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Giáo án tiếng anh 10 HK II soạn mới final (2 cột) Teacher: Duong Phuong Linh WORD VERSION | 2020 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

Teacher: Duong Phuong Linh

Distributive period 55:

UNIT 6: GENDER EQUALITY Lesson 1: Getting started – Equal opportunities in education

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I. Objectives. 1. Knowledge. By the end of this unit, Ss can: - Use lexical items related to the topic Gender Equality. - Listening to a conversation with new words, agreement and disagreement among three characters. - Understand and use the passive voice with modals. 2. Skills. - To help learners get started with 4 skills in Unit 1 - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work. - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters. - Writing: Write about advantages and disadvantages of women’s going to work. 3. Educational aims. - To provide Ss some motivation. - Students are more aware of the drawbacks of gender discrimination. II. Methods. Integrated, mainly communicative. III. Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Old lesson checking (Omitting ) 2. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP (5 minutes) WARM UP - Ask students what they think about - Visualize what they think of when when they see or hear the words they hear or see such words as: gender, “gender”, “equality” and “gender equality or gender equality. - Possible answers: equality”. Elicit students’ answers. + I think of men and women. - Elicit sts’ answers. + I think of the word same. - Listen to the sts and give feedback. + I think that men and women should - Lead sts into new lesson. be treated in the same way and given the same opportunities. PRE – TEACHING (10 minutes) PRE - TEACHING Activity 1 Activity 1 - Ask students to look at the picture and - Look at the picture and answer the answer the questions about it. questions about it: Suggested questions: Give the answers. + Who do you see in the picture? + Where do you think they are? + What are they doing? - Play the recording.

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Listen to the recording and read silently after the recording.

WHILE TEACHING Activity 2 (10 minutes) - Ask students to work individually first and then in pairs to decide if the statements are true (T), false (F) or not given. - Encourage students to provide reasons for their answers. - Ask them to refer back to the conversation to get the necessary information. - Check students’ answers and give explanations. - Suggested answer: 1. F 2. F 3. T 4. NG 5. T POST TEACHING (10 minutes) - Ask students to read the conversation again and think of the answers to the questions. - Have them work with a partner and switch roles to ask and answer. - Check the answers and provide the correct ones if necessary. - Suggested answers: 1. Only 82 girls enrolled per 100 boys in secondary school. 2. Because they might be forced to work at home and in the fields. 3. There are slightly more boys than girls in both primary and secondary schools. 4. Women do. 5. Gender discrimination should be eliminated so that everyone has equal opportunities in education.

WHILE TEACHING Activity 2 - Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given. - Provide reasons for their answers. - Give the answers.

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- Ask students to listen and read. Explain new words if necessary.

Check and correct.

- Give the answers. - Check and correct.

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POST TEACHING - Read the conversation again and answer to the questions. - Work in pairs to do the task.

3. Consolidation (10 minutes) - Practice the conversation 4. Homework (5 minutes) - Do the task again - Read Unit 6 - Language at home

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Teacher: Duong Phuong Linh

Distributive period 56:

UNIT 6: GENDER EQUALITY Lesson 2: LANGUAGE

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can: - Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context - Master modal verbs use - Understand more about passive voice 2. Skills. - To help learners get started with 4 skills in Unit 1 - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work. - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters. - Writing: Write about advantages and disadvantages of women’s going to work. 3. Educational aims. - To provide Ss some motivation. - Students are more aware of the drawbacks of gender discrimination. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking Checking new words in Getting started section. 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY VOCABULARY Activity 1 (5 minutes) Activity 1 - Ask students to work individually, - Work individually, read the words read the words and phrases in the and phrases in the box, then discuss box, then discuss and find the and find the meaning for each of meaning for each of them (a-f). them (a-f). - If students need support, ask them to use the context of the conversation to - Give the answers. help them choose the correct meaning - Check and correct. for each word. - Check answers as a class. - Suggested answers: 1. D 2. F 3. E 4. A 5. C 6. B Activity 2 (5 minutes) Ask students to work individually first, and then check with a partner.

Activity 2 Work individually first, and then check with a partner. Trang 3

Teacher: Duong Phuong Linh

- Make sure that student have the right answers by going over all the answers in class. - Allow students to look up the words in the glossary, if necessary. - Suggested answers: 1. Enroll 2. Force 3. Eliminate 4. Discrimination 5. Equal 6. Gender

- work individually

PRONUNCIATION Activity 1 (5 minutes) - Play the recording and let students listen and follow. - Play it again with pauses for students to repeat each word chorally. - Give the meaning of the words if necessary. Help students distinguish two-syllable words with stress on the first or second syllable. - Ask students to work in pairs and take turns reading the words. Activity 2 (5 minutes) - Play the recording again. - Ask students to put a mark ‘ before the stressed syllable in each word. Activity 3 (5 minutes) - Have students work individually to put the words in the right box according to their stress patterns. - Check as a class. GRAMMAR (15 minutes) Activity 1 - Explain to students that modal verbs are special verbs that behave differently from other verbs. + They are used to express ability, advice, duty, permission, possibility, prohibition or request. - Let students read the sentences individually and ask them to pay attention to all modal verbs used in the sentences. - Have them choose the answers and discuss the meaning of each modal with a partner. - Go over all the answers in class. - Expected answers:

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- Give the answers. - Check and correct.

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- Give the stress mark in each words

GRAMMAR Activity 1 - Listen to the T

- Read the sentences individually and ask them to pay attention to all modal verbs used in the sentences. - Give the answers. - Check and correct.

Activity 2 - Read the sentences. Trang 5

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1. Shouldn’t – advice 2. Must - duty - Underline the passive voice with 3. May - permission 4. Might modals. possibility - Check the answers in pairs. 5. Will – request 6. Mustn’t - Give the answers. prohibition - Check and correct. 7. Can - ability Activity 2 - Ask students to read the sentences. Activity 3 - Have them underline the passive voice - Work in pairs to do the task. with modals. - Let them work with a partner before checking answers as a class. - Expected answers: 1. May be kept 2. Might be forced 3. Shouldn’t be allowed 4. Should be eliminated Activity 3 - Have students work in pairs first, and then write down the correct answers. - Give the answers. - Observe and offer help if necessary. - Expect answers: 1. Lan might be chosen to represent us - Check and correct. in the School Youth Union. 2. Will Korean be taught in our school next year? 3. The instructions must be followed strictly by the students. 4. Sugary food shouldn’t be eaten by very young children. 5. Men and women should be given equal rights to education and employment. Hopefully, a planet similar to Earth will be discovered by scientist. 4. Consolidation - Practice: + Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context + Modal verbs in passive voice 5. Homework - Do the task again - Read Unit 6 – Reading

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Teacher: Duong Phuong Linh

Distributive period 57:

UNIT 6: GENDER EQUALITY Lesson 3 – READING: Gender equality in employment

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can: - Read for general ideas and specific information about gender equality in employment 2. Skills. - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work. - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters. - Writing: Write about advantages and disadvantages of women’s going to work. 3. Educational aims. - Students are more aware of the drawbacks of gender discrimination. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Show some pictures of some famous - Look at the pictures. women in some aspects like politic, - Name the women. economic…: Hillary Clinton, - Listen to the T Teresa May, Nguyen Thi Kim Tien… - Have sts name these women. - Lead sts into new lesson. PRE – READING PRE – READING Activity 1 Activity 1 - Have students look at the symbols - Look at the symbols and give the and answer the questions. answers. - Possible answers: “They are the symbols of genders, gender equality and gender discrimination.” Activity 2 Activity 2 - Firstly, work individually to do the - Have students match each of the task, then work in pairs to compare words with its meaning. the answers. - Encourage them to work individually first, and then check with a partner. Let students use a dictionary, if necessary. - Give the answers. - Go over all the answers to make sure Check and correct. they have the correct answers. - Expected answers: 1. C 2. E 3. D 4. B 4. A

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WHILE READING Activity 3: Quickly read the text and choose the best title for it - Firstly, work individually to do the task, then work in pairs to compare the answers.

- Give the answers. - Check and correct.

- Expected answers: The best title of the text is "A woman who did a man's job Activity 4: Read the statements, decide whether it is T, F or NG - Wor in pairs to do the task. - Give the answers. - Check and correct.

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WHILE READING Activity 3: Quickly read the text and choose the best title for it - Let Ss read the three heading a, b, c first and make sure they understand all of them - Ask Ss to read through the text once without stopping at the words that they don't know the meaning - Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text - Help them eliminate the choice that is only one aspect of the text. - Elicit the answers from the sts. - Check and correct. Activity 4: Read the statements, decide whether it is T, F or NG - Ask Ss to work in pairs and do the task. - Elicit the answers from the sts. - Check and correct. - Expected answers: 1. F 2. NG 3. F 4. T 5. T 6. F Activity 5: Answer the questions - Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words -Let Ss read the text again and locate the parts of the text where they can get the answers. - Elicit the answers from the sts. - Check and correct.

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POST READING Discus with a partner: should a woman do a man's job? - Put Ss in groups of four and let them discuss the questions freely. - Useful languages: + I think/ In my opinion…. + Woman’d be strongly encouraged to…. + I do not think woman can…. + They have the same qualifications as men 4. Consolidation - Vocabulary related to gender equality 5. Homework - Do the task again - Read Unit 6 - Speaking at home

Activity 5: Answer the questions - Work in groyps of 3 to do the task. - Give the answers. - Check and correct. - Expected answers: 1. She wanted to become a firefighter 2. She sued New York City and the DNY for gender discrimination and won - They were unwelcomed at meals, faced loneliness and even violence POST READING Discus with a partner: should a woman do a man's job? - Work in groups of 4 to discuss the question.

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Teacher: Duong Phuong Linh

Distributive period 58:

UNIT 6: GENDER EQUALITY Lesson 4- SPEAKING: Equal job opportunities

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can: - Know how to express agreement and disagreement - Discuss in pair and in groups about whether married women should pursue a career. - Report the discussing result in front of the class. 2. Skills. - To help learners get started with 4 skills in Unit 1 - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work. - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters. - Writing: Write about advantages and disadvantages of women’s going to work. 3. Educational aims. - To provide Ss some motivation. - Students are more aware of the drawbacks of gender discrimination. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking - Checking new words in Getting started section. 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Give some pictures of some women. - Look at the pictures and answers - Ask sts to tell who these women are to the T’s questions. and what their jobs are. - Introduce the topic by asking questions such as Whose parents both work? Which of them is more qualified? Which of them earns more money? Which of them does more housework? And Do you think they should have equal opportunities for jobs? - Lead sts into new lesson. PRE – SPEAKING PRE – SPEAKING Activity 1 Activity 1 - Write Equal job opportunities on the board. - Read the phrase on the board. - Give students time to read - Study the useful expressions. through the useful expressions. - Discuss in pairs. - Let them work in pairs. - Check students’ answers as a class.

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WHILE SPEAKING Activity 2 - Have a student read the example, and then ask all students to share their opinions in pairs. - Walk around and offer help if necessary.

WHILE SPEAKING Activity 2 - Some sts share their ideas in class. - Others give comments.

POST SPEAKING

Activity 3 - 1 st reads aloud the opinion “Married women should not pursue a career”. - Give the requirement. - Work in groups of 3-4.

- Some students from different groups report the results of their group work back to the class.

Activity 3 - Ask one student to read aloud the opinion “Married women should not pursue a career” and explain the activity to the class. - Divide students into groups of three/ four students. - Ask one group to model the activity using the example conversation. - Get all students to discuss and note down their group’s discussion. - After 3-4 minutes, have some students from different groups report the results of their group work back to the class.

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POST SPEAKING

4. Consolidation - Vocabulary related to gender equality - Speaking skills: give opinions and present.

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5. Homework - Vocabulary related to gender equality - Do the task again - Read Unit 6 - Listening at home

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Teacher: Duong Phuong Linh

Distributive period 59:

UNIT 6: GENDER EQUALITY Lesson 5– LISTENING: Same work & Same pay

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can: - Learn more new words related to the topic - Listen to a talk about gender equality in wages - Listen for specific information and to fill in the gaps. 2. Skills. - To help Ss develop the skill of working in pairs and groups 3. Educational aims. - Students are more aware of the importance of eliminating gender discrimination. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking - Check the new words of the previous lesson. 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP - Ask Ss to answer some questions: - Answer to the T’s 1. How does your family share the questions. POSSIBLE household chores? ANSWERS: 2. Is your mother a homemaker? 1. Everybody in my family share the 3. Is your father a breadwinner? housework equally. 4. Do you think that both parents 2+3. Both my parents go to work to now should work to contribute the suppot the family, and they join hand family finances? to make us a happy family. - Listen to the sts’ answers. 4. I think that both parents should work - Give feedback. to contribute the family finances. - lead sts into the new lesson - Listen to the T. PRE – LISTENING PRE – LISTENING Activity 1: Activity 1: - Let students look at the picture and - Work in pairs. elicit their answers to the question. - Do as T’s guide. - Ask them to use the caption as - Some sts present their ideas. suggestion. - Other sts listen and give additions. Expected answer: The man looks happy - Listen to the T’s feedback. but the woman looks sad because she gets less pay money. Practice new words - Preteach new words.

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WHILE LISTENING

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Activity 3: - Listen to the T’s explaination. - Read through the 6 statements to make sure they understand. - Work in pairs and identify the key works in each statement.

- Listen to the recording. - Finish the task. - Give the answers. - Check the answers with the T - Possible answers: 1. F 2. T 3. F 4. T 5. F 6.T

Activity 4: - Work in pairs to match the words/ phrases with its appropriate meaning - Guess the part of speech of the word given

WHILE LISTENING Activity 3: - Explain the task’s requirement. - Get sts to read through the 6 statements to make sure they understand. - Ask sts to work in pairs and identify the key works in each statement. - Explain the new words if needed. - Play the recording 2 times for sts to listen to and do the task. - Invite sts to give their anwers. - Play the recording again and pause at the answers to check the sts’ answers. Activity 4: - Have Ss work in pairs to match the words/ phrases with its appropriate meaning - Ask them to guess the part of speech of the word given - Ask some of them to tell the answer - Give comments Answers: 1. Discrimination happens 2. Paid more 3. Perform 60% 4. Own 1% 5. Encourage women 6. Like nursing POST LISTENING Activity 5: - Explain the task’s requirement. - Get sts to read the 3 questions carefully to make sure they understand. - Ask sts to work in pairs and identify the key works in each statement. - Explain the new words if needed. - Play the recording 2 times for sts to listen to and do the task. - Invite sts to give their anwers. - Play the recording again and pause at the answers to check the sts’ answers. 4. Consolidation - Listening skills 5. Homework - Do the task again - Read Unit 5 - Writing at home

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- Give the answers. - Check the answers.

POST LISTENING Activity 5: - Listen to the T’s explaination. - Read the 3 questions carefully to make sure they understand. - Work in pairs and identify the key works in each statement. - Listen to the recording. - Finish the task. - Give the answers. - Check the answers with the T

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Teacher: Duong Phuong Linh

Distributive period 60:

UNIT 6: GENDER EQUALITY Lesson 6: WRITING: Working mother

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I, Objectives. 1. Knowledge. By the end of the lesson, students are able to: - Know about the advantages and disadvantages of working mothers - Write a paragraph about the disadvantages of being a working mother. 2. Skills - Writing: a paragraph about Advantages -disadvantages of being a working mother. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES WARM UP WARM UP Matching game Matching game - Work in pairs to play the game. Suggestion

A B C * Keys: 1.D 2.B 3.A 4. C -Lead sts into new lesson.

1. Washing the clothes 2. Cleaning the house 3. Cooking the meal 4. Going to the supermarket

PRE – WRITING Activity 1 Activity 1 - Write the phrase Working mothers on the - Work in pairs to do the task. board. - Students can talk about the - Focus on the pictures and the instructions. good sides/ advantages as - Elicit students’ opinions about the well as the bad sides/ pictures. disadvantages of being a - Give suggestions if necessary by asking working mother. questions like Who are these people in the pictures? What are the women doing? Are they housewives? Do they work? Etc. - Explain that writers often provide/give detailed explanations to support ideas in a text. - Give students time to read the sample writing about the advantages of a - Give the answers. working mother and put the detailed explanations in the appropriate blanks. - Check and correct the answers.

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PRE – WRITING

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- Expected answers: 1. B 2. C 3. A

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Activity 2 - Work in groups of 3 - Read the sample writing again and complete the outline. - Give the answers. - Check and correct the answers.

Activity 2 - Ask students to read the sample writing again and complete the outline. - Help students analyse the structure of the text. - Expected answers: A. 2. Life is getting expensive, so women’s salaries are becoming important. B. 2. They discover strengthens and weaknesses, become more knowledgeable and look for good ways to educate children. C. 1. Children see parents work hard and share domestic responsibilities, they learn from them. Activity 3 - Give students some time to read the text again and discuss the words in pairs. - Offer help if students cannot give the answer.

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Activity 3 - Discuss in pairs. E.g. These words are used to link/ connect or sequence the ideas in writing. WHILE WRITING WHILE WRITING Activity 4 Activity 4 - Focus on the instructions and the pictures. - Listen to the T - Give students time to read the - Read the suggestions. suggestions. - Call on some students to say what they - Write a draft first, then write a will write as the topic sentence, short text (of about 150 words) supporting ideas 1,2, 3 and concluding about the disadvantages of being a sentence. working mother. - Tell students to write a draft first, then write a short text (of about 150 words) about the disadvantages of being a working mother. - Have students write the text in class. POST WRITING POST WRITING - When they finish, ask them to exchange - Exchange it with a partner for peer it with a partner for peer comments/ comments/ correction. correction. - Walk around and offer help if necessary. - Alternatively, have students write the text at home. T collects students’ papers in the next lesson. - Give feedback in class. 4. Consolidation - Writing skills: advantages and disadvantages. 5. Homework - Do the task again - Read Unit 6 – Communication and culture Trang 14

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Distributive period 61:

UNIT 6: GENDER EQUALITY Lesson 7: COMMUNICATION AND CULTURE: Gender equality in Vietnam

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I, Objectives. 1. Knowledge. By the end of the lesson, students are able to: - Broaden their knowledge of the topic. - Express their own ideas of gender equality in Vietnam. - Practise speaking skills - Reading a passage about gender equality in the UK and answer some questions. 2. Skills To provide Ss some motivation II, Methods. Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES COMMUNICATION COMMUNICATION Gender equality in Vietnam - Listen to the T Lead-in: Inform the class of the lesson objectives: further skill development. Activity 1 Activity 1 - Work individually. Focus on the instructions and the pictures. Inform students that they will have more chances to practice speaking. - Read about the achievements - Give them some time to read about the Vietnam had made in addressing achievements Vietnam had made in gender equality. addressing gender equality. - Add some more achievements - Give students more freedom by allowing that sts may know. them to add more achievements from reliable sources.

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Activity 2 - Have two students model the example. - Ask students to work in pairs to talk about achievements in addressing gender equality in Vietnam, using the information given in Activity 1 and from the other available sources. - Invite some pairs to practice their dialogues in the class. - Elicit comments from the other sts. - Give fina feedback.

Activity 2 - Work in pairs using the given information in Act 1 to talk about achievements in addressing gender equality in Vietnam. - Some pairs practice their dialogues in the class. - Others give comments. - Listen to the teacher Trang 15

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CULTURE CULTURE - Focus on the instructions and the pictures. - Listen to the T. - Answer to the T’s qs. - Elicit answers from students by asking the class questions like 1, Who do you see in the pictures? 2, What is the man doing? 3, Are there many men teaching young kids? 4, What is the woman doing? 5, Is her job popular with women? - Give students time to read the text. - Firstly, work individually to - Pre-teach some words that might be new do the task, then work in pairs to students (e.g. high-income, remarkable, to check the answers. undergraduate courses). - Walk round to monitor the class and offer help, if necessary. - Have students check their answers with a partner first, then check as a class. - Expected answers: 1. Girls perform better than boys at all levels of education in United Kingdom. 2. Women make up 47 percent of the British workforce. 3. Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 percent and most of the people in low-paid jobs are women. 4. Consolidation - Vocabulary related to the topic of Gender equality 5. Homework - Vocabulary related to the topic of Gender equality - Do the task again - Read Unit 6 – Looking back and project.

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Distributive period 62:

UNIT 6: GENDER EQUALITY Lesson 8: LOOKING BACK AND PROJECT

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I, Objectives. 1. Knowledge. By the end of the lesson, students are able to: - Read correctly words with stress on the first syllable and words with stress on the second syllable. - Practise passive voice with modal verbs. 2. Skills To provide Ss some motivation II, Methods. Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES PRONUNCIATION PRONUNCIATION Activity1 Activity1 - Ask students to put the two-syllable - Work individually first to do the words in the box in the correct columns task then work in pairs to give the according to their stress patterns. answers. - Help them review the stress patterns - Give the answers. of two-syllable words. - Check and correct the answers. - Expected answers: Stress on the 1st Stress on the 2nd syllable syllable Complete Symbol, letter, Infect, healthcare Challenge, income suggest Improve, become Workforce, army Activity 2 Activity 2 - Play the recording - Ask students to listen & repeat the words. - Listen to the recording. - Repeat the words. VOCABULARY VOCABULARY -The word in italics are among the most - Work individually first to do the commonly used in the unit. Have students task then work in pairs to give the decide which words best complete the answers. sentences. - Give the answers. - Alternatively, extend this activity by - Check and correct the answers. Expected answers: asking students to make their own 1. Gender equality 2. Preference sentences with each of the words. 3. Eliminated 4. Rights 5. Access 6. Caretaker 7. Discrimination 8. Progress

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GRAMMAR

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Activity 1 Activity 1 - Work individually first to do the - Give time for the students to make their own choice. task then work in pairs to give the answers. - Have them check in pairs, then with the whole class to make sure they all have - Give the answers. correct answers. - Check and correct the answers. - Expected answers: 1. C 2. F 3. E 4. D 5. A 6. B Activity 2 - Ask students to do this activity orally Activity 2 first, and then write down their - Work individually first to do the answers. task then work in pairs to give the - Expected answers: answers. 1. An essay on gender equality must be - Give the answers. written (by each student). - Check and correct the answers. 2. This exist door can be opened in case of emergency. 3. Men and women should be given equal pay for equal work. 4. My mother might be given an award. 4. Consolidation - Vocabulary related to the topic of Gender equality 5. Homework - Vocabulary related to the topic of Gender equality - Do the task again - Read Unit 7 – Getting started.

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Distributive period 63:

UNIT 7: CULTURAL DIVERSITY Lesson 1- GETTING STARTED – Wedding in Vietnam

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can: - For vocabulary, that is words and phrases related to traditions,cultural characteristics and superstions. - For pronunciation, that is stress in two - syllable words - For grammar, that is the comparative and superlative 2. Skills - To help learners get started with 4 skills in Unit 7 - Reading: Read about supersitions in VietNam. - Speaking: Exchange opinions about traditions and customs - Listening: Listen to people talk about the wedding traditions of a small community in the USA. - Writing: Write about the typical characteristics of the Vietnamese people. 3. Educational aims. - To provide Ss some motivation. - Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Introduce the topic by asking Ss to Traditional wedding : compare the two pictures of a traditional - was celebrated at home wedding and a modern one in Viet Nam. - the bride and the groom wear Ao Dai - pray ancester to ask for - Elicit any topic- related words that Ss permission to get married. may know : rituals, costumes, Modern wedding : decorations,… - was celebrated at the restaurant/ church,… - the bride and the groom wear modern costumes …….. ACTIVITY 1 LISTEN AND READ - Ask Ss listen to the recording and read the conversation - Elicit the new words Proposal ceremony

ACTIVITY 1 LISTEN AND READ - Work individually. - Listen to the recording. - Student listen to the dialog and Trang 20

Teacher: Duong Phuong Linh

guess the meaning of these words

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ACTIVITY 2 - Work in pairs to do the task. - Give the answer. - Check and correct the answer. ACTIVITY 3 - Work in pairs to do the task. - Give the answer. - Check and correct the answer.

Engagement ceremony The wedding ceremony Complicated in Bride – groom Wedding expenses Reception ACTIVITY 2 - Ask Ss to work in pairs and do the task - Asks Ss to give the reasons for their answers. - Expected answer: a ACTIVITY 3 - Ask Ss to do the task in pairs. - Asks Ss to give the reasons for their answers. - Expected answer: 1. Because he is preparing for his presentation about the simolarities and differences between a traditional Vietnamses wedding and a modern one. 2. They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony. 3. The modern wedding are less complicated. 4. Yes, they get some help from their parents and the attending guests. 5. Students’answers.

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4. Consolidation - weddings in Viet Nam - Practice the conversation 5. Homework: - Do the task again - Read Unit 7 - Language at home

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Distributive period 64:

UNIT 7: CULTURAL DIVERSITY Lesson 2 – LANGUAGE

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I, Objectives. 1. Knowledge. - For vocabulary, that is words and phrases related to traditions,cultural characteristics and superstions. - For grammar, that is the comparative and superlative adjectives. 2. Skills - Integrated and communicatice skills. 3. Educational aims. - Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen,… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask students to list out the factors that create - Work in pairs. a happy life - Discuss the T’s question. - Let students work in pairs - Give the answers. - Ask students questions VOCABULARY VOCABULARY Activity 1 Activity 1 - Ask Ss to work individually first to do the - Firstly, work individually first to tasks then work in pairs to compare the do the tasks then work in pairs to results with their partner. compare the results with their partner. - Asks Ss to give the reasons for their answers. - Give the answer. - Expected answer: 1.g 2. e 3. d 4. b 5.a 6. g 7.c 8. f - Check and correct the answer.

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Activity 2 - Ask Ss to work in pair ,read the sentences again and do the task - Encourage Ss to exchange their answers with a partner to see if they understand the contexts ang mening of each sentence. - Asks Ss to give the reasons for their answers. - Expected answer: 1.wedding 2. Groom 3. bride 4. reception 5.guests 6.before 7.engaged

Activity 2 - Firstly, work individually first to do the tasks then work in pairs to compare the results with their partner. - Give the answer. - Check and correct the answer.

Teacher: Duong Phuong Linh

PRONUNCIATION 1. Listen and repeat - Listen to the recording. - Listen and repeat.

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2. Listen to the sentences and practise saying them loudly. - Read word in rows paying attention to the difference between the sound clusters - Listen to the sentences and circle the word they hear GRAMMAR Activity 1 - Work individually, read through the 6 statements. - Say whether they agree or disagree.

PRONUNCIATION 1. Listen and repeat - Play the recording and let Ss listen - Play it again with pauses for them to repeat each word 2. Listen to the sentences and practise saying them loudly. - Ask Ss to read the word in rows paying attention to the difference between the sound clusters - Play the recording and let Ss listen to the sentences and circle the word they hear. GRAMMAR Activity 1 - Ask Ss to read through the six statements. - Help them to understand the meaning of these statements. - Explain any words that Ss don’t know. - Let sts express their ideas. - Have sts focus on the ilatic words. - Explain the grammar point: Comparison Activity 2 - Exlain the task requirement. - Have sts study the table. - Expalin new words if necessary. - Let Ss work in pairs to give the answers - Asks Ss to give the reasons for their answers. - Expected answer: Ask them to give clues for their answers

Activity 2 - Listen to the T’s explaination. - Study the table individually. - Work in pairs to do the task. - Give the answer. - Check and correct the answer.

1. Mr Smith’s wedding reception was more expensive

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than Mr Long’s 2. Mr Smith was older than Mr Long when he got married 3. Mr Long’s engagement period was longer than Mr Smith’s 4. The service at Mr Smith’s wedding was better than at Mr Long’s wedding.

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Activity 3 Activity 3 - Revise the use of : a/ an and the. - Help sts revise the differences in - Work in pairs to do the task. usage of the articles: a/ an and the. - Give the answer. - Get sts to do the task in pairs. - Asks Ss to give the reasons for their answers. - Check and correct the answer. - Expected answer: 1. the 2. a 3. the 4. The 5. the 6. the 7. a 8. the 9. the 4. Consolidation - Words and phrases related to traditions,cultural characteristics and superstions, stress in two syllable words and the comparative and superlative adjectives. 5. Homework: Do the task again - Read Unit 7 – Reading at home

Teacher: Duong Phuong Linh

Distributive period 65:

UNIT 7: CULTURAL DIVERSITY Lesson 3: READING

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I, Objectives. 1. Knowledge. - Read for general ideas and specific information about traditions, cututal characteristics and superstitions in Viet Nam. - Discuss about the topic - Answer comprehensive questions 2. Skills - Scanning and skimmimg - Guessing meanings in contexts. 3. Educational aims. - Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask students to list out the factors that create - Work in pairs. a happy life - Discuss the T’s question. - Let students work in pairs - Give the answers. - Ask students questions BEFORE YOU READ BEFORE YOU READ Activity 1 Activity 1 - Ask sts to look at the picture and describe it. - Work individually, look at the - Ask some guiding questions to help sts. picture and describe it. 1. Is this an altar? 2. How do you know that? 3. Can you see what kind of flower it is?Is it peach blossom? 4. What is laid on the altar? - Read the statements. - Ask sts to read the statements and help them understand the meaning. - Work in groups of 4 and - Get sts to work in groups of 4 and exchange their ideas. exchange their ideas. - Try to give explainations - Encourage sts to give explainations for their behaviour. for their behaviour. - Give the answers. - Elicit answers from the whole class. - - Lead sts to the topic of the reading passage.

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- Give the answers. - Check and correct.

AFTER YOU READ Activity 3 - Work in pairs. - Read the question and practise asking and answering them. - Give reasons to support their opinions. - Some sts report what they learn about their partners from their discussions in pairs.

Activity 2 - Have students read the questions and the options. - Encourage them to predict the answersbases on the answer options given and sts’ background knowledge. - Set a time limit for sts to read the text and answer the qs. - Have sts work individually first, and then check with a partner. - Go over all the answers to make sure they have the correct answers. - Expected answers: 1. C 2. B 3. D 4. A AFTER YOU READ Activity 3 - Get sts to work in pairs. - Have sts read the question and practise asking and answering them. Encourage sts to give reasons to support their opinions. - Asl several sts to report what they learn about their partners from their discussions in pairs.

WHILE YOU READ Activity 2 - Read the questions and the options. - Predict the answersbases on the answer options given and sts’ background knowledge. - Read the text and answer the qs. - Work individually first to do the task, then work in pairs to check the answers.

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WHILE YOU READ

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4. Consolidation - Words and phrases related to traditions,cultural characteristics and superstitions 5. Homework: - Do the task again - Read Unit 7 – Speaking at home

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Distributive period 65:

UNIT 7: CULTURAL DIVERSITY Lesson 4: SPEAKING

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I, Objectives. 1. Knowledge. Compare traditions and customs between two countries and discuss those in VN 2. Skills - Speaking, group and pair work, presentation skills. 3. Educational aims. Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. Teacher: tape, board, chalk, textbook, cassette. Students: textbook, workbook, pen,… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask Ss the following Qs: -Work in pairs asking and answering 1.How many people are there in your the Qs famiy ? 2.How many generations are there in your famiy ? 3.Do you think you are very happy to live in such a family ? 4. Do you think there are two or more generations in a family in America ? -Ask Ss to work in pairs to ask and - one pair present in front of the class answer the Qs -Call on one pair to present in front of -Listen to the T the class -Listen and feedback -Lead in the lesson by saying : “ Today we are going to talk about differences among cultures” PRE – SPEAKING PRE – SPEAKING Activity 1 Activity 1 - Ask sts to look at the pictures and - Look at the pictures. elicit any words related to the topic: - Give any words related to the topic. superstitions abt black cats, fish and chips – a traditional food, figure - Do a quiz abt 2 countries: the UK and skating- a national sport, samovar- a Russia. traditional way of making tea. Tell sts that they will do a quiz abt 2 countries: the UK and Russia. - Work individually first to do the - Elicit any background knowledge abt task, then work in pairs to check the cultural aspects of these two countries. Trang 25

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- Ask sts to do the quiz individually answers. and then check their answers in pairs. - Give the answers. - Encourage sts to give explainations for Check and correct. their choices. Expected answers: 1. B 2. A 3. B 4. A WHILE SPEAKING WHILE SPEAKING Activity 2 Activity 2 - Explain the activity and instruct sts to - Listen to the T do it. - Work in 2 big teams: Team A and team - Divide class into 2 big teams: Team A B. Each team then further divide into and team B. Each team then further smaller groups will read abt one country, divide into smaller groups will read either the Uk or Russia. abt one country, either the Uk/Russia. - Note down the most interesting - Set a limit time for this activity and thongs abt the country that they read walk around the classroom to monitor, and then share the information with facilitate and assist sts when other members of their groups. neseccary. - Try to use superlative adjectives to - Encourage sts to use superlative share their ideas with other members of adjectives to share their ideas with their groups. other members of their groups. - Each group sends a member to take - Ask several groups at random to report notes of the opinions. their views. - Several groups at random to report Activity 3 their views. - Explain the activity,instruct sts to do it. Activity 3 - Have sts study the example carefully. - Listen to the T - Get one member of Team A to work - Study the example carefully. with one from team B, talk about the - One member of Team A to work with traditions and customs of either the Uk one from team B, talk about the or Russia. traditions and customs of either the Uk - Move around to assist or listen to or Russia. different pairs to detect errors/ problem. - Call on some sts at random and have - Some sts at random and have them tell them tell the whole class what they the whole class what they learn abt the learn abt the other country from their other country from their conversation conversation with their parners. with their parners. - Give feedback on sts’ performance. POST SPEAKING POST SPEAKING Activity 4 Activity 4 - Have sts read the constructions and - Read the constructions and listen to explain what they are supposed to do. the T’s expaination. - Get sts to work in 4 groups.Each group - Work in 4 groups to brainstorm ideas will cover one of the four and vocabulary and then ranking things categories:Food, Drinks, Sports, festivals. in order of popularity. - Call on several groups to report their group’s ideas and ranking, and then give feedback. 4. Consolidation - Traditions and customs of the UK and Russia as well as cultural aspects of VN 5. Homework: Do the task again and Read Unit 7 – Listening at home Trang 26

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Distributive period 67:

UNIT 7: CULTURAL DIVERSITY Lesson 5: LISTENING

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I, Objectives. 1. Knowledge. Information abut the wedding traditions of a small community in the USA. 2. Skills Listening for specific information. Group and pair work. Presentation skill. 3. Educational aims. Students understand more about the custom and traditional values in the USA as well as in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. Teacher: tape, board, chalk, textbook, cassette. Students: textbook, workbook, pen, … IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES Warm up Warm up - T asks Ss these Qs : - Answer th Qs 1.Have you ever attended a wedding ceremony ? 2.Do you like it ? + Listen to T and wait eagerly for the Now I have some pictures for you pictures ► Picture of people in the groom’s family: + Now, look at this picture. Who can tell - Look at the picture: and then me what is it about? answer the questions: + How do you know that? + It’s about an engagement +. This picture is about an engagement ceremony. ceremony, and these people are in groom’s family. They are bringing trays of gift to + Because I see many boys bringing a tray with red paper on it. proffer the bride’s family ► Picture of trays of gift: - Look at the picture. + And what is this picture? đưng lễ của nhà trai + In English, we call: a tray of gift for mang hà gái the bride’s family. + Who can tell me what do the trays of gift include? + Yes. They are: betel leaves and areca nut + Trầu cau, bánh phu thê fruits, husband, wife cake, tea, a roasted pig, biscuit (you see the label Chocopie here?), and some other food. ►Picture of bride & groom before the altar: - Look at the picture. + Who are they? Trang 27

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- Work in pairs to exchange their predictions. - Present their predictions abt this community. - Practise some new words.

- Have sts read a number of statements about the Amish community. - Help sts understand these statements if necessary. - Ask sts to work in pairs to exchange their predictions. - Elicit sts’ predictions abt this community, accepting different opinions. - Preteach some new words.

Activity 1 - Ask sts to look at the photo of an Amish wedding and elicit sts’ impressions abt this community.

BEFORE YOU LISTEN Activity 1 - Look at the photo of an Amish wedding and elicit sts’ impressions abt this community. - Read a number of statements about the Amish community.

BEFORE YOU LISTEN

+ They are bride & groom. + They are in front of the altar. + They are praying + Tổ tiên + Wedding ceremony.

+ Where are they? + Yes. This is the altar (point at the altar in the picture) + What are they doing? + They are praying for approval from their ancestor. Do you know “ancestor”? + Now who can tell me what ceremony is after the engagement ceremony?

WHILE YOU LISTEN

Activity 2 - In this acitivity, sts listen and check their predictions in the previous act. - Have sts listen to the CD for the 1st time

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and try to note down the informationtht helps them check their answers. - Ask sts to share with their friends to see whether they have the same answers or not. - Let sts listen to the CD for the 2nd time

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and try to note down the information they did not understand the 1st time.

WHILE YOU LISTEN Activity 2 - In this acitivity, sts listen and check their predictions in the previous act. - Listen to the CD for the 1st time and try to note down the informationtht helps them check their answers. - Share with their friends to see whether they have the same answers or not. - Listen to the CD for the 2nd time

- Check and correct the answers.

- Give the answers. - Check and correct the answers.

D - Elicit sts’ answers.

and try to note down information they did understand the 1st time.

the not

- Expected answers: 1. F 2. F 3. T 4. T 5. T

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Activity 3 - Skim the given text, paying to the context around the gaps, and predict the information needed for each gap. - Share with their friends to see whether they have the same answers or not.

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Activity 3 - Ask sts to skim the given text, paying to the context around the gaps, and predict the information needed for each gap. - Ask sts to share with their friends to see whether they have the same answers or not. - Elicit sts’ predictions. - Let sts listen and fill in the gaps. - Elicit sts’ answers. - Check and correct the answers.

- Listen to the CD and do the task. - Give the answers. Check and correct the answers.

- Expected answers: 1, December 4, wedding meal 2, two or three 5, visiting relatives 3, approval

AFTER YOU LISTEN

Activity 4 - Reflect orally on the information they have just listened to. - Work in pairs to name the things they have learnt abt the Amish wedding customs and talk abt whether they find anything unusual or intersting. - Express their opinions to the whole class.

Activity 4 - In this activity, let sts reflect orally on the information they have just listened to. - Get sts to work in pairs to name the things they have learnt abt the Amish wedding customs and talk abt whether they find anything unusual or intersting.

Call on some sts at random and have them express their opinions to the whole class.

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4. Consolidation - The wedding customs of the Amish community in the USA 5. Homework: - Do the task again - Read Unit 7 – Writing at home

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Distributive period 68:

UNIT 7: CULTURAL DIVERSITY Lesson 6: WRITING – How are we different

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I, Objectives. 1. Knowledge. - Typical characteristics of the Vietnamese people. 2. Skills - Write a description paragraph. - Group and pair work. 3. Educational aims. - Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Get sts to list some typical characteristics of - List some typical characteristics of Vietnamese people based on their background Vietnamese people based on their knowledge. background knowledge. - Elicit sts’ ideas. - Give feedback and lead into the new lesson. PRE- WRITING PRE- WRITING Activity 1 Activity 1 - In this activity, help sts reinforce and - Reinforce and develop their develop their ability to think in a logical ability to think in a logical way way when rearranging set of jumbled when rearranging set of jumbled paragraphs to form a well-structured text. paragraphs to form a wellstructured text. - Ask Ss to do the task individually - Work individually to do the task. - Set a time limit for this activity and assist ss if necessary. - Compare their answers with a - Ask ss to compare their answers with a partner and explain why partner and explain why - Give the answers. - Elicit answers from the whole class and - Check and correct the answers. correct them if necessary. - Expected answers: 1b 2d 3f 4c 5e 6a WHILE WRITING WHILE WRITING Activity 2 Activity 2 - Ask Ss to do the task in groups and read the - Discuss in groups and text and study the outline sketch complete the outline on the - Get sts to discuss and complete the outline big size paper. on the big size paper.

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- Ask the groups to put their outline on the board or around the classroom. - Give feedback. - Sample outline: Introduction: A typical Vnamese woman is hardworking skillful, and devoted to her family. - Characteristic 1: hard-working

- Evidence 1: working both at work and at home. - Evidence 2: householdchores like cooking, sewing, or decorating the house. - Evidence 3: her biggest concerns are husband and children and family.

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Characteristic 2: skillful

Characteristic 3: devoted to family Conclusion: The above mentioned characteristics are typical of the majority of Vietnamese women.

POST WRITING

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Activity 3 Activity 3 - Ask sts to work in groups to develop outline. - Work in groups to develop an - Walk around and assist, if necessary. outline. - Ask sts to write their drafts individually - Write their drafts individually and then exchange them with their group and then exchange them with members for peer feedback. their group members for peer - Collect sts’ writing for further comments or feedback. marking. Sample writing : A typical Vietnamese woman is hardworking , skillfull, and devoted to her family.The most prominent characteristic of most Woman in Vietnam is that they work really hard.In fact, in addition to the eight working hours at a job, they still spend at least four ro five hours on different household chores.Moreover, a typical Vietnamese woman is also known for her many skills.She can cook tasty meals and decorate her house.A visit to a family in Vietnam will be a good chance to experience how good she is at all these tasks.Finally, she is really devoted to her family .Her biggest concerns are always about family matters like jobs, hobbies and health of her family members.That is why the majority of Vietnamese woman immediately rush home after work to be with their children and take care of them and the other people in the family. In short, the above mentioned characteristics are typical of the majority of Vietnamese women. 4. Consolidation - Writing a short text/ paragraph about some characteristics of the Vietnamese people. 5. Homework: - Do the task again & Read Unit 7 – Communication and culture at home Trang 31

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Distributive period 69:

UNIT 7: CULTURAL DIVERSITY Lesson 7: COMMUNICATION AND CULTUR

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I, Objectives. 1. Knowledge. - Gift-givingin the UK and the ideas of successin the USA and VN. 2. Skills - Reading and Speaking skills. - Group and pair work. 3. Educational aims. - Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Get sts to list some typical characteristics of - List some typical characteristics of Vietnamese people based on their Vietnamese people based on their background knowledge. background knowledge. - Elicit sts’ ideas. Give feedback and lead into the new lesson. COMMUNICATION COMMUNICATION Activity 1 Activity 1 - Ask the sts to read the text individually, and, - Work individually o read the text for each occasion, highlight the similarities and, for each occasion, highlight and differences with the customs in VN. the similarities and differences - Have sts study the the sample with the customs in VN. conversation, assisting them if necessary. - Study the the sample conversation - Ask sts to work in pairs and role play a - Work in pairs and role play a conversation, using the information they conversation, using the have highlighted. information they have - Call on some pairs at random to highlighted. perform their conversations in front of - Some pairs at random to the whole class. perform their conversations in - Give feedback. front of the whole class. - Listen to the T Activity 2 - Ask Ss to work individually to put the jumbled-up words and phrases to make questions about giving and receiving

Activity 2 - Work individually to put the jumbled-up words and phrases to make questions about giving and Trang 32

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presents. Ask sts to work in pairs to compare the questions and discuss or explain if they have different word orders. - Ask ss to read aloud or write on the board those questions and correct any mistakes. - Expected answers: 1. Who do you often buy presents for? 2.On what occasions do you buy presents ? 3. Which shop do you usually go to when you are shopping for presents? 4. What ‘s the most expensive present you’ve given? 5.On what occasions do you receive presents? 6. What presents do you normally get? - What is the best present you’ve ever received?

receiving presents. - Work in pairs to compare the questions

CULTURE - Divide the class into 2 big groups. Each group will read one reading passage to get the main idea.

CULTURE - Firstly, work in two big group. - Each group will read one reading passage to get the main idea.

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- Then, one st from group A to work with one student from group B to form a pair and exchange the information that they have just read.

- Ask one st from group A to work with one student from group B to form a pair and exchange the information that they have just read.

Write their answers on the board.

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- Call on some pairs at random to perform their findings. - Report their findings. - Give feedback. - Expected answers: 1. for American success means providing their family a decent standard of living and ending their career in a higher and more prosperous position than when they began it .Success is also the result of hard work and self relience. 2. For Vietnamese, success goes along with a high status job with good income and respect at work. 3.Both American and Vietnamese associate success with earning a lot of money. 4. Consolidation - Gift –giving in the UK and the ideas of successin the USA and VN. 5. Homework: - Do the task again - Read Unit 7 – Looking back and project at home

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Distributive period 70:

UNIT 7: CULTURAL DIVERSITY Lesson 8: LOOKING BACK AND PROJECT

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I, Objectives. 1. Knowledge. - To give them a chance to do a small project in which they can develop their speaking skills 2. Skills - To promote Ss to develop their communication skills and cultural understanding 3. Educational aims. - Students understand more about the custom and traditional values in Viet Nam. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES PRONUNCIATION PRONUNCIATION 1. Listen and repeat 1. Listen and repeat - Play the recording and let Ss listen - Listen to the recording. - Play it again with pauses for them torepeat each word Expected answers: Ex’port Pro’test ‘contrast - Listen and repeat. Im’port Ob’ject 2. Listen to the sentences and 2. Listen to the sentences and practise practise saying them loudly. saying them loudly. - Read word in rows paying attention - Ask Ss to read the word in rows paying to the difference between the sound attention to the difference between the clusters sound clusters - Listen to the sentences and - Play the recording and let Ss listen to the circle the word they hear sentences and circle the word they hear. VOCABULARY VOCABULARY - Ask Ss to work in pair, read the sentences - Firstly, work individually first to do again and do the task the tasks then work in pairs to - Encourage Ss to exchange their answers compare the results with their with a partner to see if they understand the partner. contexts ang mening of each sentence. - Give the answer. - Asks Ss to give the reasons for answers. - Check and correct the answer. - Expected answer: 1. wife 2. get married 3.engaged 4.reception 5.honeymoon 6.wedding 7.bridegroom 8.Best man 9.Bride 10.bridesmaids

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GRAMMAR

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Activity 1 - Work individually first to do the task then work in pairs to give the answers. - Give the answers. - Check and correct the answers.

Activity 2 - Work individually first to do the task then work in pairs to give the answers. - Give the answers. - Check and correct the answers.

Activity 1 - Give time for the students to do the task individually. - Have them check in pairs, then with the whole class to make sure they all have correct answers. - Expected answers: 1.harder 2.more/ less dangerous 3.the most famous 4.more polluted 5. the most delicious Activity 2 - Ask students to do this activity orally first, and then write down their answers. - Expected answers: 1. we are having a great time in Ha Noi. 2. Let’s go to Nha Trang for a week next summer 3.Where the money I gave you on the first of this month? 4. For my birthday , I got a book , a DVD, and the latest CD by my favourite band. 5. On the radio , I heard a/the song that I really liked. PROJECT 1. Do a survey Ask Ss to do the survey

PROJECT

- Do as appointed

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2. Work in groups, compare your findings and reports to the class Let the groups have some time together the assemble the results of their survey 4. Consolidation - Revise what they have learned in unit 7 - Do a small project in which they can develop their speaking skills 5. Homework: - Do the task again - Read Unit 7 – Looking back and project at home

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Distributive period 71

REVISION

Time/Stages

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T <--> Ss

1. Warm-up - Greeting and checking attendance. - Teacher asks Ss to do the homework. 6 minutes I. Grammar: 1. The passive voice with modals 2. New S + modals + be + V-edpII + (by O) lesson E.g She can answer the question.

Interactions

S + will/ have to/ be going to + be V-edpII + (by O)

17 minutes

T <--> Ss

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2. Comparative and superlative adjectives a. So sánh hơn. Đối với tính từ ngắn. *Form: adj + ER + than * e.g: Mr Brown is older than Mr Peter. Đối với tính từ dài. * Form: more + adj + than *e.g: A car is more expensive than a bicycle. b. So sánh hơn nhất. Đối với tính từ ngắn.* Form: the + adv/adj + EST * e.g: Ha is the tallest in the class. Đối với tính từ dài* Form: the + most + adv/adj * e.g: This is the most difficult lesson in the book * Các trường hợp ngoại lệ

20 minutes

Good Bad Many/ much Little Far Near

So sánh hơn better worse more less farther/further nearer

So sánh hơn nhất best worst most least farthest/furthest nearest/next

Ss <--> Ss

II. Exercises: Exercise 1: Change the following sentences into Trang 36

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Individually

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passive sentences. 1. You should open the wine about three hours before you use it. 2. You must not hammer nails into the walls without permission. 3. Someone will serve refreshments. 4. No one can do anything unless someone gives us more information. 5. We will not admit children under sixteen. 6. They suggested making the tests easier. (Use should) 7. Children couldn’t have done all this damage. Exercise 2: Give the correct form of the adjectives in brackets. 1. It was an awful day. It was the (bad)_____________ day of my life. 2. He was a bit depressed yesterday, but he looks (happy)____________today 3. John’s car is (well)________________ than Mary’s. 4. That’s the (far)_______________ way to the city center. 5. I feel (good)_________________ today than I did last week. 6. HCM City is the (big)______________ city in Viet Nam. 7. Marjorie has (many)_______________ books than Sue. 8. He is (bad)______________ than ever before. 9. This bottle has (little)______________ water than my bottle. 10. Nam is (nice)_______________ than Minh. III. Consolidation: - Ask Ss to consolidate the main contents. - Ask Ss: What have you learnt today? What can you do now?

Individually

T <--> Ss

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T <--> Ss

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3. Homework 2 minutes

T <--> Ss

- Teacher asks Ss to give examples for the grammatical parts above.

E. Experience: .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... ..........................................................................................................................................................

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Teacher: Duong Phuong Linh

Distributive period 72

WRITTEN TEST

Topic

Recognition Understanding Application No Ms No Ms No Ms

1. Decide whether the statements are True (T) or False (F). Listening 2. Listen and choose the best answer

Total No Ms

Language area and skills

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I, Objectives. 1. Knowledge. - To test and mark the students - To get feedback from the students 2. Skills. - To help Ss develop their skills to do MCQ tests 3. Educational aims. - To encourage Ss to work harder - To provide Ss some motivation II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson:

1,2

2,4

0,9

1. The passive voice with modals 2. Comparative and superlative degree of adjectives 3. Vocabularies

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Grammar and Vocabular y

Stress in two syllable words

Phonetics

0,9

1,2

0,8

0.8

2,8

0,6

1,2

2,4

0,6

1,5

Reading

1. Cultural diversity

Writing

1. Multi choice 2. Sentence transformation

TOTAL

0.3

2 0,6

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Teacher: Duong Phuong Linh

TESTING CONTENTS

IC IA L

MULTIPLE CHOICE QUESTIONS (32 Questions;8 điểm) Choose the word whose stress pattern is different from that of the others. Câu 1. A. wedding B. modern C. custom D. support Câu 2. A. difference B. similarity C. information D. presentation Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. Câu 3. Superstitions still an important part of life for many people in Vietnam. A. do B. give C. take D. play Câu 4. We had dinner in most expensive restaurant in town. A. the B. a C. an D. X Câu 5. Health is than money. A. most important B. more important C. the important D. the most important Câu 6. The can have as many bridesmaids as she wants. A. groom B. husband C. couple D. bride Câu 7. Mary :" ............................... " Kevin:" It is hot and dry." A. How does she look like? B. How are you? C. What do you do? D. What is the weather like today? Câu 8. When you ……. here at this time tomorrow, I ……..the room up. A. Will come/ will be tidying B. come /will be tidying C. comes / will tidy D. come / will have tidied Câu 9. The team paid a _ price for its lack of preparation.

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A. expensive B. dirty C. heavy D. light Câu 10. We stop when traffic lights are red. A. should B. might C. must D. can Câu 11. My cousin's is next Sunday. A. assignment B. wedding C. tradition D. marriage Câu 12. There is a wedding for all guests after the wedding ceremony. A. engagement B. proposal C. ring D. reception Câu 13. Women and men should be given equal rights,………education and employment. A. of B. with C. in D. to Câu 14. Gender discrimination should be so that everyone has equal opportunities in education. A. elimination B. eliminating C. eliminated D. eliminate Câu 15. In order to a man's job, Brenda had to work very hard. A. pursue B. enroll C. work D. prefer Câu 16. Lan:" I propose that married women should be greatly encouraged to work outside". - Hoang :" …………… " A. It's controversal B. It depends on the weather C. Im general, women work better than men D. I can't agree with you more Câu 17. By Christmas, I ............................................for you for 6 months. A. have been working B. shall be working C. shall work D. shall have been working Read the passage carefully and then choose the best option (A, B, C or D) to each gap. In the 1960s the women's liberation movement burst suddenly into the public consciousness and quickly grew into (18) largest social movement in the history of the United States. Women's liberation movement (19) a continuation of the th

19 century women's rights movement. The movement's major (20)………has included Trang 39

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not only legal, economic, and political gains(21) people live, dress, dream of their future, and (22) Câu 18. A. a B. an Câu 19. A. is B. are Câu 20. A. status B. achievement Câu 21. A. but B. neither Câu 22. A. put B. take

also has changed the ways in which a living. C. the D. X C. were D. was C. civilization D. power C. with D. either C. get D. make

IC IA L

Read the passage below and choose the best answer (A, B, C or D) to each question. Visitors to Vietnam should pay attention to the following advice. Socializing Vietnamese people like to ask questions about age, marriage, salary, etc when they meet someone for the first time. For example, they may ask, 'How old are you?', 'Are you married?', 'What do you do for a living?', 'Do you have any children?' Don't be embarrassed by these kinds of questions. This is the Vietnamese way of being friendly. Presents Vietnamese people always show their gratitude when receiving a gift. However, you should not be surprised if they do not open a present you had given them immediately. Opening a present in front of the gift-giver is considered to be embarrassing. Compliments Although Vietnamese people always appreciate compliments, they are usually modest in their reactions. For example, in response to the compliment 'What a nice dress!' a Vietnamese girl may say, 'I don't think so. It's very old.' The elderly Always show the elderly respect. Bowing your head slightly to an elderly person is a sign of respect. During a meal, elderly people should be served first. Câu 23. Which of the following is NOT true?

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A. Vietnamese people often ask 'How old are you?' when they meet someone for the first time. B. Vietnamese people always respect the elderly. C. Vietnamese people don't appreciate compliments. D. Vietnamese people ask questions about age, marriage, salary, etc to show their friendliness. Câu 24. Who should be served first during a meal in Vietnam? A. the rich people B. the young people C. the poor people D. the old people Câu 25. Why don't Vietnamese people open presents immediately? A. Because they feel bored with opening a present. B. Because they don't like gift-givers. C. Because they feel embarrassed to open a present in front of the gift-giver. D. Because they don't like presents. Câu 26. How do Vietnamese people react to compliments? A. sadly B. happily C. excitedly D. modestly Câu 27. Which questions do Vietnamese people often ask when they meet someone for the first time? A. questions about weather B. questions about personal life C. questions about sports D. questions about music Trang 40

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Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction. Câu 28. Some people think that there is still gender discriminations in our country. Câu 29. I guessed the bride and groom will be happier if theydon't have to waste money on unnecessary things. Câu 30. Lots of people believe that when they set out in an important occasion, they should avoid crossing the path of a woman. Câu 31. Before do something important, I often ask for the useful advice from my grandparent. Câu 32. Worked mothers help their husband satisfy their children's needs.

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LISTENING( 08 Questions; 2 điểm) I, Listen carefully then choose the best answer A, B, or C to the following questions. 1. ……….of all working hours, the work is done by women. A,Nearly 50% B, Nearly two-thirds C, Nearly three-fourths 2. The average woman earns… the average man. A, more than B, the same as C, less than 3. In Africa,… .......... of the farm work is done by men. A, 80% B, 50 % C, 20% 4. A typical woman in a developing country spends……collecting firewood daily. A, 1 hour B, 2 hours C, 3 hours 5. …..is the amount of time a typical African woman spends on cooking everyday A, 1 hour B, 2 hours C, 3 hours II, Listen again, then fill in each gap with NO MORE THAN THREE WORDS. 6, According to an old Chinese saying, women hold up………………… . 7, In parts of Africa, it typically takes a woman half an hour to the fields, and she works there…………………until 3p.m . 8, After dinner, the woman spends an hour washing the dishes. She goes to bed at……….

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Teacher: Duong Phuong Linh

Distributive period 73:

UNIT 8: NEW WAY TO LEARN Lesson 1: GETTING STARTED – Learning with personal electronic devices

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can: - To help learners get started with some language items in Unit 8 - For vocabulary, that is words and phrases related to electronic devices that can help us learn - For pronunciation, that is stress in three - syllable adjective and verbs - For grammar, that is defining and non-defining relative clauses 2. Skills - To help learners get started with 4 skills in Unit 8 - Reading: Read about new ways to learn English. - Speaking: Talking about how electronic devices can help us learn - Listening: Listen to introduction on how to acess and use online English language materials - Writing: Writing about the advantages of electronic devices as learning tools. 3. Educational aims. - To provide Ss some motivation. - II, Methods. - Integrated, mainly communicative. III, Teaching aids. Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook,… IV. Procedures: 1. Class organization: 2. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask ss if they have ever seen or own an - Work individually, answer to electronic device and how the electronic the T’s question. device can be used. 1. Have you ever owned any personal electronic devices? 2. What are they used for? - Listen to the sts. - Give feedback. - Lead into new lesson. PRE-TEACHING PRE-TEACHING Activity 1: Activity 1: - Ask ss to look at the picture and talk - Look at the picture. about them. ‘What electronic device do you - Listen to the T and see in the picture? What are the people doing answer to the questions. with the device? - Get the answers from the sts. - Expected answers: laptop, books, and cell - Work individually, listen to the phone. recording and read in silent at the - Play the recording. same time. Trang 42

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- Explain some new words if necessary. - Work in groups of 3 to practice - Have sts listen to the recording and read the conversation. in silent at the same time. - Get sts to work in groups of 3 to practice the conversation.

IC IA L

- Give the answers. - Check and correct the answers.

Activity 3 - Work individually first then in pairs to find the adjectives which describe the devices used as learning tool - Discuss their meaning.

Activity 2 - Ask ss to work individually first then in pairs to decide if the statements are true(T) or false (F), or not given (NG). - Encourage ss to provide reason for answers - Check ss’ answers as a class and give explanations if necessary - Expected answers: 1. F 2.F 3. NG 4. T 5. F 6. T Activity 3 - Ask ss to refer back to the conversation to find the adjectives which describe the devices used as learning tool - Have ss discuss their meaning with partner. - Check ss’ answers as a class and give explanations if necessary - Expected answers:

WHILE TEACHING Activity 2 - Work individually first then in pairs to decide whether the tatements are true, false, or not given.

WHILE TEACHING

- Give the answers. - Check and correct the answers.

+ Personal : your own + Electronic: having many small parts controling and diretcing a small electric current + Modern: relating to the present time + Excellent: exceptional good + Useful: being of practical use + Mobile: able to move easily + Digital: showing information by using figures + Perfect: being complete + Great: superior in quality or degree

POST TEACHING Activity 4 Activity 4 - Ask Ss to do the task in pairs. - Work in pairs to do the task. - Asks Ss to give the reasons for their answers. - Give the answer. - Expected answer: - Check and correct the answer.

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POST TEACHING

1.They are: smart phones, laptops and tablets. 2.They have changed the way we learn. 3. They use them to take photos or record their work, which can be later shared with the class. 4. Because thwy can be used to store information, take notes, write essays and do calculations. 5. He does his asignments and projects, and studies English.

Consolidation - Words and phrases related to electronic devices that can help us learn 3. Homework: - Do the task again - Read Unit 8- Language at home Trang 43

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Distributive period 74:

UNIT 8: NEW WAY TO LEARN Lesson 2: LANGUAGE

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I, Objectives. 1. Knowledge: By the end of this unit, Ss can: - For pronunciation, that is stress in three - syllable adjective and verbs - For grammar, that is defining and non-defining relative clauses 2. Skills - Reading: Read about new ways to learn English. - Speaking: Talking about how electronic devices can help us learn - Listening: Listen to introduction on how to acess and use online English language materials 3. Educational aims. - To provide Ss some motivation. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY VOCABULARY Activity 1 Activity 1 - Ask Ss to do the tasks and compare the - Work individually first then in results with their partner pairs to do the task. - Provide support if necessary by guiding ss to use the context of the conversation to - Give the answers. choose the correct meaning for each phrase - Check and correct the answers. - Check answers as a class to make sure Ss have all correct answers. - Expected answers: 1.e 2. D 3. B 4. C 5.a Activity 2 Activity 2 - Work individually first then in - Get sst work individually first then in pairs to do the task. pairs to do the task. - Give the answers. - Check answers as a class to make sure - Check and correct the answers. Ss have all correct answers. - Expected answers: 1.A,B,C, 2. A,C, 3.A,C 4.B 5.B 6.A,B,C PRONUNCIATION PRONUNCIATION - Listen to the T - Introduce the rules to put stress on three syllable verbs and adjectives. - Work individually to practice - Get sts to work individually put stress on putting stress on three syllable three syllable verbs and adjectives on page verbs and adjectives on page 28, 28, then work in pairs for peer correction. then work in pairs for peer correction. Trang 44

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- Listen to the recording and pay attention the the stress pattern of the words. - Check themselves whether they put stress correctly or not. - Check the answers with the T.

- Listen to the recording again, practice reading in chorus for 2 times. - 4 sts at random read outloud

- Play the recording, get sts to listen and pay attention the the stress pattern of the words. - Have sts check themselves whether they put stress correctly or not. - Check the answers with the whole class. - Expected answers: ‘concentrate ‘similar con’tribute ‘digital Intro’duce ‘excellent ‘recognise Vietna’mese Under’stand ‘personal ‘interest sym’bolic - Play the recording again, have sts read after the recording in chorus for 2 times. - Call 4 sts at random to read outloud the words.

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GRAMMAR GRAMMAR - Have sts study the explanation “Do you - Listen to the T - Study the explanation “Do you know..?” on page 28. - Give further explaination if necessary. know..?” on page 28. - Get sts to practice the exercises. Acitvity 1 Acitvity 1 - Work in pairs to do the task. - Get sts to work in pairs to do the task. - Ask some sts at random to give explaination. - Give the answers. - Check and correct the answers. - Listen to the sts and give comments. - Expected answers: 1.that 2. which 3. that 4. which 5. whose These words are relative pronouns. They are used in relative clauses to define or identify the nouns preceeeding them /to introduce information about the nouns before them Defining relative clauses: 1,3,5 Non-defining relative clauses: 2,4 Activity 2 Activity 2 - Work individually first then in - Get sts to work in individually to do the pairs to do the task. task, then work in pairs to compare the - Give the answers. answers. - Check and correct the answers. - Check the answers with the whole class. - Expected answers: 1.e 2.d .3.a 4.f 5.c 6.b Activity 3 - Work individually first then in Activity 3 pairs to do the task. - Get sts to work in individually to do the - Give the answers. task, then work in pairs to compare the Check and correct the answers. answers. - Check the answers with the whole class. - Expected answers: 1. which/that 2. whose 3. Which 4. who/that 5. whose 6. Who 4. Consolidation - Words and phrases related to electronic devices, stress in three - syllable adjective and verbs defining and non-defining relative clauses 5. Homework: Do the tasks again Trang 42

Teacher: Duong Phuong Linh

Distributive period 75:

UNIT 8: NEW WAY TO LEARN Lesson 3: READING

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I, Objectives. 1. Knowledge. - Read for general ideas and specific information about new ways to learn English - Discuss about the topic - Answer comprehensive questions 2. Skills - Scanning and skimmimg - Guessing meanings in contexts. 3. Educational aims. - Students can take full use of electronic devices for their learning. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Show the sts 2 pictures. - Look at the 2 pictures - Ask them to look at the pictures and answer to introduced by the T. the two questions: - Discuss the T’s question. 1. What are the sts doing? 2. What do you think you are going to read about? - Give the answers. - Elicit the answers from students. - Give feedback and lead into the new lesson. - Expected answers: 1. The sts are using smartphones and tablets to studying English in the classroom. 2. Probably, we are going to read about electronic devices helping us learn English. BEFORE YOU READ BEFORE YOU READ Activity 2 Activity 2 - Have ss match each of the words with its - Work individually first then in meaning . pairs to do the task. - Let ss usse a dictionary if necessary . - Give the answers. - Go over the answers to make sure they have - Check and correct the answers. matched them correctly. - Expected answers: - Practice some new words. 1. c 2. d 3. a 4. e 5. f 6. B - Preteach some newwords. WHILE YOU READ WHILE YOU READ Activity 3 Activity 3 - Work individually read the - Ask sts to read the text quickly and find text quickly and find repeated repeated words and their collations. Trang 43

Teacher: Duong Phuong Linh

- Explain to the ss that repeated words in a text may imply its main idea or title - Have ss skim the text to choose the best title.

- Expected answer: b- New ways to learn English.

words and their collations. - Listen to the T - Do the task individually then compare the answer with a partner. - Give the answer. - Check and correct the answer.

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Activity 4 Activity 4 - Ask ss to scan the text to find the answers - Work in pairs scan the text to the questions. to find the answers. - Have them highlight the key words in both the questions and the text - Ask Ss to take turns asking and answering in - Take turns asking and pairs answering in pairs. - Check ss’ anwer to make sure they are correct. - Give the answer. - Expected answers: Check and correct the answer. 1. We can download them in mobile devices 2. We can see words on the screen and hear them spoken 3. we can choose to practise with native English speakers of different accents and genders. 4. They can use them to record real-life English speechs, lessons, or song of English languagefilms from television or the internet . Because it will make learning English easiser, faster, more effective and more enjoyable. AFTER YOU READ AFTER YOU READ - Arrange sts into groups of 4 and let them - Work in groups of 4, discuss the question. discuss the question. - Walk around to monitor the class and offer help if necessary. - At random, one or two - Give enough time for one or two groups to groups report the results of report the results of their discussion to the their discussion to the class. class. - Listen to the sts and elicit comments from other - Other sts from the other groups may give comments. sts. - Listen to the T - Give final feedback. 4. Consolidation - Words and phrases related to about new ways to learn English. 1. access sth: với đến, truy cập hay sử dụng cái gì E.g.: - You have to enter a password to access the file. 2. concentrate on sth/doing sth: tập trung vào cái gì, việc gì E.g.: - She couldn’t concentrate on the film 3. take notes of sth: ghi chép/ ghi chú cái gì E.g.: - The secretary had to take notes of the meeting. 4. take advantage of sth: tận dụng cái gì E.g.: - The teacher told us to take full advantage of the library to study. 5. Homework: Do the tasks again &Learn by heart the new words

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Teacher: Duong Phuong Linh

Distributive period 76:

UNIT 8: NEW WAY TO LEARN Lesson 4: SPEAKING

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I, Objectives. 1. Knowledge. - Talk about how electronic devices can help us learn. - Discuss about the topic 2. Skills - Speaking skills. - Presentation skill. 3. Educational aims. - Students can take full use of electronic devices for their learning. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Show some pictures of some electronic devices. - Look at the T’s pictures. - Ask sts to name these devices. - Work in pairs, name the devices. - Ask whether the sts own any of them and - At random, answer to the T how they use it/ them for their learning. whether they own any of them and how they use it/ them for their learning. - Lead sts into new lesson. - Listen to the T. PRE – SPEAKING PRE – SPEAKING Activity 1 Activity 1 - Write “go digital” on the board, explain - Read through the arguments in the task requirement. favor of using electronic devices - Give ss time to read through the arguments in learning and match arguments in favor of using electronic devices in 1-4 with explanation 1-d learning and match arguments 1-4 with - Work with a partner to do the explanation 1-d. task. - Explain the new words if necessary. - Let them work with a partner if they neeed more help. - Give the answers. - Elicit the sts’ answers. - Check and correct the answers. - Check and correct the answers. - Expected answers: 1.d 2.b 3.c 4.a Activity 2 Activity 2 - Listen to the T. - Explain the task requirement. - Ask ss to read the arguments and explanations - Read the arguments, explanations in part 1 again and work in pairs in part 1 again and work in pairs. Trang 45

Teacher: Duong Phuong Linh

- Explain the new words if necessary. - Walk round to monitor and provide help. - Call some pairs at random to act out their discussion. - Give comments.

- At random, some pairs act out their discussion. - Listen to the T

WHILE SPEAKING

WHILE SPEAKING Activity 3 - Listen to the T - Ask sts to work in pairs to do the task.

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Activity 3 - Explain the task requirement. - Ask ss to model the the sample discussion - Have ss dicuss in pairs - Walk round to monitor and provide help. - Sample dialogue: Student A : I think electronics make school life - Some pairs at random present easier and more enjoyable. their conversation in class. Student B : Exactly. Students who hate homework can have fun doing it on tablets Student A :and when they type on tablets they can change or add more things any time they want. POST SPEAKING POST SPEAKING Activity 4 Activity 4 - Ask Ss to do the task in groups of 4. - Listen to the T - Walk around to offer help if necessary - Work in groups of 4 to do the task. - At random, some sts present their - Have ss report their group’s discussion to the class. group’s discussion to the class. - Listen and give feedback 4. Consolidation - Words and phrases related to about new ways to learn English. 5. Homework: - Do the tasks again - Learn by heart the new words. - Prepare Unit 8- Listening at home.

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Teacher: Duong Phuong Linh

Distributive period 77:

UNIT 8: NEW WAY TO LEARN Lesson 5: LISTENING

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I, Objectives. 1. Knowledge. - Talk about how electronic devices can help us learn. - Discuss about the topic 2. Skills - Listening skills. 3. Educational aims. - Students can take full use of electronic devices for their learning. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Write “triple E at the fingertips” on the board - Look at the board. and ask ss to guess what it means - Work individually and guess the - Show the picture and ask elicit their meaning of the phrase: Triple E at answers to the questions in the instruction. the fingers. - Share their ideas with a partner. - Lead sts into new lesson. - Some sts at random, present their ideas. - Listen to the T BEFORE YOU LISTEN BEFORE YOU LISTEN Activity 1 Activity 1 - Explain the task. - Listen to the T. - Ask ss to read the statements and guess if - Read the statements and guess if they are true or false they are true or false - Explain if there are any new words . - Listen to the recording twice - Give Vietnamese equivalents if necessary. - Play the recordinsg and have ss do the and do the task. - Do the task individually, then activity work in pairs to compare the - Check the answwers. - Play the recording again if many ss in the answers. class have incorrect answers, pausing at the - Give the answers. - Check and correct the answers. place where they get the correct information. - Expected answers: 1. F 2. T 3. T 4. F 5. T WHILE YOU LISTEN WHILE YOU LISTEN Activity 2 Activity 2 - Ask ss to read the instructions carefully the - Work individually, read the sentences 1-5. instructions carefully,

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Teacher: Duong Phuong Linh

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- Make sure that they understand the sentences. - Provide help with the new words if necessary - Listen to the recording twice - Play the recording twice again for ss to and do the task. fill in the gaps - Do the task individually, then - Ask ss to work with a partner to work in pairs to compare the compare the answers. answers. - Invite representatives from some pairs to report their answers to the class. - Give the answers. - Give feeedback and correct any wrong - Check and correct the answers. answers. - Expected answers: 1. easily and efective 2. accesss and take 3. learning vocabulary 4.native speakers 5.chance of seccess

AFTER YOU LISTEN

AFTER YOU LISTEN Activity 3 - Work in groups of 3-4 and discuss the questions.

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Activity 3 - Have ss work in groups of 3 or 4 and discuss the questions. - Move around the class to control the activity. - Some sts, at random, - Call on some ss at random to present their present their opinions to the opinions to the whole class. whole class. - Listen to the sts and give final feedback. 4. Consolidation - Words and phrases related to about new ways to learn English. 5. Homework: - Do the tasks again - Learn by heart the new words. - Prepare Unit 8- Writing at home.

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Distributive period 78:

UNIT 8: NEW WAY TO LEARN Lesson 6: WRITING

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I, Objectives. 1. Knowledge. - Talk about how electronic devices can help us learn. - Discuss about the topic 2. Skills - Speaking skills. - Presentation skill. 3. Educational aims. - Students can take full use of electronic devices for their learning. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Inform ss of the lesson objective: writing a - Listen to the T. short text with detailed explanations as - Do the task as T’s instructions. supporting ideas: - Write the phrase “Using electronic devices” on the board. Focus on the pictures and the instructions - Elicit ss’ ideas about the pictures by asking “Who are these people in the pictures? What are they doing? What devices are they using? what are they using them for? PRE – WRITING PRE – WRITING Activity 1 Activity 1 - Explain the task. - Listen to the T. - Give ss time to read the sentences about - Read the sentences about some some advantages and disadvantages of advantages and disadvantages using electronic devices. of using electronic devices. - Get sts to work individually to do the task, - Work individually to do the then work in pairs to compare the answers. task, then work in pairs to - Call some sts, at random, to give the answers. compare the answers. - Check and correct the answers. - Give the answers. - Expected answers: A: 2,4,6 D:1,3,5 - Check and correct the answers. Activity 2 Activity 2 - Explain the task. - Listen to the T. - Give ss time to read the text about the - Work individually to do the task,

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then work in pairs to compare the answers. - Give the answers. - Check and correct the answers.

WHILE WRITING - Read the sample again. - First, work individually to write the draft, then write a short text about the advantages of electronic devices in learning. - Work in pairs for peer correction.

advantages of using electronic devices in class. - Get sts to read the text and learn the way of writing about advantages/disadvantages: - Have sts underline words/phrases the writer use to link the ideas: First of all Second/ Last but not least/ In conclusion - Elicit their answers about the use of linking words. - Listen to the T and give feedback. WHILE WRITING - Ask ss to read the sample again. - Tell ss to write a draft first , then write a short text about the advantages of electronic devices in learning.

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- Ask ss to exchange their writing with a partner for peer comments after having finished their work. - Walk around and offer help if necessary POST WRITING POST WRITING - Collect at random some sts’written work to - Pay attention to the T’s corrections. - Take notes the common errors correct in the class. + The organization. and the T’s corrections. + The word choices and grammar. ……. - Give final feedback. 4. Consolidation - Words and phrases related to about new ways to learn English. - The organization of a text about advantages and disadvantages. 5. Homework: - Do the tasks again - Learn by heart the new words. - Prepare Unit 8- Communication and culture at home.

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Distributive period 79:

UNIT 8: NEW WAY TO LEARN Lesson 7: COMMUNICATION AND CULTURES

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I, Objectives. 1. Knowledge. - Electronic devices in class – to use or not to use. - US children learning with electronic devices. 2. Skills - Reading and Speaking skills. - Group and pair work. 3. Educational aims. - Students are more aware of using electronic devices reasonably. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts some questions. - Listen and answer to the T’s 1. What electronic devices do you have? questions individually. 2. Do you bring your smartphone to school? 3. Are you allowed to use smartphone at school? - At random, call some sts to give the answers. - Listen to the sts and give comments. - Listen to the T - Lead sts into new lesson. COMMUNICATION COMMUNICATION Activity 1 Activity 1 - Explain to ss that they need to read - Listen tot the T. comments on personal electronic devices and decide on the most reasonable - Work in pairs, do the task. comment - Ask ss to work in pairs, providing reason for their choices. - Encourage ss to express their own opinions Activity 2 Activity 2 - Listen to the T. - Explain the task. - Get sts to work in pairs, read instructions - Read the instruction carefully. - At random, one pair models the carefully. example. - At random, invite one pair of students to model the example. - Work in pairs, do the task - Ask the pairs to do the same job to make their conversation. Remind Sts to use their explainations in Act 1

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- Go around to observe and give necessary assistance. - At random, invite some pair of students to present their dialogue in class. - Listen to the sts and give comments.

- Some pairs, at random, present their dialogue in class.

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Activity 3 Activity 3 - Listen to the T - Explain the task. - Work in groups of 4, do the task. - Get sts to work in groups of 4 and share their own opinions. - Report the groups’ discussion. - Depend on the sts’ levels, ask sts to take notes their group members’opinions and report to the class. - Make comments on sts’ performance during the group discussion and on their reports back to the class. CULTURE CULTURE Activity 1 Activity 1 - Have ss read and answer questions in pairs - Work in pairs, do the task. - Check ss’ answers as a class. - Give the answers. - Expected answers: - Check the answers. 1. They use them to look up and store information 2. About 2 out of 5 have 3. They may help promote listening and speaking abilityp improve their critical thinking, reading, writing, and maths skills 5. They can be great educationl tools, but the wrong use may cause very bad effects Activity 2 Activity 2 - Have ss work in group of 4 or 5, talk - Work in groups of 4 or 5. about how childen in Vietnam use their - Do as appointed. electronic devices. + Possitive side: store information, access to the Internet to make full use of the online materials, do projects or assignments. + Negative side:access to inappropriate information, chat and cheat in the exams, take embarassing pictures of their friends/ surrounding people, spend most of their time on playing games/ unreal world. 4. Consolidation Words or phrases related to about new ways to the uses of personal electronic devices. 5. Homework: - Do the tasks again and Learn by heart the new words. - Prepare Unit 8- Looking back and project at home. + Put sts in 4 groups to prapare for the presentation on the topic Personal electronic devices in class- to use or not to use.(2 groups For and the 2 others Against) Trang 54

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Distributive period 80:

UNIT 8: NEW WAY TO LEARN Lesson 8: LOOKING BACK AND PROJECT

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I, Objectives. 1. Knowledge. By the end of this unit, Ss can revise: - For vocabulary, that is words and phrases related to electronic devices that can help us learn - For pronunciation, that is stress in three - syllable adjective and verbs - For grammar, that is defining and non-defining relative clauses 2. Skills - Integrated skills, mainly reading skills and presentation skill. 3. Educational aims. - To provide Ss some motivation. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES PRONUNCIATION PRONUNCIATION 1. Listen and repeat 1. Listen and repeat - Play the recording and let Ss listen - Listen to the recording. - Play it again with pauses for them to repeat - Listen and repeat. each word - Expected answers: Adjective, electric, effective, wonderful, convenient Similar, Graduate, develop, contibue, consider, dedicate, recommend 2. Listen to the sentences and 2. Listen to the sentences and practise practise saying them loudly. saying them loudly. - Read word in rows paying - Ask Ss to read the word in rows paying attention to the difference between the sound attention to the difference between the sound clusters clusters - Listen to the sentences and - Play the recording and let Ss listen to the circle the word they hear sentences and circle the word they hear. VOCABULARY VOCABULARY Activity 1 Activity 1 - Ask Ss to work in pair, read the sentences Firstly, work individually first to again and do the task do the tasks then work in pairs to - Encourage Ss to exchange their answers with compare the results with their a partner to see if they understand the partner. contexts ang mening of each sentence. Check and correct the answer. - Asks Ss to give the reasons for their answers. - Expected answer: 1.d 2.e 3.b 4.c 5.f 6. a Trang 55

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Activity 2 Activity 2 - Ask sts to work in pairs to do the task. - Work in pairs to do the task. - Elicit the answers from the sts. - Give the answer. - Check and correct the answers. - Check and correct the answer. - Expected answers: 1. We can easily download them into our personal electronic device we carry with us everywhere 2. Because learning new vocabulary by translating slows down the learning process 3. we need to think how to use them effectively GRAMMAR GRAMMAR Activity 1 Activity 1 - Give time for the students to do the task - Work individually first to do the individually. task then work in pairs to give the - Have them check in pairs, then with the answers. whole class to make sure they all have - Give the answers. correct answers. - Check and correct the answers. - Expected answers: 1. which/that 2.who 3.which 4.whose 5.who/that 6. whose Activity 2 Activity 2 - Work individually first to do the - Ask students to do this activity orally task then work in pairs to give the first, and then write down their answers. answers. - Expected answers: 1. Shakespears, whose birthplace was…., was a … - Give the answers. 2. His grand mother,who was …., had a….. - Check and correct the answers. 3. Tom has…books which are all in … 4. Lan…physics which I don’t like. 5. I will….teacher who taught ….write. 6. The girl whose electronic ..down looked very upset. PROJECT PROJECT - Invite the representatives of the 4 groups - 4 representatives of the 4 groups to present their ideas. do their presentation on the given - Elicit comments from sts. topic. - Give final feedback. 4. Consolidation - Words and phrases related to about using personal electronic devices in class. - For pronunciation, that is stress in three - syllable adjective and verbs - For grammar, that is defining and non-defining relative clauses 5. Homework: - Do the tasks again - Learn by heart the new words. - Prepare Review 3-Lesson 1 at home.

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Distributive period 81:

WRITTEN TEST CORRECTION

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I. Objective. 1. Knowledge. Help sts find out their errors in the test so that they will not make mistakes next time. 2. Skills. - Develop sts’ ability to correct mistakes and errors. 3. Educational aims. - Students have positve attitude towards learning. II. Methods. - Integrated, mainly communicative III. Teaching aids. - Teacher: tape, board, chalk, textbook, answer key. - Students: textbook, workbook, pen, pencil…. IV. Procedures. 1. Class organization: 2. New lesson: KEYS TO ANSWER MULTIPLE CHOICE QUESTIONS (32 Questions;8 điểm) Đáp án mã đề: 137 01. D; 02. A; 03. D; 04. A; 05. B; 06. D; 07. D; 08. D; 09. C; 10. C; 11. B; 12. D; 13. C; 14. C; 15. A; 16. D; 17. D; 18. C; 19. D; 20. B; 21. A; 22. D; 23. C; 24. D; 25. C; 26. D; 27. B; 28. C; 29. A; 30. B; 31. A; 32. A; Đáp án mã đề: 171 01. B; 02. A; 03. C; 04. B; 05. A; 06. A; 07. D; 08. B; 09. C; 10. C; 11. D; 12. B; 13. A; 14. C; 15. C; 16. B; 17. C; 18. A; 19. A; 20. A; 21. B; 22. D; 23. D; 24. C; 25. A; 26. D; 27. A; 28. C; 29. D; 30. A; 31. A; 32. D; Đáp án mã đề: 205 01. C; 02. A; 03. A; 04. B; 05. D; 06. C; 07. A; 08. B; 09. C; 10. D; 11. A; 12. A; 13. D; 14. D; 15. C; 16. B; 17. C; 18. B; 19. A; 20. A; 21. A; 22. A; 23. A; 24. B; 25. C; 26. B; 27. C; 28. B; 29. D; 30. C; 31. C; 32. C; Đáp án mã đề: 239 01. A; 02. D; 03. C; 04. C; 05. D; 06. D; 07. A; 08. A; 09. A; 10. A; 11. D; 12. A; 13. B; 14. A; 15. C; 16. C; 17. A; 18. D; 19. A; 20. B; 21. B; 22. C; 23. B; 24. C; 25. A; 26. A; 27. A; 28. B; 29. A; 30. D; 31. A; 32. B; LISTENING 2.C 3.C 4. A 5. B 6. HALF THE SKY 1.B 7.TO WALK 8. 9.30 PM

5. Homework: - Students redo the test and prepare for the next lesson. Trang 57

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Distributive period 82:

UNIT 8: REVIEW 3 ( UNIT 6-7-8) LESSON 1

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I, Objectives. 1. Knowledge. - To help students revise what they have learned in unit 1, 2, 3 - To give them a chance to practice 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Educational aims. - To encourage Ss to work harder - To provide Ss some motivation II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES LANGUAGE LANGUAGE Vocabulary Vocabulary Activity 1 Activity 1 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to task, then work in pairs to compare the answer do the task, then work in pairs to - Ask sts to give the answers. compare the answers. - Check and correct the answers. - Give the answers. - Expected answers. - Check and correct the answers. 1. pay 2. Discrimination 3. Right 4. gender 5. inequality Activity 2 Activity 2 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to task, then work in pairs to compare the do the task, then work in pairs to answers. compare the answers. - Ask sts to give the answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. - Expected answers. 1. electronic 2. Player 3. TV shows 4. tablet 5. software Pronunciation Pronunciation Play the recording and let Ss write down the - Listen to the recording, and words that they hear. write down the words that they - Ask sts to write down the words on the board. hear. - Check and correct Ask sts to read aloud the words

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Teacher: Duong Phuong Linh

+ 1st syllable: Actor, lovely, artist, famous. + 2nd syllable: relax, forget, enjoy, remove.

+ 1st syllable: indicate, organise, modernise, difficult

GRAMMAR

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Activity 1 Activity 1 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to task, then work in pairs to compare the do the task, then work in pairs to answers. compare the answers. - Ask sts to give the answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. - Expected answers. 1. This door must be kept shut. 2. Refreshment will be served. 3. Bicycles must not be left in the hall. 4. Milk should be shaken before it is used. 5. Books must be kept for 2 weeks. Activity 2 Activity 2 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first to task, then work in pairs to compare the do the task, then work in pairs to answers. compare the answers. - Ask sts to give the answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. - Expected answers. 1. More simple ( simpler) than 2. The oldest 3. More important than 4. The most beautiful 5. Healthier ( or more healthy ), more peaceful Activity 3 - Explain the task requirement. Activity 3 - Get sts to work individually first to do the - Listen to the T task, then work in pairs to compare the - Firstly, work individually first to answers. do the task, then work in pairs to - Ask sts to give the answers. compare the answers. - Check and correct the answers. - Give the answers. - Expected answers. 1. Tom works for a company which makes…. - Check and correct the answers. 2. Linda told me her e-mail address, which I wrote…. 3. I do not like people who are never on time. 4. What was the name of the girl whose mobile phone was stolen. 5. Mr Brown, who has worked for the same.., is retiring… 4. Consolidation: Revise what Ss have learnt in unit 6, 7, 8 5. Homework - Redo activities at home and prepare for the rest of the Review.

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Teacher: Duong Phuong Linh

Distributive period 83:

UNIT 8: REVIEW 3 ( UNIT 6-7-8) LESSON 2

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interactive oppotunities. 3. Because with it teachers can make grammar and vocabulary presentations and save them for using again. 4. They can down loas gap-fill exrcises, multiple choice quizzes or games. 5. They can drag and drop their answers into the gaps with their fingers.

Speaking - Get sts to work in groups of 4, take turns asking and answering questions about different customs in 4 countries After about 5 minutes, ask groups to choose one representatives to report the interview result to the class.

Speaking - Work in groups of 4, take turns asking and answering questions about different customs in 4 countries. Choose choose one representatives to report the interview result to class. Trang 59

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Ask other students to give the comments and decide which sts has the best answers.

- Others give the comments and decide which sts has the best answers.

Listening - Tell sts that they are going to listen to a text about how people greet each other. - Explain the task requirement. - Play the recording 2 times for sts to listen and do the task. - Get sts to work in pairs to do the listening task. - Ask sts to give the answers. - Play the recording again and pause at the answers for the sts to check whether their answers are correct or not. - Give answers. 1. F 2. T 3. F 4. T 6. F WRITING - Explain the task. - Ask sts to use the given information on page 37. - Give some more instructions. + compare and contrast + while, whereas, contrary to…. - Get sts to work individually to do their writing task.

Listening - Listen to the T

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- Listen to the recording and do the task

- Give the answers

- Check and correct the answers

WRITING - Listen to the T

- Work individually to do their writing task - Work in pairs for peer correction after finishing their own writing. - Pay attention to the T’s model correction.

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- Ask sts to work in pairs for peer correction after finishing their own writing. - Select one st’s wrting for model correction. - Give feedback. 4. Consolidation - Revise what Ss have learnt in unit 6, 7, 8. 5. Homework - Redo activities at home and prepare for Unit 9 – Getting started.

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Distributive period 84:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 1: GETTING STARTED – Environment Impacts

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I, Objectives. 1. Knowledge. - To help learners get started with some language items in Unit 9 - For vocabulary, that is words and phrases related to environmental impacts that can help us learn 2. Skills - To help learners get started with 4 skills in Unit 9 - Reading: Read for general ideas and specific information about threats to the natural environment. - Speaking: Talking about the environmental impacts of human activities. - Listening: Listening for gist and specific information in a student’s talk on environmental impacts. - Writing: Writing about environmental problems and giving some practical advice on how to preserve the environment. 3. Educational aims. - To provide Ss some motivation. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP + Network.. - Work in groups of 3 or 4. - Ask sts to work in groups of 3 or 4. - List the animals which are indanger - Ask sts to give a list of the animals which of extinction. are in danger of extinction. - Give the answers. - After 3 minutes, the group which has the longest list will be the winner. - Listen to the T. -Lead into the lesson. + Ask ss some questions related to environment: “ What will happen if our environment destroyed?” + Inform the class of the lesson objectives: getting to know the topic preserving the environment. ACTIVITY 1 ACTIVITY 1 - Tell the class that they are going to listen to a - Listen to the T conversation between Nam and his father. -Ask Ss to predict what they are going to talk Give predicion. about. Trang 61

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-Playing the recording for Ss to listen and read the conversation at the same - Listen to the recording and read the time. conversation quitely. -Remind Ss not to worry about the unknown words or grammar points, but try to work out the general idea of the conversation.

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ACTIVITY 2 - Work individually first to see the pictures and words then in pairs to label the photos. - Look up the words and phrases in a dictionary to confirm their meaning. - Gve the answers. - Check and correct the answers. - Note down the words in their notebooks.

ACTIVITY 3 - Work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation. - Work in pairs to compare the answers. - Gve the answers. - Check and correct the answers. Note down the words in their notebooks.

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ACTIVITY 2 - Ask sts to work individually first to see the pictures and words then in pairs to label the photos. - Allow two minutes for the pairs to look up the words and phrases in a dictionary to confirm their meaning. - Check ss’ answers as a class and give explanations if necessary. - Have sts note down the words in their notebooks. - Expected answers: a, greenhouse effect d, polar ice melting b, pollution e, fossil fuels. c, deforestation ACTIVITY 3 - Ask sts to work individually to check the information, underline the key words in the questions, and use them to scan for the relevant information in the conversation. - Get sts to work in pairs to compare the answers. - Invite 3 sts, at random, to go to the board to write down the answers. - Check and correct the answers with the whole class. - Expected answers: 1. He is writing a letter for the school newsletter. 2. The editor asked nam to write some practical advice on enviromental preservation. 3. It means the negative influence or effect on the enviroment. 4. Because he thinks if we can see the impacts on natural enviroment, we will know how to protect it. 5. They are deforestation, pollution, global warming, fuel depletion, polar ice melting and the rise of sea levels. It depends on sts.

3. Consolidation - Learners get started with some language items in Unit 9. 4. Homework: Redo activities at home and prepare for Unit 9 – Language.

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Distributive period 85:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson2: LANGUAGE

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I, Objectives. 1. Knowledge. - For vocabulary, that is words and phrases related to enviromental impacts and preservation. - For pronunciation, that is stress in three syllable nouns. - For grammar, that is reported speech. 2. Skills - Integrated and communicatice skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask students to list out the factors that pollute - Work in pairs. the envoroment. - Discuss the T’s question. - Let students work in pairs - Give the answers. - Ask students questions VOCABULARY VOCABULARY Activity 1 Activity 1 - Ask Ss to work individually first to do the - Firstly, work individually tasks then work in pairs to compare the results first to do the tasks then work with their partner. in pairs to compare the results with their partner. - Asks Ss to give the reasons for their answers. - Give the answer. - Expected answer: - Check and correct the answer. 1. preserve 5. Greenhouse effect 2. deforestation 6. Global warming 3. fossil fuels 7. depletion 4. pollute 8. damage Activity 2 Activity 2 - Ask Ss to work in pair ,read the sentences - Firstly, work individually again and do the task first to do the tasks then work - Encourage Ss to exchange their answers with a in pairs to compare the results partner to see if they understand the contexts an with their partner. and the meaning of each sentence. - Give the answer. - Asks Ss to give the reasons for their answers. - Check and correct the answer.

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PRONUNCIATION 1. Listen and repeat - Listen to the recording. - Listen and repeat.

2. Listen to the sentences and practise saying them loudly. - Read word in rows paying attention to the difference between the sound clusters

- Play it again with pauses for them to repeat each word 2. Listen to the sentences and practise saying them loudly. - Ask Ss to read the word in rows paying attention to the difference between the sound clusters

- Asks Ss to give the reasons for their answers. - Expected answer:

- Asks Ss to give the reasons for their answers. - Expected answer: 1. consumption 5. polluted 2. consume 6. pollution 3. preserve 7. contamination 4. preservation 8. contaminate PRONUNCIATION 1. Listen and repeat - Play the recording and let Ss listen

Activity 3 - Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.

- Expected answer: 1.protect 2. preservation 3. contaminate 4. consumption 5.deforest 6.pollute 7.deplete Activity 3 - Ask Ss to work individually first to do the tasks then work in pairs to compare the results with their partner.

- Play the recording and let Ss listen to the sentences and circle the word they hear.

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Activity 1 - Ask Ss to read through the six statements.

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- Let sts go back to the Getting started to check the information. - Have sts compare the answers with their partner. - Check and correct the answers orally with some sts at random. - Expected answers: Nam: 1,3,5 The editor:2 Nam’s father: 4,6 - Explain the grammar point; Reported speech + The opening(‘) and closing (‘) quotation marks are needed for writing reported speech. + Verbs in reported speech usually go back one tense, and impertaive verbs change to infinitive.

- Listen to the sentences and circle the word they hear GRAMMAR Activity 1 - Work individually, read through the 6 statements. - Go back to the Getting started to check the information. - Compare the answers with their partner. - Check and correct the answers orally with the T.

- Listen to the T. - Take notes.

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+ Say/ Tell can be used in reported speech, Say does not need an object, but Tell does. Activity 2 Activity 2 - Listen to the T’s explaination. - Explain the task requirement. - Work individually first to do - Get sts to work individually first to do the the task then work in pairs to task, then work in pairs to compare the compare the answers. answers. - Give the answer. - Ask sts to give the answers. - Check and correct the answer. - Check and correct the answers. - Expected answers. Ask them to give clues for their answers 1. Nam said that pollution was one of the problems in his neighborhood. 2The editor said that more people were aware of the preservation of natural resources. 3. The sts told their teacher they were discussing the protection of the natural enviroment. 4. nam’s father told him to use the web serch engine to find the information that he needed. 5. Nam said it was confusing becaue there were too many web pages abt.. Scientists said that air pollution was one of the causes of the greenhouse effect. 4. Consolidation - Words and phrases related to enviromental impacts and preservation, stress in three syllable nouns and reported speech. 5. Homework: - Do the task again - Read Unit 9 – Reading at home

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Distributive period 86:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 3: READING

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I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: - Identify different types of pollution. - Understand the causes and negative effects of pollution on our enviroment, health. 2. Skills - Integrated especially reading skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts to name the types of pollutions that - Work individually. they know, encourage them to present the - List the types of pollution that causes of the pollutions. they know. - Call some sts, at random, to give the ideas. - Present the causes of the - Listen to the sts. pollutions if possible. - Give feedback. - Listen to the T - Lead sts into new lesson. BEFORE YOU READ BEFORE YOU READ Activity 1 Activity 1 - Show some pictures on the board/ the screen. - Look at some pictures on the board/ the screen. - Get sts to work in pairs and describe the - Work in pairs and describe the pictures. pictures. - Give suggesting questions: 1. What can you see in each picture? 2. What is the enviromental impact in each photo? - Give the answers. - Elicit the answers from the sts and put - Check and correct the answers. them on the board/ screen. - Give feedback. - Suggeted answers: a. noise pollution b. water pollution c. air pollution d. soil pollution WHILE YOU READ WHILE YOU READ Activity 2 Activity 2 - Listen to the T. Ask sts to read the text quickly and find

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- Work individually first to do the task, then work in pairs to gie the answer. - Give the answers. - Check and correct the answers.

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repeated words and their collocations - Explain to the sts that repeated words in a text may imply its main idea or title - Have sts skim the text to choose the best title. - Have sts work individually first to do the task, then work in pairs to gie the answer. - Suggested answer: C

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Activity 3 Activity 3 - Listen to the T. - Have sts match each of the highlighted - Work individually first to words with the correct definition, ask them do the task, then work in to work individually first , then check with a pairs to gie the answer. partner. - Let ss use a dictionary if necessary. Go over the answers to make sure they have - Give the answers. matched them correctly. - Check and correct the answers. - Suggested answers: 1.ecosystem /’I:kəʊsistəm/ 2.pesticides // 3.inorganic /inɔ:’gǣnik/: vo co 4.vegetation /vedƷə’teiʃn/: thuc vat 5.fertilizer /fɜ:təlaizə/ 6.pollutants Activity 4 Activity 4 - Ask ss to scan the text and read the - Listen to the T. instructions carefully. - Work individually first to - Have them highlight the key words in do the task, then work in both the sentences provided and the text. pairs to gie the answer. - Encourage ss to underline the parts of the reading text relevant to the statements. - Check ss’ anwer to make sure they are correct. - Give the answers. - Suggested answers: - Check and correct the answers. 1. F (Environmental pollution is one of the impacts of human activities) 2. F (the greenhouse ........... air pollution) 3. T 4. T 5. T 6. T AFTER YOU READ AFTER YOU READ Activity 5 Activity 5 - Have sts discuss in group of 3 or 4. Ask - Work in groups of 3-4. them some guiding questions before their - Discuss the questions. discussion: 1. What type of pollution is there in your neighborhood? 2. What are the causes and effects? 3. How can you help reduce this type of pollution? - Let sts discuss the questions freely 4. Consolidation - Words and phrases related to enviromental impacts and preservation. - Identify different types of pollution. 5. Homework: Do the task again

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Teacher: Duong Phuong Linh

Distributive period 87:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 4: SPEAKING

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I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: - Talk about different types of pollution. - Understand and talk the causes and negative effects of pollution on our enviroment and health. 2. Skills - Integrated especially speaking skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Write down the sources of fuels you know - Answer to the T’s question. - Offer to help and check + Possible answers: The questions petrol, oil, coal, natural 1. Which source of energy is the most popular in gas. our country? 2. Is it limited or unlimited? What should we do to be sure that we can continue to use it in the future? - Elicit the sts’answers. - Give the answers. - Give feedback. - Listen to the T - Lead into new lesson. PRE-SPEAKING PRE-SPEAKING Activity 1 Activity 1 -Introduce the topic by asking such questions as: - Listen to the T. 1, What are the types of environmental pollution caused by human activities? 2, Can you label the photos with specific types of - Give the answers. pollution? - Check and correct the answers. - Elicit the sts’answers. - Give feedback. - Expected answers: a. Soil pollution b. water pollution c. air pollution d. noise pollution

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Teacher: Duong Phuong Linh

Human psychological and health problems such as stress, the increase of heart rate and hearing damage.

Noise pollution

- Give the answers. - Check and correct the answers.

Types of Consequence pollution Soil Contaminated vegetation and the pollution decrease of soil fertility leading to the negative utilization of land

Activity 2 - Listen to the T - Work individually and read the text carefully before they complete the table.

IC IA L

Activity 2 Focus Ss’ attention on the instruction, the table. - Ask them to work individually and read the text carefully before they complete the table. - Remind them to refer back to the reading text to get the necessary information. - Let them work with a partner if they need more help - Elicit the sts’answers. - Give feedback. - Expected answers:

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WHILE SPEAKING WHILE SPEAKING - Get sts to work in pairs and use the - Work in pairs, take turns information in the table to talk about different talking about different types of types of pollution. pollution. Example: Air pollution results from fossil fuel burning by motor vehicles, factories, aircraffs and rockets. Air pollution can lead to a series of environmental problems….. - Go around the class to observe and control the activities. POST SPEAKING POST SPEAKING Activity 3 Activity 3 - Have sts continue working in pairs, - Work in pairs, making making conversation basing the conversation basing the information they talked in While speaking. information they talked in - Give enough time for Ss to read the While speaking. conversation individually. - Check comprehension as a class. - Have ss practice the conversation in pairs - Walk round to monitor and provide help. - Some pairs present in front of - Select some pairs to role-play the the class conversation in front of the class. 4. Consolidation - Understand the causes and negative effects of pollution on our enviroment and health. 5. Homework: - Do the task again & Read Unit 9 – Listening at home.

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Teacher: Duong Phuong Linh

Distributive period 88:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 5: LISTENING

IC IA L

I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: - Understand, talk the causes - negative effects of pollution on our enviroment - health. 2. Skills - Integrated especially speaking skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Have sts listen to a song and answer the - Answer to the T’s question. question “: What have human beings done to the environment?” - Give the answers. - Expected answer: We, human beings, have - Listen to the T been destroying the environment. - Expected answer: They are - Show a picture and ask sts what the people are planting trees - Lead into new lesson. doing. BEFORE YOU LISTEN Activity 1 Activity 1 - Ask ss to read the instructions and the titles. - Read the instructions and the - Ensure that they understand the task and titles vocabulary. - Listen to the T - Explain if there are any new words. Give - Listen to the recording and do Vietnamese equivalents if necessary. - Play the recordings and have ss do the activity the task individually first, then compare the answer with a - Check the answers. - Play the recording again if many ss in the partner. class have incorrect answers, pausing at the - Give the answers. place where they can get the correct - Check and correct the answer. information. - Expected answers: C + degraded + aquatic + resulted + awareness + sewage WHILE YOU LISTEN WHILE YOU LISTEN Activity 2 Activity 2 Ask ss to read the words and instructions Read the instruction carefully And carefully individually individually

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BEFORE YOU LISTEN

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Teacher: Duong Phuong Linh

- Listen to the recording and do the task individually first, then compare the answer with a partner. - Give the answers. - Check and correct the answer.

AFTER YOU LISTEN Activity 4 - Have ss work in 4 groups discuss the questions - Call on some ss at random to present their opinions to the whole class. - Play the recording again, pausing at times. Tell Ss to note down the answers during the pauses. - Check the answer as a class. - Expected answers: 1. The natural world in which people, animals and plants

AFTER YOU LISTEN Activity 4 - Work in 4 groups discuss the questions - At random, give the answers.

IC IA L

- Ensure that they understand the task and vocabulary - Play the recording once or twice again for ss to do the task. - Ask ss to work with a partner about two minutes to discuss the meaning of the words. - Check answers as a class. - Expected answers: + degraded + aquatic + resulted + awareness + sewage Activity 3 - Ask ss to read the instructions carefully and the sentences 1-6. - Make sure that they understand the sentences. - Provide help with the new words if necessary - Play the recording once or twice again for ss to fill in the gaps - Ask ss to work with a partner to compare the answers. - Invite representatives from some pairs to report their answers to the class. - Give feedback and correct any wrong answers. - Expected answers: 1.affected 2.global warming 3. ecosystem 4. health problem 5. Control 6.friendly materials

Activity 3 - Read the instructions carefully and the sentences 16.

- Give the answers. - Check and correct the answer.

- Check and correct the answer.

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- Listen to the recording and do the task individually first, then compare the answer with a partner.

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live. 2. The burning of fossil fuels by factories and motor vehicles. 3. The use of harmful chemicals in agriculture. 4. The extinction of rare animals and extreme floods and land erosion. 5. We should dump harmful rubbish and chemicals at appropriate places. 6. We should replace deforestation with forestation. 7. 7. We should make every effort to preserve the environment for the next generations.

4. Consolidation - Words and phrases related to enviromental impacts and preservation. 5. Homework: Do the task again & Read Unit 9 – Writing at home. Trang 72

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Distributive period 89:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 6: WRITING

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I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: - Talk about different types of pollution. - Understand and the causes and negative effects of pollution on our enviroment and health and suggest some measures to preserve the environment. 2. Skills - Integrated especially writing skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Show a picture and ask sts some questions: - Answer to the T’s question. 1. What do you see in the picture? 2. What does the text in the picture mean? 3. Do you turn off the tap while you are brushing - Give the answers. your teeth? - Listen to the T - Lead into new lesson. PRE – WRITING PRE – WRITING Activity 1 Activity 1 - Give ss time to read the instructions and the - Read the instructions and the text. text. - Remind them to underline key words and phrases. - Give the answers. - Check comprehension. - Check and correct the answers. - Give vocabulary explanations if necessary. - Ask ss to compare the answers with a partner first then ask some ss to read out loud their answers to check as a class. - Expected answers: 1.d 2.c 3.b 4.a Activity 2 Activity 2 - Read the instructions and the - Give ss time to read the information and do task. the matching individually - Ask ss to compare the answers with a - Give the answers. partner first then ask some ss to read out loud their answers to check as a class - Check and correct the answers. - Expected answers: 1.D 2. C 3. B 4. A Trang 74

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- Help sst to review the organization of a - Recall the organization of a paragraph and connectors use to connect paragraph and connectors use the ideas. to connect the ideas. WHILE YOU WRITE WHILE YOU WRITE Activity 3 Activity 3 - Give ss time to read the instructions and the - Read the instructions and the structure of the model to make sure Ss can structure of the model. use it. - Work in groups of 3 or 4 to - Ask Ss to work in groups of 3 or 4 to select select one of the natural one of the natural resources and discuss the resources and discuss the information in the table. information in the table. - Encourage the groups to write complete - write complete sentences sentences using the information provided. using the information - Go round and offer help with any provided. vocabulary or grammar question. - Ask ss to exchange their writing with a - Exchange their writing with a partner for peer comments partner for peer comments - Walk around and offer help if necessary AFTER YOU WRITE AFTER YOU WRITE - Select one st’s writing to make model - Pay attention to the T’s correction in class. correction. 4. Consolidation - Words and phrases related to enviromental impacts and preservation. - Identify different types of pollution. - Understand the causes and negative effects of pollution on our enviroment and health. 5. Homework: - Do the task again - Read Unit 9 – Communication and culture at home.

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Teacher: Duong Phuong Linh

Distributive period 90:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 7: COMMUNICATION AND CULTURE

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I, Objectives. 1. Knowledge. - Improve comunicative skills in English. - Get more knowledge about the World Wildlife Fund for Nature. 2. Skills - Reading and Speaking skills. - Group and pair work. 3. Educational aims. - Students are more aware of the importance of preserving the environment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts to label the pictures shown on the - Work individually, look at the board. pictures, then label them. - Invite sts to give the answers. - Give the answers. - Listen to the sts and give correction if needed. - Lead sts into new lesson. COMMUNICATION COMMUNICATION Activity 1: discussion Activity 1: discussion - Focus Ss’attention on the instructions and the - Listen to the T photos. - Look at the pictures then - Check comprehension. describe those pictures. - Ask ss to describe how the action will - Give the answers. affect the environment in each photo. - Check and corect the answers. - Put the information in two columns on the board. - Check ss’ answers as a class - Expected answers: Photo a: A man is spraying pesticides. This can cause soil pollution. Photo b: Forest trees were cut down. This is deforestation and it will result in climate change, global warming, extreme floods and erosion. Activity 2: Activity 2: - Listen to the T - Tell Ss that they are going to listen to two speakers talking about one of the photos in activity 1.

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Teacher: Duong Phuong Linh

- Underline the key words individually.

Activity 3 - Listen to the T - Work in groups of 3-4, share their opinions. - Take notes of their group members’ opinions.

Activity 3 - Have ss read the instructions carefully. - Ask ss to work in groups of 3 or 4, share their opinions - Ask ss to take notes of their group members’ opinions and report to the class - Make comments on ss’ performance during the group discussion and on their reports back to Call on representatives of different groups to report their ideas to the class - Listen to the sts ang give feedback.

IC IA L

- listen to the recording twice to do the task individually. - Check the answers in pairs. - Give the answers & Check

- Focus Ss’attention on the instructions and the questions. - Have them underline the key words in the questions. - Check comprehension. - Play the recording twice, pausing before the second listening for ss to note down the answers. - Check the answers as a class. - Expected answers: 1. photo b 2. Deforestation 3. Climate change, global warming, extreme floods. 4. Control deforestation and have proper forestation plans.

CULTURE

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Activity 1 - Have Ss make predictions individually. - Check as a class - Expected answers: + a panda + It comes from China + WWF is for World Wide Fund for nature (Formerly World Wildlife Fund) Activity 2 - Have ss read and answer questions in pairs - Check ss’ answers as a class - Expected answers: 1.in 1961 2.A none-government organization 3. Because it was the only giant panda, an endangered species, in the Western world at the same time as the organization is established. 4. “stop the degradation of the planet’s natural environment and build a future in which humans live in harmony with nature, by: - conserving the world biological diversity

- Representatives of some groups report the groups’ discussion

CULTURE Activity 1 - Do as appointed - Answer the questions:

Activity 2 - Do as appointed Answer the questions:

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Teacher: Duong Phuong Linh

- ensuring that the use of renewable natural resources is sustainable. - promoting the reduction of pollution and wasteful consumption. 5. It is the world’s largest independent conservation organization

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4. Consolidation - Words and phrases related to enviromental impacts and preservation. - Identify different types of pollution. - Understand the causes and negative effects of pollution on our enviroment and health. 5. Homework: - Do the task again. - Read Unit 9 – Looking back and project at home. - Divide class into 4 groups and ask each group to prepare their presentaion about the environmental problems facing their the area in which their school is located. + Choose on type of pollution, causes and effects + Find some pictures/ photos to illustrate the problem. + Give some measures or suggestions to solve the problem.

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Teacher: Duong Phuong Linh

Distributive period 91:

UNIT 9: PRESERVING THE ENVIRONMENT Lesson 8: LOOKING BACK AND PROJECT

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I, Objectives. 1. Knowledge. By the end of the lesson sts can revise: - Stress in three syllble nouns. - Reported speech. - Words and phrases related to environmental impacts and preservation. 2. Skills - Reading and Speaking skills. - Group and pair work. 3. Educational aims. - Students are more aware of the importance of preserving the environment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts to label the pictures shown on the - Work individually, look at board. the pictures, then label them. - Invite sts to give the answers. - Give the answers. - Listen to the sts and give correction if needed. - Lead sts into new lesson. PRONUNCIATION PRONUNCIATION Activity 1 Activity 1 - Ask ss to listen and reapeat - Listen and reapeat Activity 2 Activity 2 - Help ss review stress patterns of three-syllable - Review stress patterns of nouns three-syllable nouns. - Play the recording again, ask ss to - Listen again and underline listen and underline stress syllables stress syllables. - Check ss’ answers - Give the answers. - Suggested answers: - Check and correct. 1. po’llution 6. A’wareness 2. e’rosion 7. ‘poverty 3. ’energy 8. De’pletion 4. ’animal 9. So’lution 5. con’sumption 10. Pro’tection VOCABULARY VOCABULARY Vocabulary Vocabulary Activity 1 Activity 1: Listen to the T Have Ss read the instructions and words in box

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IC IA L

Activity 2 - Listen to the T. - Work individually to do the task, then compare the answers in pairs. - Give the answers. - Check and correct.

GRAMMAR Activity 1 - Listen to the T. - Work individually to do the task, then compare the answers in pairs. - Give the answers. - Check and correct.

KÈ

- Check ss’ answers. - Expected answers: 1.preserve 2.pollution 3.awareness 4.protect 5.consumption GRAMMAR Activity 1 - Set ss a time limit and get ss to do the activity individually - Call on some ss to tell their answers - Check ss’ answers. - Expected answers: “All rubbish is killing fish and other sea creatures” “We can clean the beach together” “I will ask our friends and neighbors to come and help us” “I’m so happy to hear that, children” “Protect yourselves from germs” Activity 2: - Set ss a time limit and get ss to do the activity individually - Call on someone to write donw the answers - Correct the mistakes - Expected answers: 1. Mr. Jones was very sad and said that all that rubbish

- Work individually to do the task, then compare the answers in pairs. - Give the answers. - Check and correct.

- Tell them that these words are nouns or verbs. - Encourage Ss to re-read Do you know…? On page 40 to help them identify the class of the words - Check answers as a class. - Expected answers: Verbs: preserve, protect, consume, emit, deplete, erode Nouns: animal, disposal, threat, energy….. Activity 2 - Ask ss to work individually to do the task, then compare the answers in pairs.

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was killing fish and other sea creatures. 2. Nick said that they could clean the beach together. 3. Mary told them she would ask their friends and neighbors to come and help them. 4. Mr. Jones told his children he was so happy to hear that. 5. Mr. Jones gave the people gloves and told them to protect themselves from germs.

Activity 2 - Listen to the T. - Work individually to do the task, then compare the answers in pairs. - Give the answers. - Check and correct.

4. Consolidation - Words and phrases related to enviromental impacts and preservation. 5. Homework: - Do the task again. - Review Unit 6-9 to prepare for the 45 test. Trang 81

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Distributive period 92

REVISION

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A. Aims: - To practice speaking, reading, listening and writing. - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence. - To help Ss have the opportunities to develop their oral fluency. - To introduce some words and phrases. * Language focuses: - Relative clauses Reported speech. B. Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. C. Methods: - The whole lesson: Integrated, mainly communicative. - Grammar: Revision - Exercises: Practice and production D. Procedures: TEACHER'S ACTIVITIES Student’s Activities Greeting and checking attendance. - Teacher asks Ss to do the homework. I. Grammar: 1. Definite Relative clauses. Student take Greeting and checking attendance. notes - Teacher asks Ss to do the homework. I. Grammar: 1. Definite Relative clauses. a. Form : - Mệnh đề quan hệ xác định không được ngăn cách với mệnh đề chính bởi dấu phẩy nào. b. structure : - Tiền ngữ của mệnh đề quan hệ xác định là từ chưa xác định thường là danh từ chung vì thế mệnh đề quan hệ không thể lược bỏ . Eg : This is a man who is living in Hanoi. 2 . Non – definite relative clauses. a. Form : -- Mệnh đề quan hệ không xác định được ngăn cách với mệnh đề chính bởi những dấu phẩy. Take note and b. Structure : feedback - Tiền ngữ của mệnh đề quan hệ không xác định là từ xác định thường là danh từ riêng , danh từ được bổ nghĩa bởi các tính từ chỉ định và tính từ sở hữu . vì thế mệnh đề quan hệ có thể lược bỏ . Eg : The Mekong River , which starts in Tibet, is the longest river in Indonesia. Note: That không được sử dụng ở mệnh đề quan hệ không xác định. Khi chuyển từ câu trưc tiếp sang một câu gián tiếp ta cần chú ý Trang 82

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những điểm sau. a. đại từ chủ ngữ: I : She, he, it You : I, we. We : they They, she, he, it : thường không đổi. b. Sự thay các trạng từ chỉ thời gian và nơi chốn. c. Sự thay đổi thì của động từ trong mệnh đề được tường thuật - Khi động từ tường thuật ở các thì hiện tại , chúng ta không đổi thì của động từ trong lời nói gián tiếp. - Khi động từ tường thuật ở các thì quá khứ, chúng ta đổi thì của động từ trong lời nói gián tiếp như sau : II. Exercises: Exercise 1: Underline the relative clauses in the sentences. Then add Do as commas to separate the Non-restrictive relative clauses. appointed 1. The man who is talking to the principal is our form teacher. 2. The boys who are sitting in the first row will receive the medals. 3. The students who are in the grade 10th are going to clean the school yard. 4. The animals which are kept in iron cages will be carried back to the forest 5. Mr Tan who is our gymnast is very thin and tall. 6. The book which we borrowed from the library must be returned by Monday 7. The little boy who is crying over there lost his way. 8. Mrs Van who lives next door to Hoa works at the television station. 9. The dog which has some black spots is Ba’s. 10. My mother bought the shoes which were made from Hong Kong. Exercise 2: Chuyển những câu sau sang câu gián tiếp. 1. He said to her, “You are my friend.” 2. Johnny said to his mother, “I don’t know how to do this exercise.” 3. “ Don’t come back before one o’clock”, advised my brother. 4. “Cook it in butter”, Mrs Brown said to her daughter. Do as 5. The pupils said “ Teacher, give us better marks, please.” appointed 6. My friend said, “ Are you going to leave tomorrow?” 7. “ Have you done your homework?”, said my mother. 8. I asked Bill,” What time did you go to bed last night?” 9. Paul said, “ I must go home now.” 10. “ There is an accident”, said the policeman. III. Consolidation: - Ask Ss to consolidate the main contents. - Ask Ss: What have you learnt today? What can you do now? - Teacher asks Ss to give examples for the grammatical parts above.

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Distributive period 93

Application No Ms

Total No Ms

1. Listen and complete the missing information Stress in three syllable words Phonetics

IC IA L

WRITTEN TEST 04

0,5

2,5

0,25

0,5

1,25

3,25

1. New ways to learn 2. Preserving the environment

2 1

0,5 0,25

2 1

0,5 0,25

1 2

0,25 0,5

2,25

1. Sentence transformation

0,5

1,5

0,25

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ẠY D

Writing

Grammar 1. Relative clauses 2. Comparison and Vocabulary 3. Vocabularies Reading

Listening

0,5

TOTAL

TESTING CONTENTS Mark the letter A, B, C or D on your answersheet to indicate the word whose underlined part is pronounced differently from that of the others. Trang 84

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Câu 1. A. aquatic B. protect C. contaminate D. influence Câu 2. A. played B. cleaned C. used D. hoped Câu 3. A. natural B. matter C. nation D. anger Mark the letter A, B, C or D on your answersheet to indicate the word or phrase that needs correcting. Câu 4. There's a woman who she sold me the handbag. A B C D Câu 5. Mr. Smith is going to buy a new Japanese car, doesn't he? A B C D Câu 6. The picture was painting by Michael last year. A B C D Mark the letter A, B, C or D on your answersheet to indicate the correct answers to complete the following passage. " Wikis" are websites where anyone can (7) content and make changes, so that the sites becomes a group creation - "wili" stands (8) " What I know Is". These (9) can be a valuable source of information and opinion for students, though the information may not be totally accurate - some academics refuse to use them.Perhaps the best-known wiki is online encyclopedia, Wikipedia, (10) has more than one million entries in over 100 languages. Wikipedia is working hard to make sure that its information is completely accurate, (11) students will be able to use it with confidence, and there's no doubtbthat it is an incredible resource. B. addition B. by B. information B. who B. and

C. add C. in C. online C. that C. but

D. addicted D. for D. sites D. whose D. so

Câu 7. A. adding Câu 8. A. with Câu 9. A. source Câu 10. A. which Câu 11. A. yet

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Mark the letter A, B, C or D on your answersheet to indicate the correct answers to the following questions. Câu 12. The giant panda is ............... because its habitat is being destroyed. A. dangerous B. endanger C. endangered D. danger Câu 13. A:"Pass me that pen, please!" B:" ......................" A. No, it isn't B. Yes, please C. It does not matter D. Here you are Câu 14. Children..................... parents allow them to use electronic devices early will have more advantages in the future. A. whose B. which C. that D. who Câu 15. He said he would do it.................. A. the following day B. tomorrow C. the previous day D. yesterday Câu 16. Tomorrow we will go to Noi Bai to meet Maryam, ....... comes from Malaysia. A. who B. whom C. whose D. that Câu 17. A: " Do you mind if I take a seat?" B:" ................" A. Yes, do as you please B. No I mind C. No, do as you please D. Yes, i do not mind Câu 18. .................... I was really tired, I could not sleep. A. Therefore B. Eventhough C. Because of D. So Câu 19. Can you show me. ........ way to ........ station. A. the/ the B. a/ the C. the/ a D. a/ a Trang 85

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Câu 20. English devices that distract students......... their study are banned in most schools. A. against B. from C. out of D. in Câu 21. ..................... can also be used to tale photos or record student's work, which can be later shared with the class. A. laptop B. smartphones C. cameras D. recorders Câu 22. If I were a flower, I .................. a sunflower. A. am B. will be C. would be D. were Read the passage, then mark the letter A, B, C or D on your answersheet to indicate the correct answers to the following questions. We are all slowly destroying the earth. The seas and rivers are too dirty to swim in. There is so much smoke in the air that it is unhealthy to live in many of the world's cities. In one well-known city, for example, poisonous gases from cars pollute the air so much that traffic policemen have to rear oxygen masks. We have cut down so many trees that there are now vast areas of wasteland all over the world. As a result, farmers in parts of Africa cannot grow enough to eat. In certain countries in Asia there is too little rice. Moreover, we do not take enough care of the countryside. Wild animals are quickly disappearing. For instance, tigers are rare in India now because we have killed too many for them to survive. However, it isn't enough simply to talk about the problem. We must act now before it is too late to do anything about it. Join us now. Save the Earth. This is too important to ignore. Câu 23. Smoke . A. is full of the big cities B. is unhealthy to live in C. causes a healthy life D. makes life in big cities difficult Câu 24. Why do farmers in parts of Africa and Asia not grow enough to eat? A. Because there are large areas of land that cannot be used. B. Because there is too little rice. C. Because many trees have been planted. D. Because people cut down many trees. Câu 25. What's the best title for the passage? A. Protect the Nature! B. The Environment C. Conservation D. Save the Earth! Câu 26. In one well-known city, traffic policemen have to wear oxygen masks

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A. because there are so many cars on the streets B. in spite of poisonous gases C. in order to protect themselves from being injured D. because of air pollution

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Câu 27. Wild animals are . A. in danger of extinction B. killed so many that they cannot live in the forests C. being protected from natural environment D. so rare that they cannot survive Mark the letter A, B, C or D on your answersheet to indicate the word whose stress pattern is different from that of the others. Câu 28. A. impressive B. dedicate C. belongs D. construction Câu 29. A. theatre B. teacher C. promote D.gender WRITING ( 3 QUESTIONS; 0,75 điểm) Rewrite the following statements in the way that it remains the meanings as the given ones. Trang 86

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Câu 30: The student is from China. He sits next to me in the English class. →……………………………………………………………………………………… Câu 31: “ My car has been stolen”, Mathew said. →……………………………………………………………………………………….. Câu 32: “ How much do you think it will cost?” he said to me. →……………………………………………………………………………………….. LISTENING ( 8 QUESTIONS; 2,0 điểm) Task 1: Listen and number the events in the order you hear. A, A camfire near a heap of leaves may easily cause a fores fire. B, In late summer, fire is the greatest danger to foerest, and sometimes people are not allowed to go into them. C, All of us must care for our great forest and save them from fire. D, It’s unpleasant thing to see a great forest fire. E, A forest fire destroys valuable wood, wildlife and good soil. Task 2: Listen again, and tick the sentences you hear. 1 A, Have you ever seen a forest destroyed by fire? B, Have you ever seen a forest fire? 2 A, A great forest fire spreads quickly. B, A great forest fire is an awful thing to see. 3 A, They are very dry then. B, Woods and forest are really dry then

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Distributive period 94

WRITTEN TEST CORRECTION

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I. Objective. 1. Knowledge. Help sts find out their errors in the test so that they will not make mistakes the next time. 2. Skills. - Develop sts’ ability to correct mistakes and errors. 3. Educational aims. - Students have positve attitude towards learning. II. Methods. - Integrated, mainly communicative III. Teaching aids. - Teacher: tape, board, chalk, textbook, answer key. - Students: textbook, workbook, pen, pencil…. IV. Procedures. 1. Class organization: 2. Old lesson checking. (Omitting) 3. New lesson:

KEYS TO ANSWER

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WRITING ( 3 QUESTIONS; 0,75 điểm) Rewrite the following statements in the way that it remains the meanings as the given ones. Câu 30: The student is from China. He sits next to me in the English class. →The student who sits next to me in the English class is from China. Câu 31: “ My car has been stolen”, Mathew said. →Mathew said (that) his car had been stolen. Câu 32: “ How much do you think it will cost?” he said to me. →He asked me how much I thought it would cost. LISTENING ( 5 QUESTIONS; 1,0 điểm) Listen and number the events in the order you hear. (D-B-A-E-C) 3 A, A camfire near a heap of leaves may easily cause a fores fire. 2 B, In late summer, fire is the greatest danger to foerest, and sometimes people are not allowed to go into them. 5 C, All of us must care for our great forest and save them from fire. 1 D, It’s unpleasant thing to see a great forest fire. 4 E, A forest fire destroys valuable wood, wildlife and good soil.

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MULTIPLE CHOICE QUESTIONS (29 Questions;7.25 điểm) Câu Mã 139 Mã 173 Mã 207 Mã 241 1 D A B B 2 D D D B 3 C B C A 4 C A B B 5 D B B B 6 B B B B 7 C D B B 8 D A A D 9 D D B C 10 A C A A Trang 88

A A C C D B A C C C B C C A B C B C D

A A D A D B C D D A D B C D C B A C D

D D A D B C D A C A D C C D C A C C B

D C D A A A C B A B B C B D D D A B C

11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

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4. Homework: - Students redo the test and prepare for the next lesson.

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Distributive period 95:

UNIT 10: ECOTOURISM Lesson 1: GETTING STARTED – Nature lovers

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I, Objectives. 1. Knowledge. - To help learners get started with some language items in Unit 9 - For vocabulary, that is words and phrases related to ecotourism. - For pronunciation, that is stress more than three – syllable words. - For grammar, that is conditional sentences. 2. Skills - To help learners get started with 4 skills in Unit 10 - Reading: Read for general ideas and specific information about the benefits and principle of ecotourism. - Speaking: Talking about what tourists can do on an eco tour. - Listening: Listening for gist and specific information about ecotourism. - Writing: Writing a travel brochure promoting an eco tour. 3. Educational aims. - To provide Ss some motivation. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts if they have ever joined in an eco tour. - Work individually. - Explain the term “ eco tour”. - Answer to the T’s questions. - Give some pictures and ask sts to find out the country illustrated by these pictures. - Listen to the T + Possible answer: Australia - Lead sts into new lesson. LISTEN AND REPEAT - Introduce some new words. - Instruct sts to read the new words. - Ask sts to listen to the conversation, and read after the recording silently. - Have sts practice the conversation in pairs. - Call out some pairs to present in the class. - Give feedback. PRACTICE PRACTICE Activity 2 Activity 2 - Ask Ss to work in pairs and do the task - Work in pairs, do the task as - Ask Ss to give the reasons for their answers appointed. - Elicit the answers from the sts. - Check and correct the answers. - Give the answers.

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- Expected answers: 1. Because both Mr and Mrs Collins love nature. - Check and correct the answers. 2. Ecotuorism means travel to areas of natural or ecological interest ro observe wildlife and learn about the environment. 3. Tourists can see different kinds of animals like crocodiles……, go scuba-diving…. 4. They would have to pay 6,000 dollars for 2 people. 5. A two percent discount. Activity 3 Activity 3 - Ask st to work individually to find the - Work individually to find the conditional sentences in the conversation, conditional sentences in the then work in pairs to compare the answers. conversation, then work in pairs - Elicit the answers from the sts. to compare the answers. - Check and correct the answers. - Give the answers. - Expected answers: - Check and correct the answers. + If you also want to go on a camping safari, you’ll need another three days + But if we could take the seven- day tour, how much would it be per person. + ... if you book early and pay two months before departure, you’ll get a two percent discount. Activity 4 - Ask st to work individually to underline Activity 4 the verbs in the conditional sentences in the - Work individually to underline conversation, then work in pairs to compare the verbs in the conditional the answers. sentences in the conversation, - Elicit the answers from the sts. then work in pairs to compare - Check and correct the answers. the answers. - Expected answers: - Give the answers. + If you also want to go on a camping - Check and correct the answers. safari, you’ll need another three days + But if we could take the seven- day tour, how much it would it be per person. + ... if you book early and pay two months before departure, you’ll get a two percent discount. 3. Consolidation - Learners get started with some language items in Unit 10. 4. Homework - Redo activities at home and prepare for Unit 10 – Language.

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Distributive period 96:

UNIT 10: ECOTOURISM Lesson 2: LANGUAGE

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I, Objectives. 1. Knowledge. By the and of the lesson, students will get knowledge on: - words and phrases related to ecotourism. - stress more than three – syllable words. - conditional sentences. 2. Skills - Intergrated skills 3. Educational aims. - To provide Ss some motivation. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES VOCABULARY VOCABULARY Activity 1 Activity 1 - Instruct sts the way to form adjectives from - Listen to the T nouns or verbs. - Get sts to work in pairs to complete the table. - Work in pairs to complete the table. - Elicit sts’ answers. - Give the answers. - Check and correct the answers. - Check and corrrect the answers. - Expected answers: 2. natural 3. environmental 4. ecological 5. interested/ interesting 6. substainable 7. relaxed/ relaxing Activity 2 Activity 2 - Ask Ss to read the sentences and pay - Listen to the T attention to the context- the words surrounding the missing adjs and do the - Work in pairs to complete the task. table. - Get sts to work in pairs to complete the table. - Give the answers. - Elicit sts’ answers. - Check and corrrect the answers. - Check and correct the answers. - Expected answers: 1. sustainable 2. relaxing/ interesting 3. cultural/ natural 4. Ecological 5. environmental 6. Interested PRONUNCIATION PRONUNCIATION - Explain the rules to put stress on more than 3 - Listen to the T syllable words.

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Teacher: Duong Phuong Linh

1. Listen and repeat - Play the recording and let Ss listen

1. Listen and repeat - Listen to the recording.

- Listen and repeat.

- Play the recording and let Ss listen to the sentences and circle the word they hear.

- Listen to the sentences and circle the word they hear

IC IA L

2. Listen to the sentences and practise saying them loudly. - Read word in rows paying attention to the difference between the sound clusters

GRAMMAR

Activity 1 - Listen to the T’s explaination.

Activity 1 - Explain to the sts that conditional sentence type 1 are used to describe present/ future activities or events that are real/ very likely to happen. - Form: If +S+V(present simple), S + will/may+Vnt - Have sts work in pairs to do the exercise. - Elicit sts’ answers. - Check and correct the answers. - Expected answers: 1. leaves 2. will/may/might not get 3. fail 4. will/ may / might get 5. pay 6. will/ may / might eat 7. will call 8. will/ may / might go Activity 2 - Have sts work individually first work to do the exercise, then in pairs to compare the answers.

- Work in pairs to do the exercise. - Give the answers. - Check and correct the answers.

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- Note down.

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- Elicit sts’ answers. - Check and correct the answers. - Expected answers: 1. will be; fail 2. will / may/ might help; have 3. will / may/ might feel; come 4. need; will you lend 5. throw; may/ might eat; die 6. will / may/ might cause; make; leave 7. will / may/ might be; fly; make 8. will take; do not know Activity 3

Activity 2 - Listen to the T’s explaination. - Work individually first work to do the exercise, then in pairs to compare the answers. - Give the answers. - Check and correct the answers.

Activity 3 - Listen to the T’s explaination. Trang 88

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- Explain to the sts that conditional sentence - Note down type 2 are used to describe present/ future activities or events that are unreal/ very unlikely to happen. - Form: If +S+V(past simple), S + would/could +Vnt Have sts work in pairs to do the exercise. - Work in pairs to do the exercise. - Elicit sts’ answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. 1, d 2, a 3, f 4, b 5, g 6, c 7, h 8,e

Activity 4 - Instruct sts the way to do the exercise. - Have sts work individually first work to do the exercise, then in pairs to compare the answers.

Activity 4 - Listen to the T’s explaination. - Work individually first work to do the exercise, then in pairs to compare the answers. - Give the answers.

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- Elicit sts’ answers. - Check and correct the answers. - Expected answers: Check and correct the answers. 2. If Nancy lived near the park, she could/ would go running…………. 3. If Nam could swim, he could/ would go to the swimming pool alone. 4. If Tom had a passport, he could/ would travel abroad. 5. If there were not so many tourists visiting the national parks, the environment there would not be badly damaged. 6. If tourists did not throw litter in the river, the water would not be polluted. 7. If these sts worked hard, they would/ could pass the exam. If Hoa did not have so much homework, she could/ would go out with het friends tonight.

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4. Consolidation - Vocabulary related to ecotourism - The conditional sentences Type 1, 2 - The stress in words of more than 3 syllables 5. Homework - Vocabulary related to ecotourism - The conditional sentences Type 1, 2 - The stress in words of more than 3 syllables - Do the task again - Read Unit 10 - Reading at home

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Teacher: Duong Phuong Linh

Distributive period 97:

UNIT 10: ECOTOURISM Lesson 3: READING

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I, Objectives. 1. Knowledge: By the and of the lesson, students will get knowledge on: - words and phrases related to ecotourism. 2. Skills - Reading for specific and details. 3. Educational aims. - To provide Ss some motivation. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Show Costa rica map, then ask sts to discuss - Look at the map. what tourists can do here. - Discuss what tourists can do - Elicit sts’answers. here. - Give feedback. - Give the ideas. - Suggested ideas: + Tourists can swim in the sea, visit marine national parks, see the volcanoes, watch the monkeys in national parks, ect. - Lead sts into new lesson. BEFORE YOU READ BEFORE YOU READ Activity 1 Activity 1 - Introduce some new words. - Take notes. - Instruct sts to read the new words. - Practice reading the new words. - Call some sts randomly,read outloud the word. - Check and correct sts’ pronunciation, stress. WHILE YOU READ WHILE YOU READ Activity 2 Activity 2 - Let Ss read the three heading a, b, c first and - Work individually, scan the make sure they understand all of them text to make sure they can - Ask Ss to read through the text once without undertand the text. stopping at the words that they don't know the meaning - Work in pairs to decide on - Ask them to work in pairs to decide on the the best title for the text that best title for the text that gives the general idea gives the general idea of the of the whole text whole text. - Help them eliminate the choice that is Give the answers. only one aspect of the text.

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- Check and correct the answers. - Check and correct the answers. - Expected answer: b. Pros and Cons of Ecotourism Activity 3 - Let Ss read the text again, understand the Activity 3 words: discharge, fauna, flore, exotic and adapt - Read the text again. - Ask Ss to work in pairs, choose the answers and explain how to use context to guess the meaning of the unknown words. - Work in pairs to do the task. - Elicit the answers from the sts. - Check and correct the answers. - Expected answer: - Give the answers. 1. e 2. c 3. a 4. b 5. D - Check and correct the answers. Activity 4 - Ask Ss to work in pairs, find out what are the Activity 4 positive and negative effect of ecotourism - Work in pairs to do the task. - Elicit the answers from the sts. - Check and correct the answers. - Expected answer: - Give the answers. + Positive effects: more money for the local gov. to - Check and correct the answers. preserve nature, tourists’ awareness of how to protect the environment; more jobs and higher income for local people. + Negative effects: changing local people’s way of life. Activity 5 Activity 5 - Explain to Ss how to do activity 5: read each - Work in pairs to do the task. statement, underline key words, and then scan Marco’s and Pablo’s opinions to find similar ideas or synonyms. - Let Ss read the text again and locate the - Give the answers. parts of the text where they can get the - Check and correct the answers. answers - Check and correct the answers. - Expected answer: 1. M and P 2. M 3. P 4. M 5. M 6. P 7. M AFTER YOU READ AFTER YOU READ Activity 6 Activity 6 - Put Ss in groups of four and let them - Work in groups of four discuss the questions freely. and let them discuss the - Check and correct the answers. questions freely. - Expected answer: To some extent, the answer is - Give the answers. yes. The money from eco-tourists may be used to Check and correct the answers. preserve nature. However, the local people have to use up their resources to provide good service for tourists.………………………………….. 2. Consolidation - Vocabulary related to ecotourism 3. Homework: Vocabulary related to ecotourism & Read Unit 10 - Speaking

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Distributive period 98:

UNIT 10: ECOTOURISM Lesson 4: SPEAKING

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I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: Understand, talk about the positive and negative effects of ecotourism on our enviroment. 2. Skills - Integrated especially speaking skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts some questions: - Answer to the T’s questions. 1. Where did you spend your last summer holiday? 2. Have you ever been to any national parks in VN? 3. What can tourists do when they go to Tam Dao Mountain? - Listen to the T. - Elicit sts’ answers. - Give feedback. - Lead sts into new lesson. PRE – SPEAKING PRE – SPEAKING - Preteach vocabulary. - Practice new words. + Introduce some new words and their meanings. + Instruct the sts to pronounce the word correcly. Activity 1 Activity 1 - Work in pairs to practice the - Put sts in pairs to practice the conversation conversation on page 52. on page 52. - Go around the class to control the activity and collect any mistakes that sts may make. - Some pairs, at random, - Call some pairs, at random, to present in the present in the class. class. - Other sts pay attention to - Ask others sts to pay attention to their their mates’ performance mates’ performance and give comments. and give comments. Correct some typcal mistakes in the sts’ - Listen to and take notes the pronunciation. T’s correction. WHILE SPEAKING WHILE SPEAKING Activity 2: Activity 2 Explain the task - Listen to the T’s explaination

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- Work in pairs to do the task.

- Have sts keep working in pairs. - May write the model conversation on the board. - Ask the pairs to use the infrmation given on page 52 to complete the model conversation to make their own dialogue. - Model conversation: Student A: Hi,… ...Packing your bag? Are you going somewhere? Student B: Yeah. We’ve booked an eco tour to……………. A: Wow! What are you going to do and see there? B: We can…………….. A: Sounds great!What else will you do? B: If we have……………… A: Is there any place wuld you like to visit on your tour? B: We would like to………………. A Well, it seems wonderful. Have good time. B: Thanks a lot. - Go around the class to control the activity and collect any mistakes that sts may make. - Call some pairs, at random, to present in the class. - Ask others sts to pay attention to their mates’ performance and give comments.

- Some pairs, at random, present in the class. - Other sts pay attention to their mates’ performance and give comments. - Listen to and take notes the T’s correction.

- Correct some typcal mistakes in the sts’ pronunciation.

POST SPEAKING

POST SPEAKING Activity 3 - Work in 4 groups, use the information in Act 1 and 2 to prepare a short presentation on the 4 ecotourism destinations.

- Go around the class to control the activity and collect any mistakes that sts may make.

- Representatives of the groups do their presentation.

- Call the representatives of the groups to present in the class.

- Other sts pay attention to their mates’ performance

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Activity 3 - Divide class into 4 groups. - Ask group to prepare a mini presentation on the 4 ecotourism destinations in Act 1 and 2: Bach Ma National Park, Sapa, Central Highlands, and Can Gio Biosphere Reserve (HCM City). - Give suggetsions: + Where is it located? + What can tourists do and see there? + Other interesting activities/ places to do or to visit?

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- Ask others sts to pay attention to their mates’ performance and give comments.

and give comments. - Listen to and take notes the T’s correction.

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- Correct some typcal mistakes in the sts’ pronunciation. 4. Consolidation - Vocabulary related to ecotourism - How ecotourism can help to solve the environmental problems. - Some positive and negative effects of ecotourism. 5. Homework - Vocabulary related to ecotourism - Do the task again - Read Unit 10 - Listening at home

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Teacher: Duong Phuong Linh

Distributive period 99:

UNIT 10: ECOTOURISM Lesson 5: LISTENING

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I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: - Get some useful information on ecotoursm activities in Mekong Delta. 2. Skills - Listening for specific and detail information. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Give a list of tourism activities. - Read the list. + listening to traditional music - Work work in pairs and + watching birds guess which activities a + eating local foods tourist can do when visiting + riding an ostrich Mekong Delta. + catching fish + visiting old houses. - Ask sts to work in pairs and guess which activities a tourist can do when visiting - Give the answers. Mekong Delta. - Listen to the T. - Elicit the answers from the sts. - Give feedback. - Lead sts into new lesson. BEFORE YOU LISTEN BEFORE YOU LISTEN Vocabulary Vocabulary - Preteach vocabulary. - Practice new words. + Introduce some new words and their meanings. + Instruct the sts to pronounce the words correcly. WHILE YOU LISTEN WHILE YOU LISTEN Activity 1 Activity 1 - Explain the task. - Listen to the T - Have sts read the captions carefully. - Read the captions individually. - Play the recording twice for sts to listen to - Listen to the recording and do and do the task the task.

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- Get sts to compare the answer in pairs. - Elicit the answers from the sts. - Check and correct the answer. - Expected answer: a

- Compare the answerin pairs. - Give the answers. - Check and correct the answer.

Activity 2 - Explain the task. - Have sts read the questions carefully and identify the key words. - Play the recording twice for sts to listen to and do the task. - Get sts to compare the answer in pairs. - Elicit the answers from the sts. - Check and correct the answer. - Expected answers: 1. Tourists did not have many interesting activities to do. 2. 100 3. 2005 4. They released small fish back to the pond. 5. 300

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- Compare the answerin pairs. - Give the answers. - Check and correct the answer.

Activity 3 - Listen to the T - Read the notes carefully and guess the missing words. - Listen to the recording and do the task. - Compare the answerin pairs. - Give the answers. - Check and correct the answer.

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Activity 3 - Explain the task. - Have sts read the notes carefully and guess the missing words. - Play the recording twice for sts to listen to and do the task. - Get sts to compare the answer in pairs. - Elicit the answers from the sts. - Check and correct the answer. - Expected answers: 1. 2.5 hectares 2. b. catching fish c. enjoying home-made meals d. cooking local food/ learning how to cook local food. 3. 2.1 hectares 4. b. catching fish c. watching birds c. riding ostriches

Activity 2 - Listen to the T - Read the questions individually and identify the key words. - Listen to the recording and do the task.

AFTER YOU LISTEN - Get sts to work in pairs to do the task. - Give suggestion: A: Which activity would you like to do most if you took a tour to Mekong Delta? B: If I took a tour to Mekong Delta, I’d like to……… A: What is the reason? B: Because it would be……/ Because I like…… A: It sounds great.

AFTER YOU LISTEN - Work in pairs to do the task. Pay attention to the T’s suggestions.

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- Useful languages: + interesting/ adventurous/amazing + get useful information about….. + love nature + like trying new things. + taste different kinds of food. - Go around the class to control the activity and collect any mistakes that sts may make. - Call some pairs, at random, to present in the class. - Ask others sts to pay attention to their mates’ performance and give comments.

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- Some pairs, at random, present in the class. - Other sts pay attention to their mates’ performance and give comments. Listen to and take notes the T’s correction.

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Correct some typcal mistakes in the sts’ pronunciation. 4. Consolidation - Vocabulary related to ecotourism - How ecotourism can help to solve the environmental problems. - Some positive and negative effects of ecotourism. 5. Homework - Vocabulary related to ecotourism - Do the task again - Read Unit 10 - Writing at home

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Distributive period 100:

UNIT 10: ECOTOURISM Lesson 6: WRITING

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I, Objectives. 1. Knowledge.By the end of the lesson, sts will be able to: Know how to design and make a travel brochure for an eco tour. 2. Skills - Writing skills. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Give a list of tourism activities. - Read the list. + listening to traditional music - Work work in pairs and + eating local foods guess which activities a + riding an ostrich tourist can do when visiting + catching fish Mekong Delta. + visiting old houses. - Ask sts to work in pairs and guess which activities a tourist can do when visiting Mekong Delta. - Give the answers. - Elicit the answers from the sts. - Listen to the T. - Give feedback. - Lead sts into new lesson. PRE – WRITING PRE – WRITING Activity 1 Activity 1 - Explain to Ss that a travel brochure provides - Listen to the T tourists with information about a destination: - Work in pairs to do the task. “It could be a small booklet or just one page.” - Ask Ss to read through the different sections in the brochure and match the numbered parts - Give the answers. (1-6) with the definitions (a-f). - Check and correct the answers. - Elicit the answers from the sts. - Check and correct the answers. - Suggested answers: 1. c 2. e 3. d 4. a 5. f 6. B WHILE WRITING WHILE WRITING Activity 2 Activity 2 - Listen to the T. This focus of this activity is on designing a

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- Work in 4 groups.

- Exchange with other groups for peer correction.

POST WRITING

Activity 3 - Present the groups’ work.

brochure. Ss can make a brochure by hand or with the help of some software available in their computer. - Ss work in 4 groups and choose a destination and design a brochure for it. - Encourage Ss to look for some other travel information (prices, duration of stay, departure times…) and pictures about chosen destination to make their brochure informative and attractive. - Ask groups to study the example on page 54 to immitate. - Go around to observe and control the activity. - After the groups have finished their brochures, ask the groups to exchange with other groups for peer correction. POST WRITING Activity 3 - Invite the representatives of 4 groups to present their work. - Elicit comments from the other groups. - Give necessary correction.

- Give comments on other groups’ work. - Listen to the T.

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4. Consolidation - Vocabulary related to ecotourism - Know how to design and make a travel brochure for an eco tour. 5. Homework - Vocabulary related to ecotourism - Do the task again - Read Unit 10 – Communication and culture at home

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Distributive period 101:

UNIT 10: ECOTOURISM Lesson 7: COMMUNICATION AND CULTURE

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I, Objectives. 1. Knowledge. By the end of the lesson, sts will be able to: - Get some useful information about some ecotourism problems in Viet Nam . 2. Skills - Listening for specific and detail information. 3. Educational aims. - Students understand more the importance of preserving the enviroment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES COMMUNICATION COMMUNICATION Activity 1 Activity 1 - Divide class into 4 groups. - Work in 4 groups. - Ask groups to choose one place among: “Bach - Do the task as T’s instruction. Ma National Park, Central Highlands, Can Gio Biosphere Reserve, and the Mekong Delta” to take notes soen information. - Go around the class to observe and - Present the groups’ work. control the activity. - Give comment. - Ask the groups to present the groups’ work. - Elicit comments from the other groups. - Give final feedback. Activity 2 Activity 2 - Work in pairs to do the task. - Put the class in pairs to make a dialogue about their choice of destination. - Ask the class to study the example o page 55. - Go around the class to observe and - Act out the conversation. control the activity. - Invite some pairs to act out their conversation. - Give comments. CULTURE CULTURE Activity 1 Activity 1 - Ask sts to focus on the pictures. - Listen to the T - Ask questions: - Follow the T’s questions. + Who do you see in the pictures? + How old do you think they are? + What are they doing?

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+How does ecotourism affect the environment? - Give students time to read the text - Walk round to monitor the class and offer help, if necessary. - Work in pairs to do the task. - Have students check their answers with a partner first, then check as a class. - Suggested answer: - Give the answers. a. Tourist may leave litter on the beach, which may - Check and correct the cause land and water pollution. answers. b. Making a campfire requires breaking trees branches or cutting down trees for firewood. Campfire may cause forest fires if they are left unattended. c. Hunting animals may lead to their extinction Activity 2 Activity 2 - Ss read the text and choose - Tell students that they are going to read about the suitable titles for two some problems with ecotourism in Vietnam articles. and some countries in Africa. - Ask them to guess which problems mentioned - Work in pairs to do the task. in part 1 can be found in Vietnam and in Africa. - Walk round to monitor the class and offer help, if necessary. - Give the answers. - Invite the sts to give the answers. - Check and correct the - Check and correct the answers. answers. - Suggested answers: 1c 2a Activity 3 - Work in pairs to do the task.

- Give the answers. - Check and correct the answers.

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Activity 3 - Read the five principles in the table first andthen read the text again and decide if these principles have been applied in Vietnam or Africa. - Walk round to monitor the class and offer help, if necessary. - Invite the sts to give the answers. - Check and correct the answers. - Suggested answers: a. Not in either Vietnam or Africa b. Not in VN; Africa: NG c. NG in VN and Africa d. Vietnam : NG Africa: x e. Not in either Vietnam or Africa Activity 4 - Have Ss work in pairs and go back to the pictures and tourists’ harmful activities that have been discussed (leaving litter; making campfires, and hunting animals) - Ask Ss to suggest what should be done to restrict the harm or damage that tourist may cause to the environment and local people. - Walk round to monitor the class and offer help, if necessary.

Activity 4 - Work in pairs to do the task.

- Give the answers. Trang 104

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- Invite the sts to give the answers. Check and correct the answers - Check and correct the answers - Suggested answers: + More efforts (such as producing educational brochures and TV programs about ecotourism need to be made to fully inform and educate tourist on the environmental and social impacts of ecotourism. - + Moreover, there should be regulations and laws banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities.

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4. Consolidation - Vocabulary related to ecotourism - How ecotourism can help to solve the environmental problems. - Some positive and negative effects of ecotourism. 5. Homework - Vocabulary related to ecotourism - Do the task again - Prepare for the semester consolidation.

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Distributive period 102:

UNIT 10: ECOTOURISM Lesson 8: LOOKING BACK AND PROJECT

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I, Objectives. 1. Knowledge. By the end of the lesson sts can revise: - Stress in more than three syllble words. - Conditional sentencs type 1 and 2. - Words and phrases related to ecotourism. 2. Skills - Reading and Speaking skills. - Group and pair work. 3. Educational aims. - Students are more aware of the importance of preserving the environment. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking (Omitting ) 3. New lesson: TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES WARM UP WARM UP - Ask sts to label the pictures shown on the - Work individually, look at board. the pictures, then label them. - Invite sts to give the answers. - Give the answers. - Listen to the sts and give correction if needed. - Lead sts into new lesson. PRONUNCIATION PRONUNCIATION Activity 1 Activity 1 - Ask ss to listen and reapeat - Listen and reapeat Activity 2 Activity 2 - Help ss review stress patterns of three-syllable - Review stress patterns of nouns three-syllable nouns.

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- Play the recording again, ask ss to listen and underline stress syllables - Check ss’ answers - Suggested answers: 1. ac’tivity 6. Eco’nomic 2. conser’vation 7. Eco’nomical 3. tra’ditional 8. Under’standing 4. desti’nation 9. Degra’dation VOCABULARY Vocabulary Activity 1 - Ask ss to work individually to do the task, then compare the answers in pairs

- Listen again and underline stress syllables. - Give the answers. - Check and correct.

VOCABULARY Activity 1 - Listen to the T. Work individually to do the task Trang 106

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Check ss’ answers. then compare the answers in - Expected answers: pairs. 1.conservation 2.destination 3.impacts; - Give the answers. environment 4.ecology 5.exotic - Check and correct. GRAMMAR GRAMMAR Activity 1 Activity 1 - Set ss a time limit and get ss to do the - Listen to the T. activity individually - Work individually to do - Call on some ss to tell their answers the task, then compare the - Check ss’ answers. answers in pairs. - Possible answers: - Give the answers. 3. If I miss the lesson, I will not do the test well. 4. If I do not do the test well, I will feel very sad. - Check and correct. 5. If I feel very sad, I will not go to the gym. 6. If I go to the gym, I can keep fit. 7. If I can keep fit, I will look attractive. 8. If I look attractive, I will be very happy. Activity 2: Activity 2 - Set ss a time limit and get ss to do the activity - Listen to the T. individually - Work individually to do Call on some ss to write the answer on the board the task, then compare the - Correct the mistakes answers in pairs. - Expected answers: - Give the answers. 1. If I could swim, I would go… 2. If I had som holidays, I could go….you. - Check and correct. 3. If sue had Tony’s…., she could send….. 4. If there were some eggs in the fridge now, I could make….you. 5. If Phong had enough money, he would travel abroad. 6. If I drove too…..safari, they could get scared. 7. if I did not have….do, I could go to the concert. 8. If nam had a camera, he could take…. Activity 3 - Set ss a time limit and get ss to do the activity Activity 3 individually - Listen to the T. Call on some ss to write the answer on the board - Work individually to do - Correct the mistakes the task, then compare the - Expected answers: answers in pairs. 3. The computer is not working. - Give the answers. 4. It might snow tonight. 5. This golden block might be made of pure gold. Check and correct. 6. My father is not here. 7. The air is polluted. 8. John might call 4. Consolidation - Identify stress pattern in more than 3 syllable words. - Homework: Do the task again & Prepare for Review 4

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Distributive period 103:

REVIEW 9, 10 LESSON 1 – LANGUAGE

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I, Objectives. 1. Knowledge. - To help students revise what they have learned in unit 9, and 10. - To give them a chance to practice 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Educational aims. - To encourage Ss to work harder - To provide Ss some motivation II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES LANGUAGE LANGUAGE Vocabulary Vocabulary Activity 1 Activity 1 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first task, then work in pairs to compare the answer. to do the task, then work in pairs - Ask sts to give the answers. to compare the answers. - Check and correct the answers. - Give the answers. - Expected answers. - Check and correct the answers. 1. natural 2. polluted 3. environmental 4. Sustainable 5. ecological Activity 2 Activity 2 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the task, then work in pairs to compare the answer - Firstly, work individually first to do the task, then work in pairs - Ask sts to give the answers. to compare the answers. - Check and correct the answers. - Give the answers. - Expected answers. 1. pollution 2. Global warming - Check and correct the answers. 3. deforestationgames 4. Protect 5. Acid rain Pronunciation Pronunciation Activity 3 Activity 3 - Explain the task requirement. - Listen to the T Get sts to work individually first to do the task First, work individually to do the then work in pairs to compare the answers task then work in pair to compare Trang 117

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- Ask sts to give the answers. - Check and correct the answers. - Expected answers. 1. the 1st syllable: poverty, energy, newsletter,

- Give the answers. - Check and correct the answers. - Listen to the recording, and write down the words that they hear. - Ask sts to read aloud the words.

chemical 2. the 2nd syllable: pollution, economy,

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sustainable, environment, ecology, solution, awareness, protection 3. the 3rd syllable: relaxation, preservation,

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conservation, composition. GRAMMAR GRAMMAR Activity 4 Activity 4 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first task, then work in pairs to compare the to do the task, then work in pairs answers. to compare the answers. - Ask sts to give the answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. - Expected answers. 1. people were cutting….. 2. car pollution was a big city in his city. 3. chemicals were destroying …. 4. shut the door but not to lock it. 5. burning gas, oil and coal can cause….. Activity 5 Activity 5 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first task, then work in pairs to compare the to do the task, then work in pairs answers. to compare the answers. - Ask sts to give the answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. - Expected answers. 1. did not throw 2. Will go 3. closed down 4. are 5. build Activity 6 Activity 6 - Explain the task requirement. - Listen to the T - Get sts to work individually first to do the - Firstly, work individually first task, then work in pairs to compare the to do the task, then work in pairs answers. to compare the answers. - Ask sts to give the answers. - Give the answers. - Check and correct the answers. - Check and correct the answers. - Expected answers. 1. will you do 2. Would be 3. Were/ would go 4. use 5. Knew/ would call 4. Consolidation - Revise what Ss have learnt in unit 9, 10 5. Homework: Redo activities at home and prepare for the rest of the Review.

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Distributive period 104:

REVIEW 9, 10 LESSON 2: SKILL

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I, Objectives. 1. Knowledge. - To help students revise what they have learned in unit 4, and 5. - To give them a chance to practice 2. Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 3. Educational aims. - To encourage Ss to work harder - To provide Ss some motivation II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil… IV. Procedures: 1. Class organization: 2. Old lesson checking(Omitted) 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES SKILLS SKILLS Reading Reading Activity 1 Activity 1 - Ask sts to read the text carefully to find the - Firstly, work individually words first, then work in pairs to compare the first to read the taex and find answers. the words, then work in pairs - Ask sts to give the answers. to compare the answers. - Check and correct the answers. - Give the answers. - Expected answers. - Check and correct the 1. landfills 2. Bury 3. Skin cancer answers. 4. exhaust gases 5. Treat Activity 2 Activity 2 - Ask sts to read the text again, then work in - Work in pairs to do the task. pairs to do the task. - Give the answers. - Go around to observe and control the activity. - Check and correct the - Ask sts to give the answers. answers. - Check and correct the answers. - Expected answers. Linda landfills Do more recycle Jenny The depletion/ Drive less thinning of the ozone layer Kate Water pollution Treat all waste more carefully SPEAKING SPEAKING

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- Work in pairs, take turns asking and answering questions about one of the ecotourism destinations in VN. - Some pairs present their conversation. - Others give the comments. - Listen to the T LISTENING - Listen to the T

- Listen to the recording and do the task

- Give the answers

- Get sts to work in pairs, take turns asking and answering questions about one of the ecotourism destinations in VN. - Go around to observe and control the activity. - After about 5 minutes, ask some pairs to present their conversation in class. - Ask other students to give the comments and give final feedback. LISTENING - Tell sts that they are going to listen to a talk about Cuc Phuong national park. - Explain the task requirement. - Play the recording 2 times for sts to listen and do the task. - Get sts to work in pairs to do the listening task. - Ask sts to give the answers. - Play the recording again and pause at the answers for the sts to check whether their answers are correct or not. - Give the correct answers. 1. 135 2. Tourists and scientists 3. 2.000; 450 4. Most impressive 5. 1.000 Writing - Explain the task. - Ask sts to use the information given on page to do their writing. - Give some more instructions: * The organization of the paragraph. + Topic sentence + The 1st problem and it solution(s).

- Check and correct the answers

- Work individually to do their writing task - Work in pairs for peer correction after finishing their own writing. - Pay attention to the T’s model correction.

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+ The 2nd problem and it solution(s)….. + Concluding sentence * Useful languages. st + Connecting words: so, therefore, the 1 ,the 2nd .

Writing - Listen to the T

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+ Modal verbs; can/ may/ should/ have to/ ought to…. - Get sts to work individually to do their writing task. - Ask sts to work in pairs for peer correction after finishing their own writing. - Select one st’s wrting for model correction. - Give feedback. 4. Consolidation - Revise what Ss have learnt in unit 4, and 5. 5. Homework - Redo activities at home Trang 120

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Distributive period 105: THE 2nd SEMESTER REVIEW

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I, Objectives. 1. Knowledge. * Help sts revise the grammar points, vocabularies they have learnt from Unit 6- 10. - Grammar point + The pasive voice with modals + Comparative and superlative adjectives + Articles + Relative clauses + Reported speech + Conditional sentences - Reading topics from Unit 6 to Unit 10. 2. Skills. - Integrated skills. 3. Educational aims. - Students have a good preparation for the coming exam and have positive attitude towards learning. - Check how sts understand and remember the lesson they learnt. II, Methods. - Integrated, mainly communicative. III, Teaching aids. - Teacher: tape, board, chalk, textbook, cassette. - Students: textbook, workbook, pen, pencil…. IV. Procedures: 1. New lesson: Language Topic Recognition Understanding Application Total area and No Ms No Ms No Ms No Ms skills 1. Decide whether the statements are True (T) or False (F). 4 1,2 4 1,2 8 2,4 Listening 2. Listen and choose the best answer Stress in three syllable words 3 0,9 3 0,9 Phonetics Grammar 1. Relative clauses 2. Reported speech and 6 1,2 4 0,8 4 0.8 14 2,8 Vocabulary 3. Vocabularies Reading

Writing

1. Preserving the environment 1. Multi choice 2. Sentence transformation

0,6

0.3

0,6

1,2

0,6

2,4

1,5

TOTAL Trang 120

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APPENDIX I, Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of the primary stress in each of the following questions. 1/ A. biology B. understand C. overcome D. develop 2/ A. Atlantic B. paragraph C. Antarctic D. contribute C. bother D. delete 3/ A. garlic B. manner 4/ A. under B. offspring C. offer D. forget C. various D. exhausted 5/ A. undersea B. attitude 6/ A. offer B. insult C. baby D. sparkling 7/ A. inhabit B. natural C. finally D. evidence 8/ A. biodiversity B. carefully C. television D. generously 9/ A. complete B. reveal C. surface D. restrict 10/ A. indication B. understanding C. investigate D. interaction II, Read the following passage and mark the letter A, B, C, or D on your answer sheet More than two hundred years ago, the term “environmental pollution” was quite strange to people. They lived healthily, drank pure water, and breathed fresh air. In those days, industry was not well-developed. Nowadays, the situation is quite different. The world today is faced with many major threats. The most dangerous threat of all is war, and after the threat of war is pollution. People all over the world are worried about things that are happening to the environment. Actually it is man that is destroying the surroundings with many kinds of wastes from the devices that make human lives more comfortable and convenient. Everybody knows that cars emit dangerous gases that cause poisonous air and cancer, but no one wants to travel on foot or by bicycles. Manufactures know that wastes from factories make water and soil polluted, but they do not want to spend a lot of their money on treating the wastes safely. Scattering rubbish is bad for our health, but no one wants to spend time burying it. Is it worth talking a lot about pollution? 1. More than two hundred years ago . A. the environment was polluted as much as it is today. B. people knew nothing about environmental pollution C. air was polluted badly D. people were faced with pollution 2. In former days, people . A. breathed fresh air, drank pure water and lived healthily B. breathed polluted air, drank pure water and lived healthily C. lived in the polluted environment D. were worried about pollution 3. The most dangerous threat that the world is faced with is . A. pollution B. water C. war D. air 4. Everybody knows that cars emit dangerous gases . A. so they do not travel by car any longer B. so they prefer travelling by bicycle C. but they still prefer travelling by car D. they no longer use cars 5. Factory owners . A. know nothing about pollution B. have no awareness of pollution C. treat wastes from their factories safely D. do not want to spend money on treating the wastes safely III, Read the following passage and mark the letter A, B, C or D on your answer sheet Trang 120

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2. A. mad 3. A. preys

B. wild B. victims

C. dangerous C. birds

4. A. fishing

B. shopping

C. boating

5. A. helps

B. makes

C. is

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to indicate the correct word or phrase that best fitseach of the numbered blanks. As an ecotourism site, it can (1)………….tourists with beautiful landscape in the biosphere reserve. Tourists can trace (2)………….animals and watch them hunting their (3) at night. Also, they can go (4)…………along Dong Nai River to Bau Sau to view peacocks’ graceful dances. At present more and more visitors come to Nam Cat Tien National Park on their ecotour. Thanks to this, the economy in the local area is flourishing. This (5) local authorities more interested in developing this kind of tourism. 1. A. give B. provide C. bring D. take D. small D. insects D. skiing

D. wants

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IV, Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation . 1/ A. sea B. ocean C. cheap D. teach 2/ A. word B. work C. worm D. forget 3/ A. desks B. parks C. pays D. effects 4/ A. govern B. some C. lesson D. month 5/ A. Pacific B. Atlantic C. American D. balance 6/ A. gun B. human C. population D. cuter 7/ A. partly B. century C. luckily D. supply 8/ A. depth B. secret C. between D. prefer 9/ A. messages B. choices C. pollutes D. classes 10/ A. oversized B. cared C. filled D. minded V, Finish each of the following sentences in such a way that it means the same as the sentence printed before it. 1. You mustn’t use this room after 9 p.m. 2. They are writing a composition about water pollution. 3. “ If I were in your situtaion, I would not behave like that.”, he told Mary. 4. “ You’d better not drink the water, it is not clean enough,” I asked the boys. 5. “ What were you doing when I called you last night?”, I said to Joe. 6. “ Don’t sit on the table!”, the father asked his children. 7. Putting garbage into the bins is one answer to minimize pollution. 8. We should take the map with us or we will lose our way on the street. 9. Ellen can borrow it, but she must give it back next week. 10. The office might be closed. In that case Minh won’t be able to walk in. 11. You haven’t got a pen, so you can’t write down the address. 12. The number on those houses in this apartment aren’t clearly numbered, therefore I find it difficult to find my cousin’s house. VI, Select the word(s) which is closest in meaning to the bolded and underlined: 1/ To conserve electricity, we are cutting down on our central heating. A. protect B. hold C. make D. do 2/ The loss of much forest is destroying Earth’s plant and animal variety. A. consuming B. demolishing C. erasing D. removing 3/ The loss of much forest is destroying Earth’s plant and animal variety. Trang 120

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A. change B. kind C. type D. collection 4/ This is especially worrying when there are about 3,000 plants with values as medicines against cancer, AIDS, heart disease and many other sicknesses. A. well B. suddenly C. particularly D. highly 5/ This is especially worrying when there are about 3,000 plants with values as medicines against cancer, AIDS, heart disease and many other sicknesses. A. annoying B. hurting C. caring D. fearing 6/ This is especially worrying when there are about 3,000 plants with values as medicines against cancer, AIDS, heart disease and many other sicknesses. A. illness B. disorder C. derangement D. derangement 7/ Man and most animals need a constant supply of water to live. A. uniform B. changeless C. true D. steady 8/ Without plants, most water would run off as soon as it falls, taking away valuable soil. A. costly B. estimable C. cherished D. admirable 9/ But we can stop adding the problem while scientists search for answers, and laws are passed in nature’s defense. A. frisk B. rifle C. track D. examine 10/ Each year about fifty hundred species of plants and animals are already being eliminated. A. dropped B. removed C. kicked D. tossed

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VII, Select the word(s) which is opposite in meaning to the bolded and underlined word(s) in each of the following sentence: 1/ I'm not being lazy - I'm just conserving my energy for later. A. using up B. shooting off C. going out D. throwing away 2/ This is especially worrying when there are about 3,000 plants with value as medicines against cancer, AIDS, heart disease and many other sicknesses. A. unimportantly B. normally C. balefully D. infamously 3/ We may never know the true cost of this destruction. A. imaginary B. dishonest C. unlawful D. disloyal 4/ Man and most animals need a constant supply of water to live. A. fitful B. faithless C. uncertain D. weak 5/ Rapid run-off would cause frequent floods and leave little water during fry seasons. A. Bad B. Weak C. Slow D. Ugly 6/ Rapid run-off would cause frequent floods and leave little water during fry seasons. A. sometimes B. unusual C. irregular D. little 7/ The earth is being threatened and the future looks bad. A. done B. made C. defended D. varied 8/ We cannot clean up our polluted rivers and seas overnight. A. cleared B. purified C. honored D. respected 9/ We can do something to save the earth. A. waste B. kick C. shoot D. throw 10/ At times, this can be risky, and the keepers have been injured and one has been killed. A. good B. useful C. healthy D. secure VIII, Select the best response to each of the following exchanges. 1. Jack: “Mary, remember to send my Trang 120

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regards to your grandfather.” Mary: “ ” A. You’re welcome. B. Thanks, I will. C. That’s a good idea. D. It’s my pleasure. 2. Lan: "Happy birthday! This is a small present for you." Nga: “… ” A. What a pity! B. How terrible! C. Have a good time! D. How beautiful it is! Thanks. 3. Hoa: How do you usually go to school? Linh: A.Two kilometers B. On foot C. Half an hour D. Five days a week 4. Anna: You really have a beautiful dress, Barbara. Barbara: Thank you, Anna. . A. This is your pity B. That’s a nice compliment C. No, thanks. D. Yes, it was terrible 5. Helen: “Congratulations!” Jane: “ ” A.What a pity! B. Thank you. C. I’m sorry. D. You are welcome. 6. Linda : “ Excuse me ! Where ‘s the post office ?” Maria: “… ” B. I’m afraid not C. Yes, I think so D. It’s over there A. Don’t worry 7. A: “ Bye” - B: “……………… ” C. See you later D. See you lately A. Thank you B. Meet you again 11. Alice : “ What shall we do this everning?”- Carol: “ ”A. Thank you B. Not at all C . No problem D. Let’s go out for dinner 8. A: ? –B: Once a week A. How often do you go shopping B. How much do you want C. Are you sure D. When will you get there 9. A: “Sorry I’m late.” – B: “ ” A. OK B. Don’t worry C. Hold the line, please D. Go ahead

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THE 2nd SEMESTER CORRECTION

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I. Objective. 1. Knowledge. - Help sts find out their errors in the test so that they will not make mistakes the next time. 2. Skills. - Develop sts’ ability to correct mistakes and errors. 3. Educational aims. - Students have positve attitude towards learning. II. Methods. - Integrated, mainly communicative III. Teaching aids. - Teacher: tape, board, chalk, textbook, answer key. - Students: textbook, workbook, pen, pencil…. IV. Procedures. KEYS TO ANSWER

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I 1. B 2. B 3. D 4. D 5. A 6. B 7. D 8. A 9. C 10. C II 1. B 2. B 3. C 4. C 5. D III 1. B 2. B 3. A 4. C 5. B IV 1. B 2. B 3. D 4. C 5. A 6. A 7. D 8. A 9. C 10. D V 1. This room mustn’t be used after 9 p.m 2. A composition about water pollution is being written. 3. He advised Mary not to behave like that. 4. I advised the boys not to drink the water as it was not clean enough. 5. I asked Joe what he had been doing when I had called him the previous night. 6. The father asked his children not to sit on the table. 8. If we take the map with us, we will not lose our way on the street. 7. If we put garbage into the bins, we can minimize pollution. 9. If Helen does not have to give it back next week, she will borrow it. 10. If the office is closed, Minh won’t be able to walk in. 11. If you had got a pen, you could write down the address. 12. If the number on those houses in this apartment were clearly numbered, I could find my cousin’s house easily. VI 1. A 2. D 3. C 4. C 5. B 6. A 7. D 8. A 9. D 10. B VII 1. A 2. B 3. A 4. C 5. C 6. B 7. C 8. B 9. A 10. D VIII 1. B 2. C 3. B 4. B 5. B 6. D 7. C 8. D 9. A 10.B - The end Trang 120