Giao an anh-van-9-ho- ky-ii
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Học anh văn lớp 9

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Giao an anh-van-9-ho- ky-ii Giao an anh-van-9-ho- ky-ii Document Transcript

  • UNIT 6: THE ENVIRONMENTI. Aim Helping students: - to ask for and give reasons. - to persuade somebody to do something - to complete a questionnaire - to write a letter of complaint.II. Language focus: 1. Adverbs clauses of reason 2. Adjective + that clause 3. Conditional sentences type 1.III. Vocabulary: Verbs: Objectivities: Nouns: (to) cover disappointed deforestations garbage (to) minimize polluted dump hedge (to) persuade unpolluted dynamite junkyard (to) prevent environment mass (to) provide fence pesticide (to) reduce flow rock (to) spray fly row (to) wrap foam sewage (to) pollute fold trash PollutionV. Unit Allocation:Lesson (1) Before you read. Reading about the work of a group of1 (2) Listen and Read conservationists and listening for details to complete (4) Listen. the notes.Lesson (3) Speak Practice in persuading somebody doing something2Lesson Language Focus 1-3 Revision of some adjectives and adverbs and3 practice in adjective + that clause 1
  • Lesson (5) Read Reading a poem for details about the environment.4Lesson (6) Write Practice in writing a letter of complaint.5Lesson Language Focus 2-5 Practice in Conditional sentences type 1 and adverb6 clause of reason beginning with because, since, as … 2
  • UNIT 6: THE ENVIRONMENTLesson 1: Section - Before you read (page 47)Period 37: - Listen and read (page 47,48)Aim Reading about the work of a group of conservationists and listening for details to complete.Objective By the end of the lesson, students will know more about the environment problems and the solutions.Teaching aids Text books, picture PROCEDURE Stage Steps/Activities Work arrangemen tWarm-up * Brainstorming: T-whole class - Ask students to think of the environment problems in their city. - Get students to go to the board and write down their ideas. Air pollution dirty street Environmental problems in our city Pre- * Possible answers: reading - The destruction of the forests. T-whole class - Rubbish/ garbage/ trash. - smote from cars, motorbikes… - smote from factories. I. Pre-teach vocabulary: - deforestation (n): söï taøn phaù röøng (explanation: the destruction of the forests) 3
  • - garbage dump (n): ñoáng raùc (picture) - dynamite fishing (n): vieäc ñaùnh baét caù baèng thuoác T-whole class noå. (picture) - spraying pesticides (n): vieäc phun thuoác dieät saâu boï (picture) - Disappointed (by/about/at something) (adj): thaát voïng, buoàn raàu. (synonym) - Sewage (n): nöôùc thaûi, nöôùc coáng * Checking vocabulary: what and where Write the words on the board, put one word on each circle. Garbage dump Spraying Individual pesticides work Disappoint ed Sewage Deforestation Dynamite fishing - Have students repeat the words in chorus, then rub out word by word but leave the circle. - Go on until all the words are rubble out. - Point to each circle and ask students to repeat chorally the Individual English words. work - Ask students to go to the board and write the words again in their correct circles. While II. Matching Pair wordreading - Ask students to look at the six pictures on page 47 in their text books. 4
  • - Ask them to match the words in the box with the correct picture. * anskeys: - Picture a: air pollution - Picture b: spraying pesticides. - Picture c: garbage dump Pair word - Picture d: water pollution. - Picture e: deforestation - Picture f: dynamite fishing III. Prediction: - Ask students to keep the books closed. * Set the scene: Mr. Brown is talking to some volunteer conservationists. Guess the place where they are going to work - Give students 1 minute to guess - Give feedback - Ask students to open their books and read the text on page Pair word 47-48 - Let students check their prediction * Answer keys: I. Matching - Ask students to match the names in column a with the activities in column B (exercise 2a on page 48) - Ask them to read the text again and work in pairs to match. Post * Answer key: Individualreading Group 1: --------------------- f. walk along the shore work Group 2: --------------------- e. check the sand Group 3: --------------------- b. check among the rock Mr. Jones: ------------------- a. collects all the bags and takes them to the dump. Mrs. Smith -------------- c. Provide the picnic lunch for everyone. 5
  • Mr. Brown--------------- d. give out the bagsII. Comprehension questions- Ask students to work in pair to answer the question onpage 48 (exercise 2b)- Let students read the text again and answer the questions.- Give feedback* Questions and answer:- Who is the speaker?(The speaker is Mr. Brown)- Who are the listeners?(The listeners are (members of) the volunteerconservationists)- Where are they?( They are on the beach)- What are they going to do?( They are going to lean the beach)- What will they achieve if they work hard today?( If they work hard today, they will make the beach cleanand beautiful again soon)- Have you ever done anything similar? If yes, what did youdo?Where did you do it?(Yes, I have. We clean our school/the pair/street. Wecollected the rubbish and take them to the garbage dump)- If the pollution continues, what might happen?(If the pollution continues, the environment around us won’tbe good and it will be harmful to our health, our life)- Ask students to work in closed pairs.* Listening:- Ask students to complete the notes about the reasons whyocean is polluted by listening to the tape.- Let students listen twice/ three times. 6
  • - Give feedback. * Answer keys: 1. Garbage is dumped into the ocean. 2. Oil spills come from ships at sea 3. Oil is washed from land. * Tape transcript: “Our ocean are becoming extremely pollution comes from the land, which means it comes it comes from the land, which means it comes from people. Fist, there is raw sewage, which is pumped directly into sea. Many countries, both development and developing, are guilty of doing this. Secondly, ships drop about 6 million tons of garbage into the sea each year. Thirdly, there are oil leaks from the vessel. This not only pollutes the water, but it also kills marine life. Next, there are waste materials from factories. Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea. And finally, oil is washed from land. This can be dumping of waste.UNIT 6: THE EMVIRONMENTLesson 2: Section: - Speak (page 49-50)Periods 38:Aim Practice speaking (to persuade people to protect the environment)Objective By the end of the lesson, students will be able to persuade their friends toprotect environmentTeaching aids Text books, posters, pictures. PROCEDURE Stage Steps/Activities Work arrangemen t 7
  • Warm-up * Jumble words: t-whole class - Divide the class into two team. Students from to teams go group work to the board and write the correct words. - The team which writes more correct words fists wins the game. 1. uadepse = Persuade 2. beaargg = Garbage 3. roderpvo = Provide t-whole 4. lupotilon = Pollution class 5. duproce = Produce 6. paispoidednt = Disappointed I. Pre-teach vocabulary - Prevent (v): ngaên chaën, phoøng choáng (translation) - Reduce (v): giaûm, laøm giaûm (example: last time, this shirt cost) 50.000 dongs. Now it costs 30.000 dongs. What Whole class happens?) - wrap (v): bao boïc (mine) - fauce (n): voøi nöôùc, caù roâ-bi-neâ (picture) - leaf (n): --leaches (pl.) ngoïn laù (realia) * Checking vocabulary: - Put the new words all over the board, each word in a circle. Prevent Reduce Leaf Faucet Garbage Wrap bin Individual - Call two students or two teams (6 students for each team) work Pair work to the from of the class. Ask them to stand at an equal distance from the blackboard. 8
  • - Teacher calls out some of the new words on Vietnamese in a loud voice; the two students must run forward and slap the word on the blackboard. The one who slap the right word first is the winner. - Ask 2 more students to come forward, etc … until all thePractice words are slapped. II. Matching Individual - Ask students to complete the expressions in column A by work using one of the lines in column B (page 49) then compare with their partners. - Have students match the lines in column B with an expression in column A so that they have sentences of persuasion * Form : I think you should Won’t you Pair work It would be better if you + INFINITIVE Can I persuade you to Why don’t you Open pairs Why not What / how about + V-ing * Use: Express persuasion III. Practice speaking - Each student’s calls out one of their sentences unstill all sentences are finished. * Example: S1: I think you should use banana leaves to wrap food. S2: Won’t you use banana leaves to wrap food? S3: Why don’t you turn off the lights before going to bed? S4: It would be better if you go to school or go to work by bike. S5: Can I persuade you to check all the faucets before 9
  • going out? Group work S6: Why not put garbage bins around the school yard?Productio S7: I think you should use public buses instead of n motorbike. S8: What about using public buses instead of motorbike? S9: …………………… IV. Questionnaire - Let students work in pair to answer to the questions in the T- whole questionnaire. class - Give feedback, teacher can write some possible answer on the board so that weak students can follow. - Ask students to practice asking and answering. - Ask the whole class to work in pairs. * Possible answer: 1. How can we save paper? * I think you should recycle used paper, newspapers * Why don’t you use banana leaves for wrapping? * Won’t you write on both sides of plastic bags? 2. How can we use fever plastic bags? * How about cleaning and reusing them? * Why not use paper bags instead of plastic bags? 3. How can we reduce water pollution? * It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean. 4. How can we prevent littering? * I think we should put garbage bins around the school yard. * Why don’t you throw all garbage in waster bins? 5. How can we reduce air pollution? * Can I persuade you to go to school by bike? * Why not use private vehicles less? 6. How can we reduce the amount of garbage we produce? 10
  • * Won’t you try to reuse and recycle things? * Exhibition: - Divide the class into 4 groups, each group has a secretary. Ask them to discuss the question: “What you do to protect the environment”. - The students in groups have opinions, the secretary writes down. - Gets students to use the ideas in exercise 3a, b. - After finishing, the students stick the 4 posters on the wall. They can go around the class and read 4 posters. - Give feedback.UNIT 6: THE ENVIRONMENTLesson 3: section: - Read (page 50)Period 39:Aim Reading a poem about the environment.Objective By the end of the lesson, students will be to understand a poem about theenvironmentTeaching Text book, poster, picture. PROCEDURE Stage Steps/Activities Work arrangemen tWarm up * Chatting: T-whole class - Ask students some questions about poetry + Do you like poetry? + Which poetry do you like best? + Name some poems that are your favorite? + Do you think it is easy understand a poem? Pre- + Have you ever read an English poem? Do you understand 11
  • reading it? Do you like it? T-whole I. Pre-teach vocabulary class - Junk yard (n): baõi pheá thaûi (explanation: a place where people store wastes) - treasure (n): kho baùu (translation) - Hedge (n): haøng raøo (visual) - nonsense (n): ñieàu voâ nghóa, daïi doät (translation) - Foam (n): boït (picture) * Checking vocabulary: Rub out and Remember - Get students to copy the work in their books. - Ask students to repeat the words chorally. - Rub out the words one at a time. Each time you rub out an Pair work English word, point to the Vietnamese translation and ask “what’s this in English?” (the whole class answer chorally) - When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent. - If there’s time; get students to come to the board and write the English words again. Pair work While II. Pre questionsreading - Give students two questions and ask them to answer before reading the poem. * Set the scene: Two people are going on the picnic. They are talking about the pollution. Individual Question: work a) Who are the people in the poem? b) Where are they? - Have students work impairs to guess the answers. - Give feeback I. Reading and checking: - Have students read the poem and check their answers. 12
  • * Answer key: a) The mother and her son. Pair work b) They are in the park/woods - Ask students to practice asking and answering the questions in pairs. II. Matching - Have students practice guessing the meaning if the words by matching each word in column A with an appropriate explanation in column B. A B 1. junk yard a. a row of things forming a fence. 2. end up b. people 3. treasure c. a piece of land full of rubbish. 4. foam d. a flow of water 5. stream e. mass of bubbles of air gas 6. hedge f. valuable or precious things 7. folk g. reaches of state of. * Post Group workreading Answer key: 1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b III. Comprehension questionsHome - Show 5 questions (from 1-5) on page 51.work - Get students to work in pairs to answer the questions. * Answer key: 1. According to the mother, what will happen of the pollution goes on? - If the pollution goes on, the world will end up like a second hand junk yard. 2. Who does the mother think pollute the environment? - The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or her son. 3. What will happen to the boy if he keeps on asking his mother such questions? 13
  • - His mother will talk him home right away 4. Do you think the boy’s question is silly (line 9-10)? Why not? - No. Because he is right; if he throws the bottles that will be polluting the woods. 5. What does the poet want us to learn about keeping the environment unpolluted? - The poet wants us to learn that everyone is responsible for keeping the environment from pollution. * Discussion: - Divide the class into four groups - Have students discuss the question: “What could you do in your house to minimize pollution?” - Ask students to write 5 things that they have to do to keep the environment unpolluted.UNIT 6: THE ENVIRONMENTLesson 4: section: - Write (page 52-53)Period 40:Aim Writing a letter of complaint.Objective By the end of the lesson, students will be able to write a complaint letter.Teaching Text book, posters, picture. PROCEDURE Stage Steps/Activities Work arrangemen tWarm up * Categories: T- whole class - Ask students to find out the verbs beginning with the letter that teacher gives. - Divide the class into groups. 14
  • - Give four, five letters at the same time, students are to find out four/five verbs beginning with four/five letters given. - The team which finish first gets one mark Example: T a b c d Writes: S add borrow cut drive Writes: T s t u v Writes: Pre S study talk use value T-wholewriting class Writes: T m n o p Writes: S meet nod open put Writes: 1. Pre-teach vocabulary - complain (v): phaøn naøn (translation) complain (n) complication (n): ñieàu gaây raéc roái - resolution (n): söï quyeát taâm (translation) - float (v): troâi, noåi boàng beành (picture) Pair work - prohibit (v): ngaên caûn, ngaên caám ( translation) * Checking vocabulary: rub out and Remember - Get students to copy the words in their books and then ask them to close their books. Rub out the new words one at a time. Each time you rub out the word in English, point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubble out, go thought the Vietnamese list and get students to call out the English words. (If there’s time, get students to come to the board and write the English 15
  • words again.) 2. Ordering Pair work - Ask them to keep their books closed - Provide students five section of a complaint letter (with their definitions) in random order. - Get them to put the sections in a correct order. a. Action: talks about future action b. Situation: states the reason for writing. c. Politeness: ends the letter politely d. Complication: mention the problem e. Resolution: makes a suggestion. * Answer key: 1-b 2-d 3-e SCRAP 4-a 5-c 3. Reading and matching - Have students read the letter on page 52 * Set the scene: Mr. Nhat wrote a letter to the director of L & P Company in Ho Chi Minh City. The five sections of the letter are not in the right order. Label each section with the appropriateWhile Individual letter: S, C, R, A or Pwriting work - Ask students to work in pairs. - - Give feedback: call on a student to read aloud the letter (in the correct order). Teacher gives ideas if necessary. * Answer key: Dear Sir/Madam Individual work 16
  • R I would suggest your company to tell your drives to clear up all the trash on the ground before leaving. S I am writing to you about the short stop of your trucks around my house on their way to the North A I look forward to hearing from you and seeing good response from your company C When the trucks of your company have a short break on the streets around my house, the drives Post have left lots of garbage on the ground after their writing refreshment. When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies.Homewor k P Sincerely, Tran Vu Nhat - Let students read the production 6b on page 53. - Ask some questions to make sure the students know what there have to write. * Questions: a. What do people do in the lake behind your house these days? ( They begin to catch fish) b. What makes you worried? ( They use electricity to catch fish) c. To whom do you write the letter to? (We write to the head of the local authorities) d. What suggestion do you want to make? (We suggest the local authorities should prohibit and fine heavily any one using electricity to catch fish). e. Any future plant you want to make? ( We look forward to seeing the protection of environment from the local authorities) 17
  • - Ask students to write the letter individually.- Get students to share with their partners and correct ifpossible* Sample:Dear Mr. President.I am writing to you about the catching of fish of manypeople in the lake behind my house.I am very worried because they use electricity to catch fish.After a short time, they leave the lake; a lot of small fish dieand float on the water surface.I would suggest the local authorities should prohibit and fineheavily anyone using this way of catching fish. I lookforward to hearing from you and seeing the protection ofenvironment from the local authorities.Sincerely,- Move around the class and help students- Call on some students to read aloud their letter.- Give feedback, correct some letters before the class. Tcan write the mistakes (spelling; grammar…) on the board.- Ask students to write their letter in their notebooks. 18
  • UNIT 6: THE ENVIROMENTLesson 6: LANGUAGE FOCUSI. Objectives:- By the end of the lesson, sts will be able to use adjectives and adverbs to makesentences adjective + that clauseII. Language contents: - Adjectives and adverbs - Adverbs clauses of reason - Adjective + that clause - Conditional sentences type 1III. Techniques: - Role play - Fill in the blanks - MatchingIV. Teaching aids: - Picture – student booksV. Procedures:Steps ActivitiesWarm-up -Prepare twelve cards with numbers on one side and the adjectives (65’ cards), adverbs (6) on the other side. - Make sure the adjectives are mixed up. - Stick the cards on the board so students can only see the number. - Divide the students into two teams and ask them to choose two numbers. - Turn the cards over and see if they match. Eg: happy – happily, give them on mark. If not, tune the cards obvert again and ask the next team to choose numbers. - Continue until all the cards are finished. Extreme Happy Sad Good Slow Sadly Fast Slowly Well Fast Extremel happily yPresentation EXERCISE 1:& Practice * From the result of the game, sts give the formation of adv of manner. 19
  • Adj + LY – Adverb of maner35’ - T. asks sts to do the exercise (p 51-1) in groups. - T gives the answer keys. - T. asks sts to tell the positions of adj – adv EXERCISE 2: * Revision of adverb clauses of reason with because, since, as: Give two sentences and ask students to combine them into one. Example: a) Nam goes to school late. b) He missed the bus  Nam goes to school late because he missed. * Ask students to use other words for BECAUSE ANSWER: SINCE or AS - Have students to language Focus 2 exercise on page 54-55 - Let students work in park and join the pair of sentences together using, Because, Since or As. - T: call on some students to read aloud their sentences. - T: correct the sentences. EXERCISE 3: Set the scene to introduce the structure: Adjective + that clause Ba: Dad! I got mark 9 on my text Father: That’s wonderful. I’m pleased that you are working hard.  adjective + that clause - T: Ask students to do the exercise 3 on page 55 - T: Let sts work in pair to complete the dialogues - T: Give feedback EXERCISE 4: - Set the scene to introduce the structure of Con additional sentences type 1. - Write the statement on the board. ………………………we pollute the water, we ………………………have no fresh……………to use. 20
  • - Ask students to complete the sentences by filling in each blank with one suitable word. If + main clause, subordinate clause (Simple present tense) (will / infinitive) * Matching: - Have students do the Language Focus 4 exercise on page 56. They have t match each half – sentence in column B. - Ask students to work in pairs and find out five complete conditional sentences. EXERCISE 5: Complete the sentences: - Explain sts how to do the text - Give them an example: + If the rice paddies are polluted, the rice plants will die. - T: have students work in pairs and write the complete sentences in their notebook. - Give feedback.Homework T asks sts to write 6 conditional sentences typed.5’ 21
  • UNIT 7: SAVING ENERGY Lesson 1: GETTING STARTED – LISTEN AND READI. Objectives: - How to say energy - Give and respond to suggestions.II. Language contents: - Grammar: suggest + V-ing (review) - Vocabulary: enormous (adj)III. Techniques: - Question and answer - True / False statementsIV. Teaching aids: - Pictures – Students - TapeV. Procedures: Steps Activities Warm-up - Sing the song “Turn on – Turn off” (based on “Stand up – Sit down”) 5’ Getting - Teacher shows the pictures and asks Ss to tell about these 2 rooms: started (5’) + Is there any one in the bath-room/ living-room? + Is the TV on? + Who is watching TV/ listening to the radio? + Who is using water? + How about the lights/ the water in the bath-room? - SS answer - Teachers says: Wasting energy + What should we do? + Should we turn the TV off then we go out of the room? + What should we to do save energy?Presentation - T introduces section “listen and read” 7’ - T explains a few new words that Ss need for the dialogue. + Enormous (adj): very big + Turn on (phr.v) # Turn off (phr.v) 22
  • Waste (v) # Save (v) - Ss listen to tape (books closed) - Ss listen to tape (books opened) - Ss practice the dialogue in pairs. Practice * True- False statements (group work) 18’ - Ss reread the dialogue & do the exercise - Ss exchange their works with a parser - Feedback: T asks, Ss answer For the False statements, T asks Ss to give the correct ones. * Comprehension: - Ss work in pair to answer the question: a/ What is Mrs. Ha worried about? b/ Why is Mrs. Ha worried? c/ Which sentences tell you that Mrs. Mi advises Mrs. Ha to save money? d/ What does Mrs. Mi advise Mrs. Ha to do?Consolidatio - Fill in the blanks with correct words (group work) n - Free practice: about saving energy (pairs) 8’Homework Write 5 sentences about saving energy 2’ 23
  • LESSON PLAN UNIT 7: SAVING ENERGY Lesson 2: SPEAKI. Objectives: - Making suggestions and responsesII. Language contents: - Grammar: to suggest + V-ing/ to suggest (that) Subject + should + V - Vocabulary: to turn off, to turn onIII. Techniques: pair work and group workIV. Teaching aids: Pictures, Tape recorder, and chalks.V. Times: 45 minutesVI. Procedures: Section Steps Techniques and Content2. Listen and Warm-up - Supposing a situation: It is in the morning and the Read (5’’) ( Revision) weather is cool. All the fans in the classroom are on. Ask students what would do to save energy in the case  Giving suggestions. - Asking students to give on the suggestions Mrs. Mi gives to Mr. Ha in the previous lesson. 3. Speak Presentation - Reminds Sts of the structures they have learnt that (10’’) are used to give suggestions. (What about…/ Why don’t we…/ Let’s…/) a) - Asking students to open the textbooks. Page 58, part 2 – Speak and to add some mores structures, paying more attention on the two structures using “should”. - Asking students how to response a suggestion (Agree and Disagree) + Agree: OK/ That’s a good idea/All right + Disagree: No. I don’t want to/ I prefer to/ Let’s … - Conducting repetition these structures among the 24
  • students. - Asking some pair to perform before the class and checking (pronunciation, grammar) * Predicting the activities: asking students to predict the activities for each pictures that are for saying energy (more than one activity for each picture is fine_ = page 59 - Checking before the class * Pair work: Giving suggestions and responses out if these activities. - Checking before the class. * Group work: Students workings in groups of 4, playing the roles of A, B, C and D - Some groups forming before the class. - Explaining the task of this activity. - Students working in groups of 4 again, working out a similar exchange to save energy foot their class, using the expressions and ideas in the previous activities. Some groups performing the class then checking.Consolidatio - Asking students to put the suggestions in a n (5’’) presentation to save energy “To save energy, I think we should …, I suggest…, and let’s…” - Using responses to show (dis) agreement.Homework - Asking students to compare the two sources of (2’’) power: “solar energy and nuclear energy”, which is better, more convenient, easier to exploit, etc. 25
  • UNIT 7: SAYING ENERGYLesson 2: Section: -Listen (page 60)Period 47:AimListening to a text for details and further practice in making suggestionsObjectiveBy the end of the lesson, students will know more about solar energy by listening.Teaching aidsText books, cassette. PROCEDURES Stage Steps/ Activities Work arrangementWarm up * Information transmitting: T- whole class - Divide class into two teams - Choose six volunteers from each team. - The volunteers stand in two lines. The teacher shows the Group work first student in each line a sentence. - The first students whisper the whole sentences to the second students in his / her line. - The second student whispers to the third and so on. - The last students shout out the sentence, (or write it on the board) if it is the same as the sentence teacher shows, that T- whole Pre- team wins the match. classlistening * Sentence 1: I suggest collecting waste paper. * Sentences 2: I suggest practicing English every day. II. Pre-teach vocabulary: - solar (adj): thuoäc veà maët trôøi (explanation: everything which is connected with the sun) - solar panel (n): taám kim loaïi ñeå tieáp nhaän maët trôøi Group work - nuclear power (n): naêng löôïng haït nhaân (translation) 26
  • - install (v): laép ñaët, caøi ñaët (translation) * Checking vocabulary: Slap the board Solar Install Solar Pair work Populati Solar Nuclear on - Call on two students or 2 teams of students to the front of the class. - Make sure they stand at an equal distance from the board - Call out one word in Vietnamese, the 2 students much run forward and slap the correct word on the board. The one who slaps first is the winner. While - Continue to ask 2 more students to come forward.listening - Go to until students have slapped all the words.  II. True – False statements prediction Individual work - Ask students to look at the statements on page 60 (4a) - Have they work in pairs and guess which statements are true and which one are false. 1. Solar energy can be cheap and clean 2. Most of our electricity now comes from nuclear power. 3. The solar energy that gets to the Earth cannot provide enough power for the world’s population. 4. Solar energy can be used on cloudy days. 5. All buildings in Sweden will be heated by solar energy in 2050 - Give feedback I. Listening and checking: - Have students listen to the tape twice and check their prediction 27
  • - Get students to correct the false statement * Answer keys: Pair word  1. T  2. F Most of our electricity comes from the use of coal, gas, oil or nuclear power.  3. F 1% of the solar energy that gets to the Each can provide enough power for the world’s population.  4. T  5. F They will be heated by solar energy in 2015. * Tape transcript: Postlistening “Are you using looking for cheep, clean, effective source Individual power that doesn’t cause pollution or waste natural work resources? Look no further than solar energy from our sun. At present, most of our electricity comes from the use of coal and gas, oil or nuclear power. This power could be provide by the sun. One percent of the solar energy that reaches the Earth is enough to provide power for the total population. Many countries are already using solar energy. Solar panels are placed on the roof of a house and the Sun’s energy is used to heat water. The energy can be stored for a number of days, so on cloudy days you can use solar energy too. Sweden has an advanced solar energy program. There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015” II. Gap-filling - Have students look at exercise 4b on page 60 and work in pairs to guess the words in the blank - Give feedback 28
  • - Have students listen to the tape again and fill in the gaps.If students can’t finish, let them listen once more.* Answer keys:1. The Sun can be an effective source of power2. Solar energy doesn’t cause pollution3. A lot of countries in the world are already using solarenergy4. It is possible to store solar energy for a number of days.5. Solar panels are installed on the roof of a house toreceive the energy from the Sun6. We can save natural resources by using solar energyinstead of coat, gas and oil* Write it up:- Have students write passage (about 100 words) aboutsolar energy, using the information in the two exercisesabove* Sample:Most of our electricity now comes from coal, gas, oil, ornuclear power. The sun could provide this power so manycountries are already using energy. Only one percent of thesolar energy that gets to the Earth can provide enoughpower for the work’s population. Solar energy is a cheap,clean effective source of power that doesn’t cause pollutionor waste natural resources.There’s an advanced solar energy program in Sweden. It issaid that by the year of 2015, all building in Sweden will beheated by solar energy and cards will use solar power too.We hope that there is such a program in Vietnam. We cansave natural resources such as coal, oil, gas… by usingsolar energy. And every house hold in Vietnam has hotwater in Winter without paying money. 29
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  • UNIT 7: SAVING ENERGY - READI. Objectives: - By the end of the lesson, sts will know how European countries saveenergy.II. Teaching aids: - Pictures, textbook, posters (or A4 paper)III. Teaching procedure:1) Pre-reading (8’) - Show this picture and ask sts: “What does this picture advertise for?”  energy – saving bulb - Ask sts to tell the advantages of energy – saving bulb Saving electricity Last longer Energy – saving BULB Saving money2) While-reading (20’) - Have sts read the passage silently and find out: + How many paragraphs + The main idea of each paragraph - Have some sts read the text loudly - Ask sts to choose the best summary of the passage - Have sts work in pairs to find out the answers of questions page 61 (text book) - Ask sts to make questions and answer  give feedback3) Post-reading (15’) 31
  • - Ask sts to work in groups, discussing the ways to spend less on lightingthen write these ideas on the poster. - Have sts exchange posters and choose the best posterIV. Homework (3’) - Write 5 sentences on how to save energy - Write answer of the exercise b/page 61 32
  • UNIT 7: SAVING ENERGY - WRITEI. Objectives: - Help students develop there writing skills: + How to prepare and write a speech.II. Teaching aids: - Pictures of some MC - Textbooks - Paper with big size and pensIII. Teaching procedure: Steps Time Teacher’s activities Student’s activities Warm- 5’ - Introduce some MC: Thanh - Listen up Baïch, Nguyeân Vuõ, Laïi Vaên Saâm - Discuss & answer: - Ask questions: + “Speak fluently and clearly” + “How can we do to become a good MC?” Pre- 5’ + “What should we do in order towriting speak fluently and clearly?”While- 20’ - Have students discuss and find - Discuss and find by readingwriting out the three parts of a speech the information in textbooks - Ask students about the function - Answer the question by of each part: introduction, body matching each part speech in and conclusion. column B. - Correct mistakes and give the - Some students read aloud answers: the three parts of a speech. 1-B 2-C 3-A - Practice: + Have students work in groups - Discuss and put the (part B, p61) following section in the correct - Correct the mistakes and give place complete a speech the corrects answers. Post- 10’ - (part C, p.62) have some sts - Choose one topic, discuss 33
  • writing work on groups. Divide the class and write down the speech on into 3 groups: each group prepare a paper and then stick it on a speech, write it on the paper and the board. stick it on the board. - One person in each group - Correct the mistakes and give makes a speech before the remarks. class.Home- 5’ - Have students prepare a speech * Make a speech on the topic.work and write down on their Saving energy in the class- notebooks, using the topic in room. textbook 34
  • UNIT 7: SAYING ENERGYLesson 6: Section: -Language Focus 1-2 (page 63)Period 48:AimFurther practice in connectives and phrasal verbsTeaching aidsText books. PROCEDURES Stage Steps/ Activities Work arrangement Warm * Bingo: T- Whole up lass - Ask students to write down in their notebook 5 verbs with prepositions. - Prepare a list of verbs + preposition. Then call out each word in a loud voice. - Students listen to the teacher carefully. If anyone has the same verb + prepositions, they cross it out. The first students crossing out all 5 verbs + prepositions shout “Bingo” and win the game. * Suggest list of verbs + Prepositions Look for Look after Turn on Turn off Want for Belong to Pre- Depend on Go onsensations 1 Listen to Talk to Dream about - Provide students 5 verbs + prepositions and then ask them to match the verbs with the pictures on page 64.Practice * Answer keys: 1 - Picture 1: look after the baby - Picture 2: go on (wasting paper) - Picture 3: turn off TV - Picture 4: look for 35
  • - Picture 5: turn off the faucet - Have students work in pairs to do Language Focus 2 exercise on the page 63. They have to use suitable verbs toPresentations complete the sentences. 2 * Answer keys: 1) Hanh can’t go to the movies with us tonight. She will have to look after her little sister. 2) If we go on watching water, there will be a shortage of fresh water in a few decades. 3) Turn on the TV for me, will you? I want to watch weather forecast. Individual 4) I think I’ve lost my new pen. I’ve looked for it everywhere workPractice and I can’t find it anywhere. 2 5) Mrs. Yen forgot to turn off the faucet when she left for work. * Brainstorming: therefore however and so Connective moreover or but because - Ask students to thinks of connectives that they’ve learnt. - Have students go to the board write down the connectives. - Give feedbackProductio Pair work n - Have students work individually to do the exercise Language focuses 1 on page 63. They have to complete the sentences by using correct connectives. * Answer keys: a) Mrs. Quyen bought com, potatoes and cabbage at the market. 36
  • b) I’d love to play volleyball but I have to complete an assignment c) Nam got was because he forgot his umbrella. d) Hoa failed her math test. Therefore, she has to do the test again e) Do you want Vietnamese tea or milk tea? f) Its raining, so I can’t go to the beach. g) Ba’s hobbies are playing football and collecting stamps. h) Na is very tired. However, she has to finish her homework before she goes to bed. - Ask students to work in pairs to compare their answers. - Give feedback. Have some students read aloud the completes sentences, chalk their pronunciation and theHome- meanings. work Naught and Crosses: - Divide the class into to teams. One team is Naught (O) and the other is Cross (X). - Have two teams choose the words in the boxes in turns. And make sentences with the connectives given. If the sentences in correct, they will get one mark. - The team which has 3 Nougats or 3 Crosses in a line will win the game. - Draw this chart on the board and the game begins. 1 or 2 and 3 so 4 but 5 therefore 6 however 7 so 8 because 9 and * Possible answers: 1) Do you want to take a bath or take a shower? 2) I’ll get a plumber to check the pipes and to repair the 37
  • faucets.3) He got up late so he had to take a taxi to school.4) It’s raining but he is still going swimming.5) Her English is not good therefore she decides to practicemore.6) Lan7) Baths use twice as much water, so I suggest talkingshowers8) The water bill is enormous this month because there is acrack in the pipes.9) I suggest taking showers and fixing the faucet,- Ask students to write 5 sentences with connectives.  Therefore  Because  However  Or  So 38
  • GRADE 9 – UNIT 8 CELEBRATION GETTING STARTED & LISTEN AND READTeaching steps: Stage Steps/ Activities Work arrangementWarm-up - Ask Ss the name of some celebrations on VN & in other Individual countries. - Give Ss some picture about birthday, wedding, Tet holiday,… and then ask Ss to guess the names of the pictures. - Ask Ss to look the picture are the books and then have they read the names of the celebration. - Give Ss the corrects answers. - Ask Ss which celebrations they like best Answer:Pre-reading 1. Easter 2. Wedding 3. Birthday 4. 5. Mid-Fall Festival 6. Lunar New Year Teacher-Ss Christmas Listen and read: - Introduce the subject matter of the text - Introduce new words and then explain them 1. Celebration (n)/ To celebrate (v) 2. Easter (n) 3. Lunar New Year (n) 4. Mid-Fall Festival (n) Whole class 5. To occur (v)/ occurrence (n) 6. Sticky rice (n) 7. Apart (adv) 8. Passover (n) 9. Jewish (a)/ Jew (n) = Jewish people Group work 10.Freedom (n)/free (v)/ free (n) 39
  • 11. Slavery (n) Whole class group 12. Joy (n)/ Joyful (a) individual 13. Parade (n)While- - Get Ss to copy.reading - Ask Ss to listen to the tape (books closed); ask them to find out the celebrations mentioned in the text. - Ask Ss to give the answers. - Get Ss to listen to the tape (books opened) - Then have them find out the words or phrases which are concerted with celebrations. - Ask Ss to reread the new words on the board Teacher – Ss - Explain new structure briefly: relative clauses ( Meänh ñeà quan heä) – Who, whom, which, whose, that. - Get Ss to finish the table in the text - Correct the mistakes if necessary 40
  • Celebra When? Activities Food Country tion Tet In late Cleaning Sticky Viet NamPost-reading January and rice or early decorating cakes February homes, and enjoying special food Passov Late in Not Special Israel er March or available meal early called the April Seder Easter Around People Chocolat In many the same crowd the e and countries time as streets to surge Passover watch eggs colorful parades - Give Ss some questions to check their comprehension. 1. Can you tell me the names of some celebrations you know? 2. In what occasion do young children receive chocolate or sugar eggs? 3. Which celebration occurs in late January or early February? 4. Which festival is celebrated in many countries? - Ask Ss to give some information about the other celebrations which they know. (Ex: Mid-Fall Festival, Wedding, Lunar New Year,…) 41
  • Celebration When Activities Food Countries ? Mid-Fall Festival ChristmasHomework Rereading the text Find more information about celebrations. UNIT 8: CELEBRATIONLesson 2: Section: - Speak (page 66-67)Period 51:Aim Practice giving and responding to complimentsObjective By the end the lesson, students will be able to give a respond to complimentsTeaching aids Text books, cards PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Revision of adjectives T- whole class - Have students review adjectives - Get students to make sentences. I have + a/an adjective + friend - The first students has to use the adjective beginning with the letter A. The second students has to use the adjective beginning with the letter B. The third with C… * Ex: S1: I have an active friend S2: I have a beautiful friend S3: I have a clear friendPresentation S4: I have a dirty friend …………………………………… T-whole class - Go on until the last student with the adjective beginning 42
  • with the letter Y. Pre-teach vocabulary - active (adj) -activist (n): ngöôøi hoaït ñoäng tích cöïc (translation) - nominate (v): ghi danh, meänh danh, choïn Nomination (n) (translation) - charity (n): loøng töø thieän, hoäi töø thieän (explanation: kindness in giving help to the poor) * Checking vocabulary: What and Where - Write the words on the board, put one word in each circle. Charity Well- Effective Active Nomination Activist - Have students repeat the words on chorus then rub out word by word but leave the circle. - Go on until the circle are empty - Get students to rewrite the words in their correct circle II. Model sentences: - Set the scene: Trang has just won the first prize in the English speaking contest. What does Mai say to payPractice Trang a compliment? And what does Trang respond? Mai: Well done, Trang T- whole Trang: Thanks. class - Ask students how to give and respond to compliments * Give a compliment: - Well done - That’s a great…Further - That’s an excellent… Open pairPractice - Congratulation on… Closed pair Pair work 43
  • - Let me congratulate you on… * Respond to a compliment: - Thanks/ Thanks a lot - It’s very nice/kind of you to say so - That’s very kind of you * Word-cue drill: a. Well done/thanks b. Congratulations/ thanks a lot c. Let/congratulate/ on passing the exam/kindProduction d. Great report/ nice of you - Have students practice giving and responding the Group work compliments - Have students works in open pairs then closed pairs - Ask students to works in pairs, to read the situation on page 66. 67 then give and respond to compliments. - Give feedback - Call on some pairs of students to act out. * Answer keys: a. On her mother’s birthday, Huyen made a big beautiful cake to celebrate. * Mother: Well done, Huyen * Huyen: Thanks, Mom. b. Tuan is an active student. He has taken pair in different charity activities in his town. Tuan has been the most nominated as the most effective activist in the town charityHomework program. o Friend: Congratulation on your nomination, Tuan o Tuan: It’s very nice of you to say so. c. Hoa brings to class a new picture she has painted You: That’s an excellent drawing, Hoa. Hoa: That’s very kind of you to say so. - Divide the class into 4 teams: A, B, C and D 44
  • - Have students work in groups to think of situations inwhich they can give compliments- Ask team A to give situation, team B, C, D to make upthe dialogue.- Have the teams take turns giving the situations- Give good marks for the teams which give goodsituations and make up suitable dialogue.* Suggested answers:a. Situation 1: Tam has just passed the graduationexamination. Friends: Congratulation!Tam: Thanks a lot.b. Situation 2: Hoa make an excellent report on savingenergy.Hoa: It’s very kind you to say so.c. Situation 3: Lan got high mark for Math.You: Well doneLan: It’s very nice of you to say sod. Situation 4: Ba has just won the school swimmingchampionshipFriends: Congratulations on your great efforts, Ba.Ba: Thank you very much- Ask students to write some situations with thecompliments, the response to the compliments into theirnotebooks. 45
  • GRADE 9 - UNIT 8: CELEBRATIONSection: Listen • Aim: Filling the missing words by listening to a song. • Objective: By the end the lesson, students will be able to complete a song and sing a song beautifully. • Teaching aids: Text books, picture, cassette player. Stage Steps/ Activities Work arrangementWarm-up - Listen to a song: T- whole - Ask students “Have you ever listened to the song class before?” - Let students listen to the song Auld Lang sine for fun.Pre-listening Vocabulary: - Give some new words to students T-whole class o Auld Lang Sine (The Good Old Days) o Due to (a) = cause by o Bureau = department o Acquaintance o Trusty (a) - Explain new words, using pictures, body language, or objects. Pair work Guessing: - Have students listen to the song Auld Lang Sine and Individual then to guess the words in the blanksWhile- work - Give feedbacklistening - Let students listen to the song twice Pair work - Check their guess - Give feedback - Give students some questions to check theirPost- comprehension. 46
  • listening - Have some students sing a songHomework Sing the song by heart 47
  • LESSON PLAN UNIT 8: CELEBRATION Lesson 3: READ -----I. Objectives: Students can express their opinions.II. Language Contents: Vocabularies: to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj) Grammar: Relatives ClausesIII. Techniques: Questions and Answers, Matching, Write-it-upIV. Teaching Aids: Pictures, Worksheets.V. PROCEDUCE Steps Teachers Activities Student’s activitiesWarm-up * Having Sts listen to the song “Cha Yeâu” The whole(5’) * Having Sts sing it at the same time if they like. classPre-reading * Asking Sts about the topic of the song The whole(10’) * Having Sts work in groups ask and answer about class Father’s Day. Group work - What do you know about Father’s Day? - When did Father’s Day organized? - Where did is fist organized? - What is the purpose of this celebration? - What is the representative activity of Father’s Day? * Explaining some new words. To lose heart groom (n) To distinguish hug (n) The whole Considerate (adj) priority (n) classWhile – Task 1: MatchingWriting * Giving Sts worksheets. 48
  • (20’) ‘s farther always put his family in the first RITA position, got married, he was very sad. Is proud of him because he is a JANE considerate and children. Is always a little girl of her father although BOB she had children Received the best education from him * Having Sts read the text in silence. * Having Sts work in groups to match the details with the Group work suitable names. * Having some groups to perform their work in front of the The whole class. class * Giving the feedback. Task 2: Questions and Answers * Having Sts read the text again, then work in pair to Pair work discuss the questions. * Having some pair to act out their work in front of class. The whole * Giving comment. classPost-Writing Task 3: Write – it – up The whole(10’) * Having Sts write a short paragraph (about 50 words) to class show their opinions, feelings, and memories about their father. * Having some Sts read this paragraph in front of class.Homework * Having Sts find some details about Mother’s Day The whole class 49
  • LESSON PLAN UNIT 8: CELEBRATION Lesson 4: WRITE -----I. Objectives: Students can write a letter to a friend to share their ideas.II. Language Contents: Vocabularies: to enhance, to support, nationwide (adj)III. Techniques: Questions and AnswersIV. Teaching Aids: Text books and Cards.V. Procedures: Steps Teachers Activities Student’s activities Warm-up * Using the game “Jumbled words” to review vocabularies. Group work (5’) * Giving each group (4 groups) some words whose letters is in a random order on the board, and asking them to write the correct words. 1. calerbetoni => celebration 5. ftigs => gifts 2. tratidoni => tradition 6. fleenigs => feelings 3. folwres => flowers 7. rebemern => remember 4. pirtase => parties 8. spicale => specialPre-Writing * Sticking the cards of the some celebrations on the board, The Whole (10’) class and asking Sts to write the correct date for each celebration: - Women’s Day: 8-3 - Teachers’ Day: 20-11 The Whole - Children’s Day: 1-6 - May Day: 1-5 class - Christmas Day: 25-12 - Vietnamese Independence Day: 2-9 50
  • * Through the celebrations above, presenting the new lesson by asking Sts some questions: 1. In the celebrations above, which one can stand for a Mother’s Day in Vietnam? 2. What about a Father’s Day in Vietnam? * Reading the situation in 6 – Write/page 70. While- * Asking Sts to read the outline carefully. The Wholereading class (20’) * Explaining some new words: To enhance, to support, nationwide (adv) * Giving some suggesting questions for each paragraph Group work on the board on order to help Sts discuss in groups more easily. Paragraph 1: - Do you love your parents? If yes, I do thinks it is Group work necessary to have a Day for your Father? You’re Mother? - Tell the reason for celebrating this day. (Sts can use the suggesting ideas in the Paragraph 1) Group work Paragraph 2: - When do you celebrate? Why? - Celebrating this day at home or a restaurant? Why? - Should you have a party with many guests or should you have lunch/dinner with family members? - What gifts should you buy for your father/mother> - What food should you serve? (Sts can use the suggesting ideas in the Paragraph 2) Paragraph 3: Do you thing your idea will be sororities nationwide? Why? * After discussing in groups, asking each group write a letter to a friend to share their ideas about celebrating a 51
  • Day for Father or Mother on the papers A4.Post-Writing * Asking 2 representatives of 2 groups to stick their papers The Whole (10’) class on the board. * Asking Sts to give their opinions about the two papers on the board. * Correcting mistakes.Homework * Having Sts write a letter about celebrating a Day for The Whole class Father/Mother in their notebooks. 52
  • GRADE 9 - UNIT 8: CELEBRATIONSection: Language Focus • Aim: Practice in Relative clause • Objective: By the end the lesson, students will be able to use relative clauses. • Teaching aids: Text books, picture. Stage Steps/ Activities Work arrangement Warm-up Jumbled words: T- whole Give the words whose letters are in a random order on the class board/poster. Ex: ubclpi = public Paephn = happenPresentation ………………… Vocabulary: - Give new words to students: • Compose (v) • Occur (v) = happen • Satisfy (v) = please • Violet (n) • Jumper (n) • Lap (n) - Explain the new words, and how tousle Relative T- whole class Pronouns WHO, WHICH, EVEN THOUGH, THOUGH, Practice CONCESSION, ALTHOUGH (using pictures, objects or Vietnamese) Form and use:  Who-which: replace the pronoun  Who is used for people, which is used for things? Pair work Even though Though Concession + adverbial clause of Although 53
  • Individual workFree practice - Give students 2 examples. - Set the scene. - Have students do language focus 1 exercises, usingHomework relative clauses. - Have students look at 2 pictures on page 71 to describe each of the people in the pictures, using Relative clauses. - Correct the mistakes if they appear. - Have Ss do language focus 3 exercise individually, using though, although or even or though - Have Ss look as the pictures on page 72-73 and complete the sentences, using correct tense of the verb. - Call on some Ss to read aloud their sentences and correct their mistakes. - Ask students to describe the people in their families’ photographs. - Have students write sentences to describe the people in the 2 pictures on page 71 in their notebooks. - Get Ss write 5 sentences, using adverbs clauses of concession. 54
  • UNIT 9: NATURAL DISASTERSI. Aim:Helping students: - To make predictions - To tall about the weather forecast - To describe events - To write a storyII. Language focus: 1. Relative pronoun: who – that – which 2. Relative Clauses (defining and non defining)III. Vocabulary: Verb Adjectives Nouns (To) behave abrupt battery temperature (to) border extensive bureau thunderstorm (to) collapse tidal carriage tide (to) destroy coast typhoon (to) erupt damage volcano (to) expect earthquake volume (to) lift flashlight disaster (to) trust forecast (to) warm Funnel Highlands Pacific RimIV. Unit Allocation: Lesson 1 (2) Listen and Read Reading a dialogue for details about the weather forecast and completing the information. Lesson 2 (3) Speak Practicing speaking about what to prepare for a typhoon Lesson 3 (1) Before you read Reading a text about natural disasters for 55
  • (5) Read details.Lesson 4 (6) Write Writing a story about a typhoonLesson 5 (4) Listen Listening for details to complete a table and Language Focus 1 – 2 Further Practice in Relative pronouns: Who- which –that.Lesson 6 Language Focus 3 – 4 Further Practice in defining Relative clauses and non defining Relative clauses. 56
  • UNIT 9: NATURAL DISASTERSLesson 1: Section: - Listen and read (page 74 – 75)Period 56: • Aim: reading a dialogue for details about the weather forecast. • Objective: By the end the lesson, students will be able to get the information about weather from the weather forecast. • Teaching aids: Text books, picture. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-Up * Chatting: T-whole class - Ask students some questions about weather • What’s the weather like today? • Do you like hot/clog water? • Have you ever listened to the weather forecast on the radio or on TV?Pre reading • Do you think weather forecast is useful for us? How is it useful? II. Pre-teach vocabulary: - turn up (v): ñieàu chænh to leân (aâm thanh TV, radio). (mime) - expect (v): mong ñôïi, chôø ñoùn (translation) - thunderstorm (n): baõo coù saám seùt, möa to (picture) T-whole class - delta (n): vuøng chaâu thoå (visual) - just in case (n): phoøng khi, lôõ khi (translation) - trust (v): tin töôûng, tin laø thaät (synonym: rely on) * Checking vocabulary: what and where Expect Delta Trust Thunderstor Turn Just in case 57
  • Pair work - Have students repeat the words chorally then rub out word but leave the circles. Remember to let students repeat before and after rubbing out each word. - Go on until students can remember the words. Individual While work - Get students to write the words again in the correct reading Pair work circles. II. Pre-questions: - Set the scene: Thuy is talking to her grandmother while they both are watching TV - Give students one question and ask them to guess the answer a. What are they watching? - Give feedback * Answer keys: Pair work a. They are watching the weather forecast on TV I. Gap filling: - Have students read the dialogue silently and do exercise 2b on page 75. - Get them to share their answers with their partners. - Give feedback * Answer keys: 1. Thuy’s grandmother wants her to turn up the volume on TV because she wants to listen to the weather forecast Group work 2. The coast of Thanh Hoa will be raining. 3. The central highlands will experience thunderstorms. 0 4. Ho Chi Minh City will have temperature between 27 CPost reading and 350C 5. Although Thuy’s grandmother doesn’t trust weather 58
  • forecast she like watching them. II. Comprehension questions: 1. Why does Thuy’s grandmother ask her to turn up the volume? - Because she wants to listen to the weather forecast 2. Which City is the hottest today? - Ho Chi Minh City in the hottestHomework 3. Where is Thuy going? - She going on to the part on the other side of Thang Long Bridge with her old friends (she’s going on the picnic) 4. What does Thuy grandmother want her to do? - She wants her to bring along a raincoat. - Have students practice asking and answering in pairs. III. Practice the dialogue - Let students listen to the dialogue and focus on the pronunciation. - Call on some students to play the roles of Thuy, grandmother and weatherman to practice the dialogue. - Ask students to practice the dialogue in group of three * Speaking: - Ask students to read again the weather forecast on TV and notice some phrases. Will have temperature Between …………and…………………… * will experience temperature Between …………and…………………… * HCM’ temperature will be Between …………and…………………… * can expect clouds / thunderstorm. - Ask students to look at the map and play the role of the weatherman to present the weather forecast, baked on the information given. 59
  • - Call on some students to present before the class- Have students work in pairs – one students speaks, theother listens.- Ask students to write a weather forecast. The dialoguewill help them. Students can change the information, theplaces… 60
  • UNIT 9: NATURAL DISASTERSLesson 2: Section: - Listen and read (page 76 – 77)Period 57: • Aim: practice speaking about preparations for a typhoon. • Objective: By the end the lesson, students will be able to talk about what they want to buy and do to prepare for a typhoon. • Teaching aids: Text books, posters. PROCEDUCE Stage Steps/ Activities Work arrangement Warm –up * Brainstorming: T- whole - Have students think about what they do to prepare for a class typhoon - Have students to go to the board and write down Buy food Preparation for A typhoon Store water * Possible answers: + Check the doors and the windows. + Cut some branches of high tree in the garden or aroundPresentation the house T- whole class + Buy oil, gas + buy candles + Check the roof I. Pre-teach vocabulary - bucket (n): caùi soâ (visual) - leak (n): choã thuûng, choã doät (visual) 61
  • - tie (v): coät, troùi (mime) - latch (n): caùi choát cöûa (picture) - ladder (n) : caùi thang (picture) - blanket (n) : caùi meàn (picture) - available (adj) : coù saün (translation) - damage (v): phaù hoûng, laøm thieät haïi (synonym of hurt or spoil) * Checking vocabulary: Slap the board - Write the Vietnamese translation all over the board Phaù Coät troùi Caùi Caùi choát Caùi Coù saün Choã T- whole class - Call on two students or 2 teams of 4/5 students to the front of the class - Call out English works and two students run forward to slap the Vietnamese word on the blackboard. The students slapping the correct word first gets one mark. II. Revision: * Form: mustPractice nay + infinitive * Use: in deduction or prediction * Practice: Pair work the water pipe may be damaged 62 What happens if there is a typhoon?
  • There be must strong wind blowing * Possible answers: - There may be a power cut - There must be heavy rain - Big trees may fall down. Pair work - The market may be closed - There may be a flood - …………………………… - Have students to exercise 3a on page 76. The students have to check () what preparations they think should be done for a typhoon. *Answer keys:  Buying some canned food Painting the house Buying a dog  Buying candles  Buying marches Hiring some video movies  Filling all buckets with water  Buying a ladder Washing your blankets  Fixing the leak in the roofProduction  Tying the roof to the ground with pegs and ropes. Inviting some friends over for a dinner Group work  Checking all the window and a door latches 63
  • Homework - Elicit some questions and get students to ask and Individual answer in pairs. work a. Why do we need to buy food? ( Because the market will be cooled and no food will be available) b. What food do we need to buy? (rice, oil, canned food, soy sauce, flour,…) c. Why do we need to buy candles? ( Because there may be power cut) d. Why do need to fill all buckets with water? (Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon) e. Why do need to buy a ladder? ( Because the roof may be damaged by the typhoon, and we have to fix it) f. Why do we need to the check all the window and door latches? (Just in case the strong wind pushes the doors open) - Ask students to use the expressions on page 77 when talking to one another. * I think … * I think you should… * Yes, I think so … * What for? * ……… - Divide the students into the group of four. - Have students talk about what they think they want to buy and to do prepare a typhoon; explain why. They can you the questions and the answers above. Besides, the ideas in the bubbles on page 77 can help students talk easily. 64
  • - Go around and help students. Encourage students toshow their own ideas.- Write something about what they have to do to preparefor a typhoon. 65
  • UNIT 9: NATURAL DISASTERSLesson 3: Section: - Listen (page 77)Period 57:Aim: • Listen for details to complete a table and Further Practice in • Relative pronouns: who – which – that.Objective: • By the end the lesson, students will get some ideal on how to live with earthquakes by listening and further practice on Relative pronouns: who – which – that.Teaching aids: • Text books, pictures. PROCEDUCE Stage Steps/ Activities Work arrangement Warm up * Chatting: T- whole - Ask students some questions about earthquakes. class + Have you ever heard of and earthquake? + What happens if there is an earthquake? + In which country do earthquakes occur frequently? + What would you do if there was an earthquake?Pre-listening I. Pre teach vocabulary T- whole class - block (v): haïn cheá, ngaên caûn (definition: make movement difficult or impossible) - roller (n): truïc laên, con laên (picture) - strike – struck – struck (v): va chaïm (synonym: hit) - snout (n): moõm (cuûa ñoäng vaät) (visual/picture) - hurricane (n): côn baõo (in North and South America) 66
  • (synonym: typhoon in Asia) - cyclone (n): côn loác xoaùy, baõo (in Australia) -eruption (n): söï phun traøo (nuùi löaû) (picture) * Checking vocabulary: - Call on two students or 2 team of students to the front of the class. - Make sure they stand at an equal distance from the board. Whilelistening - Call out the definition or the synonym of the word, the two students must run forward and slap the correct word on the blackboard. The one who slaps the first gets one good mark. Pair work - Continue until students have slapped all the words. * Suggested phrases: 1. Make movement difficult or impossible (block) 2. Typhoon in North and South American (strike) 3. Typhoon in Australia (cyclone) 4. The synonym of “hit” (strike) 5. The nose or jaws of an animal (snout) 6. An outbreak or bursting forth (eruption) II. Prediction * Set the scene: An expert is giving a talk on how to live with earthquakes. - Have students look at the box on the page 77 and guess the words in the blanks from (1) to (9) - Give feedback - Have students listen to the tape twice and check their prediction. * Answer keys: T- whole (1) Bottom shelf of the bookshelf class (2) Fridge. 67
  • Presentation (3) Watching machine (4) Mirrors (5) A window Group work (6) Inside (7) Under a strong table (8) Doorway (9) Corner of a room * Tape transcripts: If you live in an earthquake zone, you should take some time to look around your house. Place heavy books on the bottom shelf of your bookshelves. Block the roller on your fridge and washing machine to present them from moving. Put hanging potted plants in plastic container. Check the mirrors in your bathroom and bedroom. Make sure they can’t move. Don’t put your bed next to window. Planning where you are going to be during an earthquake is very important. The first thing to remember is to stay inside. Then you should sit under a strong table or doorway, or stand in the corner of a room. Pair work Practice I. Quiz - Divide the class into two teams - Call out the questions and the students have to answer as quickly as possible. The team having the right answers gets good marks. The team which has more marks wins Open pairs the game. * Questions: 1. Which country won the 1998 Tiger Cup? (Singapore) 2. Which animal has 1 or 2 horns on its snout? ((Rhinoceros) 3. Which explorer discovered America? 68
  • (Christopher Columbus) 4. Which planet is closest to the earth? (Venus) 5. Which animal was chosen to be the logo of Sea games 2003? (Buffalo)Home work 6. Which ASEAN country is divided into two regions by the sea? Pair work (Malaysia) 7. Which food can you chew but can’t swallow? Individual (chewing gum) work 8. Which thing can you swallow but can’t chew? (water) II. Revision of who-which or that - Who is used for people - Which is used for thing - That is used for both who or which - Have students work in pairs to do the exercise in Language Focus 1 on page 81 - Ask them to answer the questions, using the Relative pronouns which or who - Give feedback -Correct their pronunciation * Answer keys: a) The city which was struck by a huge earthquake in 1995 is Kobe. b) The country which won the 1998 Tiger Cup is Singapore c) The animal which had one or two horns on its snout is rhinoceros d) The explorer who discovered American is Christopher Columbus. 69
  • e) The planet which is closest to Earth is Venusf) The animal which was chosen to be the logo of Sea games 2003 is buffalo.g) The ASEAN country which is divided into two regions by the sea is Malaysia.h) The food which can you chew but you can’t swallow is the chewing gum and the thing can you swallow but you can’t chew is water.- Have students work in closed pairs to ask answer thequestions- Ask students to combine each pair of sentences intoone.They have to write in their notebooksa) Do you know the people? They live in the While Houseb) The pill made me sleep. I took it twice a dayc) The magazine is very interesting. You gave it to me yesterday.d) The building is the oldest in our city. It was built over 100 years ago. 70
  • UNIT 9: NATURAL DISASTERSLesson 3: Section: - Before you read (page 74) - Read (page 78-79)Period 56:Aim: • Reading a text about natural disasters for detailsObjective: • By the end the lesson, students will be able to more information about the natural disasters in the word.Teaching aids: • Text books, pictures. PROCEDUCE Stage Steps/ Activities Work arrangement Warm –up • Matching and chatting: T-whole class - Show four pictures on page 74 and ask students to match them with four words: snowstorm, earthquake, volcano, and typhoon. • Answer keys: a) Snowstorm – Picture 1 b) Earthquake – Picture 2 c) Volcano – Picture 3 d) Typhoon – Picture 4 - Give students some questions about the four natural disasters.Pre reading + How do you know it is a snowstorm/ an earthquake/ a volcano/ a typhoon? T-whole class + Have you ever experienced any of these natural disasters? What happened? How did you feed? 71
  • I. Pre-teach vocabulary - Tidal wave (n): soùng thaàn (translation) - abrupt (adj): baát ngôø, ñoät ngoät (synonym: quick, sudden) - shift (n): söï chuyeån dòch, thay ñoåi (definition: change of position) - warn (n): caûnh baùo, baùo tröôùc (translation) - funnel-shaped (adj): coù hình phieåu (visual) - suck up (v): huùt leân (translation) Pair work - tornado (n): côn loác xoaùy - Majority (n): ña soá, phaàn lôùn (example) * Checking vocabulary: Rub out and remember - Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat again. When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words. I. True- False Statements Predictions * Set the scene: There are 6 statements about the information of some to natural disastests. All of you have to read them and guess whether they are true or false. Individual While - Hang the poster of T/F statements on the board. workreading - Get students to work in pairs to guess which statements are true and which are false. 1. Most of earthquakes in the world occur in the Ring of Fire. 2. The earthquake in Kobe in 1995 caused severe damage. 3. A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s. 4. Typhoon, hurricane and tropical storm are different Pair work 72
  • words for the same natural disasters. 5. The eruption of Mount Pinatubo is the world’s largest ever volcano eruption 6. A Tornado looks like a funnel - Give feedback I. Reading and checking - Have students read the text on page 78 and check theirPost reading perfection Get students to correct false statements. Group work Gues Answe Correction s r 1. T 2. T 3. F A huge tidal wave traveled from Alaska to California 4. T 5. F The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years. 6. T IHome work I. Complete the sentences: Individual work - Have students work in pairs and complete the sentences in exercise 5b on page 79. * Answer keys: 1. The majority of earthquakes occur around the Pacific Rim. 2. During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed. 3. A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth. 4. In Australia, a tropical storm is known as a cyclone 73
  • 5. Christopher Columbus gave us the word “typhoon”.6. A Tornado is a type of storm that passes overlandbelow a thunderstorm and sucks up anything that is in itspath.* Asking and answering:- Divide the class into four groups.- Have students read the text again- Group 1 asks a question. Group 2, 3, 4 answer it.- Group 2 ask another question. Group 1, 3, 4 answers.- Go on until the four groups ask their questions.* Possible answers:1. Why do people call the Pacific Rim “Ring of Fire”- Because 90% of earthquakes occur around the PacificRim.2. What will happen when there is an abrupt shift in theunderwater movement of the earth?- Tidal waves will happen3. What does typhoon” mean?- It mean “big wind”4. Can we predict a volcano?- Yes. The scientists can warn us about the eruption- Have students write the exercise 5b into their notebooks,using their ideas. 74
  • UNIT 9: NATURAL DISASTERSLesson 5: Section: - Write (page 79-80) - Read (page 78-79)Period 60:Aim: • Writing a story about a typhoonObjective: • By the end the lesson, students will be able to write a storyTeaching aids: • Text books, pictures. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Jumble words: T-whole class - Write the words whole letters are in a random order on the board. - Divide the class into two teams. Students from two teas go to the board and write the correct words. - The teams which write more correct words first win the game. 1. otnophy – typhoon 2. damotro – tornado 3. lacono – volcanoPre writing 4. tearquake – earthquake 5. ormst – storm T-whole class I. Pre-teach vocabulary - behave (v): cö xöû, öùng xöû (translation) - shelter (n): choã truù nguï (definition: a place of safely) - all of sudden (IDM): baát ngôø, boãng döng (synonym: 75
  • suddenly) * Checking vocabulary: what and where Behave Shelter Perfect All of a Scared sudden T-whole class - Have students repeat the words chorally then rub out word by word but leave the circle. Remember to let students repeat before and after rubbing out each word. - Go on until students can remember the words. - Get students to write the words again in the correct circle. II. Telling the story - Show six pictures on the board - Set the scene: This is Lan’s family, they are at home - Ask home questions to elicit the story 1. Picture 1: - Who is this? It’s Lan - Where is she? She’s outside/in the garden. - What is she doing? She’s playing with her dog, Skippy. => Lan is out side playing with her dog. 2. Picture 2: - How is the dog? It looks strange. Perhaps is it scared?  All of a student, the dog behaves strangely 3. Picture 3: - What’s on TV? The weather forecastWhile Individualwriting - What does Lan’s mother say? She tells Lan that she has work just heard on TV that there is a typhoon coming. Individual work  Lan ran home and her mother tells her that there is a typhoon coming 4. Picture 4: 76
  • - What are they doing? They are gathering and talking about the coming typhoon  Mrs. Quyen gathers her family and asks them to find shelter in the house. 5. Picture 5: - What’s the weather like now? It is very dark. It has strong wind a heavy rain  Suddenly, it becomes dark. The storm comes with strong win and heavy rain 6. Picture 6: - What’s the weather like now? It’s fine.Post writing T-whole class - How are they now? They all are happy.  The storm finishes soon and everyone is glad - Ask some students to look at the pictures and retell theHomework story - Have students write a story individually. The cues in the box on page 79 will help students to write easily - Ask students to use past tense. - Go around and help students to write. * Sample: It was a beautiful day. The sun was shiny, the sky was blue and the weather was perfect. Lan was outside playing with her dog, Skippy. All of a student, the dog began behaving strangely. She kept running around circles. Lan ran home with her dog to tell her mother what Skippy was doing. Lan’s mother, Mrs. Quyen told Lan that she heard on TV that there was a typhoon coming. Mrs. Quyen gathered her family and told them to find shelter in the house. Suddenly, the sky became very dark. The storm came with strong wind and heavy rain. Mrs. Queen and her family were scared, but soon the storm finished and 77
  • everyone was glad. What a clever dog Skippy is. Shesaved LAN from being caught in the typhoon.- Get students to share with their partners and correctmistakes.* Correction:- Take some writing to correct on front of the class.- Ask students to rewrite their writings- Collect their papers and correct.- Get students to write another story. They can makechanges or add more details to the story. 78
  • UNIT 9: NATURAL DISASTERSLesson 6: Section: - Language Focus (page 81-82))Period 61:Aim: • Further Practice in defining Relative clauses and non – defining Relative clauses.Objective: • By the end the lesson, students will be able to distinguish between defining Relative clauses and non – defining Relative clausesTeaching aids: • Text books, cards. PROCEDUCE Stage Steps/ Activities Work arrangement Warm – * Pelmanism: up - Prepare twelve cards with number on one side and the words on the other. - Stick the cards on the board so that the students can only see the numbers, make sure the words are mixed up in pairs. - Divided the class into two teams. Each team chooses two numbers. - Turn over 2 cards at a time. If they match that team gets one mark. If not, turn the cards over again and ask the next team. - Continue until all the cards are turned over.Presentati T-whole Kangaroo Tokyo Lang Son Sacramento Pompeii Italia on class s Neil Japan Australia The USA Ky Cung California Armstron g I. Pre-teach vocabulary 79
  • - sweep – swept – swept : queùt, cuoán ñi, traøn qua (mime) - destroy (v): phaù huyû (define: pull down or break to pieces) - extensive (adj): lôùn, roäng lôùn (synonym : wide, large) - border (v): tieáp giaùp vôùi (visual) * Checking vocabulary: Rub out and rubber - Rub out the words one at a time. Each time you rub out the word in English, point to the Vietnamese, ask students to repeat in English. When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words. II. Defining and non defining Relative clauses: - Give students two pairs of sentences and ask them to use Relative pronoun who or which to combine them. 1. The Novel has been lost. You gave me the novel on my birthday.  The Novel which you gave me on my birthday has been lost.Practice 2. Vietnam, exports rice. Vietnam is in the Southeast Asia.  Vietnam, which is in the Southeast Asia, exports rice. - Help students distinguish between defining and non- Pair work defining Relative clauses. - Defining Relative clauses identify nouns; these clauses tell us which person or thing the speaker means. - Non-defining Relative clauses give more information about a person or thing already identified. When we write these clauses, we put commas at the beginning of the clause (and often at the end of the clause) * We can not use “that” in a non – defining Relative clause. * In a non – defining Relative clause we cannot leave out who or which. 80
  • Recognizing – defining Relative clause. - Have students to do the exercise in Language Focus 3 on Individual work page 82 - Ask students to underline the Relative clause in each sentence, and then add commas to separate the non defining Relative clause from the rest of the sentences. Pair work - Get students to work in pair, and then ask some students to write the sentences on the board. * Answer keys: a. Kangaroos, which come from Australia, have long tails. b. Ba, who lives Trang Tien Street, likes playing the guitar. c. The novel that you gave me on birthday, has been lost D. Neil Armstrong, who first walked on the room, lives in the USA. e. The chair that I bought yesterday, is broken (defining Relative clause) F. Mrs. Lien, who sings very well, is my English teacher. III. MatchingProduction - Have students do the exercise in Language Focus 2 on page 81-82 - Ask students to match each of the sentences in column A with related sentences in column B, and then use a suitable relative pronoun to join them. - Get students work individual, then share with their partners. * Answer keys: 1-e: Andrew is flying to Sacramento, which is the capital city of CaliforniaHomewor 2-g: It snowed in Lang Son, which is on the Ky Cung River, k in Winter of 2002. 3-f: Pompeii, which is an ancient city of Italy, was completely destroyed in AD 79 by an eruption of Mount Vesuvius. 81
  • 4-a: Hurricane Andrew, which swept through southernFlorida in August 1992, killed 41 people and made morethan 200.000 homeless.5-c: The cyclone of November 1970 in Bangladesh, which isbordered by the Bay of Bengal on the south, was one of the thworst natural disasters of the 20 century.6-d: The most disasters earthquake in Japanese history,which occurred in 1923, damaged Tokyo and yokohama andkilled about 150.000 people.7-b: The October 1989 Loma Pieta earthquake, whichmeasured 7.1 on the Richter scale, caused extensivedamage to older buildings in San Francisco Bay area.* Writing:- Have students rewrite the sentences in Language focus 3exercise on page 82- Ask students to replace each underlined clause with theirown clause.- Let students use facts or their imaginationEx:a. Vietnam, which is a small country, exports rice.b. Kangaroos, which are called “Chuot tui” in Vietnamese,have long tails.c. Ba, who is my best friend, likes playing the guitar.d. (defining)e. Neil Armstrong, who is a famous astronaut, lived in theUSA.f. (defining)g. Miss. Lien, who teachers us English, is a beautiful woman- Have students write some more (about 5) sentences withnon-defining relative clauses. 82
  • UNIT 10: LIFE ON OTHER PLANETSI. AimHelping students:- To talk about possibility- To seeks information.- To write an expositionII. Language focus1. Modal verbs: may, might2. Conditional sentences: type 1 and type 2.III. VocabularyVerbs Adjectives Nouns(to) capture Alien Creature Planet(to) claim Conclusive Evidence Public(to) disappear Crazy Gemstone Pull(to) exist Mysterious Hole Sample(to) grade Precious Imagination Shape(to) prove Round Infant Space craft(to) sight Subject (to) Meteor Spot trace(to) terrify Unidentified Micro organism Mineral3 (1) Before you read Reading a text about UFOS for details to (2) Listen and read complete the notesLesson 2 (3) Speak Practicing speaking about MarsLesson 3 (5) Read Reading a text about a space tripLesson 4 (6) Write Writing an exposition about the existence of UFOS.Lesson 5 (4) Listen Listening to the description of the moon Language Focus 1 for details and further practice in modal verbs may, might.Lesson 6 Language Focus 2-3-4 Further practice in conidial sentences 83
  • type 1 and type 2 84
  • UNIT 10: LIFE ON OTHER PLANETSLesson 1: Section - Before you read (page 83)Period 63: - Listen and read (page 83-84)Aim Reading a text about UFOs for details to complete the notes.Objective By the end of the lesson, students will be able to know more about UFOs.Teaching aids Text books, pictures. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Guessing words: T-whole class - Have students guess three words. - Give students the number of the letters of each word and give the definitions so that students can guess the words. 1) ---------------------------------------------------------------- * This word has 12 letters. It is the opposite of identified. 2) -------------------------------------------------------------- * This word has 6 letters. It means moving through the air as a birth does. 3) --------------------------------------------------------------- * This word has 7 letters. It is in form. It means a thing that can be seen or touched. * Answer keys: T-wholePre-reading class 1. Unidentified 2. Flying  UFOs (Vaät theå bay khoâng xaùc ñònh) 3. Objects * Chatting: - Show the picture on page 83 to the students and ask them some questions about UFOs * What can you see in the pictures? * What do we call them in Vietnamese? 85
  • * Do you know another word for UFOs? T-whole class (flying saucer) * Do you thing they really exist? * Have you ever seen any films on UFOs? * Do you want to see a UFO? What do you want to know about UFOs? * If you saw an UFOs, what would you do? I. Pre- teach vocabulary - spacecraft (n): taøu vuõ truï (picture) - meteor (n): sao baêng (visual, picture) - evidence (v): baèng chöùng (definiton: anything that makes clear, shows or proves) - alien (n): ngöôøi ôû haønh tinh khaùc (definition: person on other planets) - capture (v): baét (synonym: catch (by force) arrest) - device (n): duïng cuï, thieát bò (translation) - claim (v): ñoøi quyeàn, nhaän laø (translation) * Checking vocabulary: what and where Pair work While Spacecraft Spacecraftreading Captur Alien e Meteor Group work Claim Device - Have students repeat the words chorally then rub out word by word but leave the circles. Remember to let students repeat before and after rubbing out each word. - Go on until students can remember the words - Get students to write the words again in the correct Individual work 86
  • circles. Pair work II. Guessing the meaning of the words: - Get students to read the text and find the words in the text that have the meanings given in * 2 a on page 84: - Ask students to work in pair. - Give feedback * Answer keys: 1. proof, support = evidence 2. falling star or shooting star = meteor 3. unknown/strange people or thing = aliments 4. bringing together or gathering = collecting 5. caught as a prisoner = capturedPost reading 6. because impossible to see = disappeared III. Complete the notes Whole class - Have students to do exercise 2b on page 84 - Get students to read the text again and complete the notes. They have to work individually then compare with their partners. - Call on some students to read aloud their sentences. * Answer keys: UFO Sightings:Home work a) An aircraft, a weather balloon or a meteor can be mistaken for a alien spacecraft b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours. c) There were over 1.500 UFO sightings worldwide in 1952 d) In 1954, a woman and her children saw a UFO above their house. e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964. 87
  • f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft. g) A pilot and his plane disappeared after sighting an UFO in 1978. h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden.* Discussion:- Have the whole class discuss the topic “UFOs”- Choose good students to be the leader.- Get the leader to make a summary of the evidence of theexistence of UFOs and then discuss with his/ her friends.- Give the leader some questions for him / her to ask his/her friends.* Do you believe in Kenneth Arnold, or the woman whosaw a UFO above her house?* Have you ever seen a picture of an alien? Can youimagine what the aliens are like? Are they small or big?Are they intelligent? (If yes) Why do you think so?- Have students write the notes on page 84 in theirnotebook. 88
  • UNIT 10: LIFE ON OTHER PLANETSLesson 2: Section - Speaker (page 85)Period 64:Aim Practice speaking about Mars.Objective By the end of the lesson, students will be able to talk to one another aboutwhat they think there might be on Mars, on the moon and on other planets.Teaching aids Text books, pictures, posters. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up T-whole class * Word square S E A R T H  Earth M U M E R C  Sun U R N S A U  Mars (Hoaû) S S R U B R A A R V C Y  Moon M O O N T S  Mercury (Thuûy) - Ask students some questions about the solar system. * Which planet is the nearest to the sun? (M) * Which is the biggest? * Which is the hottest? I. Pre-teach vocabulary - microorganism (n): vi sinh vaät (translation) - gemstone (n): ñaù quyù (relia) - sparkling (adj): laáp laùnh (realia) - creature (n): sinh vaät (translation) - trace (n): daáu veát (visual) 89
  • - mineral (n): khoaùng saûn (example)* Checking vocabulary: Rub out and remember- Rub out the new word one at a time. Each time you rubout the word in English, point to the Vietnamesetranslation and ask students to repeat in English. When allthe English words are rubbed out go through theVietnamese list and get the whole class to call out theEnglish words.II. Revision of model verbs: may – might* Form: May/might + infinitive* Use: We use may, might to talk about present or futurepossibility.- Might is normally a little less sure than may.II. Matching- Set the scene: A space tourist traveled to Mars, hesaw many things there and noted them down. These aredrawing of things. Try to guess and match the drawingswith their names.- Number from 1 to 7 from left and right.* Answer keys: 1) Minerals] 2) Water 3) Mountains 4) Plants 5) Little creatures 6) Gas 7) GemstoneII. Drill- Use the drawing to drill* Exchange: what’s this?This may be water on Mars. 1. What are they? 90
  • They may be minerals on Mars 2. What are they? They might be plants on Mars Whole class 3. What’s this?Production This may be gas on Mars 4. What are they? They may be gemstones on Mars. 5. What are they? Individual The may be little creatures. work III. Practice the dialogue - Have students practice the dialogue between Nam andHomework Hung on page 85. - Call on some pairs of students to practice the dialogue. - Correct their pronunciation. - Have all students work in pairs to practice the dialogue. * Dialogue Nam: What do these drawing say, Hung? Hung: There might be water on Mars. Nam: And what about those back sparkling spots on the right corner? Hung: Well, they might be traces of gemstones. There may be a lot of precious stones on Mars. IV. Matching dialogue - Have students make up similar dialogue about the drawings, using the cues in 3a. * Sample: You: What do these drawing say? Your friend: These may be mountains on Mars. You: And what about the red signs on the left corner? Your friend: Well, they might be gas on Mass 91
  • - Call on some pairs of students to practice their dialoguebefore the class.- Give feedback* Discussion:- Give students the topic “What may there be on Mercury/on the moon/ on Mars?”- Ask students to write the dialogue in their notebooks. 92
  • UNIT 10: LIFE ON OTHER PLANETSLesson 3: Section - Read (page 86-87)Period 63:Aim Reading a text about a space trip.Objective By the end of the lesson, students will be able to understand the text about aspace trip.Teaching aids Text books, pictures. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Chatting: - Prepare some lectures of a spaceship or of the first travel of man to the moon - Show students that picture and ask them some questions to involve students in the topic of the lesson. * Do you want to travel? * Have you ever traveled in our country or broad? * Have you ever dreamed of a trip to space?Pre reading * Do you want to be an astronaut? T-whole class * Do you think traveling into space takes a lot of money? I. Pre-teach vocabulary - push – up (v): hít ñaát (mime) - orbit (n/v:) quó ñaïo/di chuyeån theo quó ñaïo (visual/picture/translation) - totally (adv): hoaøn toaøn (synonym: completely) - marvelous (adj): tuyeät dieäu, kyø dieäu (synonym: wonderful) - physical condition (n): tình traïng theå chaát, theå löïc (translation) 93
  • * Checking vocabulary: Slap the board - Write the new words all over board, each word in one circle. Push-up Orbit Space trip Physical Marvelous Totally - Call on two teams of 5 students to the front of the lass. - Call out the Vietnamese and two students run forward to While slap the English equivalent on the board. The studentsreading slapping the correct word first get one mark. - Go on until all the word is slapped. II. Ordering statements - Show the poster of five statements on the board. - Have students work in pair to put the statements in order to show what they need and get in Joining a trip space. 1. Get a letter from a doctor to show you are in perfect health. 2. See pictures of the earth, its interesting places, and the Pair work stars from very far. 3. Feel tree and enjoy wonderful feeling. 4. Get ready and be in an excellent physical condition. 5. Get on the trip - Give feedback. - Have students read the text and check their guess. Group word * Answer keys: a. 4 b. 1 c. 5 d. 2 94
  • e. 3 I. Comprehension question: - Have students read the text again and work in pairs toPost reading answer the questions on page 87. - Call on some students to answer the questions loudly. Individual - Correct their answer. work - Get students to practice asking answering the questions. * Answer keys: 1) What will you have to do if you decide to take a space trip?Homework - If you decide to take a space trip, you’ll have to run a lot, swim every day, and do aerobics and push – ups to have an excellent physical condition. 2) What must you do if you want to show you are in perfect health? - If you want to show you are in perfect health, you must get a letter from the doctor. 3) What scenes on the earth can you see from the outer space? - You can see pictures of the earth: your country, interesting places, the oceans, and the big rive the tall mountains. 4) How many times a day can you see those scenes? - We can see those scenes 16 times a day. 5) What things can you do while you are in orbit that you cannot do when you are on the earth? - We can walk on the wall or on the ceiling. * Discussion: - Give students the topic of the discussion. “If you were able to take a space trip, what would you do to prepare for the trip? What would you like to bring 95
  • along?- Divide the class into 4 groups. The students discuss ongroups.- Ask each group to choose one leader who will presenthis/her group’s opinions.- Help students to show their ideas.- Get students to write a short paragraph to answer thequestions in the discussion. 96
  • UNIT 10: LIFE ON OTHER PLANETSLesson 4: Section - Write (page 88-89)Period 66:Aim Writing an exposition about rhea existence of UFOs.Objective By the end of the lesson, students will be able to write an exposition aboutthe existence of UFOs.Teaching aids Text books. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Jumbled words: T-whole class - Write the words whose letters are in random other on the board. - Divide the class into two teams. Students from two teams go to board and write the correct words (rearrange the letters in correct order). The team which writes more correct words first wins the game. 1. ucinionttrod = introduction 2. oybd = body 3. nculcoonsi = conclusion 4. taimnenterent = entertainmentPre-writing 5. caret = trace T-whole class 6. peapaceran = appearance I. Pre-teach vocabulary - imagination (n): söï töôûng töôïng (translation) - trick (n): meïo, kyû xaûo (definition: a cunning action) - man – like creature (n): sinh vaät gioáng ngöôøi (translation) - mysterious (adj): bí hieåm (definition: difficult or impossible to explain) 97
  • - Flying saucer (n): ñóa bay (synonym: UFO) Pair work * Checking vocabulary: What and Where - Write the new words on the board, one word in each circle. Imagination Mysterious Exist Trick Flying saucer Man – like creature - Ask students to repeat the words chorally the rub out Individual work word by word but leave the circles. - Go on until all the circle is empty. Pair work - Get students to go to the board and write the words again in the correct circles. II. Matching: - Get students to do exercise 6a on page 88 - Have students read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A. * Answer keys: 1. Introduction: I don’t believe there exist UFOs even though Pair work Many new sappers talk a lot about them. 2. Body: Firstly, flying saucers might be aircrafts, balloons IndividualWhile clouds or tricks of light. Secondly, there are not enough workwriting photos showing clearly the shapes of the UFOs. Pair work Moreover, if there are UFOs, there will certainly be traces of their landing on the ground. 3. Conclusion: There fore, UFOs are just the imagination of some writes and they do exist only in films for entertainment. III. Reading the dialogue - Have students read the dialogue between An and Ba 98
  • about the existence of UFOs. T-whole classPost writing - Give students some questions to make sure they understand the dialogue. * Comprehension questions: Individual work 1. Does An believe there are UFOs? (No, he doesn’t) 2. Does Ba believe in UFOs? (Yes, he does) 3. What does An think about UFOs? ( He think that is might be people’s imagination) 4. Why does Ba think UFOs exist?Home work (Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?) 5. What evidence makes Ba believe in UFOs? (There are plenty of photos of them and the mysterious circles on the fields) - Call on some students to answer the questions. - Correct their answers - Ask students to practice asking and answering in pairs. * Writing: - Get students to use Ba’s opinion to write an exposition about the existence of UFOs. - Let students write the exposition individually then share with their partners and correct mistakes by themselves. * Suggested writing: “I believe UFOs exist because article and reports in newspapers talked a lot about their appearance. First, many people from different countries reports that once saw flying saucers. Second, there are many photos of flying saucers and some of the photographers said they saw man – like 99
  • creatures get out of the saucers.Moreover, people are discussing the mysterious circles onthe fields in the countryside of Great Britain.So I think UFOs are not human’s imagination. They arereal; and we should be ready to welcome their visits”* Correction:- Collect some writing to correct the mistake before theclass.- Call on some students to read aloud their writings.- Get students to write an exposition, using An’s opinion. 100
  • UNIT 10: LIFE ON OTHER PLANETSLesson 5: Section - Listen (page 3) - Language Focus 1 - 2Period 67:Aim Listening for details to complete a table and further practice in modal verbs –may, might.Objective By the end of the lesson, students will be able to know more about the moonby listening and relative pronouns who – which – that.Teaching aids Text books, pictures. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Shark’s attack: T-whole class - Prepare a shark (or a crocodile) and a school girl/boy on cards. - Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps). - Draw 4 gaps for the word: MOON. - Get students into teams (or ask them as a whole class). They have to try to guess the letter. If their guess is right, they will get one mark (The girl/boy stands till)Pre listening - The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy. - The game can go on with the words: T-whole class * Temperature * Lake * Mountain ……………………… I. Pre-teach vocabulary - expert (n): chuyeân gia (definition: a person who has special knowledge, skill or proactive) 101
  • - crater (n): hoá (bom), mieäng nuùi löûa (visual/picture) Pair work - one – sixth = moät phaàn saùu - two – fifths = hai phaàn naêm * Checking vocabulary: Matching II. Prediction - Set the scene: “You will listen to the description of the moon. But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”. - Have students work in pair to tick the statements that they think they are correct. - Give feedback a. There is no air on the moon. While b. There are rivers and lakes on the moon.listening c. There is no sound on the moon. d. It is very cold at night on the moon. e. During the day the temperature is even lower. f. There are no round holes on the moon g. There are no mountains on the moon h. You will weigh 8 kilo heavier on the moon. i. You will be able to jump very high on the moon j. One day on the moon lasts for two weeks. I. Listening and checking: - Have students listen to tape twice and check their perdition. Pair work * Answer keys: a, c, d, f, i, j * Tape transcript: “Good evening. Welcome to our Science For Fun Program. This week, we’ve received a lot of questions asking about life on the moon. We’ve talked to some experts and this is what we’ve found out. There is no water or air on the moon. It is all silent because there is no 102
  • air. Of course, there will be no music, no sounds. There are no rivers and no lakes. At night, it is very cold. The 0 temperature rises to 100 C above zero. There are great round holes on the moon. They look likePresentation big lakes. They are called craters. There are more than 30.000 craters on the moon. There are also high mountains. The highest mountains on the moon are about 26.000 feet or 8.000 meters high. And here is something very interesting to know: on the Practice moon you weigh one sixth of what you weigh on earth. If Pair work you weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion. You can take very long steps as well. And… May be you won’t sleep very well because one day the moon lasts for 2 weeks. So, is there life on the moon? I’ll leave the questions for you answer yourself”. II. Comprehension questionsProduction - Give students some questions and ask them to work in T-whole class pair to answer them. - Give feedback * Questions: 1. Why are there no sounds on the moon? 2. How many craters are there on the moon? 3. How much will you weigh on the moon if you weigh 50 kilos on the earth? 4. Will you sleep very well on the moon? Why? Why not? - Let students listen to the tape once again (or twice) and they check their answers. - Call on some students to read aloud their answers. Corrects their answer and let them listen to a tape again if they can’t answer the question. 103
  • * Answer key:1. Because there is no air on the moon2. There are about 30.000 craters on the moon3. If I weigh 50 kilos, I’ll weigh only a little more than 8kilos.4. No, we won’t. Because one day lasts for two weeks onthe moon.- Ask students to practice asking and answering in pairs.* Revision of modal verbs: may and might* Form : May/Might + infinitive (without to)*Use:* May/Might is used to talk about present or futurepossibility.* Might is normal a little less sure than May.* Drill:- Have students look at the pictures on page 89-90 to doexercise in Language Focus 1.- Get students to work in pairs. They have to practiceasking and answering.a. Ex: S1: What may it be? S2: It may be a look or it might be a game.b. What may it be?It may be a box of crayons or it might b a box of plaint.c. What may it be?It may be a football or it might bad a basketball.d. What may it be?It may be a boat or it might be a traine. What may it be?It may be a flying saucer or it might be a meteor.f. What may it be?It may be an evening star or it might be a spacecraft.* Guessing game: 104
  • - Prepare some things sex: a key, a doll, a book, a pair ofglasses, a comb…- Put a thing in a box and ask students to guess what it isby asking the questions: May it be a book the studentswho has the correct guess will get good marks or get apresent.- The game goes on until the time is over. 105
  • UNIT 10: LIFE ON OTHER PLANETSLesson 1: Section - Language Focus 2 – 3, 4 (page 90-91-92)Period 68:Aim Further practice in conditional sentences type 1 and type 2.Objective By the end of the lesson, students will be able to use conditional sentences.Teaching aids Text books. PROCEDUCE Stage Steps/ Activities Work arrangement Warm-up * Jumble words: T-whole class - Write the words with the random letters on the board. - Divide the class into two teams. Students from two teams go to the board and write the correct words. - The teams which write more correct words win the game. 1. isrh = rich 2. lockc = clock 3. tivis = visitPresentation 4. alrma = alarm T- whole class 5. aienl = alien 6. psces = space I. Revision of conditional sentences type 1 * Form: If clause: simple present tense main clause: simple future (will + verb (infinitive)) * Use: We use this structure when there is a possibility that Pair work the situation in the if – clause will happen in the future or is true in the present. * Practice: - Have students work in pair to do the exercise in Language Focus 2 on page 90. - Ask students the fives sentences, using conditional sentences type 1. 106
  • - Call on some students to read their sentences before the class. - Give feedback and correct. T-whole class * Answer keys: a. If Ba forgets his lunch, he’ll be hungry at lunch time. Practice b. Lan will miss the bus if she does not hurry. c. If Ha is not careful, he’ll drop the cup. d. Mrs. Nga will join us if she finishing her works early. Pair work e. If Mrs. Binh writes a shopping list, she won’t forget what to buy. II. Conditional sentences type 2 - Set the scene: Ba is not rich so he can’t travel around the word. - Ask students to complete the sentences: * If Ba ………………………rich, he ……………………………………around ………………… * Answer keys:Production  If Ba were rich, he would travel around the world. * Form : Main Clause: would/ could/ might + verb If Clause: past simple tense/ past subjunctive * Use: We use this structure to talk about unreal or unlikely Group work present of future situations. We often use “If I were you” to give advice - Ask students to do Language Focus 3 exercise on page 90. They have to work with a partner and make Individual commotional sentences type 2. work - Give an example first (3a) - Let students work in pairs. - Give feedback and correct. * Answer keys: Pair work a. If Mr. Loc had a car, he would drive to work. b. If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park. Individual 107
  • c. If Nam had an alarm clock, he would arrive at school on work time. d. If Hoa lived in Hue, she would see her parents every day. e. If Nga owned a piano, she would play it very well. f. If Tuan studied harder, he would get better grades. g. If Na had enough money, she would buy a newHomework Computer. (Na would buy a new Computer if she had enough money) I. Matching game - Divide the class into two teams, team a and team B - Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper. - Get each student from team B to write one main clause. - Take 2 pieces of paper from 2 team to have complete conditional sentences. - Call on some students to pick up 2 pieces of paper from 2 teas and call out the sentences. - This game help students to practice writing conditional sentences and make them feel relax. II. Writing - Give the topic and ask students to discuss in groups before writing. “What would you do if you met an alien from outer space?” - Give an example first. If I meet an alien from outer space, I would invite him/her to my home and talk to him/her - Have each student write 3 things he/she would like to do. - Get students to share with their partners. - Call on some students to call out their sentences before class. 108
  • - Give feedback and correct.- Get students to write some more sentences they getfrom their friends in class. 109