Giao An Tieng Anh 8 Thi Diem
Giao An Tieng Anh 8 Thi Diem
Giao An Tieng Anh 8 Thi Diem
DESCRIPTION OF UNIT 1
By the end of the unit, Ss will be able to:
-Use verbs of liking + gerund
-Use verbs of liking + to-infinitive
-Pronounce clusters :/br/ and /pr/
-Read for general and specific information about the possibleeffects of spending too much time on the computer
-Listen for specific information about ways of spending time with friends
-Talk about “good” and “bad” sides of leisure activities
-Write to discuss an opinion about leisure activities
DESCRIPTION OF UNIT 3
H E R D
T I M E
H O R E S
F R I E N D L Y
R I C E
C O U N T R Y
Presentation (10’)
Vocabulary
Class work *Vocabulary
-Ethnic (a)
-ethnology(n)
-ethnic group (n)
-boring(a)
-interesting
Set the scene: -majority
Ask Sts to look at the picture in Getting started and -minority
Ask Sts some questions: Class work -southern
1. Can you guess who are they?
2. Where are they?
3. What are they talking about?
Ss: Answer the questions
T: Quickly write Ss’ answers on the board
- Play the recording
Ss: Listen and read the dialogue
T: Ask Ss if their guesses on the board are correct
T: Give some new words
Practice(20’)
1 a: Find the opposite of these words
T: Ask Ss to do Ex individually
T: Ask them to share the answers with their partner Ss to do Ex individually Key:
T: Ask one to write the answers on the board 1. interesting
S: Write the answers on the board, others correct then 2. largest
give the right answers. 3. minority
1 b: Answer 4. southern
T: Ask sts to answer the questions orally without 5.
reading the dialogue Ss work in pairs Key:
Ss: Ask and answer in pairs 1.They are in the
T: Call two Ss write on the board Museum of Ethnology
Ss: Write the answers on the board 2.They want to know
T: Ask them to read the conversation and check the about the ethnic
answers groups of VN
Ss: Read then check the answers 3. They are 54
T: Call Ss to correct 4. The Viet ( Kinh)
have the largest
population
1 c: Find the expressions 5. Yes, they do.
Ask Sts to read the conversation again then find the
expressions Ss work individually
T: Ask Ss to do Ex a individually
T: Ask them to share the answers with their partner Expression:
T: Ask one to write the answers on the board + Exactly
S: Write the answers on the board, others correct then + How interesting!
give the right answers + I see
1d: Work in pairs + That’s awesome!
Ask Sts to role- play the example conversation in pairs
Encourage Sts to use How + adj ! Ss work in pairs
2: Label the picture
T: Ask Sts to look through the pictures ten read the Key:
words and phrases then work in pairs and label each Work in pairs 1.five- colored sticky
picture rice
Ss: Work in pairs 2.terraced fields
T: Help Sts to read the words correctly 3.festivals
T: Ask Sts to give their matching 4.folk dance
S: Give their answers 5.open – air market
T: Ask Sts to give their explanation for their matching 6.musical instrument
and give the meaning of the words and phrases 7.costume
T: Help them if necessary 8.stilt house
3: Complete the sentences
T: Ask Ss work individually to fill the words or Key:
phrases from the box in to each gap Ss work individually 1. ethnic
Ss: Work individually 2. heritage site
T: Have them compare the answers with their partners 3. stilt houses
Ss: Compare 4. festivals
T: Ask for Sts’ answers then give correction 5. member
Further practice (7’) 6.terraced fields
4: Complete the table
Ask Ss to work in pairs and complete the table Quick quiz game:
Ask them to write answers on the board Ss work in pairs 1-Which ethnic group
Ask sts to add more words to the table has the smallest
Ss: Add more words to the table. population? – The Odu
T: Ask Ss to play the game : Quick quiz group
T: Guide how to play the game 2- Do the Hmong have
Divide the class into two teams, the monitor controls their own language?
the game. The team which is faster and has more Yes
correct answers wins the game 3- Where do the Coho
live?- Lam Dong
4- What color is the
Nung’ s clothing?
Dark indigo
5- Which group has
the largest population,
the Tay or the Thai? –
The Tay
6- Whose arts are
displayed at the
Homework(3’): museum in Da Nang?
Prepare unit 3 lesson 2 The Cham’s
Period: Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 3: PEOPLES OF VIET NAM
Lesson 2: A closer look 1
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- Practice the vocabulary and pronunciation of the unit
2. Skills: Drill reading , listening , speaking and writing mainly.
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions
II. Main languages:
1.Vocabulary: Different cultural groups of Viet Nam.
2.Grammar: + Questions with question words.
+ Articles: a, an, the.
3. Sounds: / sk / , / sp / , /st/
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities Ss’ activities Contents
Warm – up.( 5’)Brainstorm Class work Warm – up.( 5’):
+ Where the H’mong live Brainstorm
+ What their costumes are
+ Their way of life
+ Their culture
T: Help Sts some information if they
don’t know
Pre-listening (10’)
Vocabulary Class work *Vocabulary
+ major
+minor
+complicated
+insignificant
+ basic
+ ceremony
+ waterwheel
+ shawl
1: Match T: Ask Sts to read the Ss do Ex individually + basket
adjectives in column A and match
them with the opposites words /
phrases in column B
S: work in individually then compare
with their partner
T: Ask them to give the answers
S: Compare the answers with their
friends’ on the board then give the
correct answers
While-listening(15’)
2: Use some words from 1 to Ss work individually Key:
complete the sentences 1.major
T: Ask Sts to work in individual 2.minor
Ss: Work in individual 3.complicated
T: Ask some Ss to give the answers 4.insignificant
Ss: Sts write the correct answers on 5.basic
the board
T: Ask the whole class to give
comment
Ss: Give comment and correct
T: Ask Sts to read the whole
sentences
3:Work in pairs Ss work in pairs Key:
T: Ask Ss to work in pairs to 1. ceremony
complete the words form the pictures 2.pagoda
given 3.temple
Ss: Work in pairs 4.waterwheel
T: Have them complete the words 5.shawl
Ss: Complete the words 6.basket
T: Ask them to write the words on the
board
Ss: Remark and correct
T: Ask them to give other words
which are related to the life of ethnic
minority people
Post-listening (12’)
4: Listen and repeat the words Ss work individually
T: Ask them to listen to the recording
then repeat the words they hear
S: Listen and repeat the words they
hear
T: Call some Sts to read the words
they hear aloud
S: Read aloud the words
T: Correct their pronunciation
5: Listen and put the words in the Ss work in pairs Key:
right column /sk/ skate board, school,
T: Ask Sts to listen again basket, task
S: Listen then compare the answers /sp/: speech, display, crisp,
with their partner space
T: Ask them to give the answers then /st/: stamp, first, station,
correct. instead
6: Listen and read the following Individual work
sentences.
T plays the recording two or three
times, helps St recognize all the
words with /sk/, /sp/, /st/
T: Ask Sts to find the words that have
the sounds /sk/ , /sk/ , /st/
Homework(3’):
Prepare unit 3 lesson 3
Pre-speaking (5’)
Vocabulary:
*Vocabulary:
Northwest region,
Northeast region, Red
River Delta, The Central
Highlands, Mekong River
Delta
Presentation (10’)
Vocabulary: Individual work Ex 1;
T: Let sts repeat the words as a class 1. cultural groups
to practice pronunciation 2. communal,
Ask sts to complete the exercise activities
individually 3. costumes, diverse
Ask them to share the answers with 4. ethnic
their partner 5. unique
Ask them to give the answer with Individual work Ex 2
ethe whole class 1. Cultural
Give the correct answers 2. Peaceful
3. Richness
4. diversity
Practice(17’) 5. Traditional
Grammar:
3.Activity 3 Key.Make questions
Ask sts to read the passage aloud 1. What are these houses
Clarify any difficulties built on?
Ask sts to do the task in pairs 2. Where is the entrance?
Call them to give the answers aloud 3. Which house is the
Ask class to give comments largest, tallest and the
Give the correct answers most elaborate building in
the village?
4. What is it built for?
5.Who can sleep in this
house
4.Activity 4: Individual work
T: Ask sts to complete the exercise
individually Review Article: a, an, the.
Ask them to share the answers with
their partner
Ask them to give the answer with the
whole class
Give the correct answers
Activity 5 : Write true sentences Individual work
about yourself
Ask sts to work individually then
compare the answers with their Article: a, an , the
partner
T: Call some sts to write the answers
on the board
T: Confirm the answers
Further practice (15’)
* Communication. Role play Pairwork
T: Ask sts to work in pairs. Take turn
to ask about the cultural groups of
VN. The person asking can look at
the book. The first person to get five
correct answers is the winner
Homework(3’):
Prepare Review 1 lesson 1
Presentation (15’)
Vocabulary: Class work *Vocabulary:
-custom ( n)
-accept (v)
Set the scene: -table manner
1: Listen and read -to pass down
Ask Sts to look at the picture in Class work
Getting started and Ask Sts some
questions:
1. Can you guess who are they?
2. Where are they?
3. What are they taking about?
Ss: Answer the questions
T: Quickly write Ss’ answers on the
board
- Play the recording
Ss: Listen and read the dialogue
T: Ask Ss if their guesses on the
board are correct
Practice(15’) Key:
1a/ Find the the words or phrases Individual work 1-accepted
that means: 2-generations
T: Ask Ss to do Ex a individually 3-spot on
T: Ask them to share the answers 4-sharp
with their partner 5-social
T: Ask one to write the answers on 6-table manners
the board
S: Write the answers on the board,
others correct then give the right
answers then read out the lines in the
dialogue that contains the words
b/ True or false
T: Ask Ss to do Ex a individually Individual work Key:
T: Ask them to share the answers 1- T
with their partner 2- F
T: Ask one to give the answers ( there are also social
S: Write the answers on the board, ones
others correct then give their 3- T
explanation 4- F
( there are a lot of customs
for table manners in the
UK )
c/ Answer Pairwork Key:
T: Ask sts to asnwer the questions 1.It’s eating dinner at 7
orally without reading the dialogue p.m. sharp
Ss: Ask and answer in pairs 2.He’s surprised
T: Call two Ss write on the board 3.They both refer to foing
Ss: Write the answers on the board somethuing that develops
T: Ask them to read the conversation over time
and check the answers 4.A custom is something
Ss: Read then check the answers accepted. A tradition is
T: Call Ss to correct something special and it is
passed down through the
generations
5.They should find
information about a
d/ Find the sentences in the Individual work custom or tradition
conversation and fill in the missing Key:
words - Modal verb: Should and have to. 1- have to
Ask Sts to read the conversation 1- have to: it’s an obligation – you 2- should
again then find the sentences in the have no choice
conversation then fill in the missing 2- should: It’s a suggestion or advice –
words It would be best to follow it
T: Ask Ss to do Ex a individually
T: Ask them to share the answers
with their partner
T: Ask two sts to write the answers
on the board
S: Write the answers on the board,
others correct then give the right
answers
2: a/ Match Pairwork Key:
T: Ask Sts to look through the 1- C 2- C or T 3- C
pictures then ask them what they see 4- T
in each of them then tell tem to fill in 5- C 6- C 7- T
the gaps with some customs and 8- C or T
traditions of Vietnames people
Ss: Read the identify the new words
they do not know
T: Help Sts to read the words
correctly
T: Ask Sts to give their matching
S: Give their answers
T: Ask Sts to give their explanation
for their matching and give the
meaning of the words and phrases
T: Help them if necessary
b/ Write ( C )custom or T Individual work
( tradition) under each picture
T: Ask sts to do individually
T: Ask them to compare the answers
in pairs
T: Ask them to give the answers
S: Give the answers then eplain their
choice
Further practice (7’)
3: Game : Customs and traditions Group work
experts
T: Ask Ss to work in groups of four
Set a time limit of five minutes
S: Write down as many local
customss and traditions as possible
The goups with the most customs
and traditions is the winner
T: Ask the winning group to present
their customs and trditions
Other groups add some more if they
can
Homework(3’):
Prepare Unit 4 lesson 2
Pre-listening(5’)
Vocabulary: Class work * Some expressions:
- It’s the custom for Sb to
do St.
- There is a tradition that
Clause.
- According to tradition +
clause.
………
- Words and expressions
related to customs and
While -listening(20’) traditions.
1: Match Individual work Key:
T: Ask Sts to read the first halves of 1- e 2- d 3- a 4- g 5-
sentences in column A them with b 6- c 7- f
the second halves in column B
S: work in individually then
compare with their partner
T: Ask them to give the answers
S: Compare the answers with their
friends’ on the board then give the
correct answers.
2: Complete the expressions Individual work
T: Ask Sts to work in individual
Ss: Work in individual
T: Ask some Ss to give the answers
Ss: Sts write the correct answers on
the board
T: Ask the whole class to give
comment
Ss: Give comment and correct
T: Ask Sts to read the whole
expressions
3:Read the following customs and Pairwork
traditions
T: Ask Ss to work in pairs to
complete the activity
Ss: Work in pairs
T: Ask them to give their ideas
Ss: Remark and give comments
4: complete the sentences Individual work
T: Ask Sts to work in individual
Ss: Work in individual
T: Ask some Ss to give the answers
Ss: Sts write the correct answers on
the board
T: Ask the whole class to give
comment
Ss: Give comment and correct
T: Ask Sts to read the whole
sentences
Post-listening (12’) Clusters: /spr/, /str/
5: Listen and complete the words Pairwork Key:
T: Ask them to listen to the recording 1- straw
then complete the words they hear 2- street 3- spring
S: Listen and complete the words 4- spray 5- astronaut
they hear 6- frustrated 7- espresso
T: Call some Sts to read the words 8- newsprint
they hear aloud
S: Read aloud the words
T: Correct their pronunciation
Pay attention to the sounds / spr /
And / str /
6: Listen and circle the words with Individual work
the sounds / spr / And / str /
T: Ask Sts to listen to the recording
S: Listen then compare the answers
with their partner
T: Ask them to give the answers then
play the recording again to check
their answers
T: Ask Sts to find the words that have
the sounds /spr/ , /str/
Homework(3’):
Prepare Unit 4 lesson 3
Period: Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 4: OUR CUSTOM S AND TRADITIONS
Lesson 3: A closer look 2
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- Review : + “should and shouldn’t” to express advice
+ “have to” to express obligation or necessity
2. Skills: Reading, writing.
3. Attitude:Ss must have good attitude towards the co-operation
3. Competencies: Presenting opinions and giving comments to others’ opinions
II. Main languages:
1.Vocabulary:
2.Grammatical structure: related to modal verbs: should, have to.
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities Ss’ activities Contents
Warm – up.( 5’) Class work Warm – up.( 5’): Review
T: Give a situation: “ Your brother is Modal verbs:
going out with a friend. The weather Should, have to.
forecast says it’s a hot sunny day.
Give hime some advice
T: Encourage sts to give their advice
freely
If sts mention “ should or shouln’t ,
tell them that in this lesson they are
going to review “ should or shouln’t
to express advice about customs and
traditions
Remind sts of the modal verbs
Presentation(10’)
1: Look at the pictures and Individual work Key:
complete the sentences with “ 1- should 2- shouln’t
should or shouln’t” 3- should
T: Ask sts to look at the pictures and 4- shouln’t 5- should
quickly describe what they see
T: Ask Sts to do the exercise
individually in 5’
S: work in individually then read
aloud to the class
T: Correct their pronunciation ,
intonation and stress and give
explanation if necessary.
2: Match the situations in A with the Individual work Key:
advice in B. 1- b 2- c 3- e 4- d
T: have the sts read the situations in A 5- a
to make sure they understand them
T: Ask Sts to work in pairs
Ss: Work in pairs
T: Ask some Ss to give the answers
Ss: Sts read the answers aloud
T: Ask the whole class to give
comment
Ss: Give comment and correct
T: Ask Sts to give some other advice
for these situations.
Introduction Class work
Ask sts to pay attention to the “Have to” is used to express
Remember box first obligation or necessity.
Practice(15’)
3: Complete the sentences with the Individual work Key:
correct form of “ have to’ 1- have to
Ask sts to pay attention to the 2- have to
Remember box first 3- has to
T: Ask Ss to work in individually to 4- had to/ don’t have to
complete the sentences 5- does… have to
Ss: Work in individually 6- didn’t have to
T: Ask them to write the missing
words on the board
Ss: Remark and correct
4:Choose A or B to convey the Individual work
meaning of the first sentence.
T: Ask Ss to work in individually
Ss: Work in individually
Ss: Remark and correct
5: Read the e-mail. Find and correct Individual work
mistakes.
T: Ask sts to read the e- mail quickly
T: Ask Sts to do the Ex individually
to find out the mistakes
S: Work individually
T: Call some Sts to read aloud their
answers
T: Call other Sts to comment
Further practice (7’)
6: Write the sentences Pair work
T: Ask Ss to do this exercise in pairs
S: Do in pairs then share the ideas
with the whole class
Homework(3’):
Prepare Unit 4 lesson 4
DESCRIPTION OF UNIT 5
By the end of the unit, Ss will be able to:
- Stress correctly multy- syllable words with –ion and – ian endings.
- Use the lexical items related to the topic “ Festivals in Viet Nam”.
- Use simple and compound sentence.
- Review complex sentences.
- Write complex sentences using subordinators because, if, when, although, even though.
- Talk about festivals.
- Listen for specific information about festivals.
- Read for specific imformation about festivals.
- Write about festival Ss like or have been to.
DESCRIPTION OF UNIT 6
DESCRIPTION OF UNIT 7
Audio script:
Noise is constant an loud sound. To
measure the loudness, or volume of
sounds, people use a unit called a
decibel. When a sound is louder than
70 decibels, it can cause noise
pollution. Do you know that the noise
from a vacuum cleaner or a
motorcycle can result in permanent
hearing loss after eight hours? The
sounds of a concert are even more
serious. They can reach as high as
130 decibels and may cause
immediate and permanent hearing
loss. Noise pollution can also lead to
headaches and high blood pressure.
If you are listening to music through
headphones, and other people can
hear it, it means the music is too loud
and unsafe. If there seems to be a
ringing or buzzing in your ears, it
means the noise is effecting you and
damaging your hearing. Wearing
earplugs when you go to concerts or
other loud events, and listening to
music through headphones or
headsets at safe levels can help you
reduce the effects of noise pollution.
Further practice (5’)
4.Discuss other ways to prevent Ss work in groups
noise pollution
Ask Ss which of the eight questions
in the questions ways to prevent noise
pollution. Have Ss work in groups in
five minutes to discuss more ways to
reduce noise pollution. Ss write their
answers on a big piece of paper and
then prevent their answers. Have Ss
vote for the best ways.
This activity can be carried out as a
game to find out which group in five
minutes can come up with the most
ways. The winning group then
presents the answers to the whole
class. Other groups add more if they
have any different ways.
Homework(3’):
Prepare unit 7 lesson 5
Pre-reading (10’)
Pre-teach vocab:
1. T may model asking and answering Ss do this activity in pairs. One *Vocabulary:
questions with a strong student. For student looks at the picture A on page + groudwater: the water
example: 12 while the other looks at picture B beneath the earth’s
T (picture A): Are there five ducks in on page 15. They ask each other Yes/ surface.
your picture? No questions to find out the + Pesticide(n):
S (picture B): Yes, there are. Are the differences between the two pictures. + Herbicide(n)
ducks black in your picture? + “point sourse” pollution:
T: No, they aren’t. They’re white. + “ non- point sourse”
… pollution:
Call on one student to report on the
differences. Other Ss can
add some more.
Ask Ss what the pictures tell them
(water pollution). Lead to the second
activity.
Picture A (p.14)
- The ducks are white.
- They’re going to the lake.
- There aren’t any factories near the
lake.
- The lake water is clean.
Picture B(p.15)
- The ducks are black.
- They’re going from the lake.
- There are some factories near the
lake.
- The lake water is dirty/ black.
While-reading (15’)
2. Mi and Nick have decided to give Ss can underline past of the text that Key:
a presentation on water pollution to help them with the answers. Ss 1. The second paragraph
the class. Read what they’ve compare their answers before giving tells about the causes of
prepared and answer the questions. the answers to T. water pollution.
Ask Ss to read the passage quickly 2. The third paragraph
and answer the questions. Tell Ss that tells about the effects of
the first two questions ask for general water pollution.
information while the rest focus on 3. It’s the water beneath
details. Ss can underline past of the the Earth’s surface..
text that help them with the answers. 4. They are industrial
Ss compare their answers before waste, sewage, pesticides,
giving the answers to T. and herbicides.
5. They are pollutants
from storm water and the
atmosphere.
6. They use herbicides to
kill weeds.
3. Read the text again and complete Ss read the sentences quickly to Key: 1. cholera
the notes about the effects of water underline the key words. For 2. die 3. polluted water
pollution. Fill each blank with no example, in sentence 1, the key words 4. dead 5.
more than tree words. are drinking water, untreated and aquatic pants
Remind Ss quickly of the way to do outbreak. Then they locate the key
this type of exercise. Have some Ss words in the passage and pick the
read aloud their answers. Confirm the suitable words to fill each blank. For
correct ones. instance, for the blank in sentence 1,
a noun should be filled in.
Post-reading (12’)
4. Work in group and discuss the Ss work in groups to discuss the
solutions to water pollution. Make solutions to water pollution.
notes of your answers. They can then give through each
To help them focus their ideas, T can cause in the presentation and think of
suggest they make two sub-headings. the solutions. For example:
Point source pollution. Factories dump industrial waste.
Non-point source pollution. Solution 1: Give heavy fines to
companies that are found doing this.
Solution 2: Educate companies
about the environment.
Solution 3: Give tax breaks to
companies that find “clean” ways to
dispose of their waste.
They make notes of the answers on a
piece of paper. Invite one group to
quickly present their solutions. Other
groups add any ideas if necessary. As
it is an open activity, accept all the
answers as long as they make sense.
5. Now complete the diagram of Ss work in groups to give a Water pollution:
water pollution. Use the presentation about water pollution. + Definition:
information from the text for the Other groups listen anf give Causes:
causes and effects and your groups’ comments. The class may vote for the + Point source pollutants:
idias for the solutution. best presentation + Non- point sourse
T can give them marks. If the class polltutants:
size is small and time allows, all the Effects:
groups can present. + Human:
6. Make a presentation about the + Animals:
water pollution based on the + Plants:
diagram. Sollutions:
Ask some groups to give a +
presentation about water pollution. +
Other groups listen and give +
comments. The class may vote for the
best presentation and T can give them
marks. If the class size is small and
time allows all the groups can
present.
Homework(3’):
Prepare unit 7 lesson 6
DESCRIPTION OF UNIT 8
By the end of the unit, Ss will be able to:
-Review present tense
-Use present simple for future
-Pronounce the words ending in -ese and -ee
-Read for special information about an English speaking country
-Listen for specific information about a day trip to a town in an English speaking country
-Talk about an English speaking country
-Describe a schedule for a visit or a tour
Homework(3’):
Prepare for unit 8 lesson 4
Homework(3’):
Prepare for unit 8 lesson 5
Description of unit 9
2.Grammar:
3. Pronunciation:- Stress in words ending in –logy and – graphy.
III. Teaching aid: lesson plan , visual pictures
IV. Procedures
Teacher’s activities Ss’ activities Contents
Warm – up.( 5’) Whole class Warm – up.( 5’): Review
Ask sts to tell about some natural
disasters they’ve experienced.
Pre-listening(10’)
Pre-teach vocab: Whole class
*Vocabulary:
erupt(v)
strike(v)
rage(n/v) collapse(v)
shake(v) scatter(v)
evacuate(v)
put out (v)
bury (v)
rush into(v)
debris (n)
While-lítening (20’) shelter (n)
1. Fill in each blank with a suitable Ss work independently to do the Key:
verb in the correct from from the activity. Then share their answers 1. struck 2. erupted
box below. Then listen, check and with one or more partners. 3. shook
repeat. 4. buried
Write the first verb erupt on the board 5. raged 6.
and elicits the past tense from Ss, Collapsed
writing erupted on the board. Do the
same with all the verbs. T may ask
for a translation of the verbs to check
their understanding. Leaving them on
the board as a reference. Play the
recording for Ss to repeat the
sentences. With a stronger class, T
may wish to ask Ss to make some
more examples with the verbs in the
box.Finish all the exercises
Audio script:
1. Yesterday, a terrible storm struck
the rural area of Ha Giang Province.
2. Villagers rushed into public
shelters as soon as the volcano
erupted.
3. Hundreds of buildings were
completely destroyed when the
earthquake shook the city.
4. The mudslide buried the whole
village while people were still
sleeping in their houses.
5. The forest fire raged for eight
hours and some animals were badly
injured or killed.
6. We managed to run out of the
house into the street before the walls
collapsed.
2. Match the verbs in column A to First, Ss work independently. Then, Key: 1. b 2. d 3. a
the nouns in column B. Then listen, share their answers with one or more 4. e 5. C
check and repeat. partners.
T may ask for translation of some
phrases to check their understanding.
Play the recording for Ss to repeat the
phrases.
Audio script: 1. scatter debris
2. take shelter 3. evacuate the village
4. provide aid 5. Put out the
forest fire
3. Now use the phrases in 2 in the
correct from to complete the Ss complete the sentences Key:
sentences. individually, using the phrases in 2. 1. Provide aid 2. Put
Have some Ss read out their answers out the forest fire 3.
before checking with the whole class. Took shelter 4.
Confirm the correct answers. Scattered debris 5.
Post-listening(7’) Evacuate the village.
Pronunciation
Stress in words ending in -logy and
-graphy Words ending in -logy and -graphy
4. Listen and repeat these words. REMEMBER
Pay attention to the stressed For the words ending in – logy and
syllables. – graphy, place the stress on the
Play the recording and ask Ss to third syllable from the end.
listen and repeat the words, playing soci’ology clima’tology
attention to the stressed syllables of zo’ology as’trology
each word. T may play the recording bibli’ographyde’mography
as many times as necessary. Explain Ss listen and repeat
the rule in the REMEMBER! Box
and ask some Ss to give some words
ending in -logy and -graphy.
5. Listen and mark the stress on the
correct syllable in the words below. Work in pairs
Pay attention to Key: 1. soci’ology
-logy and -graphy. 4.
Ask Ss to work in pairs to practice clima’tology
saying the words and mark the 2. zo’ology
stress on the correct syllable in each 5. as’trology
word. Then T plays the recording. Ss 3.
listen and check. T may pause after bibli’ography 6.
each word and ask them to repeat de’mography
chorally. Correct their pronunciation
if necessary.
6. Read the following sentences and
mark (‘) the stressed syllable in the Ss work in pairs
underlined words. Then listen and Key:
repeat the sentences. 1. We are studying
Ask Ss to work in pairs to mark the the ge’ography of
stress in the words and practice Asia.
saying the sentences. Call some Ss to 2. I had a bi’ology
give the answers and say the lesson this
sentences in front of the class. Then afternoon.
ask Ss to listen while T plays the 3. They share a
recording. T may pause after each common interest in
sentences and ask them to repeat pho’tography.
chorally. Correct their pronunciation. 4. A bi’ography is
If there is not enough time, after Ss a book that tells
mark the stress, play the recording for the story of
them, then check their answers and someone’s life,
repeat the sentences. written by
Homework(3’): someone else.
Prepare for unit 9 lesson 3 5. Zo’ology is the
scientific study of
animals and their
behaviour
IV. Procedures
Teacher’s activities Ss’ activities Contents
Warm – up.( 5’) Class work Warm – up.( 5’): Chatting
- Ask Ss what they have
learnt so far in terms of
language and skills.
- Summarise their
answers in3notes in a
top corner of the board
and add some more if
necessary.
Presentation(15’) Whole class *Vocabulary:
Pre-teach vocab: prediction
icon
nature
cultural
flood
I) Pronunciation pollution
1. Markthe stress on the - Ss listen again and repeat, Key
correct syllables in the words. in chorus and individually. Nepa’lese ath’letic eco’nomic ge’ography
‘musical tech’nology bi’ology ‘physical
Then listen and repeat. pho’tography refe’ree Japa’nese exami’nee
- Review the rules of stress in
words ending in –ic, -al, -ee,
-ese, -logy, and –graphy with Ss
as a class.
- Have Ss then mark the stress
independently.
- Play the recording.
- Ss listen and correct their
answers.
- Confirm their answers.
- Ss listen again and repeat, in
chorus and individually.
II) Vocabulary
2. Complete each sentence - Ss can then share their Key:
with the suitable form of the answers with a partner.
word provided. 1. predict 2. Iconic 3. natural
- Ask Ss to read the sentences 4. culture 5. flooded 6. polluted
and decide what kind of word is
needed for each sentence (a
noun? a verb? an adjective? ...).
- Elicit their answers.
- Let Ss do the exercise
independently.
- Check and write the answers
on the board.
3. Match the definitions with - Ss do this exercise
their words. individually. Key:
- Check Ss’ answers and write
the correct ones on the board 1. c 2. a 3. f 4. b 5. d 6. e
Practice(15’)
III) Grammar
4. Choose the correct answer Work individually
A, B, C or D to complete the Key:
sentences.
- This exercise revises the use of 1. A 2.B 3. 4. A 5. C 6. B
present tenses, conditionals, and C
passive voice.
- Have a brief revision if
necessary.
- Then have Ss do it
individually.
- Ss exchange their answers and
discuss if there is any difference
in their answers.
- Check and write the correct
answers on the board.
5. Use the verbs in brakets in - Ss do this exercise
the corect form to complete independently Key:
the conditional sentences. 1. get; will grow 4. don’t act; will
- Have Ss read and decide lose
which type of conditional is
2. was/were; 5. was/ were;
used in each sentences.
would not have to would be
- Elicit their answers.
work
- Check and write the correct
3. could choose; 6. used; would
answers on the board.
would go be
6. Choose the correct voice to - Ss do the exercise in pairs.
complete the sentences.
Key:
- Ask Ss to look ate the subjects
and the verbs to decide if an 1. have 2. organised 3. is made
active or a passive is needed. been sent up
- Check and write the correct 4. is 5. was 6. have
answers on the board. caused chosen replaced
Further practice(7’)
IV) Everyday English
7. Match the sentences in A - Have Ss do this exercise in
with replies in B. pairs. Key:
- Correct their answers and ask 1. e 2. a 3.g 4. b 5. d 6. f
some pairs to act out the mini
dialogues.
Homework(3’):
Prepare for review 3 lesson 2
Period: Date of planning: ……/……/……
Date of teaching: ……/……/……
REVIEW 3 ( Unit 7-8-9)
Lesson 2: Skills
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
- practise the skills they have practised in Units 7,8 and 9
2. Skills: Reading, speaking ,listening,writing
3. Attitude:Ss must have good attitude while doing the task together
4. Competencies: Recycle the language from the previuos sections.Self-assessments
II. Main languages:
1.Vocabulary: words related the topic.
2.Grammar: lexical items related the topic
III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards.
IV. Procedures
Teacher’s activities Ss’ activities Contents
Warm – up.( 5’) Class work Warm – up.( 5’):
Ask Ss about types of pollution and Chatting
natural disasters.
Presentation(5’)
Pre-teach vocab: *Vocabulary:
tremendous
permanently
level
system
Practice(20’)
I) Reading
1. Read the text and choose the Pair work Key
correct answer A, B, C, or D for 1.B
each question. 2.D
- Ss read the text and answer the 3.A
questions independently. 4.B
- Ss comapre their answers with a 5.C
partner before giving them to T.
- Have Ss explain where they got the
answers from in the text.
II) Speaking
2. Work in pairs. Choose one of the Pair work
topics and make a short
conversation.
- The focus of this speaking exercise
is on fluencly.
- Let Ss work in pairs to choose their
topic and think about their questions
and answers.
- Remind them to use expressions
they have learnt from the
conversations in GETTING
STARTEDto respond in a natural
way to what they hear.
- They then practise between
themselves.
- Ss in pairs act out their
conversations in front of the class.
III) Listening
3. Listen to Nguyen talking with his Work individually Key:
friend Phong, who has just come Audio script: 1.T
back from a visit to Singapore and Nguyen: Is Singapore really as clean 2.T
decide if the sentences are true (T) as it’s advertised? 3.F
or false (F). Phong: Yes, it is. 4.F
- Ask Ss to read the statements Nguyen: How can they do that? 5.F
carefully first. Phong: They have a very strict policy 6.T
- T then plays the recording. on keeping the environment clean.
- Ss listen and decide if the Before we started our tour, the tour
statements are true or false. guide warned us that we could be
- Write Ss’ answers on the board. fined or arrested for spitting or
- Don’t confirm their answers at this littering.
stage. Nguyen: But how would they know?
- Have Ss listen again and check their Phong: There are hundreds of
own answers. officers in plain clothes. Their job is
- Correct their answers. to blend into the crowd and spot
anyone who breaks the law.
Nguyen: Really? But how could you
know about it?
Phong: There are posters in public
places to tell people what they should
or shouldn’t do.
Nguyen: That’s a good idea.
Phong: And from a young age,
children are taught how to behave at
school and in the family.
Nguyen: Habits start early, right?
Phong: Yes. Once you’ve learnt
Further practice(12’) them, they become lifetime habits.
IV) Writing - For example:
4. The school is organising FIGHT The event takes place on
POLLUTION DAY to raise Saturday, 4 April.
students’ awareness of the dangers The event tatrs at 8.30
of pollution. Choose one activity and finishes at 12.00.
you would like your friend to We pick up trash and sor
participate in and write to him/ her it for recycling.
introducing it.
- First, have Ss read to understand the
schedule of the Fight Pollution Day.
- They then choose the activity they
would like their friend to participate
in and write to him/ her to introduce
it.
- Remind Ss that they can use the
present simple to talk about practical
aspects of an event in the future.
- For example:
- T can call on a student to write his/
her letter on the board.
- Other Ss and T comment on it.
- Ss then refer back to their own work
and see if they want to make any
changes.
- Collect some work to correct at
home.
Homework(3’):
Prepare for One period test 3
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
-To check the languages and skills Ss learnt from Unit 7 to Unit 9
-To appreciate the result of teaching and learning.
-To encourage Ss to work harder
2. Skills: Reading, listening,writing
3. Attitude:Ss must have good attitude while doing the test
4. Competencies: Recycle the language from the previuos sections
II. Main languages:
1.Vocabulary:
2.Grammar:
3.Pronunciation:
III. Teaching aid: Paper, preparation,cassette,tape
IV.Matrix:
Period: Date of planning: ……/……/……
Date of teaching: ……/……/……
TEST CORRECTION 3
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be able to :
-To check the languages and skills Ss learnt from Unit 7 to Unit 9
-To appreciate the result of teaching and learning.
-To encourage Ss to work harder
2. Skills: Reading, listening,writing
3. Attitude:Ss must have good attitude while doing the test
4. Competencies: Recycle the language from the previuos sections
II. Main languages:
1.Vocabulary:
2.Grammar:
3.Pronunciation:
III. Teaching aid: Paper, preparation,cassette,tape
DESCRIPTION OF UNIT 10
By the end of the unit, Ss will be able to:
-Pronounce the words ending in –ity and – itive correctly in isolation and in context.
-Use lexical items related to the topic ‘Communication’
-Use some verbs that are followed by to –infinitive, tenses.
-Talk about communication now and in the future.
-Listen for general and specific information about netiquette.
-Read for general and specific information about communication in the future.
-Rrite an email using netiquette.
1b Decide if the statements are true Ss work individually then in pairs to 5. “Are you kidding”.
(T) or (F). compare answers with each other. 6. “We can try again.”
Correct the task as a class and Key:
encourage Ss to explain for both T 1. T 2. T
and F options. 3.F (Nick was waiting
outside the wrong
1c Why couldn’t Phuc, Mai, and Ask Ss to work in groups of three or cinema.)
Nick see the fim together as was four and discuss the questions. 4. T 5. T 6. T
their plan? What was the problem? Key:
Was it only because of Nick’s They couldn’t see the film
mobile phone? together because Nick
For a more able class, ask the groups went to the wrong cinema.
to play the roles of Phuc, Mai, and They didn’t communicate
Nick. What would they do if they clearly the name and
were them? address of the cinema
beforehand. Then they
were not able to contact
2 Match the words/ phrases with Ss work in pairs to complete this task. each other because the
the photos about ways of battery of Nick’s mobile
communication. Then listen to phone was flat.
check your answers. Key:
After they have finished, go through 1. having a video
each item as a whole class. Ask Ss to conference
further explain the meaning of the 2. Emailing 3. Video
words/ phrases in the box, and/ or chatting
how they work. Allow Ss to use 4. Meeting face-to-face
Vietnamese if necessary. 5. using social media
If there is time, ask Ss to work in 6. Using telepathy
pairs to tell each other if they have 7. Sending letters (snail
ever used these ways of mail)
communication.
3. Fill the gaps with the correct Pair work Key:
from of the words/ phrases from 1. Using social media 2.
the box in 2. Look out! meet face – to face 3.
Draw Ss’ attention to the words/ These noun can be used as verbs: email; sending letters/
phrases from the word box in 2 again. email- to email; emailing. snail mail
Tell them to do this task by first conference – to conference; 4. Using telepathy
underlining the cues in each item. conrefencing. 5. video chatting
Also remind Ss to consider the part of 6. have a
speech of the missing words (where video conference
applicable). Explain the Look out!
box.
Further practice(7’)
4. GAME
In groups, brainstorm all the Ss work in groups.
different ways you have
communicated so far today. The
person with the most ideas in the
winner.
Set a time limit and ask Ss to write
down as many different ways they
have communicated so far today as
they can. The person with the most
ideas is the winner.
Alternative, this can be a competition
between groups where they collect
information from each member and
collate it to find the winning group
with the most communication ways.
Homework(3’):
Prepare for Unit 10 lesson 2
Homework(3’):
Prepare for unit 10 lesson 3
Verb + to – infinitive
4. Look at the conversation in Group work.
GETTING STARTED again and Individual
write down all the verbs that are
followed by to – infinitive that you Verbs + to- infinitive
can find. If we want to follow a verb with
Verb + to – infinitive another action, we must use either a
If we want to follow a verb with gerund or an infinitive.
another action, we must use either Ex: They want to see Superman this
a gerund (Unit 1) or an infinitive. Sunday.
Ss work individually to complete the
task. Write on the board: Some common verbs followed by to-
I also wanted to call you want to infinitive:
do something. - want, try, need, choose. Decide,
Ask some volunteers to write the rest love…..
on the board in a similar way.
Tell Ss to look at the watch out! box. Note: some verbs such as love, hate,
Provide the list of common verbs prefer can be followed by both a
followed by to -infinitive. Ask Ss if gerund and to -infinitive.
they know any other verbs that are
followed by to – infinitive.
Remind Ss that some verbs such as
love, hate, prefer can be followed by
both a gerund and to -infinitive.
If time allows, ask Ss to practice
marking sentences with these verbs.
5. Choose the best answer. Group work. Key:
Ss work individually then in pairs to Individual 1. c 2. b 3. a
compare their answers 4. c 5. a
Further practice(12’)
6.The dream list .Image we are in Work in pairs Example:
the year 2050. Work in pairs and We’ll be using video
select 3 ways of communication conferencing in every
that you think will be most meeting
common .Then make the list longer We’ll be using telepathy
by sharing your ideas with another devices regularly
pairs using full sentences. We’ll be using the
Homework(3’): interactive signs
Prepare for unit 10 lesson 4
DESCRIPTION OF UNIT 11
Practice(15’)
Review: reported speech Key:
II) Grammar
Ss work individually 4.
4. Change the sentences into
1. He said that they were
reported speech
doing an experiment.
2. She told me that I had
to sign the paper again.
3. Tam said that they had
watched a television
documentary on the future
of nuclear power.
4. They announced that
the 10 o’clock flight to
Kuala Lumpur would be
an hour late.
5. Scientist said that in 50
years’ time we might be
Review: reported speech living on the moon.
5. Rewrite these sentences in direct Ss work individually 5.
speech. 1. Kien said, “I missed/
- First, let Ss repeat the rules of have missed the train.”
changing the pronouns, the verb(s), 2. Duong said, “I can run
and ime and place expression in very fast.”
reported speech. 3. “I’ll hand in the report
- Have them do tasks 4 and 5 in their tomorrow,” Mia told me.
notebooks. 4. She said, “I’m reading a
- Then call on some Ss to read their science fiction book about
answers, sentence by sentences. life on Venus.”
- Correct their answers. 5. “I’ll be a lawyer I grow
up,” he told me.
Further practice(12’)
III) Communication Ss work individually.
6. Write one prediction for each of
the following fields, based on the
cues and your own ideas. Then
share it with the class.
- Tell them to be imaginative.
- Make sure they write a prediction
for at least three of the fields.
- Have Ss read out one of their
predictions to the class.
- Others can ask them questions about
their prediction.
- This can also be done in small
groups. Class work
Finished!
- Tasks Ss to complete the self-
assessment.
- Discuss with the class what
difficulties remain and what areas Ss
have mastered.
- Provide further practice on the weak
areas of the class.
Homework(3’):
Prepare for Review 4 lesson 1
I. Objectives:
1. Knowledge: After the lesson Ss will be able to use the knowledge that they
have been studied exactly.
2. Skills: Develop listening, writing,reading skills
3. Attitude:Ss do the test in a serious and strict manner.
4. Competencies: having good overview after doing the test
II. Main languages:
1.Vocabulary:
2.Grammar: reported speech( statements, questions)
III. Teaching aid: papers,pens ,cassette player and cassette tape
IV.Matrix:
Tổng số câu:34 . Nhận biết: 3đ (30%).Thông hiểu:4đ(40%).Vận dụng:3đ(30%)
CHỦ ĐỀ NHẬN BIẾT THÔNG HIỂU VẬN DỤNG TỔNG
TNKQ TL TNKQ TL TNKQ TL
A/Listening
-Listen and answer 4
2 4
B/Use of language
-But, so ,and 4
1
-Vocab 8 19
2 5
-Verb form
7
2
C/Reading
V.Content:
I.Listen and answer the questions (2 pts)
1. What will help feed the large population on Earth?
…………………………………………………………………………………….
2. Where may we be able to live?
…………………………………………………………………………………..
3. What does Nick say he likes?
…………………………………………………………………………………..
4. Does Chau think science and technology may bring problems?
…………………………………………………………………………………..
II. Find one word that does not belong in each group. ( 1 pt)
1. A. developer B. researcher C. cooker D. technician
2. A. explore B. communicate C. disagree D. biologist
3. A. physics B. economic C. technical D. enormous
4. A. zoology B. apology C. anthropology D. archaeology
III. Choose A, B, C, D for each gap in the following sentences. (2pts)
1. Facebook was built on the ………of earlier social network sites like MySpace and Bebo.
A. succeed B. successful C. successfullyD. success
2. It is thought that driverless cars will transform the way we move………cities in the future.
A. around B. away C. along D. ahead
3. Little Pascal ……a mechanical calculator which could do additions or subtractions very quickly.
A. discovered B. found C. found out D. invented
4. Robots save workers from ………dangerous tasks.
A. making B. having C. performing D. carrying
5. Many people believe that robots have made workers jobless………that is not necessarily true.
A. but B. and C. so D. or
6. Recent ………developments have made robots more user-friendly and intelligent.
A. science B. scientist C. scientific D. scientifically
7. Teenagers spend most of their time playing computer games, ………they lost their interests in daily
activities.
A. moreover B. so C. however D. as a result
8. Science and technology have ………the life safe, secure and comfortable.
A. transformed B. made C. done D. changed
IV.Put the vrbs in brackets in the correct form. (2pts)
1. Our teacher says that new technology (make) ……………………….…….many workers jobless in the future.
2. If you use robots to do the housework, you (become) ……………………………..lazy and you (not get)
……….………………..enough exercise.
3. People say that technology (change) ………..…………….. our lives, but not all the changes are good for the
environment.
4. Computers that once (take) ……………………….. up entire rooms are now small enough to put on desktops
and into wristwatches.
5. Look at those clouds – I think it (rain) …………………………….
6. I (watch) …………………………. a science fiction film on TV at 9.00 tonight.
7. This time next week, I (lie) …………………….. on a beach on Phu Quoc Island.
……………………………..…………………………………………………………………………
DESCRIPTION OF UNIT 12
.
Period: Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 12: LIFE ON OTHER PLANETS
Lesson 2: A closer look 1
I. Objectives:
1. Knowledge: By the end of the lesson ,students will be ablbe to:
-get acquainted with the topic life on other planet.
2. Skills: Speaking,listening,reading
3. Attitude:Ss will be active while practising doing exercises
4. Competencies: Ss are interested in doing exercises
II. Main languages:
1.Vocabulary: words about life on other planet.
2.Grammar:
3.Pronunciation : pronounce correctly the words ending in -ful and -less in isolation and in context
III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards.
IV. Procedures
Teacher’s activities Ss’ activities Contents
Warm – up.( 5’) Group work
Write letters M, V, N, J, S on the
board and ask Ss to volunteer to write
any name of any planet that they
know beginning with these letters.
Give them three minutes.
Pre-listening(5’) * Vocabulary:
Vocabulary Mercury
Venus
Mars
Jupiter
Neptune
Saturn
While-listening (20’):
1. Use the manes of the planets in Ss work independently.
the box to label the diagram of the
solar system.
Now have Ss open the books and
work independently. Then, ask them
to share their ansers with a partner. If
necessary, ask for translation of some
words or phrases in the box to check
thei understanding. Key:
2. Now scan the passage and Ss work in pairs A. Mercury B. Venu
checkyour answers. C. Mars D. Jupiter E.
Have Ss work in pairs, read the Saturn F. Neptune
passage and check their answers in 1. Key:
Suggested answers:
Weightless waterless
resourceful/
resourceless airless
beautiful wonderful
their answer, and correct the answers had looked like 7. Had
as a class. seen 8. Had hidden