much as possible.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary
Practices
Products:
Key to task 1,2,3,4,5 P42
Organization:
2.Pronunciation and vocabulary
1. Mark the questions with falling, rising
arrows.
1.a
? Read and mark the questions with falling or
rising arrows.
- T plays the recording and students listen,
check and repeat. Play the recording as many
times as necessary. Pause and correct Ss’
pronunciation.
Pronunciation and vocabulary
1. Mark the questions with falling, rising
arrows.
a:
A: What are you doing ? Are you baking ?
B: Yes. I'm trying a recipe for Japanese cotton
cheesecake.
A: Japanese cotton cheesecake ? Sounds
strange.
B: Right, but my friends say it's really
delicious.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
2. Fill in the blanks to complete the sentences
(2 P42)
? Work individually to fill each blank with a
word/ phrase from the box to complete these
sentences.
? Compare with your partner.
- Teacher checks as a class.
3. Word form (3 P43)
? Run through all the words in capital.
? Fill in each blank with the correct form of the
word given to complete these sentences.
- teacher has some students the words on the
board.
A: Do they sell that kind of cake in bakeries ?
B: Yes. But I want to make it myself.
b.
A: This tour is cheap.
B: That tour is cheaper.
A: Let's book that tour today.
B: But the travel agent is closed today.
A: Tomorrow is fine.
2. Fill in the blanks to complete the
sentences (2 P42)
1. marinate; tender 2. garnish
3. stew 4. jetlag
5. excursion 6. full boar
7. bilingual 8.official language
3. Word form (3 P43)
1. guide 2. reasonable 3. rusty
4. fluent 5. season 6. grated 7. steam 8. passer
ACTIVITY 3: PRACTICE (15’)
Aims: improve skills of working individually
and doing team work
Contents:
Conditional Sentences
Products:
Sts can make sentences using Conditional
sentence structure
Organization:
3.Grammar
1. Find and correct a mistake (4 P43)
? Find and correct a mistake in each sentence.
? Work individually and compare your answers
with a partner.
- Call some Ss to go to write their answers.
Other Ss comment.
- T corrects as a class.
2. Write conditional sentences (5 P43)
II. Grammar
1. Find and correct a mistake (4 P43)
1. B. the Lake Hudson → Lake Hudson
2. C. bunches → cloves
3. D. will be → would be
4. B. the breakfast → breakfast
5. C. have → has
6.. D. the Vietnamese American → a Vietnamese
American / Vietnamese American.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
? Study the given situations.
? Work in pairs to write suitable conditional
sentences.
2. Write conditional sentences (5 P43)
Suggested answers
1. If you want to widen your English
vocabulary, you should read short stories in
English.
2. You can become a tour guide if you learn
more about history and culture.
3. If you want to improve your English, you
may go to either The Sun or The Shine
language centres.
4. If I saw a fly in my soup, I would tell the
manager.
5. If I were you, I would go to Song Nhi Resort.
ACTIVITY 4: PRODUCTION (5’)
Aims:
Review Relative pronouns and Relative Clauses
Contents:
? Recall how to use relative pronouns
Products:
Sentences using Relative Clauses
Key to Task 6 P43
Organization:
3. Combine sentences using relative pronouns
(6 P43)
- Elicit from the Ss the relative pronouns and
their uses (e.g. who, whom, which, that, where).
? Combine each pair of sentences to make a
complete sentence, using suitable relative
pronoun.
- Ss do the task individually.
? Then practice in pairs.
- After checking their answers, ask one or two
pairs to act out the dialogues.
3. Combine sentences using relative
pronouns (6 P43)
1. Last holiday we stayed in a resort
which/that Mi recommended.
2. I don't like people who talk loudly in public
places.
3. The dishes which/that my mother has
cooked are so hot.
4. Last year I visited a small town
Where/in which they filmed The Little
Girl.
5. Ms Mai was a teacher whom/who I will
never forget.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Everyday English (7 P43)
? Run through all the sentences in the box in 7
P43.
? Work in pairs, complete each short dialogue
with a sentence in the box.
Homework:
- Do all the exercises in Review 3: language
- Prepare: Review 3: Skills
III. Everyday English (7 P43)
1. C 2. A 3. E
4. B 5. D
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:27 Preparing date:
Period: 77 Teaching date:
REVIEW 3
Lesson 2:Skills
I./. OBJECTIVE: By the end of the lesson, ss can:
+ Revise the language Ss they have practised in Units 7-9
+ Practice doing some exercises in Skills
1. Knowledge:
+ Revise the language Ss they have practised in Units 7 - 8. - 9
+ Practice doing some exercises in Pronunciation and Grammar.
2. Qualities:
Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt
in Unit7-8- 9.
Attitute: Ss work hard
3. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
Discussion
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
Some famous tourism places
Tourist attraction in your hometown
Product: all the words related to the topic:
tourism
Organization:
Speaking (2 P44)
? Work in groups and discuss the questions
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: practice reading skill.
Contents: new words in Review 3
Products:
Keys of Review 3
Organization:
2. Reading
1. a. True or false (1a P44)
? Run through the statements.
? Read Mi's email once or twice.
- T clarifies anything they do not understand
fully.
? Do the task individually, then check with a
partner.
- T corrects.
1.b. Answer the question
? Run through all the questions.
? Read the email again the n answer the
questions.
- Ss do the exercises in pairs. T corrects as a
class.
I. Reading
1. a. True or false (1a P44)
1. T
2. F (Nam, their classmate, also joined the camp)
3. T
4.T
5. F (they let all the fish go)
1.b. Answer the question
1. They drew lots
2. She comes from a school in Tokyo / from Tokyo
3. They won the first prize.
4. It's for non - native English speaking students.
5. It's about his tips on how to learn English.
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in telling information
Listening and writing skill
Contents:
Tips for practising English
Products:
Sts can read in correct innotation
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
Organization:
3. Listening (3 P45)
- Have students some minute to read the
tips.
- Play the recording once or twice.
? Listen and complete the listener's notes.
Use no more than three words
- Play the recording again for Ss to check
their answers. Explain the new words or
anything difficult if necessary
4. Writing (4 P45)
? Choose one of the topics in 4 P45 and
write a paragraph about it.
? Write individually
- Then collect their papers to check out of
class.
II. Listening (3 P45)
1. Stories and books 2. vocabulary
3. correctly 4. grammar books
5. international project 6. different cultures
7. self - confident 8. activities
ACTIVITY 4: PRODUCTION (5’)
Aims:
- help sts know the important of English in
daily life
- practice conditional sentences, relative
clauses
Contents:
- usage of Relative pronouns and
Conditional Sentences Type 1 and 2
Products:
Relative pronouns and Conditional
Sentences Type 1 and 2
Organization:
- Let ss read the box Look out again.
- say aloud the words in 1,2.
Homework:
- Learn by heart new words
- Review Units 1-3 for the coming test
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
WEEK:27 Preparing date:
Period: 77 Teaching date:
MIDTERM REVIEW
I./. OBJECTIVE: By the end of the lesson, ss can:
+ Revise the language Ss they have practised in Units 7-9
+ Practice doing some exercises out of Textbook
1. Knowledge:
+ Revise the language Ss they have practised in Units 7 - 8. - 9
+ Practice doing some exercises
2. Qualities:
Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt
in Unit7-8- 9.
Attitute: Ss work hard
3. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
Conditional sentences Type 1 and 2
Realtive pronouns
Product:
Usage of Conditional Sentences
Relative Pronouns
Organization:
Teacher review the learnt knowledge
Discussion
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts recall learnt knowledge
Contents:
Conditional Sentences
Products:
Practice and keys
Organization:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
Teacher give exercises in handout
Sts do the exercises
1. Put the verbs in brackets with Conditional
sentences - type 2.
1.If I (meet) her not him now, I (tell) her
about your new job.
2.If the dish (not be) so hot now, we (eat)
it.
3.What (you/do) if you (go) bankrupt?
4.He (give) me a helping hand if he (be) here.
5.If he (not prepare) for the exam at
present, he (not pass) it.
6.My mother (not be) angry with me if I
(not get) bad marks in the Maths’ test
today.
7.We (not/ have) a pet if we (live) in a
flat.
8.If he (can /speak) English well, he (have)
many job opportunities.
9.If you (take) the 7:20 flight today, you
(must/ not/ change) to Heathrow Airport.
10.I (not/ stay) any longer if I (have) no
time.
2. Choose the correct phrases to complete the
following sentences.
1.If you (turn / could turn / will turn) the
volume down, the the music (would sound /
sounded / would have sounded) clearer.
2.This song (might win / will have won / wins)
an award if it (was recorded / had recorded /
would be recorded) in a studio.
3.Your pencils (will not break / wouldn’t break
/ broke) if you (pack / will pack / packed)
your school bag more carefully.
4.If the boys (sleep / are sleeping / slept)
soundly enough, they (did not feel/ wouldn't
feel/ wouldn’t have felt) sleepy every day.
5.(Would you like / Like you / Will you like)
a new house if you (have / had / would
have)
enough money?
6.If he (had been burned / would burn / burned)
a fire, it (won’t be / wouldn’t be / isn’t)
so cold.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
7.I (don’t need / wouldn’t need / wouldn’t have
needed) a computer to gather research
data if I (will have had / had / will have) my
mobile phone.
8.If the students (kept / have kept/ should keep)
a diary, they (wouldn’t forget / wouldn’t
have been forgotten / must not forget) their
homework so often.
9.If they (relax /relaxed /had been relaxed)
before the exam, they (would pass / would
passed / will have passed) it.
10.I (wouldn’t go / wouldn’t have gone / go)
on holiday if I (would be / were / would have
been) you.
3. Complete the second sentences so that they
have similar meanings to the first ones.
1.I am too hungry to do my work properly.
→ If I weren’t
2.Perhaps I went on holiday in HCM city and
visit the theme park there.
→ If I went
3.I don’t speak English well enough to find a
job in a foreign company.
→ If I spoke
4.I think you should not marry her.
→ If I were
5.My dream is to become rich and travel
around the world.
→ If I were
6.Supposing you were a billionaire, what
would you do?
→ What
7.Why don’t you ask for her help? That is what
I’d do.
→ If I
8.Imagine you live in Mars. How would you
feel?
→ How
9.You should invest in that company. That’s
what I’d do.
→ If I
10.You’d better live in the countryside.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
→ If I
Key:
1.
1. met, would tell 6. wouldn’t be, didn’t
get
2. weren’t, would eat 7. wouldn’t have, lived
3. would you do, went 8. could speak, would
have
4. would give, were 9. took, wouldn’t have
to change
5. was preparing, wouldn’t pass 10.
wouldn’t stay, had
2.
1. could turn, would sound
2. might win, was recorded
3. wouldn’t break, packed
4. slept, wouldn’t feel
5. would you like, had
6. burned, wouldn’t be
7. wouldn’t need, had
8. kept, wouldn’t forget
9. relaxed, would pass
10. wouldn’t go, were
3.
1. If I weren’t hungry, I would be able to do
my work properly (I could do my work
properly).
2. If I went on holiday in HCM city, I would
visit the theme park there.
3. If I spoke English better (well), I would find
a job in a foreign company.
4. If I were you, I wouldn’t marry her.
5. If I were rich, I would travel around the
world.
6. What would you do if you were a
billionaire?
7. If I were you, I’d ask for her help.
8. How would you feel if you lived in Mars?
9. If I were you, I would invest in that
company.
10. If I were you, I’d live in the countryside.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
ACTIVITY 3: PRACTICE (15’)
Aims:
Review the knowledge and do more
exercises
Contents:
Relative Clauses
Products:
Sts can use the structure correctly.
Key to exescises in handout
Organization:
Teacher asks sts do exercises in handouts
4. Choose the correct relative pronouns to
complete the sentences
1. You should speak to Peter
manage
s the sales department.
(who / whose / whom)
2. He arrived late for the meeting,
wa
s a stupid thing to do.
(that / who / which)
3. Mr. Smith, wife works for us,
can provide more details.
(who / which / whose)
4. It is not good for your health to live in a city
the population is too big.
(who /which / where)
5. The young man is standing on the
comer works for an overseas company
(whose / who / which)
6. The woman lives on Green Street
was a member of the security council
(who /whom /which)
7. The house has been sold to him
used to be in a very bad situation
(which / whose / where)
8. The employees were hired last
month helped improve profits
(that / whose / which)
9. The actor, wife was also famous,
was cast as the villain.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
(that/whose / which)
10. That’s the shop I often go to buy
fresh meat
(which / where / whose)
5. Choose the correct pronouns among who,
which, whose, whom to complete these
sentences.
1. I talked to the woman husband
was a kind doctor.
2. Mr. Richards, is an engineer, is
our neighbour.
3. We often visit our uncle in North Star is in East Anglia.
4. This is the girl we like best.
5. That’s John, the boy we picked up
at the airport.
6. Thank you very much for your assistance helped me overcome it.
7. The man, father is the president
of a big group, is very rich.
8. The children, shouted in the
street, are not from our school.
9. The car, driver is a young man,
has collided with a train.
10. What did you do with the money
y
our best friend lent you?
6. Choose the correct relative adverbs among
where, when, why to complete the following
sentences.
1. This is the restaurant I first met
my husband.
2. July and August are the months
mo
st people go on holiday.
3. Do you know the reason she left so
early?
4. This is the school I and my best
friends attended.
5. This is the town the greatest
leader of the country came from.
6. 14th February is the day lovers
exchange their gifts.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
7. Becoming rich is the reason so
many people work like crazy.
8. A supermarket is a shopping center
you can buy almost anything.
9. The day he arrived was very nice.
10. A plane crash was the reason I
couldn’t sleep last night.
Key
4.
1. who 2. Which 3. Whose 4. Where 5.
who
6. who 7. Which 8. that 9. Whose 10.
Where
5.
1. whose 2. who 3. which 4. who /
whom 5. who / whom / 6. which 7. whose
8. who 9. whose 10. Which
6.
1. where 2. when 3. why 4. Where 5. where
6. when 7. Why 8. Where 9. When 10. Why
ACTIVITY 4: PRODUCTION (5’)
Aims:
- help sts use the structure correctly
-practice telling information
Contents:
- make sentences
- extra exercises in handouts
Products:
Key to exercises
Organization:
- Let ss do the exercises
- Teacher gives answers
Homework:
- Learn by heart new words
- Review Units 7-9 for the coming test
7. Read the two paragraphs below and fill
each blank with one suitable word from the
boxes.
English has achieved prime status by
becoming the most (1) ______spoken
language in the world ahead of Mandarin
Chinese and Spanish. English is (2) ______in
international
differently
widely
either
matter
spoken
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher and Students' activities
Content
101 countries, while Arabic is spoken in 60,
French in 51, Chinese in 33, and Spanish in
31. From one small island, English has gone
on to acquire lingua franca status in (3)
_____business, worldwide diplomacy, and
science. But the success of English as a
“universal” language comes with a hefty price,
in terms of vulnerability. Problems arise when
English is a second language to (4)
________ speakers, listeners, or both. No (5)
________how proficient they are, their own
understanding of English, and their first
language can change what they believe is
being said. When someone uses their second
language, they seem to operate slightly
(6)_____ than when they function in their native language. This phenomenon has been
referred to as the “foreign language effect”.
Key:
7.
1. widely 2. spoken 3. international
4. either 5. matter 6. Differently
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
---------------------0@0--------------------
WEEK:27 Preparing date:
Period: 78 Teaching date:
Midterm Test
I./. OBJECTIVE: - To check sts' knowledge of grammar and vocabulary from unit 7 to unit 9
- Help sts improve their English
1. Knowledge; - Grammar: from unit 7-9
- Vocabulary: related to unit 7-9
2. Qualities:
Skills: Practicing skills
Attitude: - Ss are interested in practicing skills
- Ss are interested in doing exercises
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3. Competences
- Self- study: work individually.
II./.PREPARATION:
1.Teacher: Test 45’, laptop
2.Students:
III./. TEACHING METHODS: Technical present….
IV./.PROCEDURE
Topics/
language &
skills
Knowledge
Comprehension
Application
Total
Objective
Subje
ctive
Objectiv
e
Subjective
Low
High
I-
Listening
Topic 8
(20 %)
Listen to the
lecture, then
write T/F for
each sentence
4 items
2 points
4items
2
points
20 %
II-
Grammar
and Vocab
Topic 7-9
(30 %)
1. Draw rising
or falling
arrows in the
responses
2.Circle the
correct option
A, B, C to
complete each
of the
following
sentence
10 items
3 points
9 items
3point
s
30%
III-
Reading
Topic 7-9
( 30%)
Read the
passage,
then
choose
the
correct
answer
5 items
3 points
6 items
3
points
30%
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Bao Khe Secondary School
Class: 9………
Student’s name : ……………………..
KIỂM TRA 45 PHÚT SỐ 3 - NĂM HỌC -
Môn: TIẾNG ANH - LỚP 9
Thời gian làm bài: 45 phút
Marks
Teacher’s Opinion
PART I : LISTEN
Listen to the lecture, then write T/F for each sentence.(2 points)
………. 1.Tourism plays an important part in the development of many nations.
………. 2.Modern transport promotes tourism.
……….. 3.Tourism depends on the income of a country.
……….. 4.People’s lives get better with the development of tourism.
PART II: GRAMMAR AND VOCAB
1.Draw rising or falling arrows in the responses (1pt)
1. A: This car is slow.
B: I know it’s slow, but it’s reliable.
IV-
Writing
Topic 8
(20 %)
Rewrite
each of the
sentences
so that it
means the
same as the
one before
it 4 items
2 points
3 items
2
points
20%
Total
14 items
5.0 points
50%
5 items
3.0 points
30%
4 items
2.0 points
20%
23
items
10
points
100%
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2. A: This CD is good.
B: I know it’s good, but that one is better.
3. A: This armchair is ugly!
B: I know it’s ugly, but it’s comfortable.
4. A: This motorbike is fast.
B: I know it’s fast, but it’s dangerous.
5. A: This TV is big.
B: I know it’s big, but the one in the corner is bigger.
2.Circle the correct option A, B, C ,D in each of the following sentences(1pt).
1.The paintings _________ Mr. Brown has in his house are worth around £100,000.
A.whose B.which C.what D.whom
2._________ is visiting important and historic places in a city or an area as a tourist.
A.Travelling B.Sightseeing C.Wandering D.Sunbathing
3.All _________ must complete a visa form upon arrival at Singapore airport.
A.tourists B.departures C.customers D.passengers
4.The garlic sausage is also sold pre-packed in _________.
A.slices B.stalks C.sticks D.packets
5._________ people never seem to put on weight, while others are always on a diet.
A.All B.One C.Few D.Some
PART IV: READ
Read the passage, then choose the correct answer (3 pts)
The price of holidays can fluctuate a great deal throughout the year, so you can save a lot if you are
flexible with your travel dates and avoid peak holiday times. It can be also cheaper if you book
well in advance. Before your departure, make sure you get as much information about your
destination as you can. Find out if you require any special visas or permits to travel there. Think
about spending money as well. Will you be able to access your own money easily enough or will
you need to take cash with you? Think about eating larger lunches and smaller evening meals to
help your money go further, as lunch is generally cheaper. Make sure that you keep sufficient
identification with you at all times. It may also help to email a copy of your passport details to
yourself, in case it is lost or stolen. Label your suitcases clearly so that they can be easily identified
as yours. It can be useful to store a copy of your itinerary in a prominent place in your suitcase so
that the airline will know where to find you if your luggage gets lost. Be sure to pack any
medication or other essential items in your hand luggage. If your flight is delayed, or your luggage
is lost, these can be difficult to obtain in an airport or foreign country.
1.Which can be the best title for the passage?
A.Travel procedures B.Travel advice
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C.How to adjust travel dates D.Protect your luggage
2.Which one of these is NOT advisable according to the passage?
A.Research your destination
B.Always bring identification
C.Apply for visas if necessary
D.Save money by cutting out dinner
3.According to the passage, your luggage should be ___________.
A.stored in a safe place
B.tagged in case of being lost
C.packed with your passport
D.painted a bright colour
4.The underlined word ‘it’ refers to your ___________.
A.identification B.luggage C.passport D.flight
5.It can be inferred from the passage that ___________.
A.travelling may cost more in peak season
B.you must always take cash with you
C.larger lunches cost more than smaller ones
D.you can’t get back your lost luggage overseas
PART IV: WRITE
Rewrite each of the sentences so that it means the same as the one before it. (2pts)
1.You spent more money during the trip than I did.
→ I didn’t…………………………………………………………………….. .
2.Have you ever been to Kuala Lumpur before?
→ Is this your…………………………………………………………………… ?
3.China is a huge tourist attraction: it has many old castles and pagodas.
→ As China……………………………………………………………………. .
4.I found this place rather boring.
→ I wasn’t ……………………………………………………………………….
The end
ĐÁP ÁN
PART I: 0,5 p for each correct sentence.
1. T 2. T 3. F 4. T (SKILLS 2- UNIT 8)
PART II:
1.0,2 p for each correct word
1. Falling 2.Rising 3. Falling
4. Falling 5.Rising
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2. 0,4 p for each correct sentence.
1. B 2. B 3. D 4. A 5. D
PART III: 0,6 p for each correct sentence.
1.B 2. D 3.B 4.C 5.A
PART IV: 0,5 p for each correct sentence.
1.→ I didn’t spend as much money during the trip as you did.
2.→ Is this your first time in Kuala Lumpur / first time visit to Kuala Lumpur?
3.→ As China has many old castles and pagodas, it is a huge tourist attraction.
4.→ I wasn’t very interested in this place.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:28 Preparing date:
Period: 79 Teaching date:
UNIT 10. SPACE TRAVEL
Lesson 1. Getting started
I./. OBJECTIVE: By the end of the lesson, students can:
- talk about space travel
- read for general and specific information about space travel
1.Knowledge: - Vocabulary: Use the lexical items related to astronomy and space travel.
- Grammar: Relative clause, past perfect.
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- SS are encouraged to love exploring the space and universe.
3.Competences:
- Co-operation
- Self- study
- know some lexical items related to astronomy and space travel.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
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Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: revise the main grammar point in Unit 9:
relative pronouns
Contents:
Reletive Pronouns
Products:
Sts can recall meaning and usage of Relative
Pronouns
Organization:
Before starting this lesson, do a quick game
to revise the main grammar point in Unit 9: relative
pronouns.
Write on the board some phrases that will
need relative clauses to be complete, for example.
The language...
This is the place...
I met the girl...
In groups of three, Ss take turns to complete
these sentences : the first student one of these
phrases, then the second student adds a relative
pronoun. The last student will add a clause to finish
the sentence.
For example:
Student 1: The language...
Student 2: .... which...
Student 3: .... I would like to learn the most is
Spanish.
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary words and structure
for understanding and learning the conversation.
Contents:
- new words about astronomy and space travel
Products:
- New words
Organization:
2.Getting started:
Before Ss start reading the GETTING
STARTED conversation, introduce the chractes
Phuc and Nick and provide context: Nick ia visiting
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Teacher and Students' activities
Contents
Phuc, and they are now talking in Phuc's room. Ask
Ssto forcus on the heading "A mission to Mar".
Ask questions:
What do you think Phuc and Nick are
talking about?
What else can you see in the room?
What do you think Phuc is interested in ?
Why do you think so?
Do not provide corrective feedback at this
stage.
- Preteach vocab.
- Pre- questions:
Now play the recording. Ask the class to revise
their answers if necessary.
a. Now tell Ss to look at the text of the
conversation. Play the recording and have Ss
follow along.
b. Have Ss then worlk in pairs to do the
matching exercise.
Have Ss continue to work in
pairs and answers the questions. Give feedback as a
class. Ask Ss to say where in the conversation they
found the answers to the questions.
* Vocabulary.
- spacewalk (n)
- rocket (n)
-satelite (n)
- meteorite (n)
- habitable (a)
- mission (n)
- Parabolic flight (n)
1. Listen and read.
a. Draw lines to match the words with the
definitions.
- ss work in pairs to complete the matching.
Key: 1.d 2.e 3.f 4.c 5.b 6.a
b. Answer the questions.
- ss work in pairs to answer the questions.
Key:
1.. Phuc was crazy about space.
2. He had learnt about the universe and had
collected books about space.
3. To show that there are more things in the list
but that it's not necessary to list everything.
4. He wasn't very impressed because he thought
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Teacher and Students' activities
Contents
c. Have Ss discuss the question: "Who is
keener on space travel - Phuc or Nick? Why do you
think so?
Ask Ss to give as much inforrmation in the
text to support their answers as possible.
the mateoritte was like an ordinary piece of rock.
5. By scuba diving in a flight suit and taking a
parabolic flight to experience microgravity.
6. He compares it to a ride on a rollercoaster.
c. Who is keener on space travel- Phuc or
Nick?Why do you think so?
Key:
Phuc seems keener on space travel than Nick. He
was crazy about space when he was young. Phuc
knows more about space and astronauts. He says
he'd astronauts. He says he'd love experience
microgravity, whese as Nick thinks microgravity
sonuds scary
ACTIVITY 3: Practice (10’)
Aims: help sts have some astronomy and space
concepts, which haven’t been familiar to them
before.
Contents:
- new words
- Simple Past and Past Perfect recalling
Products:
- Review Simple Past and Past Perfect
- key to Practice 1,2/P48
Organization
2. Have Ss worlk individually for this exercise. Ask
them to pay attention to the photos and the key
worlds/ content worlds in the sentences. Have Ss
then compare their answers with a partner.
Game: Space bingo
Ask Ss to work in small groups for this game. Give
Ss the following instructions. T may draw a bingo
card on the board and fill in the first word as a
demonstration.
• First, create a Bingo card of nine
squares by drawing two horizontall lines and two
2. Find a word in the box to match the picture
in each description.
Key: 1. satellite 2. telescope
3. universe 4. meteorite
5. rocket 6. spacecraft.
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Teacher and Students' activities
Contents
vertical lines. Write "Bingo" in the middle square
to from a "free space".
• Second, create a vocabulary list that
contains eingt new words that Ss have learnt in this
lesson.
• Third, each player fills in his or her
Bingo card with the worlds from the list. Each
player should have his or her world in different
squares for the game to work.
• Write the eingt vocabulary words on
small pieces of paper, shuffle the paper, and keep
them face down. Then, one paper one by one, and
calls out either the actual worlds or the definitions.
(See the illustratinon beside).
• Players find the worlds in their grid
as they are called, and mark them off. When a
player has marked three boxex down, acrooss, or
diagonally (counting the 'free space'), he or she
calls out 'Bingo' and wins the round.
Ss can play several rounds with the same card. Use
a different symbol to mark the card for each round.
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new
words and structure.
Contents:
Simple Past and Past Perfect
Products:
Astronomy and space travel concepts
Organization:
Further practice:
- ask ss to underline the article in the dialoguge
- recall the use of the article.
Homework:
- Learn by heart all the new words
- Find information about the solar system..
clauses.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
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……………………………………………………
WEEK:28 Preparing date:
Period: 80 Teaching date:
UNIT 10. SPACE TRAVEL
Lesson 2: A closer look 1
I./. OBJECTIVE: By the end of the lesson, students can know some lexical items related to
astronomy and space travel.
1.Knowledge:
- Vocabulary: Use the lexical items related to astronomy and space travel.
- Pronunciation: Continuing and finishing tones..
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- SS are encouraged to love exploring the space and universe.
3.Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- improve their pronunciation..
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Short clip from the film Star Wars
Aims:- Elicits the topic from students
Contents:
Imagination of human about outspace
Product:
All the words related to the topic astronomy
and space travel
Organization:
- play the clip
Teacher asks, students answer
- planets
- outspace living things
- style of clothes
- appearance of the film characters
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about
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Teacher and Students' activities
Content
astronomy and space travel
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
2.Vocabulary
1. Have Ss work individually to
complete the exercise. Remind them to
modify the verbs where necessary.
They then compare their answers in
pairs.
For a more able class, apter Ss have
finished, ask them which world(s) can be
used as a nound as well. Give feedback:
orbit, experience launch. Ask Ss to make
sentences with these nouns.
2. For this exercise, remind Ss of
some worlds about space they have learnt
earlier, for example: astronaut, jet pilot,
weightlessness, water tank laboratory,
microgravity.
Then have Ss word individually to
complete the gaps. Ask Ss to play attention
to the key worlds to understand the text, as
well as to the part of speech of the missing
worlds.
3.a. As a class, ask Ss to cover the
column on the right so that they can attempt
to guess the meaning of the idioms first.
Then they uncover the column and do the
matching exercise. Check the answers as a
class, and make sure the idioms are
understood before moving on to b.
b. Have Ss then work in pairs to
make short dialogues using the idioms they
have learnt.
4.This game can be played in small
groups in two rounds.
In the first rounds, all groups will
read the difinition to guess the planets. The
VOCABULARY
1. Fill in the gaps with the verbs provided.
Modify the verb if necessary.
- work individually to do the exercise.
Key:
1. orbit 2. experienced 3. launched
4. landed 5. trained
2. Choose a word/phrase in the box to fill in each
blank.
How astronauts are trained.
- ss work individually to do the exercise.
Key:
1.good health 2. a flight suit
3.parabolic flights
4. operate 5. space walks
3a. Match these space-related idoms to their
meanings.
- the whole class
Key: 1.c 2.a 3.d 4.b
3b. Now practice saying them with a partner.
- work in pairs to make their own situations
4. Game.
Which planet in our solar system is being described
in each sentences?
Key:
1. Venus 2. Mercury 3.
Jupiter 4. Mars
5. Neptune 6. Earth 7.
Saturn 7. Uranus
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Teacher and Students' activities
Content
game will be timed.
The group who is quickest to have all
coreect answers is the winner.
If time allows, have Ss play the
second round, T writes the names of some
of the planets on the board (one by one). In
30 seconds, each group has to write on a
piece of paper one fact they know about
these planets, without looking at the
textbook. The papers will then be cross
checked by groups to and the group which
has the most correct answers.
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of continuing or finishing tones
Contents:
What is continuing?
What is finishing.
Telling these has different tones.
Products:
Sts can read in correct innotation
Organization:
3.Pronunciation
Continuing or finishing tones
Play the recording from GETTING
STARTED again, focussing on the part
where Phuc tells Nick about what he had
learnt about space.
'I'd leant about the planets, the stars,
satellites, rockets, and stuff.
Draw Ss' attention to the
REMEMBER! box.Give an example of
saying a list of things, such as:
items on the teacher's desk
items in your wardrobe at home
places you have visited
5. Ask Ss to work in pairs to practise
the statements. Play the recording and have
Ss continue to practise saying these lists.
You haven’t said all the ideas
You have said all you want to transfer to the
listener
5. Practise saying the statements and short
dialogues, then listen to the recording and check
your pronunciation.
ACTIVITY 4: PRODUCTION (5’)
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Teacher and Students' activities
Content
Aims:
- help sts practice continuing and finishing
tones
Contents:
- correct innotation
- questions from students
Products:
Sts can know the differents in telling
continuing and finishing problems.
Organization:
Further practice:
6.Have Ss work in pairs to do the task. If
time allows, ask them to think of other
situations when they tell other people lists
of things. Ask Ss to work in pairs to play
out the situations.
Have Ss work in pairs to do the task. If time
allows, ask them to think of other situations
when they tell other people lists of things.
Ask Ss to work in pairs to play out the
situations.
- Have ss read the Remember and the Look
out again.
- Tone in new and known information.
Homework:
- Learn by heart the vocab.
- Revise: Past simple and past perfect.
6. Work in pairs and ask each other.
- ss work in pairs to make their own dialogues.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:28 Preparing date:
Period: 81 Teaching date:
UNIT 10. SPACE TRAVEL
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, students will be able to use:
• Use the past perfect with confidence
• Use defining relative clauses correctly and appropriately.
1.Knowledge: - Grammar: defining relative clauses, past perfect
- Vocabulary: words related to space travel
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2. Qualities:
Skills:
- Practising skills.
Attitudes:
- Ss are interested in using defining relative clauses, past perfect
3. Competences
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about space travel
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents:
astronomy and space travel
Products:
Check the old lesson
Organization:
Check up old lesson
Words about astronomy and space travel
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts recall knowledge of Simple Past and Past
Prefect
Contents:
Separate and use Simple Past and Past Perfect
correctly
Products:
Sts can make sentences Simple Past and Past Perfect.
Key to Task 1, P11
Organization:
2. Grammar 1:
Past simple & past perfect: review
Ask Ss to study the timeline to familiarise
themselves with the events and when they happened.
T can read out any two of the events on the timeline,
and ask Ss which event happened first.
Ss study the timeline to
familiarise themselves with the events
and when they happened
- Ss then work individually to
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1. Remind Ss of how to use the past simple
and pesfect.
Have Ss then work individually to complete
the exercise. Tell Ss to play attention to the position
of al already in the sentences.
2. Ask Ss to complete the box with T's year or
birth and their own year of birth. Then Ask Ss to
check where the dates fit the timeline. Ss can write
out the dates and events from the timeline a long a
line drawn on a piece of paper. They cam then add in
this task four additional dates.
Have Ss now work in pairs to talk about these
events. Remind them to use the world already. Walk
around the class and provide help if necessary. Call
on some pairs to give theie questions and answers in
front of the class.
complete the exercise and pay attention
to the position of already in the
sentences.
Key:
1. had been sent; made
2. became; had (already) been
launched
3. Had flown; flew; walked
4. put; had (already) sent
5. Was established; had (already)
travel
- Ss complete the box with T's
year or birth and their own year of birth.
Then check where the dates fit the
timeline. Ss can write out the dates and
events from the timeline a long a line
drawn on a piece of paper. They cam
then add in this task four additional
dates.
- Ss now work in pairs to talk
about these events
ACTIVITY 3: PRACTICE (15’)
Grammar 2:
Aims
Further practice
Contents:
Defining Relative clauses
Products:
Key to Task 3, 4
Organization:
3.GRAMMAR 2:
3. Draw Ss attention to the grammar box and
look out! box. Give more examples if necessary.
Ensure Ss have understood the rules before moving
on.
Have Ss work individually to complete the
exercise and then compare their answers with a
partner. Remind Ss that a relative pronoun may not
be required to complete the sentences (indicated in
-Ss work individually to complete the
exercise and then compare their answers
with a partner
Key:
1. who/that 2. where
3. which/that/
4. which/that 5. which/that/ 6.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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the key with a cross).
4. Have Ss work individually to complete the
exercise and then compare their sentences with a
partner remind Ss that a relative pronoun may not be
required to complete the sentences - this in indicated
in the key with a cross.
One student or group describes the
object/person/event using defining clauses for the
other student or group to guess.
when
- Ss work individually to complete
the exercise and then compare their
sentences with a partner
Key:
1. The film which/that/the class
watched yesterday was about the Apollo
13 space mission.
2. We read about an astronaut
who travel led into space in 1961.
3. This is the man who works for
Nasa
4. The team who/that plays on the
left has never won the championship.
5. The ground - breaking space
mission which/that/this article describes
is called Rosetta.
6. The task which/that/the Rosetta
mission has is comparable to fly trying to
land on a speeding bullet.
- Do as be told
ACTIVITY 4:Further practice:
Aims: review articles
Contents:
? Retell Past Tenses and Defining relative clauses
Products:
- STs can make sentences using Past Tenses
- sts can differ types of Defining relative clauses
Organization:
? Retell past perfect and Defining relative clause
Homework:
Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 10: Communication
- Answer teacher's questions.
- Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
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……………………………………………………
……………………………………………………..
WEEK:29 Preparing date:
Period: 82 Teaching date:
UNIT 10. SPACE TRAVEL
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss will be able to Talk about space travel history and
life on a space station.
1.Knowledge: - Vocabulary: words related to space travel.
- Grammar: Review Past simple and Past perfect; defining relative clauses.
2. Qualities:
Skills:
- Practising skills.
Attitudes:
Ss are interested in space travel
3. Competences:
- Co-operation
- Self- study
- Using language to talk about space travel
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about astronomy and space
travel. Go through that extra vocabulary with
students. If students do not know any words in the
Box. Quickly teach it.
Products:
- astronomy and space travel
- methods of learning English (words and
collocations)
Organization:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Write 'International Space Station - ISS' on the
board and ask if Ss know anything about it. Then
show Ss the photo of the ISS on the top ringt cornet
of page 53.
Explain that Ss are going to read about life aboard
the ISS. As a class, create a list of as many questions
as possible Ss may have about how they think
astronauts live on the ISS. Write the list on the
board.
- Listen and discuss.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
Help Sts promote listening skill and vocab
Contents:
Talk about astronomy and space travel
Products:
4 skills
Vocabulary
Organization:
2.Communication 1:
1. Ask Ss to work in pair to complete the
exercise affter they have looked at the pictures
(taking a shower, sleeping in a sleeping bag,
listening to music, pouring salt)
Accept all answers from Ss and remember to
ask them to explani their decisions. Do not give
corrective feedback at this point.
Now ask Ss to read the text. Tell them to pay
special attention to any inforrmation that helps them
to check their earlier answers. Tell them to notice
any new worlds as well.
Get feedback.
2. Have Ss work individually and then in
pairs for this task.
After Ss have finished, ask them to study the
three photos of the texbook and connect these
photos with the inforrmation in the text.
If time allows, T may provide some of the
latest photos and blog posts produced by astronauts
who are living aboard the ISS. They are available at
www.blogs.nasa.gov
Now ask Ss to come back to the questions list
- Work in pairs.
Key: 1. x 2. v 3. v 4.v
- Work individually.
Key:
1. D Sleeping in space
2. E Morning roitine in space
3. B Working in space
4. C Eating in space
5. A Time off in space
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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which has been created earlier on the board and try
to answers them with the inforrmation from this
lesson. If there are some questions that cannot be
answers with the text, encourage Ss to find more
about them by themselves (using the Internet, books,
stc.). T may provide the NASA blog URL above as
an additional resource.
- Work in pairs
ACTIVITY 3: PRACTICE (15’)
Aims:
To promote reading and writing skills
Contents:
Outspace life of astronauts
Products:
Key to task 2
Organization:
3.Communication 2:
3.This activity can be organised as a debate.
Have Ss work in small groups and agree on
the three items they will bring to the ISS for each
need in 2.
When all groups are ready with their list, the
class gets together and decides on a new three - item
list.
Each groups has to persuade the others that
their items should be on this list, rather than those of
the other groups.
- Work in groups.
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how to gather information
Contents:
Extra vocabs about astronomy and space travel
Products:
Fully practice of Task 3,4 Communication
Life on the ISS
Organization:
Further practice:
4. Have Ss work individually and write down a
personal thing they will take abourd the ISS because
- Work individually.
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they cannot live without it. Then ask Ss to work in
pairs to share what they have written. Ss need to
explain to their partner why this item is so important
to them
Homework:
1. Review this lesson
2. Do exercises ……. (Workbook).
3. Prepare lesson Skills 1
Take note
Kiểm tra ngày tháng năm
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……………………………………………………
……………………………………………………..
---------------------0@0--------------------
WEEK:29 Preparing date:
Period: 83 Teaching date:
FEEDBACK ON MID TERM TEST
I./. OBJECTIVE: - Help ss find out their mistakes and correct them . Students can improve their
knowledge of English
1. Knowledge; - Grammar : related to unit 7-9
- Vocabulary: related to unit 7-9
2. Qualities:
Skills: Practicing skills
Attitude: - Ss are interested in practicing skills
- Ss are interested in doing exercises
3. Competences
- Self- study: work individually.
II./.PREPARATION:
1.Teacher: Test papers
2.Students:
III./. TEACHING METHODS: Technical present….
IV./.PROCEDURE
A. Remark on the tests:
-The number of the tests:
+Exellent tests:
+Good test
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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+Average:
+Under average:
-The number of the tests:
+Exellent tests:
+Good test
+Average:
+Under average:
-In general, all Ss have achieved the basic knowledge.
-There are many exellent and good tests.
- Some Ss' skill of doing general test is not good.
-The teacher shows some best and worst tests to correct before class:
B. Key
ĐÁP ÁN
PART I: 0,5 p for each correct sentence.
1. T 2. T 3. F 4. T (SKILLS 2- UNIT 8)
PART II:
1.0,2 p for each correct word
1. Falling 2.Rising 3. Falling
4. Falling 5.Rising
2. 0,4 p for each correct sentence.
1. B 2. B 3. D 4. A 5. D
PART III: 0,6 p for each correct sentence.
1.B 2. D 3.B 4.C 5.A
PART IV: 0,5 p for each correct sentence.
1.→ I didn’t spend as much money during the trip as you did.
2.→ Is this your first time in Kuala Lumpur / first time visit to Kuala Lumpur?
3.→ As China has many old castles and pagodas, it is a huge tourist attraction.
4.→ I wasn’t very interested in this place.
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:29 Preparing date:
Period: 84 Teaching date:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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UNIT 10. SPACE TRAVEL
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to:
- Talk about space travel history and life on a space station.
- Read for specific inforrmation about two famous astronaut's space travel.
1.Knowledge: - Use the past perfect with confidence
- Use defining relative clauses correctly and appropriately.
2. Qualities:
Skills:
- Reading and speaking skills.
Attitudes:
Ss are interested in space travel
3. Competences:
- Co-operation
- Self- study
- Creativeness: talk about space travel
- Using language to talk about space travel
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: make sts change the state from relaxation
to concentration
Contents: Tell students in this lesson they will
have the opportunity to learn about astronomy
and space travel, information about two famous
astronauts’ space travels
Products:
More information about astronomy and space
travel
Organization:
Chatting
- Work in groups.
Suggested answers:
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: promote reading and speaking skills
Contents:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Passage
Extra vocabulary with students. it.
Products:
Key to Task 1,2,3
Organization:
2. Pre-reading
1. Have Ss work in pairs. Ask Ss to focus
on the photos and identifying the Vietnamese
astronaut (Pham Tuan).
Ask if they know anything about Pham
Tuan. Paris can share what they already know
about Pham Tuan.
After that, have Ss turn the page upside
down and read the Quick facts box, then they tell
each other some more inforrmation about Pham
Tuan in full sentences.
2.a. Explain to Ss they are going to
read a text about two famous astronauts talking
about their space travel experience.
Ask Ss to guess what they think the two
astronauts will talk about.
T may refer back to the inforrmation
about the ISS that Ss have learnt about in
COMMUNICATION.
Have Ss then read the text and do the
exercise individually. Discuss the answers with
the class but remember to ask Ss to explain their
decisions.
Why do you think this quote should go in
this paragraph?
b. Have Ss work in pairs to complete the
exercise. When giving feedback, ask Ss to give
further inforrmation in the text to back up their
answers.
- Work in pairs.
- Answer:
Pham Tuan:
- Born in 1947 in Thai Binh
- First Vietnamese and Asian in space.
- Mission on Soyuz 37, Intercosmos
Research Cosmonaut programme, 1980.
- Titles “Hero of Viet Nam Pople’s Armed
Forces” and “Hero of Soviet Union”
- About pham Tuan and ChristerFuglesung.
- Work individually.
- Answer:
Key: 1.c 2.a 3.b
- Work in pairs.
Key:
Pham Tuan is VietNam's first
astronaut, and Christer Fuglesang is
Sweden's first astronaut.
He found that the Earth didn't look
as big he thought, and he thought we
should cooperate to take care of it.
It seemed he didn't enjoy it much
since it wasn't fresh.
They talked to him when he was in
space and that made him happy.
They think the chance to fly into
space is equal for everyone.
He thinks teamwork, social skills,
and language skikks are important for an
astronaut.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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ACTIVITY 3: PRACTICE (15’)
Aims:
Improve speaking and reading skills
Help sts know more about astronomy and space
travel
Contents:
information about two famous astronauts’ space
travels
Products:
This part helps Ss understand more about space
travels
3. While-reading
Speaking
3. Have Ss work in pairs for this task to
discuss the qualities and skills.
First, ask Ss to look at the reading text in
2 again and try extract the necessary
characteristics/ qualities/ kills for astronauts from
the things Pham Tuan and Christer Fuglesang
said.
Then tell Ss they can look at A CLOSER
LOOK 1, Activity 2, as well as
COMMUNICATION, for more ideas.
Pairs get together to exchange their ideas.
Then as a class, Ss build up a list of qualities and
skills needed to be an astronaut.
4. Have Ss work in groups for this role play and
solve the problems. There are no wrong answers
here. Encourage Ss to be creative with their
ideas.
- Ask Ss to share with other groups.
- Work in pairs.
For example : a love for nature, can eat
packaged food for a long time, etc.
- Share the ideas
- Work in group.
Key: (suggested)
One crew member feels extremely
homesick: She/He can make phone calls to
family and friends on Earth. She/he can
exercise, read a book, listen to music, or
play some game. Other crew member can
talk to her/him, or together they can do
something fun in their time, for example
having a 'space party'.
When looking at the monitoring
system you discover a strange object
approaching Earth: The crew can contact
the Mission Control Centre for help. They
can start watching theo object, reacord its
movements anf report back to Earth.
Once Ss have finished, each group may
present their decisions and the class
chooses the best solutions.
- Share with the partner.
- Present before class.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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- Then present before class.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge
about outspace
Contents:
ISS, space travel, Films on the topic….
Products:
Outspace lifes in fact and in films
Organization:
Homework: (2)
1. Review this lesson
2. Do exercises ……. (Workbook)
3. Prepare lesson Skills 2
- Copy and do at home!
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:30 Preparing date:
Period: 85 Teaching date:
UNIT 10. SPACE TRAVEL
Lesson 6: Skills 2
I./. OBJECTIVE: By the end of the lesson, ss can:
- Listening for general and specific information about some space tourism services
- Writing a short paragraph using advertising language
1.Knowledge:
- Vocabulary: space travel vocabulary
- Grammar: Past Perfect and Past Simple
2. Qualities:
Skills:
- Listening and writing skills.
Attitudes:
Ss are interested in space travel
3. Competences:
- Co-operation
- Self- study
- Creativeness: Write an advertisement
- Using language to Write advertisements about things
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Interesting facts about space travels
Products:
Sts know new words to tell about astronomy,
space travels….
Organization:
Free talk
- Imagine you are having a holiday on space.
? Discuss what would you do on space. - T may
ask some able Ss to read out their notes to the
whole class.
Laika the Dog
Examples:
- If I were on space for holiday, I would
find a client and make friend with him/her.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about Learning English
Products:
Key to Task 1,2,3 P27
Organization:
2. Listening
1. Discussion (Activity 1 P55)
- Draw Ss' attention to the pictures. ? What can
you find interesting about them? (a person
relaxing on a person relaxing on a planet in a
spacesuit, people pulling suitcases for holidays
in the universe, ect.)
? Can you guess what are we going tom listen
today?
? Listen and check.
2. Answer the questions (Activity 2 P55)
? Run through all the questions
- Play the recording one or two times.
? Listen carefully and answer the questions.
II. Listening
1. Discussion (Activity 1 P55)
Suggested answer:
- a person relaxing on a planet in a spacesuit
- people pulling suitcases for holidays in the
universe
- peope taking photographs on space.
- The recording is about space tourism.
2. Answer the questions (Activity 2 P55)
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- You can only write no more than three worlds
to answers the questions.
3. Listen and match (Activity 3 P55)
- Before playing the recording again, challenge
Ss to match the number to their references with
what they remember from the last listening.
? Then listen and check.
- Correct as a class.
1. recreational, leisure, business
2. Information Space Station
3. 'Spacewalk'
4. 'manned spaceflight'
3. Listen and match (Activity 3 P55)
1.D
2.C
3.A
4.E
5.B
ACTIVITY 3: PRACTICE (15’)
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about
astronomy and space travels, tourism plans
Products:
Key to Task 4 P55
Organization:
3. Writing
1. Find the words (Activity 4 P55)
? How are advertisements written?
- in a special way to persuade customers to buy
or use a product or service.
? Analyse the first advertisement and underline
the world or phrases that make it sound more
persuasive. ? Then world in pairs to analyse the
last two advertisements.
2. Language skills
? How is the language used in advertising.
III. Writing
1. Find the words (Activity 4 P55)
'Become a lunar explorer. Join the greatest
private expedition of our time.'.
'An amazing, life - changing experience '.
'Ready To Become An Astronaut'?
2. Language skills
To highlight the good qualities of a
product/service, persuade advertising
language often uses:
-short but powerful, easy-to-remember
words or phrases
-active forms of the verbs
-strong emphasis on the reader by using
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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? Make a list of useful adjectives for
advertisement.
3. Find the answer (activity 5 P55)
? Look out for hints in the worlds used in the
advertisements.
- For example, 'shine' may go with 'shampoo',
'bar' with 'chocolate' etc.
? Work individually.
- ask them to play attention to the way the
advertisements are written. ? Do they use any of
the advertising techniques they have learnt so
far?
? Which advertisements do you like the most,
and why?
4. Write a short ad (activity 6 P55)
? Work in small groups of three or four to decide
together what your advertisements will be like.
- Remind Ss to select advertising techniques they
have learnt (strong adjective, active verbs,
imperatives, comparatives, questions, etc.) for
their text.
- Then have Ss work individually to write their
advertisements.
‘you’, the imperative, or questions
Some useful adjectives for advertisements
New good/better/best
free
Fresh great/greatest
safe
Delicious wonderful
special
Unique high/highest
leading
Lifetime world’s greatest
amazing
3. Find the answer (activity 5 P55)
1. a bakery slogan
4. A fuel - efficient car
2. a shampoo product
5. a tourism slogan
3. a coffee product
6. a chocolate product
4. Write a short ad (activity 6 P55)
Suggested answer:
1. Watch miracles happen as our extra -
mild detergent removes all your stubborn
stains! An excellent way to protect your
clothes.
2. Have you tried our new delicious and
healthy yoghurt? Its tasty freshness will
brighten your day!
3. The most stylish bicycle ever. Designed
with you in mind.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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ACTIVITY 4: Further practice
Aims:
- promote reading skill
- help sts learn extra vocabulary
Contents:
? Sum up the main content of the lesson
Products:
Key to Task 1,2 P55
Organization:
5. Discussion
A holiday out of this world!
- Devide the class into 6 groups.
? Each group discuss and choose one of the
planet in our solar system. Then answer the
questions in project P57.
? Designe attractive posters by using graphics
and impressive advertising language to advertise
for your space tourism company.
- Alternatively, Ss can prepare a shot slide show
presentation (3-4slides) to talk about their
company's tour. Ss may include videos and
sound fides in their presentation if they wish.
Homework:
Do exercises D3, E1,2 P38-39 (workbook)
? Prepare: Unit 10: Looking back
Discussion
A holiday out of this world!
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:30 Preparing date:
Period: 86 Teaching date:
UNIT 10. SPACE TRAVEL
Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of the lesson, ss can:
- revise the vocab. , grammar they've learnt in Unit 10
- present the writing a notice about the seminar about features of city life
1.Knowledge:
- Vocabulary: lexical items related to space travel
- Grammar: phrasal verbs
2. Qualities:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Skills:
- Practicing skills.
Attitudes:
- Ss are interested in compete their ads.
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state
from relaxation to concentration
Contents:
Question about the last lesson
Products:
Some interesting facts about astronomy,
astronauts, space tourism, space travels
Organization:
Game: The longest sentence
* Activity 5 P57
- As a class, agree on a famous person/ thing
that will be describe in group.
- In group pass a piece of paper around among
the group members.
? Each member adds a defining clause to
describe the person.
- After 5', the group has the longest answer is
the winner.
Game: The longest sentence
* Activity 5 P57
Example: (a footballer)
This is a footballer who comes from Britain...
..... who used to play for Manchester United..
.... who is married to a famous singer....
.... who has four children....
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary
Practices
Products:
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Key to task 1,2,3,4,5 P56
Organization:
2. Looking back
Vocabulary
1.1. Complete the sentences (Activity 1 P56)
Have Ss work individually to fill the gaps and
then compare their answers with a partner.
Challenge them to complete the task without
using the prompts.
1.2. Match a verb with a correct phrase
(Activity 2 P56)
Ask Ss to work individually to do the matching
exercise. If time allows, ask them to work in
pairs to make sentences using the phrases.
II. Looking back
1. Vocabulary
1.1. Complete the sentences (Activity 1 P56)
1. satellite
2. parabolic flight
3. habitable
4. attach
5. spacecraft
6. meteorites
1.2. Match a verb with a correct phrase
(Activity 2 P56)
1. f: to launch a spacecraft 2. d: to orbit Earth
3. e: to experience microgravity
4. a: to live aboard the ISS 5. c: to train to
become an astronaut
6. b: to do experiments
ACTIVITY 3: PRACTICE (15’)
Aims: improve skills of working individually
and doing team work
Contents:
Extra vocabulary and grammar
Practices
Products:
Defining Relatives pronouns
Past Perfect
Past simple
Organization:
Grammar
2.1. Complete the task, using the past perfect
(activity 3 P57)
Have Ss first work individually and write down
the actions in full sentences. Then ask Ss to
work in pairs and talk about these actions.
2. Grammar
2.1. Complete the task, using the past perfect
(activity 3 P57)
a.
He had cleaned the house
He had made a cake
He had made a cake
He had made a cake
He had chosen a funny movie
b.
She had passed a swimming test
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2.2. Circle the best answer (activity 4 P56))
Have Ss work individually to complete the task
and then compare their answers with a partner.
A cross means no relative pronoun is required.
Have Ss work individually to complete the task
and then compare their answers with a partner.
A cross means no relative pronoun is required.
Communication: Role play
The role-play should be done in small groups
first. While Ss role-play, go around and around
and provide help. Later call on some volunteer
groups to role play in front of of the class
She had learnt about the ISS
She had taken parabolic flights
She had studied spacecraft systems
She had tried crew activities
2.2. Circle the best answer (activity 4 P56))
1. X
2. who
3. which
4. X
5. where
6. that
3. Communication: Role play
ACTIVITY 4: PRODUCTION (5’)
Aims:
- tell information with correct intonation
- information about space travels
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Interesting facts about astronomy and space
Organization:
3. Project
A holiday out of this world!
- organise a competition.
- Each group shows their advertisement or slide
show, while the rest of the class acts as
'customers'. During each group presentation,
allow time for, and encourage, questions and
answers between the 'company' and the
'customers' about the trip. Have the class vote
for the presentation they find most appealing.
III. Project
A holiday out of this world!
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Homework:
? Review vocabulary and structures in Unit 10.
? Do Ex E3 P57 (workbook)
? Prepare: Unit 11 : Getting started
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:30 Preparing date:
Period: 87 Teaching date:
UNIT 11 : CHANGING ROLES IN SOCIETY
Lesson 1: Getting started
I./. OBJECTIVE: By the end of the lesson, students can:
- use the lexical items related to changing roles in society.
- listen and read the conversation about the role of teacher and father in the future for
specific
1.Knowledge: - Vocabulary: lexical items related to changing roles in society
- Grammar: simple future
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- SS are encouraged to love exploring the changing roles in society.
3.Competences:
- Co-operation
- Self- study
- know some lexical items related to changing roles in society.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
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Teacher and Students' activities
Contents
Aims: make sts concentrate on the lesson,
introduce generally the main topic.
Contents:
Future Simple and Futute passive.
The role of male and female in modern society
Products:
Sts can have an overview on roles of male and
female in modern society, especially in local
society.
Organization:
1.Warmer (5'): Chatting
? List some groups of people and their roles in
society.
? Do you think the roles of these people they
will change.
? Discuss in groups of four and write down
your opinions.
- Ask Ss to give explanations for their
opinions.
Changing the roles in society:
* Suggested examples:
Groups of
people
Present roles in
society
Changes in the
future
teacher
information
provider
facilitator
housewives
do all the chore
control the
domestic robots
.....
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary words and
structure for understanding and learning the
conversation.
Contents:
- new words about describing characters
Products:
- New words
Organization:
New words
- Teacher uses different techniques to teach
vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary
- Repeat in chorus and individually
- Copy all the words
Listen and read
? Look at the title of the conversation and the
picture.
? What do you think the guests at the beyond
2030 forum are talking about.
? What does the title 'Into the future' mean to
I. New words
- drastically
(adv)
:
mạnh mẽ, quyết liệt
- externally
(adv)
:
bên ngoài
- facilitate
(v):
tạo điều kiện dễ dàng,
điều phối
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Teacher and Students' activities
Contents
you?
1.a. Grid and form (activity 1a P60)
? Look through the table.
- Play the recording and have Ss follow along.
? Work independently. Encourage them to do
the exercise without looking back the
conversation. After that, allow Ss to share
answers. Check their answers as a class.
1.b. Answer the questions (activity 1b P60)
? Run through the questions. underline the key
worlds in each questions (e.g. purpose in 1,
who in 2).
? First, answer the questions without reading
the dialogue again.
? Exchange your answer with your partner.
? Read the dialogue again and check.
1.c. Find the meaning of the phrases and
sentences (activity 1c P60)
? Work in groups of four or five.
? Find the phrases/sentences in the
conversation.
? Look at the context around where these
phrases/sentences appear and elicit their
meanings.
- Correct the answers as a class.
2. Tick the correct explanation for each word
(activity 2 P60)
? Work independently to choose the correct
option A or B for each questions.
? Share your answers in pairs.
- Check as a class.
1.a. Grid and form (activity 1a P60)
1. Phong
2. Mai
3. Phong
4. Nguyen
5. Mai
1.b. Answer the questions (activity 1b P60)
1. It's for people to share their vision of the future.
2. Some students from Oak Tree School in Happy
Valley.
3. He says that learning wlii also take place
outside school.
4. It will give them a sensr of participation and of
being part of society.
5. No, he won't. He may still go to work.
6. No, he doesn't.
1.c. Find the meaning of the phrases and
sentences (activity 1c P60)
1. after the year 2030
2. ideas about what life will be like in the future.
3. Both housework and paid work are worth of
respect.
4. I love being with my father.
2. Tick the correct explanation for each word
(activity 2 P60)
1.B
2.A
3.B
ACTIVITY 3: Practice (10’)
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Teacher and Students' activities
Contents
Aims: help sts have some concepts of future
and present facts.
Contents:
- new words
- Simple Future and Future Passive recalling
Products:
- Review Simple Future and Future Passive
- key to Practice 3,4/P60
Organization
3.Doing:
1. Discussion (activity 3 P60)
? Work in groups of four or five.
? Look at the pictures and guess what future
visions the pictures represent.
- Encourage them to come up with as many
predictions as possible.
? Present your ideas to the class.
2. Game (activity 4 P60)
- Divide the class into two teams. One team
names a service and the other team says what
they think the service will be like in the future.
Try to give every student a go, not just the most
advanced ones in the class.
III. Practice
3. Discussion (activity 3 P60)
1. Cars powered by solar energy will be common.
2. People will live in houses in the sky.
3. People will be able to talk with their pets.
4. Robots will be doing the housework.
5. Trains will be running as fast as 300km/h
6. Land will become barren.
2. Game (activity 4 P60)
Example:
Group A: Hospitals!
Group B: Operations will be performed by robots!
ACTIVITY 4: Further practice (5’)
Aims:review and learn by heart at class some
new words and structure.
Contents:
Simple Future and Future Passive
Products:
Things that might happen in the future,
comparing to now.
Organization:
Further practice:
? Sum up the main content of the lesson.
? Recall some visions of the future
Homework:
? Learn by heart new words
? Do exercises B1-2 P41 (workbook)
Prepare: Unit 11: A closer look 1
---------------------0o0--------------------
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Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:31 Preparing date:
Period: 88 Teaching date:
UNIT 11 : CHANGING ROLES IN SOCIETY
Lesson 2: A closer look 1
I./. OBJECTIVE: By the end of the lesson, students can use the lexical items related to
changing roles in society.
1.Knowledge: - Vocabulary: use the lexical items related to changing roles in society.
- Pronunciation: identify the rising or falling tones in agreement and disagreement sentences
correctly
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- SS are encouraged to love exploring the changing roles in society.
3.Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- improve their pronunciation..
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
II. New lesson.
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents:
Imagination of human about life in the
future
Product:
All the words related to the topic role of
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Teacher and Students' activities
Content
male and female in the past and nowadays.
Changes compared to the past.
Organization:
Introduction
- Check the new words:
One ss comes to the board and read the
definition, the whole class say the correct
word.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts know more about word forms
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
2.Vocabulary
1. Ask Ss to complete the world table
individually or in pair. Then allow them to
share their answers with a partner/another
pair. Check as a class.
Note: Ss might have difficulty with
the from form of the words. T may allow
them to use a dictionary.
2. This is quite a demanding exercise.
Let Ss work in pairs. Ask them to determine
the from of the world which is missing from
each sentence first. Then ask them to read
the whole sentence carefully and determine
the meaning of the missing work. After that,
they choose the correct word. Allow Ss to
share their answers with other pairs. Check
the answers as a class.
3. Have Ss work individually. Ask Ss
to use the context of each sentence as
guidance. Once they have complete the
exercise, they can exchande their answers
with a partner. Check the answers as a class.
To make sure that Ss understand the
- Ss complete the world table individually. Then share
their answers with a partner
Verb
Noun
Noun (person)
attend
attendae
attendant
facilitate
facility
facilitator
provide
provision
provider
develop
development
developer
interview
interview
interviewer/interviewee
evaluate
evaluation
evaluator
participate
participation
participant
- Ss work in pairs to determine the form of the world
which is missing from each sentence first. Then read
the whole sentence carefully and determine the
meaning of the missing work. After that, they choose
the correct word.
- share their answers with other pairs.
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Teacher and Students' activities
Content
meaning of these worlds/phrases, ask for
volunteers, or select Ss, to make new
sentences using them. Or T can check by
asking questions like.
'Can you name some countries which
you think are male - dominated?'
'Do you always study in a traditional
classroom?'
4. Before Ss do the task, ask them to
read the REMEMBER box. Ask Ss to read
the prases in the table. Make sure they
understand the meanings of by giving
epuivalents in Vietnamese. Have Ss then
comlpete all the sentences. Confirm the
correct answers as a class.
- Ss work individually, use the context of each
sentence as guidance. Once they have complete the
exercise, they can exchange their answers with a
partner
Key:
1. attend 2. facilitate 3. provider
4. developed
5. interviews 6. evaluation 7. participation 8.
apply
- Ss read the REMEMBER box and read the prases in
the table.
- Ss then comlpete all the sentences
Key: 1.B 2.C 3.A
4 .B 5.A
ACTIVITY 3: PRACTICE (15’)
Aims: help sts learn the words about senses
of people.
Concepts of innotation for saying opinions.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Correct tone to say agreement and
disagreement.
Organization:
3. Pronunciation (20'')
Agreeing and disagreeing tones
- Ss listen to the recording and tick the correct column
each questions. Then listen again and repeat the
sentences with a focus on the tones.
1. sense of direction 2.sense of homour
3. sense of time 4. sense of responsibility
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Teacher and Students' activities
Content
Use the REMEMBER! box to instruct how
the rising and falling tones are used when
you want to show your agreement or
disagreement with some idea or opinion.
Write the examples in the box on the board
and have the whole class practise them.
Make sure that Ss understand the rules
before they do the exercises.
3. Have Ss listen to the recording and
tick the correct column each question. Then
let them listen again and have them repeat
the sentences with a focus on the tone
5. sense of style
- Ss work individually,read the conversation carefully
and ,the REMEMBER! box as they do the exercise.
Then listen, check, and say the sentences
Key + Audio script
1. No one can deny it ? 4. You will
be cooking
2. All of us can see your point 5. Well, you may be
right
3. We will help him with the money.
Key + Audio script:
Laura: We have to educate the public about wildlife.
Mide: Yes, that's important
Laura: And we must act to save endangered species.
Mike: That helps.
Laura: Keeping wild animals in zoos can help protect
them.
Mike: That's an timportant point...
Laura: Zoos can make money for their conservation
programes through charging entrance fees.
Mike: Umm, yes, I suppose so
ACTIVITY 4: PRODUCTION (5’)
Aims:
- help sts practice saying opinions
Contents:
- correct innotation
- questions from students
Products:
Sts can know the differents in saying
agreements and disagreements
Organization:
Have Ss work individually. Ask them to
read the conversation carefully and to the
REMEMBER! box as they do the exercise.
Then play the recording. Ss listen, check,
and say the sentences. Call on some Ss to
say the sentences individually.
Homework:
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Teacher and Students' activities
Content
? Learn by heart all the new words.
- Do exercises n workbook
- Revise: Past simple and past perfect
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:31 Preparing date:
Period: 89 Teaching date:
UNIT 11 : CHANGING ROLES IN SOCIETY
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, students will be able to use:
• recognise non - defining relative clauses and use them correctly
• use the future passive correctly
1.Knowledge: - Grammar: non - defining relative clauses, future passive correctly
- Vocabulary: words related to changing roles in society
2. Qualities:
Skills:
- Practising skills.
Attitudes:
- Ss are interested in using non - defining relative clauses, future passive
3. Competences
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about changing roles in society
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents:
Word forms review
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Products:
Check the old lesson
Organization:
Teacher asks, sts answer
Check up old lesson
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts know about agreeing and disagreeing tones.
Future active and passive forms.
Contents:
How the rising and falling tones are used when you
want to show your agrrements or disagreements.
How to change future active sentences to passive
and back.
Products:
Sts can use tones exactly.
Sts can remember future active and passive
formulas.
Key to Task 1
Organization:
Grammar 1:
Future passive: review
Before doing the exercise, T may write the
two example sentences using the future active and
passive on the board. Let Ss work out the difference
between the two sentences. This reminder should
help Ss to complete exercise.
Example:
1. They will build a new bridge here
2. A new bridge will be built here.
1. Ask Ss to work individually. They then
share their answers with a partner. Check the
answers as a class.
2. Have Ss work individually. Ask them to
exchange their answers on the board. T corrects if
needed.
Note: For Ss who are weak at this kind of
exercise, ask them to underline the verb phrases in
the original sentences which will have to be
changed. Then ask them to change the sentences into
future passive first, before completing the rest of the
sentences.
- Listen and take notes
- Ss work individually
Key: 1.A 2.B 3.B
4.A 5.A 6.B
Ss work individually, then
exchange their answers on the board.
Key:
1. Classes will also be held in places like
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restaurants or supermarkets.
2. The school's curriculum will constantly be
tailored to meet changes in society.
3. Student's academic performance will not
be evaluated through exams only.
4. Not all the decisions in the family will
be made by men.
5. Women will be freed from most
housework by high technology.
6. More flowers will be built to reduce
traffic in the city.
ACTIVITY 3. Knowledge Formation 2(10’)
Aims: learn about relative clauses, non-defining
relative clauses
Contents:
An non-defining clause is separated from the
main clause by commas, can be omitted without
causing cinfusion and can not use “that” to
replace “which, who”.
Products:
Key to Task 3, 4
Grammar 2:
Non-Defining relative clauses
3. work with on the REMEMBER! box first.
Write the examples in the box the board as you
explain the rules. Ensure that Ss understand the rule
before beginning the exercise. T may keep the
examples on the board while Ss are doing the
exercises.
Ask Ss to work individually. They can then
exchange their answers with partner. Elicit the
answers from Ss and correct them if necessary. Ask
Ss explain their answers to check their understanding
of the rule.
- Ss work individually. They can then
exchange their answers with partner.
- Ss explain their answers to check their
understanding of the rule
Key:
1. Minh told me about his new job, which
he's enjoying very much.
2. The Board of Directors are usually
those who get the most votes.
3. The US, which stands for the United
States, is sometimes confused with the
UN, which stands, for the United
Nations.
4. Jack London, who is the author of The
call of the wild, is a famous American
writer.
5. Psychology, which is the study of the
mind, originates from a Greek world.
6. Jane refused a position which would be
a dream job for many of her peers.
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4. Before this exercise, remind Ss that only non -
defining relative clauses can be omitted. Have Ss do
this exercise individually. They may refer to the
rules on the board. Check the answers as a class.
5. Have Ss work individually. Let Ss share
their writing with partner. Check as a class, paying
special attention to the commas and the relative
pronouns.
- Ss do this exercise individually.
Key:
1. Sarah works for a company that makes
bikes.
2. I've got a sister called Caroline.
3. This morning I met my ex - classmate
Janet.
4. The 6.30 bus was late today.
5. Only those who had booked in
advance were allowed in.
6. The stairs which lead to the basement
are rather slippery.
- Ss do this exercise individually
Key:
1. We are staying at the Grand Hotel,
which will be demolished for a
department store.
2. The essays will be assessed by Hans
de wit, who is the President of the EAIE.
3. The Second World war, which lasted
from 1939 to 1945, destroyed hundreds
of cities in Europe.
4. I have read several short stories by
Jack London, who is a famous
ACTIVITY 4: Further practice:
Aims: review Relative clauses
Contents:
Non-defining relative clauses
Products:
Understanding of the rules of using relative clauses
and non-defining relative clauses.
Organization:
? Retell future passive and relative clause
5. Production:
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 11: Communication
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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……………………………………………………..
WEEK:31 Preparing date:
Period: 90 Teaching date:
UNIT 11 : CHANGING ROLES IN SOCIETY
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss will be able to describe the changing roles of
schools
1.Knowledge: - Use the lexical items related to changing roles in society.
- Identify the rising or falling tones in agreement and disagreement sentences correctly
- Recognise non - defining relative clauses and use them correctly
- Use the future passive correctly
2. Qualities:
Skills:
- Practising skills.
Attitudes:
Ss are interested in the changing roles of schools
3. Competences
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about changing roles in society
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about roles of man and
woman in the past ten years and its changes.
Go through that extra vocabulary with students. If
students do not know any words in the Box. Quickly
teach it.
Products:
Vocabulary.
Organization:
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1.a. Start this session by writing 'The roles of
schools in the future' on board.
Ask Ss to read the introduction to the Just
imagine! forum.
Lead Ss through a discussion about how they
think the roles of school will change in the future.
Encourage Ss to be imaginative and come up
with lots of ideas. There are no wrong answers st this
stage.
b. Have Ss read the posts individually as
quickly as possible. Then refer to their predictions in
1a and see if there are any similarities.
- Work in groups.
- Listen and discuss.
“The roles of school will change in the
future”
- Work individually.
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Aims:
Help Sts promote listening skill and vocab
Contents:
What will happen in school and in the society in
future
Products:
Reading skill
Vocabulary
Organization:
2.Communication 1:
Ask Ss to work in groups of three or four. Ask them
to look for the worlds/phrases in each post in 1b and
work out their meaning, based on the context. Check
the answers as a class.
- Work in groups of three or four.
Suggested answers:
1. real; practical
2. focussed on a particular person;
customised
3. a person who judges another person's
performace
4. reacting quickly and positively;
showing interest in something
5. making the necessary changes to
something to make it if a person or
situation.
ACTIVITY 3: PRACTICE (15’)
Aims:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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To promote reading and speaking skill
To learn how to tell about what will happen in the
future
Products:
Key to task 3
Organization:
Communication 2:
3. Have Ss work in groups. Ask them to read
each post in 1b carefully and choose the most
relevant response (1-4) for it. Chek as a class.
Key: Post 22: 4
Post 51: 3
Post 76: 1
Post 101: 2
- Work in groups of four or five.
- Note down all the changes they see in
the posts.
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how tell about future and showing
imagination
Contents:
Things that may happen in future
Products:
Fully practice of Task 4, Communication P8
Procedure of some dishes
Organization:
4. Have Ss discuss each of the questions in groups of
four or five. They can refer back to the posts in 1b
.
Ask them to note down all the changes they
see in the posts.
Tell them to support their answers with
reasons.
Ss then share their opinions with the class.
Give comments on groups' ideas
• 15- minute test (photocopied paper)
Homework:
1. Review this lesson
2. Do exercises ……. (Workbook).
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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3. Prepare lesson Skills 1
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0o0--------------------
TEST 15’
I) Fill in each blank with who, whom, whose, which, where, when, that.
1) The man ____________ your mother is talking to is my English teacher.
2) Ha Long Bay is a beautiful spot ____________ thousands of tourists visit every year.
3) The students ____________are standing in front of the library is my classmates.
4) Hoa’s parents, ____________ are farmers, work very hard to earn their living.
5) The children like to play football, ____________ is very popular in our country.
6) These are the latest news ____________ you might want to know.
7) The beach ____________ the students are cleaning up the trash is a beautiful one.
8) The parrot ____________ can speak some words belongs to my close friend.
9) He is enjoys reading books ____________ are on computer science.
10) Mother’s Day is the day ____________ the children show their love to their mother.
II) Combine each pair of sentences with a relative pronoun or a relative adverb:
1) The doctor has moved to a new house. He looked after my family.
_______________________________________________
2) The man is my English teacher. You spoke to him in the street last night.
__________________________________________________________
3) The books are for reference. They are on the stacks near the librarian.
_____________________________________________________
4) Is that the car? You want to buy it.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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________________________________________________________
5) Students will be punished. Their homework is late.
_________________________________________________
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:32 Preparing date:
Period: 91 Teaching date:
UNIT 11 : CHANGING ROLES IN SOCIETY
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to read for specific
inforrmation about the changing roles of women in society and its effects and talk about roles in
future
1.Knowledge: - Use the lexical items related to changing roles in society.
- Identify the rising or falling tones in agreement and disagreement sentences correctly
- Recognise non - defining relative clauses and use them correctly
- Use the future passive correctly
2. Qualities:
Skills:
- Reading and speaking skills.
Attitudes:
Ss are interested in the changing roles of women in society and its effects.
3. Competences:
- Co-operation
- Self- study
- Creativeness: talk about the changing roles of women in society and its effects.
- Using language to talk about the changing roles of women in society and its effects.
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about changes in the roles of
man and woman in the last few years and how to
express their imagination.
Products:
Conversations
Organization:
1. Have Ss didcuss the questions in groups or as a
class.
- Encourage them to use their imagination, and
consider even the smallest changes and their possible
effects.
- T can write some of the most interesting answers on
the board, and leave them there while the class does 2.
- Work in groups of four or five.
Ex: Changing roles of teachers and
students or changing roles of husbands
and wives.
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Aims: promote reading skills
Contents:
Passage
Extra vocabulary with students. it.
Products:
Key to Task 1,2,3
Organization:
2. Pre-reading
2a. Ask Ss to read the passage individually,
playing special attention to the underlined
worlds/phrases.
- Ask them to guess the meanings of these
worlds/phrases through the context.
3. While-reading
- Ask Ss to do the matching exercise. Check and
confirm the correct answers.
b. Have Ss read the passage again and answers
the questions. Ask them to mark the world/worlds
where the inforrmation for the answers comes from.
Ss can share their answers with their partner. Check
- Work individually.
- Guess the meanings
Key:
1.d 2.e 3.b 4.f 5.a 6.c
- Work in pairs, ask and answer.
Key:
The ever increasing involvement of
women in education and employment.
2. The socio - economic picture of these
countries.
3. Their financial burden will be
reduced. However, they will no longer
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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S's answers as a class.
be the diminant figures and will learn to
share decision - making and housework.
4. They will learn to be more
independent
5. The service sector
6. It will develop
ACTIVITY 3: PRACTICE (15’)
Aims:
Improve speaking skill
Help sts know more about roles of paticular people in
different communities.
Contents:
predictions
Products:
This part helps Ss have an overview on the changing
roles of males and females in the future.
Organization:
4.Post-reading (Speaking)
3a. Have Ss work individually. Ask them to
read the predictions and tick the one(s) they agree
with.
There are no wrong answers here, though Ss
should be preparing to back up their choices with
reasons and examples.
b Ask Ss to work in groups.
Each student shares his/her list.
Other Ss in the groups discuss the predictions
and say whether they agree or disagree, backing their
opinions up with reasons and examples.
T moves around the class to facilitate the
discussions. If something interesting is expressed, T
may wish to bring the whole class together to discuss
it.
4. Start this activity by brainstorming the areas
of the service sector which are most likely to be
affected by having more women go out to work .
Write the list of ideas on the board. Allow Ss
some time to discuss in groups the changes which
may happen.
- Work individually.
- Work in groups of 4 or 5 Ss.
- Give backing their opinions up with
reasons and examples.
- Work in two teams. (Team A and
team B)
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Move around the class to facilitate the
discussions.
Then ask each group to present their ideas to the
class. Encourage responses from the class as they
listen to predictions.
Write the list of ideas.
- Present their ideas to the class.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge about
roles in the society and prediction of how it will be in
the futute
Contents:
Predictions, agreements and disagreements.
Products:
More knowledge of roles of each person in the
present society and in future society.
Organization:
- Sum up the main content of the lesson.
Homework: (2)
1. Review this lesson
2. Do exercises ……. (Workbook)
3. Prepare lesson Skills 2
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
week:32 Preparing date:
Period:92 Teaching date:
UNIT 11: SCIENCE AND TECHNOLOGY
Lesson 6: Skills 2
I./. Objectives
1. Knowledge: By the end of the lesson, Ss will be able to:
• listen for general and specific information about how science and technology solve some
problems in the future
• write to express agreement and disagreement about the roles of science and technology
2. Qualities:
Skills: listening, writing.
Attitude: - Positive about science and technology.
- Students know how to learn English in right way.
3. Competence: Communication, self-learning capability, creative capacity, ability to use of
language……
II./. PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Aims: make sts change the state from relaxation to
concentration
Contents:
Daily activities
Organization:
Brainstormimg:
What your mother does every day.
- work in groups of 4 and list the things
their mother often does every day.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about some changes in the roles of women in
Kenya
Products:
Key to Task 1,2,3
Organization:
Listening
1. Ask Ss to look at the maps and work in
groups to locate Kenya on the larger Afica map. If Ss
are having problems, suggest they focus on the shape
of the country. (Kenya is in the east of Africa, about
halfway up the map). Ask them to share any
inforrmation they know about this country. If they
knor nothing about Kenya, T can come back to this
questions after Ss have done this listening.
2. Have Ss read the statements first. For a class
which know more about Kenya, encourage them to
make a guess if a statement is true or false before they
actually do the listening.
The audio recording for this section has two
parts. T plays both parts of the recording for the class
Listening
1. Look at the maps. Where is Kenya
located? What do you know about
this country?
- work in pairs
2. Listen to the description of some
changes in the roles of women in
Kenya. Decide if the statements are T
or F?
Key:
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now.
Ss listen and tick the answers. Check the
answers as a class.
3. Play part 2 of the recording again. Ss listen
and do activity 3. SS can exchange their
answers. write the correct answers on the board.
1.T 2.T 3.T 4.F 5.F
3. Listen again to part 2 and fill the
blanks with the correct information.
- Percentage of women in Kenya
staying at home as housewives in.
Key:
1. 1995 - 65%
2. 2010 - 47%
3. 2025 - 30%
-- Percentage of women in Kenya
attending colleges and university in:
4. 1995:22%
5.2010: 36%
6.2025: 48%
ACTIVITY 3: PRACTICE (15’)
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about changes in the
roles of teenagers in the future.
Products:
Key to Task 4
Organization:
Writing
4. Have Ss work in groups of three or four.
Together they discuss and make a list of the possible
changes in the roles of teenagers. Encourage Ss to
explain why they think these changes wlii happen.
Walk oround and help Ss with any difficulties.
T may have the groups write their lists on
board. Leave the lists there for activity 5.
Writing
4. Work in groups. How do you think
will the roles of teenagers change in
the future?
- work in groups and brainstorm and
make a list.
5. Write a paragraph about the roles
of teenagers change in the future.
Sample writing:
It is likely that teenagers in the
future will be more charge of their
studies. There are at least two reasons
for this. Firstly, there is the rise of the
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Internet, which provides teenagers with
variout reliable sources of inforrmation.
It also allows teenagers to develop a
large social network with their peers.
They can therefore self - search,
exchange, and discuss inforrmation in
order to plan their studies. Secondly,
the fact that they start schoo early and
spend a lot of time by themselves when
their parents go out to work makes
them more independent. Decision -
making will become a larger part of
their lives. Teens will make decisions
concerning their own lives, instead of
being told what to do and how to do it.
In short, these and the two reasons why
teenagers will becom more responsible
for their studies.
ACTIVITY 4: Further practice
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about future
Products:
Key to Task 5 Organization:
Have Ss write a short paragraph about one of the
changes their groups has listed in 4 individually. If
time allows, T can ask one or two Ss to share their
writing with the class by writing it/them on the board.
Other Ss give comments.
Homework:
- Complete the writing
- Prepare Looking back.
- Complete the project.
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:32 Preparing date:
Period: 93 Teaching date:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
UNIT 11 : CHANGING ROLES IN SOCIETY
Lesson 7: Looking back and project
I./. OBJECTIVE: By the end of the lesson, ss can revise the vocab. , grammar they've learnt in
Unit 11
1.Knowledge: - Vocabulary: Changing roles in society
- Grammar: relative clauses, future passive.
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- help to lessen gender gap and enhance equality in society.
- work together for the better future.
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Question about roles of students in falmilies and in
class
Products:
Knowledge recall
Organization:
- Chatting
Encourage Ss to complete the LOOKING
BACK section without refening to the previous
sections in the unit.
Ss should record their results for each, exercise
in order to complete the final Finished! self
assessment box and identify areas for review.
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices
Products:
Key to task 1,2,3,4,5,6
Organization:
Vocabulary
1. Have Ss complete this exercise individually.
Check their answers as a class.
2. Ss work individually. Ask them to determine that
form of world missing from each sentence (a verb, a
noun, or an adjective) and then Ss work out the
correct answers to complete the sentences. Ss can
then double check the answers with their partner.
Confirm the correct answers.
Vocabulary.
1. complete the sentences with the
words from the box.
Key:
1. male - dominated
2.individually - oriented
3. hands -on 4. responsive to
5. financially 6. facilitators
2. Use the words in the correct form
to complete the sentences.
- work individually to complete.
Key:
1. supports 2. provider
3. predicting 4. tailored
5. evaluate 6. witnesses
ACTIVITY 3: PRACTICE (15’)
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Relative clauses
Practices
Products:
Visions of the future
Organization:
II. Grammar
Grammar
3. Ss complete this task individually or in pairs.
Check as a class.
4. Have Ss complete the activity individually. Have
them double check their answers. Call on two Ss to
Grammar
3. Choose the correct answer
- recall the use of relative pronounce.
Key:
1.C 2.A 3.B 4.B 5.C 6.D
4. Combine the sentences using
relative clause.
- 2 ss come to the board and do.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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write their sentences on the board. Comment and
confirm the correct sentences.
- ask ss to recall the step of this kind of exercise.
- get feedback.
Communication
5. Ss work in pairs to complete the exercise. Check
the answers as a class. Then Ss can practise reading
alound the statements and responses with their best
pronunciation and fluency. Call on some pairs to act
them out in front of the class.
3.PROJECT
Your vision of the future
This project aims to encourage Ss to work out
what they think the world in the future will be like.
T Divided Ss into groups of four of five and
instruct them on what they have to do. Since this is a
board topic, it may be helpful if each group chooses
an area which they can focus on (technology,
education, medicine, etc.). Encourage every member
member of the group to actively participate in the
project. Tell them their project has to answers the
questions:
Key:
1. Many tourists visit Liverpool,
which is the home of The Beatles.
2. The rown hasn't got any parks
where people can go and relax.
3. My son took part in the Beyond
2030 forum, which invited people to
share their vision of the future.
4. Baron Pierre de Coubertin, who
was the founder of the modern Olympic
Games, was not in favour of women
participating in the Games.
5. There will be an open discussion
which will look at the main challenges
and opportunities in the coming
decades.
6. The changing economic role of
women, which started in 1948, has
greatly affected the role of men.
5. Match each prediction with two
responses.
Key:
1.C, H 2.A,F 3.B,G
4.A,E
PROJECT
Your vision of the future
•What your vision of the future is
•how the world will be different to to
day's world
•what bring about the change(s)
•how you feel about it
- in groups ss present the ideas in front
of the class
- vote for the best presentation.
ACTIVITY 4: PRODUCTION (5’)
Aims:
Practice speaking and grammar
Contents:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Relative clauses
Futute preditions
Products:
How to use relative pronouns to make sentences and
combine sentences.
Visions of the futute and how to tell agreements and
disagreements
Organization:
Futher practice:
? Sum up the main content of the lesson.
Homework:
Revise the lesson
Prepare for the test 4.
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:33 Preparing date:
Period: 95 Teaching date:
UNIT 12. MY FURTURE CAREER
Lesson 1: Getting started
I./. OBJECTIVE: By the end of the lesson, students can:
- Use lexical items related to jobs and career.
- Talk about choosing future jobs
1.Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice.
- Grammar: Despite/Inspite of, non-finite verbs.
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- Raise the awareness of studying.
- Have good guidelines for future career.
3.Competences:
- Co-operation
- Self- study
- know some lexical items related to jobs and career
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Aims: help students have an overview about jobs,
career and factors affecting career choice, using
Future form
Contents:
lexical items about jobs and career
Products:
Words related to jobs and careers in future form
Organization:
1.Warmer (5'): Introduction
Before Ss open their books, review the previous
unit by asking them to play a game. First, divide Ss
into two equal teams. Write the phrase 'The roles of
teachers and schools in the future' on the board.
Ask the two teams to write down as many words in
the future as possible. Set a time limit of three
minutes. The team with more correct
worlds/phrases wins.
- work in groups to play the game.
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
Aims: provide sts neccesary words and structure
for understanding and learning the conversation.
Contents:
- new words from the conversation
Products:
- New words
- Usage articles
Organization:
- pre-teach some vocabulary.
1 Ask Ss what job a career they want to do
in the future. Then ask them onother question.
* Vocabulary
Approach (n): cách tiếp cận
Vocational (a) hướng nghiệp
Housekeeper (n) quản gia
Staff (n) nhân viên
Qualification (n) văn bằng, chứng chỉ
Suffer from (v) bị bệnh gì
1. Listen and read.
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Teacher and Students' activities
Contents
Do you have to choose some specific
subjects to focus on if you want to do that job in the
future.
Elicit answers from Ss. Now, tell them to
look at the pictures and the heading 'What subjects'
will you choose? and ask them these questions:
- Who can you see in the pictures?
- Where do you think they are?
- What do you think they are talking about ?
Have Ss answers as a class.
Play the recording and have Ss follow along.
After that, Ss can compare their answers with the
inforrmation in the conversation.
a. Ss work in pairs to label the pictures with
the worlds given. Allow pair to share their answers
before asking them to disuss as a class. Then ask
some Ss to read the worlds aloud and correct their
pronunciation if necessary.
b. Have Ss work individually. Ss find the
worlds/phrase with the give meaning in the
conversation.
Then have Ss share their answers with a
partner before asking them to discuss as a class.
c. Have Ss read the conversation again to
tick true (T). false (F), or not given (NG). Remind
Ss that they can answers NG (not given) if they
don's think inforrmation was given as part of the
conversation. Ss exchange their answers with a
classmate. Ask for Ss' answers as well as their
explanatian for their choices. Write the correct
answers on the board.
- listen to the tape
- practise the dialogue in pairs.
a. Put a word/phrase from the box under each
picture.
- work in pairs to do the exercise.
Key:
1. lodging manager 2. event planner 3.
customer service staff 4. housekeepre
5. tour guide 6. biologist
b. Find a word/phrase in the conversation that
means:
- work individually
- share the answers
Key:
1. GCSE 2. vocational subjects
3. academic subjects 4. applied approach
5. tourism 6. leisure
c. Tick True or False.
- read the conversation again and do the
exercises.
Key:
1. T 2.F 3. F
4.NG 5.T 6.F
ACTIVITY 3: Practice (10’)
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Teacher and Students' activities
Contents
Aims: help sts have some concepts about jobs and
career
Contents:
Necessary qualification, skills, working conditions,
salary… and some other things related to jobs
Products:
Definition on jobs in future
Organization
3.Doing:
2a Have Ss work in pairs to read the
phrases and complete the task. Check the answers
as a class.
b Ask Ss to work individually to
complete the senteces with the right collocations.
Then ask them to shre their answers with a partner .
Finally, check the answers as a class.
3. Ask Ss to work in groups of four. Ss take
turns thinking of a job. The other ask Yes/No
questions to find out inforrmation, and guess what
the job is. The aim is to have Ss ask many
questions as possible. T can tell them that they may
ask questions about necessary qualifications, skills,
likes, dislikes, working conditions, salary,
colleagues, or people they are working with.
2.a. Look at the phrases and cross out any
noun/phrase that doesn’t go with the verb.
- work in pairs
Key: 1.a job 2. leisure time 3. a job
4. a living
b. Complete each of the following sentences
with a collocation in 2a…
- work individually
Key:
1. take/do (an English) course
2. doing a nine - to - five job
3. work flexitime
4 earns money/earns a living
5. did course/ took a course
6. work overtime
3. Game: What’s my job?
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new
words and structure.
Contents:
V+ To Infinitive/V+ V-ing.
Products:
Use the structures V+ To Infinitive/V+ V-ing
correctly
Organization:
Grammar.
- V + to-V
I’ve decided to take a vocational…….
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Teacher and Students' activities
Contents
Further practice:
? Sum up the main content of the lesson.
- note V + to-V
Homework:
- learn by heart the new words.
- Prepare A closer look 1
My dad is encouraging me to choose…..
We’ve dicussed becoming a doctor…
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:33 Preparing date:
Period: 96 Teaching date:
UNIT 12. MY FURTURE CAREER
Lesson 2: A closer look 1
I./. OBJECTIVE: By the end of the lesson, students can:
- Use lexical items related to jobs and career.
- Use high tones correctly.
1.Knowledge: - Vocabulary: words related to jobs and career and factors affecting career choice.
- Pronunciation: High tones.
2. Qualities:
Skills:
- Practicing skills.
Attitudes:
- Raise the awareness of studying.
- Have good guidelines for future career.
3.Competences:
- Co-operation: work in pairs, groups
- Self- study: work individually.
- improve their pronunciation..
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
II. New lesson.
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Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:
Elicit the topic
Change the state to learning
Contents:
Name of some jobs and its requirements
Product:
Lexical items related to jobs and career.
Organization:
Introduction
Start by reviewing the previous
lesson. Begin by asking two pairs of Ss to
come to the front to play a quick game. Ask
them write as many jobs and collocations (or
phrases) used to describe those jobs as
possible. Set a time limit of three minutes.
The pair with the most correct worlds and
collocations wins.
- play the game in pairs.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
Help sts learn more about jobs and
career,practice using them to express their
thoughts
Contents:
Lexical items related to jobs and careers
Products:
Sts can learn by heart some new words in
class
Organization:
2.Vocablulary
1 Now have Ss turn to the book and
work in pairs to identify the pictures. Ask
them to briefly describe the pictures. Then
let them do the matching exercise. Check
the answers as a class. Then ask Ss:
Which of these Jobs would you like
to do in the future ?
? Why would you like to do it?
Ask some Ss to answers the
questions.
Vocabulary.
1. Put the word/phrase under each picture. There is one
extra word.
- work in pairs toidentify the picture.
Key:
1. craftsman 2. physicist
3. opera singer 4. fashion designer
5. pharmacist 6. architect
7. businesswoman 8. mechanic
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Teacher and Students' activities
Content
2 Have Ss work individually to fill the
blanks. Remind Ss that the form of the
world may need to be changed to fit the
sentence. Allow them to share their answers
with a partner before checking as a class.
3a Give Ss a couple of minutes to
work in pairs to do the matching. Then
check the answers as a class.
b Have Ss word individually to
complete the sentences. Have the compare
their answers in pairs. Afterwards, check Ss'
answers as a class.
2. Fill each blank with a suitable job from 1.
- work individually
Key:
1. physicist 2. mechanic
3. pharmacist 4. fashion designer
5. opera singer 6. architects
7. businesswomen and men
8. craftsmen and women
3a. Match a word/phrase in the left column with its
meaning in the right one.
Key:
1.D 2.B 3.A 4.C
3b. Fill each gap with a word/phrase in 3a.
Key: 1. career 2. job
3. profession 4. career path
ACTIVITY 3: PRACTICE (15’)
Aims:
High tones and how to use high tones
Contents:
Audio to learn high tones, correct high tones
Products:
Sts can identify in which situations to use
high tones and say sentences with the
correct high tones
Organization:
3. Pronunciation (20'')
High tones
Have Ss silently read the information
and examples in the box. Ask some Ss to
summarise the rules and read out examples
in the box or to give their own examples.
Ensure that Ss have understand the ideas
before proceeding. Inform Ss that negative
adjectives (awful, terrible) can be affected
by tone in the same way as positive ones
(excellent, brilliant).
4 Play the recording for Ss to listen.
Ask them to draw to illustrate Tom's tones.
Listen to the conversations between Jenny and Tom.
Notice how Tom uses high tones in his replies. Then
practise the conversation with a partner.
- listen to the tape
- practise with a partner.
The responses to the pairs of sentences are the same but
the speakers have opposite attitudes. Listen, draw arrows
to show the tones, then repeat.
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Teacher and Students' activities
Content
Play the recording again for Ss to repeat the
short dialogues playing attention to the
tones. Call on some pairs to act out the short
dialogues.
ACTIVITY 4: PRODUCTION (5’)
Aims:
Help sts recall lexicals items of the topic
How to use high tones
Contents:
Words about jobs and career
High tones
Products:
some more words about jobs and career
correct high tones
Organization:
Have Ss work in pairs to draw arrows to
show the tones before reading out. Then
play the recording. Ask the pair to listen and
check their lines showng the tones. Confirm
the correct answers. Ask some prair to
practise the saying the pair of dialogues.
Correct them if necessary.
Homework:
- Redo the Vocab.
1a
They have a new
air - conditioner
Brilliant
1
b
There's going to be
an electricity cut to
day
Brilliant
2a
I got the sack
Well done
2
b
I got a promotion
again
Well doen
3a
I got an A in the
exam
Excellent
3
b
I failed the exam a
gain
Excellent
4a
Her application was
turned dow
Amazing
4
b
I've beeb offered
two jobs at the
same time
Amazing
5a
We're having a
company holiday in
a luxury resort
How awful
5
b
He has decudea to
cut down on our
wages
How awful
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Teacher and Students' activities
Content
- Prepare for A closer look 2
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
WEEK:34 Preparing date:
Period: 97 Teaching date:
UNIT 12. MY FURTURE CAREER
Lesson 3: A closer look 2
I./. OBJECTIVE: By the end of the lesson, students will be able to usethe structures Verb + to
- infinitive / verb + V - ing correctly
1.Knowledge: - Grammar:Verb + to - infinitive / verb + V - ing
- Vocabulary: words related to career
2. Qualities:
Skills:
- Practising skills.
Attitudes:
- Ss are interested in usingVerb + to - infinitive / verb + V - ing
3. Competences
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about career
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents:
Words about jobs and career
Products:
Check the old lesson
Organization:
Check up old lesson
Teacher asks, sts write the words on the
board
ACTIVITY 2. Knowledge Formation (20’)
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Aims:
Introduce some new structures
Contents:
V+ To Infinitive/ V+ V-ing
Despite/in spite of
Products:
How to use the structure
Organization:
Grammar 1:
Despite/In spite of: review
Have Ss read the Remember! box, then ask
one or two Ss summarise the rules. T can write the
example sentences on the board. Ask Ss to give
further examples. Make it clear to Ss that these
expressions can be used interchangeably. They both
work with all the from: before a noun, a noun
pharase, or an - ing form.
1. Ask Ss to work individually to fill in the
gaps. Check the answers as a class.
Verb + to - infinitive/Verb + V- ing
Ask Ss to read the bubble quoted from the
GETTING STARTED conversation, then have them
read the structures and example in the grammar box
carefully. Help them with the meanings of the verbs
if necessary.
Divide the board into four colums. write Verb
+ to - infinitive/Verb + V - ing, Verb + to -
infinitive, or + V - ing with no change in meaning in
each column, and a comlumn for Verb + to -
infinitive, or + V-ing with change in meaning, Ask
four Ss to come to the board to write the verbs
mentioned in the grammar box in the approptirte
culumn. Ask other Ss to give examples with these
verbs.
2 & 3. Have Ss world individually. Allow Ss
to share their answers with a partner. Then check
their answers as a class. T can remind Ss that in both
- Listen and take notes
- Ss work individually
Ss work individually, then exchange
their answers on the board.
Key:
1.loving maths 2. studying hard
3. laziness 4. being short
5. poor health
- Ss read the bubble quoted from the
GETTING STARTED conversation,
then read the structures and example in
the grammar box carefully.
- four Ss come to the board to
write the verbs mentioned in the
grammar box in the approptirte culumn.
then give examples with these verbs.
-Ss world individually. Then share their
answers with a partner.
Key:
Task 2
1. to give 2. to pass 3.
choosing 4. taking
Task 3
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these exercises more than one of the options may be
correct.
1.A 2.A 3.C 4.C
5.A&C 6.B
ACTIVITY 3. Knowledge Formation 2(10’)
Grammar 2:
Aims:
More about collocations
Contents:
V+ To Infinitive/ V+ V-ing
Despite/in spite of
Products:
How to use V+ To Infinitive/ V+ V-ing, Despite/in
spite of correctly
Organization:
Grammar 2:
Firstly, have Ss work in pairs to describe what
is happening in the pictures. Then Ss can attempt to
complete the sentences using the ideas and actions
from the pictures. Check the answers as a class.
Have Ss work individually to finish the
sentences. Allow them to share their answer with a
partner. Call on some Ss to write their answers on
the board. Correct their answers if necessary.
Key:
1. to lock 2. meeting
3. to contact 4. to send
5. working 6. talking
7. posting 8.to answer
- Ss work inpairsto describe what is
happening in the pictures. Then attempt
to complete the sentences using the ideas
and actions from the pictures
Key:
1. The boy finally managed to deal with
his peers at the vocational school.
2. She attempted to cooperate with the
other in the team to finish the work.
3. He wasn't promoted in spite of/despite
his efforts.
4. The boss denied bullying the new
employee.
5. Despite being qualified for the job, he
wasn't accepted/Despice qualifying for
the job, he wasn't accepted.
ACTIVITY 4: Further practice:
Aims:
Review the lesson
Contents:
V+ To Infinitive/ V+ V-ing
Despite/in spite of
Products:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Sts can use V+ To Infinitive/ V+ V-ing correctly
Make sentences using Despite/in spite of
Organization:
? Retell Verb + to - infinitive / verb + V - ing
5. Production:
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 12: Communication
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:34 Preparing date:
Period: 98 Teaching date:
UNIT 12. MY FURTURE CAREER
Lesson 4: Communication
I./. OBJECTIVE: By the end of the lesson, Ss will be able to use lexical items related to jobs
and careers, use the structures Verb + to - infinitive / verb + V - ing correctly
1.Knowledge: Despite/inspite of: review
Verb + to-infinitive/Verbs +V-ing
2. Qualities:
Skills:
- Practising skills.
Attitudes:
Ss are interested in careers and jobs
3. Competences:
- Co-operation
- Self- study
- Using language to talk about careers and jobs
- Grammar:Verb + to - infinitive / verb + V - ing
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims:
make sts change the state from relaxation to
concentration
Contents:
Talk about jobs in future
Products:
Recall the old lasson
Organization:
Discussion:
WHAT JOB DO YOU WANT TO DO IN
THE FUTURE?
- Ask Ss to work in groups of 5 to answer the
questions.
- Work in groups.
- Listen and discuss.
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Aims:
Help Sts learn some extra vocabulary and structures
Contents:
Phrases to say agreeing or disagreeing with an
opinion.
Products:
Meaning of the words in Extra vocabulary box
Phrases to say agreeing or disagreeing with an
opinion
Organization:
2.Communication 1:
- Check if Ss understand the meaning of the words in
Extra vocabulary box.
Can’t stand +V-ing: Used to describe an activity or
situation that you really don’t like, or find extremly
unpleasant.
Burn the midnight oil: Work very hard, work
through the night.
Make a bundle: Earn a lot of money.
1. Have Ss skim - read the posts individually and try
to remember the reasons each teen gives for their
choice of career.
- Work individually.
- Copy down.
- Work individually.
Sample comments on:
Post from Tu:
I agree that if Tu can sing, he
should enroll in a school for
performing arts.
Tu is right. A singer can make a
bundle.
I can't agree with Tu's reason.
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Then, in pairs, Ss compare the reasons that each of
them gives. Then Ss can read the posts a second time
more slowly for details.
Not every singer becomes famous.
I don't think every singer can
travel all over the world.
Post from Anh:
I totally agree with Anh that it
is a meaningful job, because architects
can help improve people's life.
I can't agree with Anh that
architects work flexitime. My dad is
also an architect and he has to be at
work at 8 a.m. every day.
Post from Duong:
Duong is absolutely right. If he
is curious about the natural, world, that
job can satisfy him in many ways.
I'm sorry. I can't agree with
Duong. He wants to becom a physicist
because he is curious about the world,
but can he be sure that he is able to do
the job? Is he good at physics?
Post from Dzung:
Exactly. What Dzung says is
true. Students doctors do have to burn
the midnight oil. They have to learn
about everything related to their
patients because their advice affects
the patients; lives.
I totally agree with Dzung
because it is very hard to work to in
hospitals. All around you are patients
waiting for your help.
Hold on ...if everyone only
thinks about the hard to work in
hospitals. All around you are patiensts,
then?
ACTIVITY 3: PRACTICE (15’)
Aims:
To promote reading and speaking skill
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Contents:
Phrases to say agreeing or disagreeing with an
opinion
Products:
Sts can have own opininion about jobs, plans, show
their agreeing or disagreeing with an opinion
Organization:
Communication 2:
2. Put Ss in groups of four. Tell them that they can
look back at the posts and choose one post to discuss.
Remind them that they can use the phrases to express
agreeing or disagreeing in the box. Move around to
observe and provide help.
a) Have Ss work in pairs. Ask them to choose a
couple of example careers, either from elsewhere in
the unit or from ideas of their own.
- Ss should then figure out their own reasons why
they do or do not want the chosen careers.
- Set a time limit of ten minutes. Tell them that they
can also note down several key words/phrases related
to their reasons.
- Work in groups of four
- Work in pairs.
ACTIVITY 4: Further practice (10’)
Aims:
Recall the lesson
More practices
Contents:
Jobs and careers in future
Products:
Sts can understand Despite/ In spite of, structure V +
V-ing/ V+ To Infinitive
Organization:
b) Ask several pairs to report their decisions and
reasons to the whole class. Have other Ss give
comments. This is an open exercise and there are no
wrong answers.
Homework:
1. Review this lesson
2. Do exercises ……. (Workbook).
- Several pairs to report their decisions
and reasons to the whole class.
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3. Prepare lesson Skills 1
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
---------------------0o0--------------------
WEEK:35 Preparing date:
Period: 100 Teaching date:
UNIT 12. MY FURTURE CAREER
Lesson 5: Skills 1
I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to:
- Talking about a person's like/dislikes, personality traits, and abilities for a certain job
1.Knowledge: Despite/inspite of: review
Verb + to-infinitive/Verbs +V-ing
2. Qualities:
Skills:
- Practising skills.
Attitudes:
Ss are interested in careers and jobs
3. Competences:
- Co-operation
- Self- study
- Using language to talk about careers and jobs
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims: make sts change the state from relaxation to
concentration
Contents: Tell students in this lesson they will have
the opportunity to learn about jobs and careers
Products:
Differences between jobs and career
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Organization:
Discussion:
1. What is a job? What is a career?
2. How different are they?
- Whole class:
Suggested answers :
1. A job is something people do
to earn money.
2. A career is more than a job. It
is an - go ing process of learning and
development of skills and experience.
3. Very different. (A job
describes what you doing now, a career
describes your job choices over your
working life, with the aim of improving
your quality of life).
ACTIVITY 2: KNOWLEDGE FORMATION (20’)
Aims:
Promote reading and speaking skill
Contents:
Information about choosing a career
Products:
New words about career
Organization:
2. Pre-reading
Ask Ss to work in pairs to discuss the
questions. Elicit the answers from Ss. Give Ss three
minutes to skim the article and compare their answers
with the inforrmation from the article.
3. While-reading
Have Ss read the article to do the exercise in
pairs. Ask some Ss to share their answers.
- Work in pairs.
- Answer the questions.
- Share the answer.
Key:
1. career path 2.peer
3. ongoing 4.alternatively
5.take into account
Ask Ss to work individually.
Remind them to play attention to key
worlds in each statement. Then allow
them to share their answers befor
checking as a class. To check their
understanding, ask some Ss to explain
their answers.
Key: 1.T 2.F 3.F 4.T 6.T
ACTIVITY 3: PRACTICE (15’)
Aims: improve reading skill
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Contents:
General and specific information about choosing a
career
Products:
Sts can talk about the topic using new words and
structures
Organization:
4.Post-reading (Speaking)
Have Ss work in groups.
Each groups should choose one job discuss.
Ieally each group would have a different job.
If you have more groups than jobs the list, Ss
can contribute more jobs.
Ask them to make notes on a small poster,
using the example as a guide. Set a time limit.
Have each groups present their ideas and
opinions on their chosen job to the class. Once they
have finished, ask the class to say whether they agree
with the points or not and whether they should and
some other points.
As an extension activity, ask groups to choose
another job that they did'n work on. Have Ss read the
notes from the groups who chose this job in 4. Tell
them to add any eatra ideas their group may have. Ss
report their ideas to the class.
Work in groups.
- Make notes on a small poster, using
the example as a guide.
- Present their ideas and opinions on
their chosen job to the class.
- Work in groups.
ACTIVITY 4: Further practice
Aims:
Widen to topic to reality
Contents:
News words and structures
Products:
Review the new words and structures
More practices
Organization:
- Sum up the main content of the lesson.
Homework: (2)
1. Review this lesson
2. Do exercises ……. (Workbook)
3. Prepare lesson Skills 2
---------------------0o0--------------------
Kiểm tra ngày tháng năm
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
…………………………………………………….
……………………………………………………
UNIT 12 MY FUTURE CAREER
PERIOD 6 : SKILLS 2
I./. OBJECTIVE: By the end of the lesson, ss can:
- Listening for general and specific information about jobs and careers
- Write a paragraph about their future jobs
1.Knowledge: - Vocabulary: jobs and careers
- Grammar: Review Despite/In Spite of
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about future jobs
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in using Despite/In Spite of
3. Competences:
- Co-operation
- Self- study
- Creativeness: Write a paragraph about future jobs
- Using language to Write a paragraph about future jobs
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
ACTIVITY 1: WARM-UP
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
All about the sts’ future jobs
Products:
Sts know new words to tell about jobs and careers
Organization:
Discussion
? Work in pairs.
Ask Ss to say what jobs their parents do. Ask them if they
are aware of any difficulties which their parents face
when doing those jobs.
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
- promote listening skill
- help sts learn extra vocabulary
Contents:
Audio about career
Products:
Key to Task 1,2,3
Organization:
Listening
1 Ask Ss to work in pairs to answer the questions. Ask a
pair to share their ideas with the class.
2 Tell Ss that they are going to listen to a conversation
between Phong and Mrs. Warner, Nick’s mother, about
jobs that he and his friends want to do in the future. Ask
them to read the information in 2 carefully.
Tell them to listen carefully to find out the words/phrases
from the recording needed to fill in the blanks.
T can play the recording twice if necessary. Have two Ss
write their answers on the board. Confirm the
correct answers.
3 Have Ss work individually to underline the key words
in the statements and predict the answers. Write their
answers on the board without confirming the correct
answers. Play the recording again for Ss to check. T may
pause at the sentences that include the information Ss
need for their answers. Con rm the correct answers.
Key: 1. mountains of work
2.work overtime 3. Rewarding 4.
sociable 5.applied skills 6. good with
his
ACTIVITY 3: PRACTICE (15’)
Aims:
- promote writing skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about jobs and
career
Products:
Key to Task 4
Organization:
Writing
4 First check that everybody understands the meaning
of the adjectives in the box. If not, T can spend some
time explaining them. Set a time limit for pairs to
Key: 1. T 2.T 3. T 4. F 5. F 6.T
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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brainstorm the ideas and do the discussion. Ask them
to refer back to 2 and 3 as examples for useful
language and ideas. Ask some pairs to present their
ideas to the whole class. Remind Ss that they should
give examples and reasons to support their main
points.
5./ Have Ss work individually to get their ideas down
on paper and check the accuracy of what they have
written. Give them ten minutes to write and edit their
work. Swap their writing with a partner for peer
review, comments, and corrections. Then ask Ss to
write the second draft as homework..
ACTIVITY 4: Further practice
Aims:
- promote reading skill
- help sts learn extra vocabulary
Contents:
Vocabulary and structures to tell about jobs and
career
Products:
More ideas about the topic
Organization:
Ask sts to say what jobs their parents do. Ask them if
they are aware of any difficulties which their parents
face when doing those jobs.
Homework:
Do exercise in exercise book.
Prepare LOOKING BACK
Write the answers on the board.
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
Period: 50 Week: 36
Teaching date: 09/5/2017 Class: 9/1, 9/2
UNIT 12 MY FUTURE CAREER
PERIOD 7 : LOOKING BACK & PROJECT
I./. OBJECTIVE: By the end of the lesson, ss can:
- revise the vocab, grammar they've learnt in Unit 12
- write a short paragraph about jobs and careers.
1.Knowledge:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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- Vocabulary: lexical items related to jobs and career
- Grammar: structures V + To Infinitive/ V + V-ing, Despite/In spite of
2. Qualities
Skills: Practicing skills
Attitude: - Positive about jobs.
- Students know how to learn English in right way.
- Ss are interested in doing exercises.
- Ss are interested in peaking and writing about jobs .
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: chatting to make sts change the state from
relaxation to concentration
Contents:
Question about jobs and career
Products:
Some opinion about specific jobs
Organization:
Encourage Ss not to refer back to the unit pages.
Instead, they can use what they have learnt during the
unit to help them do the exercises.
Ss should record their results for each exercise to
complete the self-assessment box at the end of the
unit and identify areas to review.
Good ways to write an advertisement.
- create a striking headline
- keep your ad brief
- try to attract attention
- give the main features
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Products:
Key to task 1,2,3,4,5
Organization:
Looking back
Vocabulary & Grammar
For 1, 2, 3, 4, and 5, rst have Ss work independently.
Then they can check their answers with a partner
before discussing the answers as a class. However,
tell Ss to keep a record of their original answers so
that they can use that information in their self-
assessment.
Key:
1 1. C 2. D 3. E 4. F 5. A 6. B
2 1. H 2. E 3. F 4. A
5. D 6. G 7. C 8. B
3 1. vocational 2. dynamic 3.
empathetic
4. academic subjects 5.took into
account 6. professional
7.burnt the midnight oil 8. make a
bundle
4 1. to lock 2. working 3. treating
4.to get 5. to nish 6. reading
5 1.working hard →to work hard
2.promised to make →no change
3.to be →being
4.refused to attend →no change
5. mind to burn →mind burning
6.managed getting →managed to get
7. admitted to study →no change
8.o- er working →o- er to work
9.prefer working →preferring to work
10.agreed to take →no change
ACTIVITY 3: PRACTICE (15’)
Aims: improve skills of working individually and
doing team work
Contents:
Extra vocabulary
Practices
Products:
Discuss the difficulties of some jobs
Ask and answer about things you like to do and not to
do in future
Organization:
Communication
6./ Have Ss work in pairs to think of two things that
are true of the job they are assigned, and one thing
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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that is not true about the job. Give them seven
minutes to work together. When the pairs have
finished preparing, ask them to take turns to come
to the front to introduce themselves and repeat
the three ‘facts’. The class will together decide which
‘facts’are true, and which is untrue.
Finished!
Finally ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and provide
further
practice.
PROJECT
My future career path
The aim of this project is to encourage Ss to think
about possible career paths they may want to follow,
and to do some more research about the factors they
have to consider if they are going to follow that
pathway. This is a topic that is of immediate
importance to the Ss’ futures.
Divide Ss into groups of four or ve and instruct them
on what they have to do. Encourage them to think of a
real path they might want to follow. Tell them to:
• give reasons for the choice
• consider factors like quali cations, skills, hobbies,
personalities, practical issues, and even the
employment
market
• think about who can give them good advice, and
why Ask Ss to draw a picture of their career path.
Have them present their posters in the next lesson.
When all
the groups have given their presentations, let the
whole class vote for the best one.
ACTIVITY 4: PRODUCTION (5’)
Aims:
- using high tones correctly
- listen for specific and detailed information about
jobs and career
Contents:
Extra vocabulary
Practices
Worksheet
Products:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Discuss the jobs in future
Organization:
Project
- Have some group present their ideas
- Ask other students give comment.
- Teacher check as a class.
Futher practice:
? Guide students to do Finished
Homework:
Do exercise in exercise book.
Prepare Review 4
Project
Take note
---------------------0@0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:36 Preparing date:
Period: 103 Teaching date:
REVIEW 4 (LANGUAGE)
I./. OBJECTIVE: By the end of the lesson, students can:
+ Revise the language students they have practiced in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar
1. Knowledge:
+ Revise the language Ss they have practised in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar.
2. Qualities:
Skills:
- Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit
10-12
Attitute: Ss work hard
3. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims:
Review the rules of tones
Contents:
Rules of tones in unit 10-11-12
Products:
Check information
Agree or disagree
Ask for information
Organization:
Ask and answer
? What have you learnt so far in terms of language
and skills.
- Summarise their answers and add some more
information if necessary. Encourage Ss to recall and
speak out as much as possible
- work in groups of 4 and list the things
their mother often does every day.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
Practice the tones
Contents:
Check information
Agree or disagree
Ask for information
Products:
Sts can use correct tones to check information, show
Agreements or disagreements, ask for information
Organization:
1. Draw rising or falling arrows (Activity 1 P82)
? Review the rude of tones (high or rising tones to
check information, to indicate items in list, to disagree
with someone, and with Wh-questions) with Ss.
- Before listening to the recording, have Ss draw
arrows to illustrate the appropriate tones.
- Play the recording.
? Listen and check the answers.
- Confirm their answers as a class. Ss then listen again
and repeat, in chorus and individually.
I. Pronunciation
1. 1. Draw rising or falling arrows
(Activity 1 P82)
A: What do the astronauts do while
they are aboard the ISS?
B: They keep the station in good
condition, and do science experiments
A: Sounds hard
B: Not at all
A: They don't have "weekend"?
B: They do.
A: What do they do during thier
weekend?
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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2. Draw arrows to illustrate the feelings and
opinions of A and B (activity 2 P82)
Have Ss work in pairs to draw rising or falling arrows
to illustrate the correct tones. Ask them to practise
saying the conversation. Play the recording for Ss to
check their answers. Check the answers as a class.
Have some pairs practise saying the conversations in
front of the class.
B: They do various things like watching
movies, playing, music, reading books,
and talking to their families.
2. Draw arrows to illustrate the
feelings and opinions of A and B
(activity 2 P82)
A: In the near future, we will mostly
learn online
B: Incredible! but we will still have
actual classrooms, won't we?
A: Sure. But teachers will no longer be
knowledge provides
B: Really?
A: They will be guides, or facilitators
B: Superb! What about the student's
roles?
A: They'll be more responsible for their
own learning, i think.
B: Amazing! And they will make their
own decisions?
A: Absolutely right!
ACTIVITY 3: PRACTICE (15’)
Aims:
Review vocabulary
Contents:
Phrases in unit 10-11-12
Products:
Meaning ans usage of the phrases
Organization:
3. Vocabulary
1. Change the form of the verbs provided to complete
the sentences (Activity 3 P82)
? Do this individually and then share their answers
with a partner.
? Write the answers on the board.
2. Complete each sentence with a phrase in the box
(Activity 4 P83)
Check if Ss remember the meaning of the phrases.
Ensure all are understood before moving on. Then
have them work in pairs to complete the sentences.
II. Vocabulary
1. Change the form of the verbs
provided to complete the sentences
(Activity 3 P82)
1. facilitators 2.
development(s)
3. training 4. launch
5. experienced 6. attendance
7. evaluators 8. participants
2. Complete each sentence with a
phrase in the box (Activity 4 P83)
1. work flexitime 2. sence of
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Check the answers as a class
4. Grammar
1. Infinitive or -ING form (Activity 5 P83)
Check if Ss remember the meaning of the phrases.
Ensure all are understood before moving on. Then
have them work in pairs to complete the sentences.
Check the answers as a class
2. Rewrite the pairs of sentences (Activity 6 P83)
Have Ss write the sentences individually on a piece of
paper. Ask Ss to swap a partner. Allow Ss time to
discuss if there is any difference between their
answers. Check the sentences as a class.
direction
3. make a bundle 4. burn the
midnight oil
5. once in a blue moon
6. The sky's the limit
7. sence of responsibility
8. mountains of work
III. Grammar
1. Infinitive or -ING form (Activity 5
P83)
1. eating 2. to play
3. to work/working 4. to be
5. doing 6. to share
7. floating 8. checking
2. Rewrite the pairs of sentences
(Activity 6 P83)
Suggested answers
1. My grandfather, who has been retired
for ten years now, used to be an
astronaut.
2. The spacecraft which/that took Yuri
Gagarin into space is called Vostok
3KA
3. She likes the career which/that heer
father pursued all his life.
4. He admires the teacher who initiated
building the school library.
5. I work for a man whose farm covers
thousands of acres.
6. Students will have to make their own
learning decisions, which will be hard
for many of them.
ACTIVITY 4: Further practice
Aims: review intonation and vocabulary in unit 10-
11-12
Contents:
Tones
phrases
Products:
sts can use the intonation and structures they have
learnt correctly
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Organization:
3. Everyday English (Activity 7 P83)
Have Ss read the phrases and sentences carefully.
Check that Ss understand the meaning of the phrases
before moving on. Then Ss do this exercise in pairs,
Correct their answers and ask some pairs to act out
the dialogues.
Homework:
? Do all the exercises in Review 4: language
? Prepare: Exam
3. Everyday English (Activity 7 P83)
1. No worries
2. I am not so sure about that
3. That's not entirely true
4. Cool
5. Sounds interesting
---------------------0o0--------------------
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:36 Preparing date:
Period: 104 Teaching date:
REVIEW 4 (SKILLS)
I./. OBJECTIVE: By the end of the lesson, students can:
+ Revise the language students they have practiced in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar
1. Knowledge:
+ Revise the language Ss they have practised in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar.
2. Skills:
- Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit
10-12
3. Attitute: Ss work hard
4. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP
Aims:
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Recall the lesson
Contents:
Revise the language Ss they have practised in Units
10-12
Products:
Sts’ knowledge
Organization:
Reading
Activity 1:
a. Have Ss work individually to skim-read the text to
match the headings with the correct paragraphs.
They can compare their answers with a partner.
Check answers as a class.
1. C
2. A
3. D
4. B
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims:
Practice doing some exercises in Pronunciation and
Grammar
Contents:
Words and structures of unit 10-11-12
Products:
Review the old lessons
Organization:
Reading
b. Ask Ss to read the text again carefully to decide
whether the statements are true (T) or false (F). Tell
them that they can underline the sentences that have
clues for their answers. Have Ss compare their
answers with a partner. Check the answers as a class.
Ask Ss to explain the reasons why an answer is false.
Speaking
Activity 2:
This is an open speaking exercise. Allow Ss time to
get some ideas from Unit 10 to 12, or to come up with
some ideas of their own. Ss can work in groups. Have
some Ss/groups come to the front to present their own
choice and their reasons for the choice.
1. T
2. F
3. F
4. F
5. T
ACTIVITY 3: PRACTICE (15’)
Aims:
Practice doing some exercises in Pronunciation and
Grammar
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
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Contents:
Audio
Products:
Structures and vocabulary in unit 10-11-12
Organization:
Listening
Activity 3:
a. Firstly, ask Ss to read the questions carefully. Then
play the recording. Ss listen and answer the questions.
Ask some Ss to give their answers. Write Ss’ answers
on the board.
b. Have Ss read the sentences carefully and try to
complete them without listening to the recording
again. Do not confirm any answers at this stage. Tell
Ss that they are going to listen a second time to check
the answers for the questions in 3a and b. Play the
recording. Ask some Ss to give answers. Let Ss listen
a third time if necessary to check their answers.
Confirm the correct answers as a class.
KEY:
1. a hotel receptionist
2. twos
KEY:
1. sociable
2. dealing with
3. telephone manner
4. experience
5. night shifts
ACTIVITY 4: Further practice
Aims:
Review unit 10-11-12
Contents:
Vocabulary and structures
Products:
Sts can use vocabulary and structures in unit 10-11-12
to disscuss about their future jobs
Organization:
Writing
Activity 4:
Have Ss work in pairs to discuss the question. Ask the
pairs to brainstorm an outline of the main reasons
why they think their chosen job will be the most
popular. Have pairs do the writing together. T may
read aloud one piece of writing and ask other Ss to
comment. T may also collect some of the Ss’
paragraphs to correct at home.
Homework:
- Write new words then learn them by heart.
- Copy the exercise into notebooks.
- Prepare for test
Đây là bản xem thử, vui lòng mua tài liệu để xem chi tiết (có lời giải)
Mọi thắc mắc vui lòng xin liên hệ hotline: 084 283 45 85
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
WEEK:36 Preparing date:
Period: 105 Teaching date:
REVIEW 4 (LESSON 3)
I./. OBJECTIVE: By the end of the lesson, students can:
+ Revise the language students they have practiced in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar
1. Knowledge:
+ Revise the language Ss they have practised in Units 10-12
+ Practice doing some exercises in Pronunciation and Grammar.
2. Qualities:
Skills:
- Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit
10-12
Attitute: Ss work hard
3. Competence:
- Expressing opinions -self-studying , cooperating , working hard and creatively
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a
character, teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present….
IV./.PROCEDURE
Teacher’s and students’ activities
Content
I. Choose the best answer
1. Does it take…….long time to get to…..city
centre?
A. X – the B. a- a
C. a- the D. the- the
2. I have been assigned to buy…….. fruit and
drinks
A. a B. an
C. some D. any
3. As soon as the spacecraft………….into space,
the screw started to observe the sun
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A. has travelled B. had travelled
C. travelled D. was travelling
4. A bad accident ……………. On Highway 95
last night
A. happened B. happen
C. was happened D. was happening
5. If I ……… taller, I…… better at basketball
A. be- will be B. were – might be
C. am- will be D. were – would have
been
6. The children…………..attend that English
school receive good education
A. which B. whose
C. who D. whom
7. Mike comes from a city…… is located in the
southern part of England
A. when B. that
C. where D. who
8. If parents don’t cook at home, their
children...............most fast
A. would have B. had had
C. have D. may have
9. On January 17th, people in Mexico bring their
animals ………… church
A. on B. in
C. to D. up
10. Mary: “I think we should save energy at home
as well as at school”
Peter: “……………………………….”
A. That’s a good idea
B. Yes, we do
C. No, we don’t
D. Yes, we think
11. Ha: “ You’ve passed your exam.
Congratulations!”
Lan: “…………………………………”
A. That’s very nice of you
B. Yes, I do
C. No, let’s not
D. I’d love to
KEY:
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1. C
2. C
3. B
4. A
5. B
6. C
7. B
8. D
9. C
10. A
11. A
II. Read the passage and choose the correct
answr
Earth, our beautiful home planet, is the only
astronomical object to accommodate life (1) . . . . .
we know it. Scientists believe Earth was (2) . . . . .
approximately 4.5 billion years ago. It is the fifth-
largest (3) . . . . . in our solar system. Its equatorial
diameter is about 12,074 kilometres. Earth is the
third-closest planet to the sun. The distance from
Earth to the sun is roughly 149,600,000
kilometres. It (4) . . . . 365,3 days for Earth to obit
the sun, and 24 hours to rotate on its axis. The
surface temperature ranges from -88 to 58°
C. Nearly 70 percent of Earth’s surface is
covered by ocean, (5) . . . . has an average depth
of about 4 kilometres. In 2015 it was estimated
that 7,3 billion humans are living on Earth.
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KEY: 1. A. 2. B. 3. B. 4. B 5. C
III. Rewrite the sentences so that it stays the
same meaning.
1. “You’d better not lend that man any more
money, Mary” - said John.
→ John advised.....................................................
2. Although he took a taxi, Bill still arrived late
for the concert.
→ Despite ...........................................................
3. It is ages since Alan visited his parents.
→ Alan ...............................................................
4. They manage to finish the project in time for
the presentation.
→ They succeeded .....................................
KEY:
1. John advised Mary not to lend that man any
more money.
2. Despite taking a taxi, Bill still arrived late for
the concert.
3. Alan hasn’t visited his parents for ages/ a long
time.
4. They succeeded in finishing the project in time
for the presentation.
Homework:
- Learn by heart new words
- Review Units 10-12 for the coming test
Kiểm tra ngày tháng năm
…………………………………………………….
……………………………………………………
……………………………………………………..
BẢNG MA TRẬN KHỐI 9 NĂM HỌC 2020-2021 – KIỂM TRA HỌC KÌ II
ST
T
Tên bài
Câ
u
Nội dung
Trung
bình
TB -
Khá
Khá –
Giỏi
1
Phonetics
1
Pronounce/ed/
x
2
Vowels sound
x
3
Stress
X
4
Stress
x
2
Grammar
5
Article
x
6
Quantifiers
x
7
Past perfect
x
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8
Past simple
x
9
Conditional sentences type II
x
10
Relative clauses
x
11
Relative clauses
x
12
Modal verbs in conditional
sentences type I
x
13
Prepositions
x
14
Speaking
x
15
Speaking
X
16
Closest in meaning
x
17
Closest in meaning
x
18
Opposite in meaning
X
19
Opposite in meaning
x
20
Find mistakes( V+ to V)
x
21
Find mistakes ( V+ Ving)
x
22
Find mistakes (article)
x
3
Reading
23
Fill in the gap
x
24
Fill in the gap
x
25
Fill in the gap
x
26
Fill in the gap
x
27
Fill in the gap
x
28
Comprehension reading
x
29
Comprehension reading
x
30
Comprehension reading
x
31
Comprehension reading
x
32
Comprehension reading
x
4
Writing
33
Finish the second
sentences(past perfect: before-
after)
x
34
Finish the second
sentences…(Although- In spite
of)
x
35
Finish the second
sentence(Conditional sentences
type I)
x
36
Finish the second sentence
(future passive)
x
37
Combine (Despite )
X
38
Combine (Relative clause)
x
39
Combine(Conditional sentences
type II))
X
40
Combine(adj+ that clause)
x
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Total
40
24
11
5
TRƯỜNG THCS …
ĐỀ KIỂM TRA HỌC KÌ II NĂM HỌC 2020-2021
MÔN TIẾNG ANH 9 (TEST 4)
A. PHONETICS
I. Find the word which has different sound in the part underlined
1. A. attended B. improved C. dedicated D. exhibited
2. A. intermediate B. immediate C. medium D. medicine
II. Find the word with has different stress pattern from the others
3. A. television B. decoration C. introduction D. expectation
4. A. active B. section C. appoint D. happy
B. GRAMMAR AND VOCABULARY
I. Choose the best answer
5. Does it take…….long time to get to…..city centre?
A. X - the B. a- a C. a- the D. the- the
6. I have been assigned to buy…….. fruit and drinks
. A. a B. an C. some D. any
7. As soon as the spacecraft………….into space, the screw started to observe the sun
A. has travelled B. had travelled C. travelled D. was travelling
8. A bad accident ……………. On Highway 95 last night
A. happened B. happen C. was happened D. was happening
9. If I ……… taller, I…… better at basketball
A. be- will be B. were – might be C. am- will be D. were – would have
been
10. The children…………..attend that English school receive good education
A. which B. whose C. who D. whom
11.Mike comes from a city…… is located in the southern part of England
A. when B. that C. where D. who
12. If parents don’t cook at home, their children...............most fast
A. would have B. had had C. have D. may have
13. On January 17
th
, people in Mexico bring their animals ………… church
A. on B. in C. to D. up
14. Mary: “ I think we should save energy at home as well as at school”
Peter: “……………………………….”
A. That’s a good idea B. Yes, we do C. No, we don’t D. Yes, we
think
15. Ha: “ You’ve passed your exam. Congratulations!”
Lan: “…………………………………”
A. That’s very nice of you B. Yes, I do
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C. No, let’s not D. I’d love to
II. Choose the word or phrase that is CLOSEST in meaning to the underlined part in each of
the following sentences.
16. Roget's Thesaurus, a collection of English words and phrases, was originally arranged by the
ideas they express rather than by alphabetical order.
A. restricted B. as well as C. unless D. instead of
17. Let's wait here for her; I'm sure she'll turn up before long.
A. arrive B. return C. enter D. visit
III. Choose the word or phrase that is OPPOSITE in meaning to the underlined part in each
of the following sentences.
18. I clearly remember talking to him in a chance meeting last summer.
A. unplanned B. deliberate C. accidental D. unintentional
19. The new school year starts on September 5
th
A. begin B. finishes C. finish D. comes
IV. Find the mistake in each sentence below.
20. I tried master some essential skills before applying for that job
A B C D
21. He said that he remembered to work with her in a handicraft village, but she said he was
mistaken
A B C D
22 . The most people would agree that travelling broaden the mind as you get to see so many
different ways of life
A B C D
C. READING
I. Choose the correct option A, B, C, or D for each gap in the passage.
It is a custom for all of a Chinese family to be present at home (1)……… the Eve Chinese New
Year for the reunion dinner. This custom is meant to symbolize the unity of the family for the (2)…
new year. After the reunion dinner, the younger members of the family (3)…….. serve tea to their
elders as a show of respect. For the first five days of the Chinese New Year, no one in the family is
allowed to (4)………. the floor. The Chinese believe that the act of sweeping will drive away all
the good luck (5)……… the New Year could bring.
23. A. on B. at C. from D. in
24. A. to come B. come C. comes D. coming
25. A. should . B. ought C. must D. have
26. A. clear B. clean C. sweep D. tidy.
27. A where B. which C. .what D who
II. Read the text and choose the answer A, B, C or D according to the text.
Over the past 600 years, English has grown from a language of few speakers to become the
dominant language of international communication. English as we know it today emerged around
1350, after having incorporated many elements of French that were introduced following the
Norman invasion of 1030. Until the 1600s, English was, for the most part, spoken only in England
and had not attended even as far as Wales, Scotland, or Ireland. However, during the course of the
next two centuries, English began to spread around the globe as a result of exploration, trade
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(including slave trade), colonization, and missionary work. Thus, small enclaves of English
speakers became established and grew in various parts of the world. As these communities
proliferated, English gradually became the primary language of international business, banking,
and diplomacy. Currently, about 80 percent of the information stored on computer systems
Worldwide is in English. Two-thirds of the world’s science writing is in English, and English is the
main language of technology, advertising, media, international airports, and air traffic controllers.
Today there are more than 700 million English Users in the world, and over half of these are non-
native speakers, constituting the largest number of non-native users than any other language in the
world.
28. What is the main topic of this passage?
A. The number of non-native users of English
B. The French influence on the English language
C. The expansion of English as an international language
D. The use of English for science and technology
29. Approximately when did English begin to be used beyond England?
A. In 1066 B. Around 1350 C. Before 1600 D. After the 16003
30. According to the passage, all of the following contributed to the spread of English around the
world EXCEPT
A. the slave trade B. the Norman invasion
C. missionaries D. colonization
31. The word “enclaves” in the passage could best be replaced by which of the following?
A. communities B. organizations C. regions D. countries
32. The word “proliferated” in the passage is closest in meaning to which of the following?
A. prospered B. organized C. disbanded D. expanded
WRITING
I. Rewrite these sentences so that it has the same meaning as the root ones.
33. They went home after they had eaten a big roasted chicken. ( before)
=> ………………………………………………………………………………..
34. Although he has a very important job, he isn’t particularly well-paid( In spite of)
=> I………………………………………………………………………………..
35. Listen to the teacher attentively or you won’t understand the lesson ( If)
=> I………………………………………………………………………………..
36. John will meet me at the airport tomorrow
=> I………………………………………………………………………………..
II .Combine these pairs of sentences.
37. He is performing well at school. He does not know what he will choose as his future career
(despite)
38. I used credit card to buy a computer game. The game is called “Mars Mystique Mission” (
which)
→………………………………………………………………………………………
39. I don’t have a car. I have to work by bus ( If)
→ ……………………………………………………………………………………….
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40. She came home late yesterday evening. Her parents were worried ( adj + that clause)
→ ……………………………………………………………………………………………………
………………
Key Test 4-English 9
A. PHONETICS
I. Find the word which has different sound in the part underlined
1. A. attended B. improved C. dedicated D. exhibited
2. A. intermediate B. immediate C. medium D. medicine
II. Find the word with has different stress pattern from the others
3. A. television B. decoration C. introduction D. expectation
4. A. active B. section C. appoint D. happy
B. GRAMMAR AND VOCABULARY
I. Choose the best answer
5. Does it take…….long time to get to…..city centre?
A. X - the B. a- a C. a- the D. the- the
6. I have been assigned to buy…….. fruit and drinks
A. a B. an C. some D. any
7. As soon as the spacecraft………….into space, the screw started to observe the sun
A. has travelled B. had travelled C. travelled D. was travelling
8. A bad accident ……………. On Highway 95 last night
A. happened B. happen C. was happened D. was happening
9. If I ……… taller, I…… better at basketball
A. be- will be B. were – might be C. am- will be D. were – would have
been
10. The children…………..attend that English school receive good education
A. which B. whose C. who D. whom
11.Mike comes from a city…… is located in the southern part of England
A. when B. that C. where D. who
12. If parents don’t cook at home, their children...............most fast
A. would have B. had had C. have D. may have
13. On January 17
th
, people in Mexico bring their animals ………… church
A. on B. in C. to D. up
14. Mary: “ I think we should save energy at home as well as at school”
Peter: “……………………………….”
A. That’s a good idea B. Yes, we do C. No, we don’t D. Yes, we
think
15. Ha: “ You’ve passed your exam. Congratulations!”
Lan: “…………………………………”
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A. That’s very nice of you B. Yes, I do
C. No, let’s not D. I’d love to
16. Roget's Thesaurus, a collection of English words and phrases, was originally arranged by the
ideas they express rather than by alphabetical order.
A. restricted B. as well as C. unless D. instead of
17. Let's wait here for her; I'm sure she'll turn up before long.
A. arrive B. return C. enter D. visit
18. I clearly remember talking to him in a chance meeting last summer.
A. unplanned B. deliberate C. accidental D. unintentional
19. The new school year starts on September 5
th
A. begin B. finishes C. finish D. comes
20. I tried master some essential skills before applying for that job
A B C D
21. He said that he remembered to work with her in a handicraft village, but she said he was
mistaken
A B C D
22 . The most people would agree that travelling broaden the mind as you get to see so many
different ways of life
A B C D
C. READING
I. Choose the correct option A, B, C, or D for each gap in the passage.
23. A. on B. at C. from D. in
24. A. to come B. come C. comes D. coming
25. A. should . B. ought C. must D. have
26. A. clear B. clean C. sweep D. tidy.
27. A where B. which C. .what D who
II. Read the text and choose the answer A, B, C or D according to the text.
28. What is the main topic of this passage?
A. The number of non-native users of English
B. The French influence on the English language
C. The expansion of English as an international language
D. The use of English for science and technology
29. Approximately when did English begin to be used beyond England?
A. In 1066 B. Around 1350 C. Before 1600 D. After the 16003
30. According to the passage, all of the following contributed to the spread of English around the
world EXCEPT
A. the slave trade B. the Norman invasion
C. missionaries D. colonization
31. The word “enclaves” in the passage could best be replaced by which of the following?
A. communities B. organizations C. regions D. countries
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32. The word “proliferated” in the passage is closest in meaning to which of the following?
A. prospered B. organized C. disbanded D. expanded
33. Before they went home , they had eaten a big roasted chicken.
34. In spite of having a very important job, he isn’t particularly well-paid (In spite of his
important job, he isn’t particularly well-paid)
35 . If you don’t listen to the teacher attentively , you won’t understand the lesson
36. I will be met at the airport by John tomorrow
37. Despite his good performance , he does not know what he will choose as his future
career(despite)
38. I used credit card to buy a computer game which is called “Mars Mystique Mission”
39. If I had a car, I wouldn’t have to work by bus
40. Her parents were worried that she came home late yesterday evening.
Nhắn tin Zalo