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Giáo án Tiếng Anh 7 mới Học kì 2

UNIT 7: TRAFFIC

Lesson 1/55: Getting Started

A. Aims and objectives .1. Knowledge: By the end of the lesson, Ss will be able to use the lexical items related to

the topic "Traffic", use "How............?" to ask about means of transport2. Skills: Listening and speaking skills.3. Attitude: Sts must have good attitude while working together.

4. Competencies: Talking about past habbits with "used to"B. Preparation- Teaching aids: Textbook, poster, tape and radioC. Procedures

LEARNING ACTIVITES LANGUAGE FOCUS

Warm up Matching (3 P7)

- ? Run through all the words and phrases in 3 P7.

? Match a verb on the left with a mean of transport on the right.

- There may be more than one correct answers.

? Read again in chorus.

Key:

1. ride a bike 2. drive a car

3. fly a plane 4. sail on/in a boat

5. get on/ get off a bus/ a train/ a bike/ a motorbike....

I. Pre-listen and read

1. Vocabulary

- Teacher use different techniques to teach vocab (situation, realia)

- Follow the seven steps of teaching vocab.

* Checking vocab: R.O.R

2. Choose a correct answer (1a P7)

* Set the scene:

? Look at page 6

? "Monday in the play ground in Viet

- used to (v): đã từng

- traffic jam

(n): sự tắc ngẽn giao thông

- except (prep)

ngoại trừ, trừ ra

- Repeat in chorus and individually

- Copy all the words

Học trực tuyến: khoahoc.vietjack.com Youtube: VietJack TV Official


? Who are Oanh and Mai?

? What may they talk about?

? Run through the questions in 1a P7

? Guess and choose a suitable answer before listening.

? Listen to the conversation once or twice then check your answer.

- Teacher gets feedback

- Individual work

- They are students.

- They may talk about........

Key: 1B 2. A 3. B 4. C

II. While - listen and read

1. Answer the questions (1b P7)

- ? Read the conversation again then answer the questions in 1b P7

? Work in pairs

Key:

1. She played with her brother/ stayed at home.

2. It's about 2 kilometers.

3. She usually goes to school with her dad.

4. Because sometimes there are traffic jams.

5. She goes to school by bike.

2. Colloquial expressions

? Refer back to the conversation and find the meaning of the colloquial expressions in 1c P7

? Practice saying them together and give some examples

? Role-play the short conver. in 1d P7.

? Creat your short conversations. Use the colloquial expressions in 1c P7

? Work in pairs

1. Hey: to have someone's attention

2. Great idea: when you strongly support or agree with something

3. Can't wait: very excited and keen to do something.



III. Practice .

1. Model sentences (Remember)

- Elicit the question from students

? Practice asking and answering questions using "How"? Recall how to use a passive sentence.

2. Write the words (2 P7)

? Work in pairs. Write the means of transport under the right pictures.

- Teacher monitors and gets feedback.

3. Find someone who never....(4 P7)

- Teacher models

? Work in groups


- How do you come to school? = By what means do you come to school??

- How do you go to the supermarket? = By what means do you go to the supermarket?

1. bike/ bicycle 2. bus

3. plane 4. boat

5. ship 6. train

7. motorbike 8. car

Find someone who never.......

1. ...walks to school Nam

2. ...goes to school by bus

3. ...cycles for exercise

4. ...takes a train

5.... sails on/in a boat

6. ... flies by plane

A : Do you often walk to school?

B : Yes, I do.

A : Do you often walk to school?

C (Nam): No. I never walk to school.

IV. Consolidation

? Report find someone who never...

? Sum up the main content of the lesson.

- Answer individually

E.g: Nam never walks to school

V. Homework

- Learn by heart vocabulary and structures.

- Listen and take note the assignments

UNIT 7: TRAFFIC



Lesson 2/56: A closer look 1

A. Aims and objectives .1. Knowledge: By the end of the lesson, Ss will be able to:

- use the lexical items related to the topic "Traffic"- know meaning of road signs- pronounce sounds /e/ and /ei / correctly ion isolation and in context

2. Skills: Listening and speaking skills.3. Attitude: Sts must have good attitude towards obeying the transportation rules.

4. Competencies: Talking about the meaning of the road signs B. Preparation

- Teaching aids: Textbook, tape and radioC. Procedures

LEARNING ACTIVITIES LANGUAGE FOCUS

I. Warm up

Brainstorming

? Give all the road signs you see every day on the way to school

? Write as many words as possible

? Read again in chorus.

Suggestion:

- stop

- no left turn/ no right turn

- parking/ no parking

- go ahead

- no cycling

- one-way

........

II. Vocabulary

1. Vocabulary



- traffic sign/ road sign

(n): - biển báo giao thông

- lane (n): làn đường, đường hẹp

- seatbelt/ safety belt

(n): đai an toàn

- traffic rule (n): luật giao thông

- obey (v): tuân theo

- pavement (n): vỉa hè (cho người



* Checking vocab: Labeling (2 P8)

? Label the road signs in 1 with the words/ phrases in 2

? Read all the phrases in chorus

- Teacher explains the meaning if necessary.

2. Look out

- Ask students to divide the road signs in 1 into three groups: informative, prohibitive, and warning base on their shapes and colours.

- Teacher gets feedback and explains

? Give more examples

đi bộ)



Key:

1. traffic lights 2. no parking

3. no right turn 4. hospital ahead

5. parking 6. cycle lane

7. school ahead 8. no cycling

- A sign within a red triangle will warn you of something

- Signs with red circles are mostly prohibitive - that means you can't not do something

- Signs in blue are usually to give information

3. Talk about the road signs (3 87)

? Work in pairs and talk about the road signs you see on the way to school (or elsewhere).

- Teacher goes around and give assistance if necessary, and check their answers.

E.g:

A: On the way to school, I can see a "no left turn" sign.

B: On my way to school there is a hospital, so I can see a "hospital ahead" sign.

III. Pronunciation .

1. Sounds /e/ and /ei/

? How to pronounce the sounds /e/ and /ei/?

- Teacher models and give examples.

- Ask students to observe teacher's mouth and listen carefully

- listen and repeat



? Practice the sounds together

2. Listen and repeat (4 P9)

? Listen to the recording 2 or 3 times

? Repeat in chorus

? Read individually.

3. Identify the sounds (5 P9))

- Play the recording 2 or 3 times

? Listen and distinguish the sound /e/ and /ei/.

? Recognize all the words with the two sounds, then underline them as assigned

? Work in groups and find words with the two sounds


- pair work

Key:

No /e/ /ei/

1 ever break, way

2 very railway station

3 always, obey, safety

4 left, when UK

5 They, waiting, train

next

IV. Consolidation

? Sum up the main content of the lesson. - Answer individually

- Remember

V. Homework


? Do Ex A1,2 P3 (workbook)

- Prepare: Unit 7: A closer look 2




UNIT 7: TRAFFIC

Lesson 3/57: A Closer Look 2


- use the "it" for distance- use "used to" to talk about past habit or state

2. Skills: Writing and speaking skills.3. Attitude: Sts must have good attitude towards obeying the transportation rules.

4. Competencies: Asking and answering about the distance and means of transports. B. Preparation- Teaching aids: Textbook, tape and radioC. Procedures


Warm up Brainstorming

? Work in groups to write activities that you did in the past but you don't do them now.

Suggestion:

Activities I did in the past but not do them any more

- ride a buffalo

- play marbles

- cry for candy

- play with a doll

- go for a walk with a dog

.................

I. Presentation

1. Vocabulary



* Checking vocab: Matching

2. "It" indicating distance

? Refer back to the conversation in getting started and find sentences with "it" as the subject.

- open-air (adj): ở ngoài trời

- tricycle (n): xe ba bánh

- accident (n): tain nạn

- desk job (n): công việc bàn giấy

- pond (v): cáiao




? Is"it" in the example the formal subject?

? What does it indicate?


E.g: How far is it from your house to there?

It's about two kilometers.

-> "It": the formal subject to indicate distance

3. Used to

? Study the examples in grammar P10

? What do we use "used to" for?

- Teacher explains the rules of (+), (-), (?)

? Give more sentences in all three form.

E.g:

There used to be many trees on this street, but now there are only shops.

- We used "used to" to describe an action or a state that happen regularly in the past but does not happen at present/ no longer happen now.

- Used to is the same form for all persons.

II. Practice .

1. "It" indicating distance

1.1. Write sentences with it (1 P9)

? Work by yourself and write down the sentences.

- Teacher observes and helps when and where necessary.

- Have some students read their sentences.

- Correct their mistakes

1.2. Ask and answer questions about distance (2 P9)

? Work in pairs.

? Ask and answer questions about distance in your neighborhood.

2. Used to

? Study Watch out

2.1. Complete the sentences with "used to"

Ex1. P9

1. It's about 700 metres from my house to Youth Club.

2. It's about 5 km from my house to the nearest town.

3. It's about 120 km from Ho Chi Minh City to Vung Tau.

4. It's about 384,400 km from the Earth to the Moon.

5. It's not very far from Ha Noi to Noi Bai Airport.

Ex2. P9

E.g:

A: How far is it from your house to school?

B: It's about a kilometer.



or "use to"(3 P10)

? Work independently to write the sentences in your notebook.


22. Rewrite sentences (4P10).

? Work independently to write the sentences in your notebook.


Ex3. P10

1. used to ride 2. used to be

3. used to go 4. Did.... use to play

5. did.... not use to feel

Ex4. P1

III. Production (Find someone who)

- Give instructions

? Work in groups

? Report the result to the class

IV. Consolidation

? How do we use "used to"?

Find someone who used to.......

1. ...play marbles Phong

2. ...play football in the street

3. ...swim in the pond near your house

4. ...ride a tricycle

5.... ride a buffalo

E.g:

A : Did you use to play marbles?

Phong: Yes. I used to play marbles.

E.g: Phong used to play marbles.


- Remember

V. Homework

-Learn by heart vocabulary and structures.

- Do Ex B4,6 P5-6 (workbook)

- Prepare: Unit 7: Communication



UNIT 7: TRAFFIC

Lesson 4/58: COMMUNICATION

A. Aims and objectives .1. Knowledge: By the end of the lesson, Ss will be able to understand some driving laws of some countries2. Skills: talk about driving laws of some countries .3. Attitude: Sts must have good attitude towards following the traffic law.

4. Competencies: Using lexical item related to the topic "Traffic"B. Preparation

- Teaching aids: Textbook picturesC. Procedures


Warm up Brainstorming : task 1/P11

- Introduce the rules of keeping to the left-hand side of the road.

? Brainstorm and give the names of the countries you know where the traffic rule is to keep to the left of the road.

? Look at the flags of some countries.

? Work in pairs to write the names of these countries.

- Teacher monitors and gets feedback

Key:

1. The UK

2. Australia

3. India

4. Thailand

5. Malaysia

I. Presentation

1. Vocabulary

- Teacher use different techniques to teach vocab (situation, realia, explanation)


* Checking vocab: Slap the board

illegal (adj): bất hợp pháp

reverse (adj): nghịch, ngược, lùi

right-hanhded (adj): thuộc về bên phải





2. Listening - 2 P11

? Why is the right side the wrong side in these countries.

? Listen and write the reasons this happened

Key:

1. some countries used the same system as the UK.

2. many people are right-handed (so on the left-hand side, it is easier for them to use a sword or something when they are on horseback -in the past)

II. Practice .

1. Find one false driving law - 3 P11

? Run through all the strange driving laws in 3 P11

? Which one do you think seems most unreasonable?

? Work in pairs, discussing to find one false driving law.


- Get feedback

2. Ordering

? Work in groups and discuss the laws in B and put them in order from the strangest (No1) to the least strange (No5)

? Can you explain why?

- Have some groups report their results and explanation.

"In France, you can only reverse your car on Sundays." This sentence is false.

- Students' ideas

III. Production

Find strange rules in Viet Nam

? Work in groups and find if there are any strange traffic rules in Viet Nam

- Teacher monitors and gets feedback.- Group work

IV. Consolidation - Answer individually



? Sum up the main content of the lesson

- Remember

V. Homework


? Do Ex B5, C1, 2 P6 - 7 (workbook)

- Prepare: Unit 7: Communication


UNIT 7: TRAFFIC



Lesson 5/59: Skills 1

A. Aims and objectives .1. Knowledge: By the end of the lesson, Ss will be able to understand some driving laws through the reading text and the do the tasks given in the book.2. Skills: read for specific information about traffic rules/ laws, talk about obeying traffic laws/ rules, and how to use the road safely.3. Attitude: Sts must have good attitude towards following the traffic law.

4. Competencies: Using lexical item related to the topic "Traffic"B. Preparation- Teaching aids: Textbook, pictures, tape and radio- Anticipated problems: .It's difficult to do the class survey. C. Procedures


I. Warm up : Discussion - 1

P12

? Look at the picture in 1 P12.

? Discuss and say why it is dangerous.


Example:

It is dangerous to ride a motorbike on the pavement.

I. Reading

1. Vocabulary



* Checking vocab: Matching 2 P12

? Work in pairs to do the matching in 2 P12.

- zebra crossing

(n) lối đi có vạch (cho người đi bộ qua đường)

- speed limit (n) tốc độ giới hạn

- driving licence

(n) giấy phép lái xe, bằng lái

- pedestrian (n) khách bộ hành

- fasten (v) buộc, thắt

- handlebar

(n) tay lái

- passenger (n) hành khách



1.g: traffic jam 5. a: speed limit



- Teacher checks their results

? Which can you see in the picture in 1?

2.d: zebra crossing

3. b: road users

4. c: driving licence

6. h: railway station

7. f: train ticket

8. means of transport

Key:

zebra crossing, road users, means of transport

2. Pre-reading

Pre question 3P12

? Work in groups. Answer the question in 3 P12

? Read the passage and check your answers.

Suggestions:

not pay attention, not look around, go in red light ...

3. While-reading

Answer the questions 5 P12

? Run through all the questions in 5 P12

? Read the passage again, then work with a partner to answer the questions.


- Get feedback

Key:

1. We should cross the street at the zebra crossing.

2. He/She must always fasten the seatbelt.

3. No, he/she shouldn't. Because it is very dangerous. (He/ She may cause accident.)

4. We must give a signal.

5. Because the other road users can see them clearly and avoid crashing into them.

III. Speaking

1. Class survey- 6 P12

? Ask your classmates the question

"How do you go to school every day?

? Make a list of the means of transport that is used the most, and used the least.

- Get some students to report to the class.

2. Discussion 7 P12

- Class survey

Suggested answers:



? Read all the sentences in 7 P12 individually.

? Work in groups to discuss who is using the road safely, and who is acting dangerously.

? Give the reasons.


1. safely

2. dangerously (because he is likely to have an accident)

3. safely

4. dangerously (it is difficult for him to see the road properly, and to ride)

5. dangerously (a car or a motorbike may crash into him)

6. dangerously (she may have an accident if something happens unexpectedly)

IV. Consolidation

? Sum up the main content of the lesson - Answer individually

- Remember

V. Homework


? Do Ex C3, D1,2,3 P7-8 (workbook)

- Prepare: Unit 7: Skills 2


UNIT 7: TRAFFIC


A. Aims and objectives .1. Knowledge: By the end of the lesson, Ss will be able to understand the listening text about traffic problems in big city and the do the tasks given in the book.2. Skills: Speaking and writing.3. Attitude: Sts must have good attitude towards following the traffic law.

4. Competencies: Using lexical item related to the topic "Traffic" to write.



B. Preparation- Teaching aids: Textbook pictures

C. Procedures


I. Warm up : Discussion - 1/P13

? Study the picture in 1 P13

? Work in groups.

? Where so you think the picture was taken?

? Why it is special?


- in Brazil

- long traffic jam (very long line of vehicles)

I. Listening

1. Vocabulary




- suffer (from) (v): chịu, bị

- rush hour (n): giờ cao điểm

- poor-quality (adj): chất lượng kém

- respect (v): tôn trọng, kính trọng

- bumpy (adj): gập ghềnh

-congestion (n): sự hỗn độn tắc nghẽn



2. Listen and choose the correct answer

? Look through all the questions

? Listen carefully and circle the correct answers

Key:

1. B 2. C 3. A 4. C

III. Writing

1. Tick the traffic problems- 4 P13

? What do you think the traffic problems in big cities in Viet Nam are..

? Look at the pictures, read the phrases and

Suggested pictures: 1, 2, 3, 4, 6



tick the problems.

? Write full sentences in your notebooks.

- Have some students write on the board.

? Give comments.

- Teacher give corrections

2. Write a paragraph - 5 P13

? Study the sentences you have written, then practice writing the paragraph. individually.

? Use proper connectors: first/ firstly, second/ secondly,....

- Have some students read their writing

- Teacher monitors and gives help if necessary.

- There are too many vehicles (on the road).

- many road are narrow and bumpy.

- There are traffic problems every day.

- Many young children ride their bikes dangerously.

IV. Consolidation

? Sum up the main content of the lesson - Answer individually

- Remember

V. Homework


? Do Ex E1,2 P9 (workbook)

- Prepare: Unit 7: Looking back




UNIT 7: TRAFFIC

Lesson 7/61: Looking back + Project

A. Aims and objectives .1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous lessons in Unit 7 and link it with unit topics.- Consolidate and apply what they have learnt in Unit 7 through various activities and exercises.2. Skills: Speaking and writing.



3. Attitude: Sts must have good attitude towards doing exercises.

4. Competencies: Self-assessment.B. Preparation

- Teaching aids: Textbook picturesC. Procedures


Warm up Grouping 1 P14

? Study the picture in 1 P13

? Write the meaning below each sign individually.

? Work in groups and put the signs into correct boxes.


Key:

1. Traffic lights 2. School ahead

3. Hospital ahead 4. Cycle lane

5. Parking 6. No parking

7. Left turn only 7. No cycling

Prohibition signs: 6,8

Warning signs: 1,2,7

Information signs: 3,4,5

I. Vocabulary

Word web

? Work in pairs. Write the names of means of transport in the word web.

? Then draw lines joining the correct verbs to the transport.

- Teacher corrects the mistakes and adds some if need be.

Suggestion:

- bicycle, motorbike, car, bus, taxi, train, plane, boat, ship

- Ride a bicycle/ a motorbike

- Drive a car

- Fly a plane

- Sail on/in a boat

- Get on/ get off a bus/ a train/ a bike/ a motorbike...

II. Grammar

1. Used to

a. Revision



? How do you use "used to"?

? Write the form of "used to" in (+/ -/ ?) sentences.

b. Ex3. P14

? Change the sentences according to the prompts in brackets.

? Work in pairs.

- Have some students write on the board.

? Give comments.

- Teacher give corrections

c. Ex4 P14

? Work individually to write sentences using the cues given.

? Work in pairs and swap your writing.

- Have some students read the sentences aloud.

- Teacher gives correction.

- We use "used to" to describe an action or a state that happened regularly in the past but does not happen at present.

(+) S + used to + Vinf..........

(-) S + didn't use to + Vinf...........

(?) Did + S + use to + vinf.....?

Ex3. P14

Key:

1. Did you use to go to school on foot?

2. Mr Van didn't use to ride his motorbike dangerously.

3. Did the streets use to be cleaner and more peaceful?

4. I used to go out on Sundays.

5. They didn't use to go on holiday together.

Ex4. P14

Key:

1. It is over 100 km from my home-town to Ho Chi Minh City.

2. It is about 25 km to my grandparents' house.

3. I used to ride a small bike in the yard before my flat.

4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs.

5. Children must learn about road safety before they are allowed to ride a bike on the road.

III. Communication

? Read the questions and answers aloud.

? Match the questions 1-6 with the answers Ex5 P14



a-f.

? Role play the questions and answers. Then write in the notebooks.

- Teacher gets feedback.

1. b

2. a

3. e

4. d

5. f

6. c

IV. Consolidation

- Ask students to complete the self-assessment.

- Identify any difficulties and weak ares and provide further practice if need be.



- Remember

V. Homework


- Prepare: Unit 8: Getting started


Unit 8: FILMS

Lesson 1/62: Getting started

A. Aims and objectives: 1. Knowledge: By the end of the lesson, Ss will be able to extend and practice vocabulary related to the topic “Films” through the dialogue between Duong and Mai about films.2. Skills: Listening and reading.3. Attitude: Sts must have good attitude towards watching films.4. Competencies: Use language to ask and answer about films

B. Content:

- Vocab: vocabulary related to films



- Grammar: Suggestion, adverb clause with although.

- Materials: Ss’ books, text books, posters, tape and radio

D. Procedures:


I. Warm up : Brainstorming

- Elicit any information ss know about films by asking about types of film they know, the latest films they have seen , their favorite films and film stars

- Use the pictures in textbook to introduce the new lesson

II. The new lesson

* Teaching new words

- Teacher elicits the words from students.

- Follow the seven steps of teching vocab.

* Checking: What and where

- horror film (n) phim kinh dị

-frightening (n) khủng khiếp

- comedy (n) hài kịch

- critic (n) nhà phê bình

-thriller (n) phim ly kỳ, giật gân

-documentary (n) phim tài liệu

-animation (n) phim hoạt hình

-plot (n) cốt truyện

-review (n) bài phê bình

-stunt (n) trò nguy hiểm

-star (v) đóng vai chính

1.Listen and read

- T uses the pictures in the textbook to set the scene and asks some questions:

Where are Phong and his sister Mai ?

What are they talking about?

- Ask ss to listen and read the conversation.

-Play the recording twice

-Ask ss to read the conversation aloud in

-Listen to teacher and answer questions

- Practice the conversation in pairs



pairs.

a. Answer the questions

-Ask ss to work individually to choose the correct answer to the questions.

- Ask ss to read aloud the answers.

- T confirms the correct answers

b. Find the questions in the conversation that ask about Coconut Crazy

-Run through the phrases

- Ask ss to work in pairs to look at the conversation and find the questions.

- Call on some pairs to read aloud and some ss to write on the board.

-Ask ss to listen, check and repeat the questions

2. Matching the types of films with their definitions..

- Run through the phrases and sentences

- Ask ss to work individually to match the types of films with their definitions.

- Play the recording for ss to check their answers then ask them to repeat.

- Correct their pronunciation if necessary

- Help ss translate them into Vietnamese

3a. Think of a film. Fill in the blank

- Have ss work dependently , filling in the table with the information of the films they have seen recently. Remind them to use the words and phrases they have learnt in 2 and from the conversation.

b. In pairs, interview each other and try to guess the film

-Work individually to choose the correct answer to the questions.

* Answer key :

1-B 2-A 3-A 4-C 5-B

-Work in pairs to find the questions.

* Key :

a. What kind of films is it?

b. What does it stars?

c.What is it about?

d.What do critics say about it?

-Listen and repeat the questions

-Work individually to match the types of films with their definitions.

Key:

1-d 5-b

2-f 6-e

3-a 7-h

4-c 8-g

- Work dependently , filling in the table with the information of the films they have seen recently.



-Ask ss to study the example.

-T models with a good student.

-Ask ss to work in pairs

- Go around to help weak students

- Call on some pairs to practise

- Possible answer:

Mr. Bean

Type of film: hilarious

Actor: Rowan Atkinson

Plot: Mr Bean's funny action

Reviews: very funny and relaxed.

-Work in pairs to interview

III. Consolidation

- Sum up the lesson

IV. Homework

- Learn by heart all the new words and structures.

-Guide ss how to do Ex B1,2

- Prepare: A closer look 1

Answer

- Take note

Unit 8: FILMS


A. Aims and objectives: 1. Knowledge: By the end of the lesson, Ss will be able to:

-use the lexical items related to the topic films

- pronounce correctly the -ed ending in verbs

2. Skills: Listening and reading.3. Attitude: Sts must have good attitude towards watching films.

4. Competencies: Know how to use Ing- ADJ and Ed-ADj, know how to use the past simple tense

B. Preparation:




C. Procedures:


I. Warm up

- Ask ss to write the name of the film they like on a piece of paper and keep secret.

- T call one student to stand in front of the class and ask him/her to give some clues . Others ask Yes- No questions to ask and guess the name of the film.

Guessing Game

II.The new lesson

Vocabulary

T elicits Vocab from ss

Check: RỎR

Ask sts to copy down.

hilarious (adj) vui nhộn, hài hước

gripping (adj) thú vị

scary (adj) sợ hãi

moving (adj) xúc động

violent (n) có nhiều cảnh bạo lực

entertaining (n) thú vị, làm hài lòng

disappointed

(adj) thất vọng

terrified (n) cảm thấy khiếp sợ

A. Vocabulary

1. Add some adjectives

- Run through the adjectives that are often used to describe films.

- Ask ss to work in pairs to add some more.

Complete the sentences …

- Ask ss to work independently to complete the sentences

Key:

1.hilarious 5. shocking

2. moving 6. scary

3. boring 7. violent

4. gripping 8. entertaining

- Pay attention



- Call on some ss to write the answers on the board.

- Confirm the correct answers

Remember

-Ask ss to study the Remember box. Draw ss' attentionto the difference in use and meaning between -ed and -ing adjectives by analyzing the examples in the Remember box. Then ask ss to give examples.

- Remind ss that they should use a good dictionary to check theit meaning and use

2.Complete the table with the -ed and -ing forms of the adjectives.

- Ask ss to work individually to complete the table.

- Let ss read aloud and some ss write on the board.

- Translate each pair of adjectives to check ss' understanding


3. Choose the correct adjectives

- Ask ss to do the exercise individually and check with the whole class .

4.a Work in pairs. Tell your partner how you felt, using -ed adjectives

- Run through the questions

- Ask ss to work in pairs to ask and answer.

- Call on come pairs to practise. - Confirm the correct answer.

- We use -ed adjectives to describe someone's feelings and -ing adjectives to describe something or people ( that cause the feelings)

-Work individually to complete the table

Key:

1. interested 5. exhausted

2.embarrassing 6. surprising

3. exciting 7. confused

4. disappointed 8 . frightening

-Work individually to complete the table

Key:

1. moving

2. frightening

3. disappointed

4. amazed

5. terrified

Possible answers:

Possible answers

b. Use -ing adjectives to describe these things


- Ask ss to work in pairs to ask and answer.

- Call on come pairs to practise. - Confirm the correct answers

B. Pronunciation /t/: after an unvoiced consonant( k,f,p, s, /ʃ/,/tʃ/



/t/ ,/d/ and /id/

5. Listen and repeat the verbs

-T models the sounds/t/, /d/, and /id/ in different words with the ending-ed.

6. Ask and answer questions about the pictures

- Let ss study the example, the pictures and cues

/d/: after a voiced vowel or voiced consonant

/id/: after the sound /t/ and/d/

Key:

/t/: watched, danced, walked

/id/: waited, needed, hated

/d/: played, bored, closed

III. Consolidation

- Sum up the lesson

- How to pronounce the sounds

/ d/./id/ and / t/

IV. Homework

-Learn by heart all the new words and practice listening.

- Guide ss how to do A1,2 /10

-Prepare: A closer look 2

-Answer

- Take note

UNIT 8: FILMS


A. Aims and objective. 1. Knowledge: By the end of the lesson, Ss will be able to:

- use the lexical items related to the topic "Films"- uunderstand and use : although, despite, in spite of to express contrast between two pieces of information in the same sentence.

2. Skills: Writing skill.3. Attitude: Sts must have good attitude while working together.



4. Competencies: Know how use However, nevertheless to express contrast between two sentences/clauses. B. Preparation

- Teaching aids: Textbook, posters- Anticipated problems: T may confuse the usage of although, despite, in spite of C. Procedure

Activities Contents

I Warm up Calling friends' names

- Organize the game to ask ss call aloud the adjectives to describe films

- Take part in the game

Possible answers: boring, hilarious, violent, scary, gripping..............

- Introduce the new lesson

II. The new lesson

* Vocabulary

- Teacher follows the seven steps of teaching vocab

- Use different techniques to teach.

* Checking: R.O.R

- perform : (v) biểu diển

-disaster : (n) thảm họa

-although

-despite

-in spite of

-however

-nevertheless

:(prep)

:(prep)

mặc dù

tuy nhiên

A. Although, Despite, In spite of

1.Presentation

- Ask ss to look at the example in the Grammar Box then ask ss more questions to elicit

? How many clauses in each sentence?

? What are they?

?How are two clauses?

? Read aloud the adverb clause of concession in each sentence

? What are there after although, despite, in spite of ?

- 2 clauses

- Main clause, adverb clause of concession.

- Contrast

- After although: a clause

- After despite, in spite of : a noun, a phrase

-Model sentence

Although he is so young, he performs excellently

Despite / In spite of being so young

his age



- Ask ss to take note

2. Practice

Exercise 1

- Explain how to do the exercise

- Ask ss to do exercise 1 individually

- Ask ss to compare their -Ask some ss to write the sentences on the board

- T corrects the sentences with class

Exercise 2


- Ask ss to do exercise 2 individually

- Ask ss to compare their answers -Ask some ss to write the sentences on the board


Exercise 3 ( page 20) . Rewrite


- Ask ss to do exercise in pairs then read aloud the sentences

-Ask some ss to write the on the board


he performs excellently.

-Usage:

-We use Although, Despite, In spite of to express contrast between two pieces of information in the same sentences .

- Form :

Key:

1. although few people came to see it

2.Although they spent a lot of money o the film

3. Although the acting is excellent

4. although it was a comedy

5. although it is set in modern times

Key:

1.Although

2. despite/ in spite of

3. although

4. Despite/ in spite of

5. Although

Key:

-Usage: We use However, nevertheless to express contrast between two sentences

B. However and nevertheless

1. Presentation

-Ask ss to study the ex in the Grammar Box

- Introduce the form and Watch out

-Form:

However,/Nevertheless, + a sentence

2. Practice Note: We usually use a comma after them



Exercise 4( page 20) .

- Ask ss to work individually

- T ask ss to share compare then write sentences on the board

- T confirms the corrects sentences

Exercise 5 ( page 20) .

- Have ss to work individually

- Ask some ss to write the sentences on the board and ask others give comments

- T corrects

Key :

1. However/ Nevertheless

2. Despite/ In spite of

3. However/ Nevertheless

4. Although

5.Although

Possible answer (Teacher book)

II I . Production

-Ask ss to make their owns sentences , using although, despite, in spite of, however, nevertheless - Make sentences

IV. Consolidation

- Ask ss to retell the grammar in the lesson


- Remember

V. Homework - Learn by heart vocabulary and structures.

- Ex B2,3,4 (Workbook)

- Prepare next lesson. Unit 8. Lesson 4 Communication.

UNIT 8: FILMS

Lesson 4/65: Communication

1. Knowledge: By the end of the lesson, Ss will be able to:



- use language to survey about the topic films- report the survey2. Skills: Listening and speaking skills.3. Attitude: Sts must have good attitude while working together.

4. Competencies: Know how use However, nevertheless to express contrast between two sentences/clauses.B. Preparation - Teaching aids: Textbook pictures- Work arrangement: T-WC, group work, pair workC. Procedures


I. Warm up : Complete the sentences

- Organize the game: Calling your friends' names


Eg:

S1: Although it rained.........

S2: they went camping.

....................

II. The new lesson

A. Presentation

Vocabulary




go ahead (v): cứ tự nhiên

actress (n): diễn viên nữ

survey (v): điều tra

cartoon (n): phim hoạt hình



1. Listening - listen to the conversation and fill in the blanks with the words you hear

- P21

-Use the pictures to introduce the situation

- Ask ss to look at the dialogue between Nick and Duong and guess the missing

-Listen to the recording and fill in the blanks with the information .

Key:

1. survey

2.actor



words

- Ask ss to listen to the recording and fill in the blanks with the information .

3. Tom Cruise

4. actress

5. Angeline Jolie

B. Practice .

2. Work in groups. Each student chooses one of the following sets of survey questions(P 21)

-Run through all the sets of survey and the questions

- Guide ss how to complete the table below

- Model with some good students

- Ask ss to work in groups of 4 ss to survey and take note

- Teacher observes and help if necessary.

3. Make note of your results(P 21)

- T has ss make notes of their survey result

4. Join another group. Report your results to those group members

- Ask ss to join another group, reporting the result of their survey to the new members.

-Call on some ss to report their result of their interviews before the whole class

- Ask ss to give comments for each report.

-Run through all the sets of survey

-Work in groups of 4 ss to survey and take note

Most people I have survey................

About half of people I have survey.............

Almost no one I have surveyed............

-Join another group, reporting the result of their survey to the new members.

C. Production : Write it up

-Ask ss write down their results



.

- Work individually

I II . Consolidation

-Sum up the main content of the lesson - Answer individually

- Remember

I V. Homework


- Guide ss how to do Ex B5, 6 , 7 (workbook)

- Prepare: Unit 8: Skills 1


UNIT 8: FILMS





- understand the reading text and answer the questions of the film Titanic on a blog - talk about a film ( its plot, main, character, cast..).

2. Skills: Reading and speaking skills.3. Attitude: Sts must have good attitude while working together.

4. Competencies: Use lexical item related to the topic "Films”By the end of the lesson, Ss will be able to:B. Preparation - Teaching aids: Textbook, pictures, tape and radio- Work arrangement: T-WC, group work, pair workC. Procedures

LEARNING ACTIVITY LANGUAGE FOCUS

I. Warm up Chatting-

- T shows some pictures of the film Titanic and asks ss some questions:

? Do you know this film? What is the name of this film?

Have you ever seen it?

Do you know who the actor and actress ?


- Answer the questions

II. The new lesson

A. Reading

Vocabulary



Pre: ( Open prediction)

? Does the film have a happy ending

- Ask ss to guess the answer

- Collect ss' anwers

While

- romantic (adj): lãng mạn

- direct (n): đạo diễn

voyage (n): chuyến đi bằng tàu thuỷ

character (n): nhân vật

social class (adj): tầng lớp xã hội

incredible (adj): không thể tin được

pirate (n): cướp biển

sci-fi( science fiction)

(n) phim khoa học viễn tưởng

- poster(n) (n) áp phích quảng cáo



-Ask ss to read the passage then check their predition

1. Read Nick's review of the …

- Run through the words in the box .

-Ask ss to read the passage , find the words and try to guess their meaning

- Get feedback

Key:

- No, it doesn't

Key:

-sink(v): chìm

-must- see(n) : bộ phim hấp dẫn cần xem

-special effect: tác động đặc biệt

-visual (adj) : thuộc về thị giác

2.Read Nick's blog and answer the questions


- Have ss work individually to answer the questions

- Ask them to compare with their partner

- T call on some pairs to practise asking and answering while some ss write the answer on the board

-Work individually to answer the questions

Key

1. It is a romantic film

2. It stars are Leonardo DiCaprio and Kate Winslet

….

B. Speaking

3. Look at the film posters …

- Have ss read 3 posters the work in piars to talk about the films they would/ wouldn't like to see .

-T goes around to help weak ss

- Call on some pairs to practise in front of the class

- Ask ss to give comment

4.Now, ask and answer questions about the films.

-Ask ss to study the example

-Work in pairs to talk about the films they would/ wouldn't like to see Eg:

A: Look at the second poster

B: What's the name of the film?

A: Big Ben Down, an action film

B:Oh, I like action films

A: Me, too. They are really interesting

B. Who does it star?

...................................



- Have them work in pairs to ask and answering

- Call on some pairs to practise in front of the class

-Work in pairs to ask and answering

-Work in group of 6 ss. Each group chooses a student to play the role of a character in any of the films in the posters. The other members ask questions

III. Consolidation

-Sum up the main content of the lesson - Answer individually

- Remember

IV. Homework


-Guide ss how to do Ex D1,2 (workbook)

- Prepare: Unit 8: Skills 2, Project


UNIT 8: FILMS



- use lexical items related to films- listen for specific information about someone's favourite film star- write a review of a film

2. Skills: Listening and reading skills.3. Attitude: Sts must have good attitude while working together.



4. Competencies: Compare the present simple and present perfect, use the connectors.B. Preparation - Teaching aids: Textbook, posters, tape and radio-Anticipated problems: Weak students may have difficulty in writing about their favourite films because of lack of vocabularyC. Procedure

Teacher's activities Students' activities

I. Warm up Chatting

- Teacher asks ss to tell about their favourite actors/ actresses

? Who is your favourite actor/actress?

?What does she/ he look like?

?What are his / her successful films?

? What do crictics say about him/her?


- Answer the questions

II. The new lesson

* Vocabulary

A Listening

A1. Pre- listening

1( Page 23). Nick and his father are talking about Tom Hanks, a Hollywood film star. Listen to their conversation and correct the following statements

-Introduce the situation of the dialogue

- Have ss look at 3 sentences in text book (1. page 23) then correct the sentences by prediction.

-Collect some ss' idea

A2. While- listening

1. Checking the prediction

-Have ss listen to the recording and check their prediction

- Have ss compare the answers with their partners

Vocabulary:

- aspect(n): phương diện

-effect(n): ảnh hưởng

-overall(adj) : toàn diện

- recommend(v) : giới thiệu

-Correct the sentences by prediction.

- Listen to the recording and check the prediction

Key:

1. Tom Hanks is Nick's father favourite film star



- Get feedback

- Play the recording once to check

- Ask 2 ss to write the answers on the board


2.Tom Hanks isn't a handsome actor

3. Tom Hanks has won two Oscars

2 . Listen again and answer the questions

-Run through all the questions

- Have ss listen again and answer the questions .

- Ask ss to share the answer with their partners

- Call on some ss to write the answers on the board

- Play the recording again to check

- Listen again and answer

Key:

3. Post- listening ( Sum up)

- Have ss work in groups of 4 ss to sum up about Tom Hanks

-Sum up about Tom Hanks

B. Writing

B1. Pre- writing

(E3 Page 23).Make notes about one of your favourite films

- Have ss to work individually to make notes about one of their favourite films

- Remind ss that they do not have to write full sentences, they can use abbreviations.

-Let ss share their notes with their partners

- Ask some ss to read aloud their notes to the whole class

-Work individually to make notes about one of their favourite films

-Share their notes with their partners

B2. While-writing

(4 Page 23)Write a review of your favourite film.Use the information in 3 and the filmreview on Nick's blog as a model. You may follow the plan below

- Example

I like watching films in my free time and one of my favourite films is Taken 2. It an action film but it is moving , too. It stars Liam Neeson and Maggie Grace.



- T reminds about the language necessary and information for writing

- Run through the parts of the review

- Ask ss to work in groups of 4 ss to write on posters then ask some groups to show their poster . Other gives comments

The film is about Bryan Mills . He works for CIA. One day, he and his family travel to Turkey. ……

IV. Consolidation

- Sum up the main content of the lesson. - Remember

V. Homework


- Write their final version at home

- Ex E1,2 P16 (Workbook)

- Prepare next lesson. Unit 8. Lesson 7: Looking back

- Ask ss to prepare Project. Run through the require in project and divides groups


UNIT 8: FILMS

Lesson 7/68: Looking back + ProjectA. Aims and objectives.

1. Knowledge: By the end of the lesson, Ss will be able to:

- recycle the language from the previous lessons in Unit 8 and link it with unit topics.- consolidate and apply what they have learnt in Unit 8 through various activities and exercises.

2. Skills: Overview skill.3. Attitude: Sts must have good attitude while working together.

4. Competencies: Use connectors to talk about the contrasts.B. Preparation- Teaching aids: Textbook picturesC. Procedures

LEARNING ACTIVITY LANGUAGE FOCUS



Warm up

1. (page 24) Think of an example of every type of film in the box

- T explains the require for the class

- Teacher divides class into 2 teams.

- Each team write sentences on the board

- The team with more and correct sentences is the winner

Example :

Mr. Bean is a comedy

.............................

I. Vocabulary

2. ( page 24) . Read the sentences . What types of films are the people talking about?

- Run through the sentences

- Ask ss work individually then call out some ss to read aloud their sentences while some write sentences on the board


3. Fill in the blanks with -ed or -ing adjectives that are formed from the verbs in brackets

- Ask ss to work individually then ask some ss to read aloud

- T confirms the corrects answers

4. Complete the second sentence in each pair, using the word in brackets. The meaning of both sentences should be the same

- Ask ss to work in pairs then ask some ss to read aloud

- T confirms the corrects answer

Key :

1. It's a comedy

2. It's a horror film

3. It's a documentary

4. It's a romantic comedy

5. It's a sci-fi film

Key:

1. terrified

2. disappointing

3. annoying

4. satisfied

5. shocking

Key :

1. They were excited about the film

2. The film was so boring so they left halfway through it

3. We were moved at the ending of the film

4. You'll surprised at his new film



5. Lot of people find the way he behaves confusing

II. Grammar

5. Match the first half in A with the suitable half in B

- Ask ss to remind a bout connectors : Although, Despite, In spite of

- Ask ss to do the exercise individually then share the answers with their partners before discussing

- Ask ss to read aloud full sentences and confirms the correct sentences

-Remind a bout connectors : Although, Despite, In spite of

Key:

1-d

2-e

3-a

4-b

5-c

III. Communication

6(page 24) . Number the lines of the dialogue in the correct order

- Ask ss to work in pairs

- Call some ss to read their answers, other give comments

- T corrects

- Ask ss to practise the dialogue in pairs

IV. Project

1. Look at the film poster. Think about the following questions

- Ask ss to work in groups to discuss the questions

2. Choose one of your favourite films and design a poster for it

- Ask ss to work in groups to make posters

3. Organise an exhibition of film poster in your class

-Work in pairs

Key :

E- I - A- D - F - B- G- C - H

- Work in groups to discuss the questions



- Ask ss to stick the posters on the wall and ss go around to see and make notes comments

-Work in groups to make posters

- Choose the best poster

IV. Consolidation

- Ask students to complete the self-assessment.

- Identify any difficulties and weak ares and provide further practice if need be.


*15 minute- test (photocopied paper)


- Remember

V. Homework

- Learn by heart vocabulary and structures. - Listen and take note the assignments

UNIT 9: FESTIVALS AROUND THE WORLD

Lesson 1/69: Getting started

A. Aims and objectives. 1. Knowledge: By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic “Festivals around the world"- Understand the dialogue between Nick and his teacher.

2. Skills: Listening and reading skills.



3. Attitude: Sts must have good attitude while working together.

4. Competencies: Talking about some traditional festivals in the country.B . Preparation

- Teaching aids: Textbook, posters, picture, tape and radioC . Procedure

LEARING ACTIVITIES LANGUAGE FOCUS

I.Warm up Brainstoming

- Ask Sts to think of some festival they know and come to the board and write out

II. The new lesson

Vocabulary



- religious : (n) thuộc tôn giáo

- candle : (n) Cây nến

- seasonal : (adj) Có thời vụ

- harvest : (n) Mùa màng

- Easter :(n) Lễ phục sinh

1. Listen and read

* Set the sence: Ss keep their books close. Write “The Festival Project” on the boad and ask the Ss to guess the content of the lesson. After Ss speak out their guess, let them open their books and read the conversation quickly to check their gusses.

a. Answer the questions (P27)

-Run through all the questions

-Play the recording and ask ss to listen and read

-Ask ss to work individually to answer the questions

-Have ss share their answers

-Call on some pairs to ask and answer the questions

-Work individually to answer the questions

Key:

1. No, she didn't because che said "oh really?" to show her surprise.

2. People light candles and display/let off fireworks.

3. It's la Tomatina.

4. Because to celebrate the festival people go to the desert, make a camp, and have a prty.

5. They should write up reports anh hand them in to the teacher.

b.Tick T or F ( P27)

Ss read the conversatin again to do this esercise.

Key: 1. T 2. T 3. F (for one hour only) 4. T


Festivals around the world


Ask for Ss' as well as the esplanation for their choices. write the correct answers on the board.

- Let sts open their book to check their answers

- Get feedback

2. Write the festivals in…. ( P27)

-Go through the words and pictures

- Have ss quickly match each word/with its picture. Then play the recording for ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually.

-Correct their pronunciation


-Quickly match each word/with its picture.

-Listen,check and repeat

Key: 1. Water festival

2. Cannes Film Festival

3. Ghost Day 4. Tet

5. Rock in Rio 6. Chiristmas 7. Halloween 8. Easter

3.Match the festivals…..( P27)

Explain to Ss that festival are held for different reasons. The reasons in the most common ones. Ask Ss if they know the meaning of 'seasonal', 'religious' and'superstitious'. If they don't, quickly esplain them.

- Ss do this activity individually.

Seasonal (adj) : relating to or happening during a particular reriod in the year

Religious (adj): connected with religion or with a particular religion

Superstitious (adj): based on the belief that particular events happen in a way that cannot be exlpained by reson or science.

4. Compare your answer... (P27)

Now Ss work with a classmate and compare their anwers. Remind them to follow the model conversation in the book. Wall around to observe them working.

Ask some pairs to act out the conversation. Write their anwers on the board. Confirm the correct anwers.

Ask Ss if they know anything about the festivals. T may share some infomrmation with Ss.

- pairwork

Key: Religious : halloween, Ghost Day

Music/Arts: Rock in Rio, Cannes Film Festival

Seasonal : Tet, Water Festival

Religious : Chrismas, Easter

5. Can you add more…..

Organise a compertition game for tis activity. Ss work in groups of 5 -6. In five minutes, Ss write down as many festival for each group in 3 as possible. The group with the most festivals is the

-Work in groups



winner.

III. Consolidation

- Ask ss to recall the lesson - Listen and take note the assignment

IV.Home work


- Prepare next lesson. Unit 9. Lesson 2

A closer look 1


Lesson 2/70: A CLOSER LOOK 1


- Use the lexical items related to the topic “Festivals around the world"- Pronounce two-syllable words with correct stress in isolation and in context.



- Teaching aids: Textbook, posters, picture, tape and radioC . Procedure


Warm up

Saying food or drink and their taste

- Divide the class into 2 teams

- One student in each group says aloud the name of food or drink, the one in other group says



out its taste

A. Vocabulary



* Checking: Jumbled words

*Vocabulary

-parade : (n) Diễu hành

-celebratory : (n) Lễ kỷ niệm

-carnival : (n) Ngày hội

-various : (a) Nhiều

-gather : (v) Tụ họp

-pumpkin : (n) Quả bí ngô

-compete : (v) Thi thố

-adopt : (v) Nhận nuôi

1. a. (P28)

- Ss complete the table individually and then compare their answers with a partner. call three Ss to the board to write their answers. Play the recording for Ss to check their answers. Confirm the correct answers. Replay the recording for Ss to repeat the words.

- Ask ss to listen to the recording to check, pause after each instruction then ask them to repeat

-Work individually

Key:

1. Celebration

2. Festive

3. Parade

4. Culture

5. Performance

1. b. (P28)

- Before Ss do this exercise, have them read all the sentences and guess the part of the word to be filled in each blank. Ask Ss to speak out their guesses and confirm the correct answers. Ss do this activity individually and then in pairs. Have some Ss write their answers on the board. Comment on and confirm the correct answers.

- individually

Key:

1. festival 2. Celebration 3. celebrations

4. Culture 5. Parade 6. Performance

2. In group, choose…...

- Help students how to play. -Work in group



B. Pronunciation.

3. Listen and repeat the words…

Have Ss read out the words first. Then play the recording for them to listen and repeat the words. Play the recording as many times as necessary

- Listen and repeat

Key:

on 1 syllable on 2nd syllable

gather relax

picture enjoy

artist hotel

lovely describe

famous rename

4. Circle the word…..

Play the recording for Ss to check their answers. Confirm the correct answers. Play the recording again for Ss to repeat the words. Ss practice reading the words.

Ss circle the words individually, then compare their answers in pairs. Have some Ss give their answers. Write them on the board.

Key: 1. balloon 2. complete 3. prepare 4. alone 5. tidy

5. Read the following….

Play the recording and stop after each underlined word for Ss to check their answers. Play the recording again for Ss to repeat each sentence.

Ss word in pair to practice the sentences. Call some Ss read the sentences out loud.

Ss do this exercise individually first then compare their answers with a parner. Calll some Ss to go to the board and write their answers.

IV. Homework


- Guide ss how to do ex (Workbook)

- Prepare next lesson. Unit 9. Lesson 3 A closer look 2.

-Listen and take note






* Use the lexical items related to the topic 'Festivals around the word'

* Use adverbial phrases correctly and appropriately

* Make and answer H/Wh question correctly



- Teaching aids: Textbook, posters.C . Procedure


I Warm up : Free talk

- Ask sts about festivals in the world that they know

-Take part in the activity


II. The new lesson

* Vocabulary

- owner : (n) Chủ sở hữu

- take place : (v) Diễn ra




* Checking: R.O.R

- attend

- fair

: (v)

: (n)

Tham gia

Công bằng

Grammar

1. Presentation: Adverbial phrases

1. Ask Ss to look at the pictures and think of the information they to get about the festival. Elicit Ss 'answers and quickly write some on the board in mote forms, e.g. place, time … Tell them that hen we give these pieces of information we can use adverbial phrases.

Have Ss read the information inn the first part of the table. Explain the formation of adverbial phrases in detail by giving some more examples:

+ Adverbial phrases made with nouns: every year, last week

+ Adverbial phrases made with preposition: in 2013, in a small town, ….

+ Adverbial phrases made with to-infinitive: to enjoy the party, to have more friends

2. Practice

2. Tell Ss that they are going to read information about the Cannes Film Festival and coplete the table. Ss do this exercise individually then compare their table with a parner. Draw two tables on the board and have two Ss write their answers in the table. ask other Ss to comment on the answers. Comfirm the correct answers.

Ss look at the second part of the table to understand more about the different types of adverbial phrases. Ask Ss to work in pairs. Each pair wite down tree sentences with three different adverbial phrases. Some Ss read their sentences aloud. Give comments.

Key:

What? a film festival

Who? by film stars; directors; critics

Where? in a city in France

When? May

How often? Every year

How? in a very serious way

Why? to win the Palme D'or

3. Ss think of one festival in Viet Nam they know and fill the table with all the information about that festival. After they have finihed with the table, they work with a classmate to share the information.

Have some Ss present their table to the whole class and give a short talk about the festival.

H/Wh-questions: Review.

Without looking at the table, Ss try to give out the H/Wh-questions they know. They now look at the table to check their answers.



4. Ss do this exercise individually, and then compare their answers with a classmate. Check Ss' answers and confirm the correct ones.

5. Ss do this activity in pairs. Check Ss' answers and have them role play the converstion. Ask some pairs to act out the conversation in front of the whole group.

6. Ss do this exercise individually, then compare their answers with a classmate. Call on some Ss to write their questions on the board. Confirm the correct questions.

- individual work, then compare

- pairwork

Key: 1. Where did you buy this T-shirt?

2. How often do you go to the music festival?

3. Why did your friends save money ?

4. When did you go to the Flower Festival in Da Lat?

II I . Production

7. Ss work in groups. Give Ss five minutes to play this game. After five minutes, call one representative from each group to read aloud the names of the festivals they have found out. The group with the most festivals wins.

- Group work

IV. Consolidation

- Ask ss to retell the grammar in the lesson


- Remember

V. Homework


- Ex B4,5,6 P37 - 38 (Workbook)

- Prepare next lesson.

Unit 9. Lesson 4 Communication.




Lesson 4/72 : COMMUNICATION


* Use the lexical items related to the topic 'Festivals around the word'

* Grammar: adverbial phrases and H/Wh-questions.2. Skills: Speaking and reading skills.3. Attitude: Sts must have good attitude while working together.


- Teaching aids: Textbook, posters.C . Procedure

TIME LEARNING ACTIVITIES LANGUAGE FOCUS

5’ I Warm up : Brainstorming

- Teacher elicits the topic from students.

? Brainstorm in groups to give the names of festivals

- Teacher models

? Work in groups to add as many dishes as possible.

? Show your list that you have written.


- The group has the longest list wins the game.

5’

II. The new lesson

A. Presentation

1.Vocabulary



- feast : (n) bữa tiệc

- cornbread : (n) bánh mì bắp

- fortunate : (n) may mắn

- gravy : (n) nước sốt

- scanberry : (n) cây quất


Easter

.................

.........

Festivals


* Checking: What and where

- turkey :(n) gà tây

- stuffing :(n) thịt nhồi

5’

5’

2. Practice

1. In pairs Ss look at the picture and discuss the questions. Have Ss share their answers with the whole class. Quickly write their answers on the board.

2. Play the recording for Ss to check their answers. Confirm the correct answers.

Key: a. A turkey

b. It's one of the traditional foods of an important festival

c. Thanksgiving

- Listen and check

5’

10’

3. Ss work in pairs to decide if the statements are tue or false. Have some Ss write their answers on the board. Paly the recording again for Ss to check. If there are any incorrect answers, have Ss correct them and explain the reason for their correction.

3. Production

4. Ss work in pairs. Imagine that one of them is a student from the US and the other is from Phu Yen, Viet Nam. Explain that only the Ss from Viet Nam read the information on page 35. They continue the conversation in the book or make up their own. After some time, call some pairs to act out the

Key: 1. F (It's also held in Canada

2. F (It's celebrated on the fourth Thursday of November and in Canada it's celebrated on the second Monday of October.

3. T

4. F (children also take part in food preparation.

5. T

6. F (Some people like to go for a wolk or take naps.)

7. T

- Pair work



conversation in front of the class. Other Ss give comments. Give feedback on Ss' conversation.

5’

5’

III. Consolidation

-Sum up the main content of the lesson

V. Homework

- Learn by heart vocabulary and structures

- Gide ss how to do ex (Workbook)

- Prepare next lesson. Unit 9 . Lesson 5 Skills1


- Remember



Lesson 5/73: SKILLS 1



I. Aims

Reading for specific information about an unusual festival.

Talking about unusual festivals.

II. Objectives

By the end of the lesson students will be able to:- Read for specific information about an unusual festival.- Talk about unusual festivals.- Practise speaking and reading skills.

III. Materials

- Text book - Board, chalk,...

IV. Anticipated problems

Weak students may find it difficult to catch up with the whole class.

V. Procedure

1. Warmer - Greeting.- Checking attendance.- Asking for the teaching date.

2. Revision - Check Ss’ homework

3. New lesson LEARNING ACTIVITIES LANGUAGE FOCUS

* Preteach the vocabulary

- T asks Ss to scan the blog to find these words in the pasage.- T may help Ss find out the meaning of the words in the context.* Checking technique: Slap the board

- Ss work in pairs to order the pictures.

- Check Ss’ answers and write them on the board.

I. READING

1. Vocabulary

- goggles (n) /ˈɡɒɡ.l̩z/: kính bảo hộ- greasy (adj) /ˈɡriː.si/: béo ngậy, dính mỡ- pole (n): cái sào, cái cọc- chaos (n) /ˈkeɪ.ɒs/: sự hỗn loạn- jet (n): (vòi phun) nước- dish (n): món ăn

2. Work in pairs:* Key:

C – D – A – B

3/ Read the texts:



-Ss read the texts quickly and check their answers.

- Ss read the text again, and answer the questions. Ss can underline parts of the text that help them with the answers. Ss compare the answer before giving the answers to teacher.- T checks and corrects.

* Speaking.

- Ss discuss what is unusual about the festivals.

- Have some Ss present their group’s ideas.

- Devides class into 2 group. Group A will prepare a presentation about the Cheese-rolling festival and group B about the Monkey Buffet.

- Ss work individually to prepare and rehearse what they will say.

- Put each student in group A with a partner from group B to perform their presentations. Ss listen to each other and decide which festival is more interesting.

- T invites some Ss to give their presentations to the class.

4/ Answer the questions:1. It is celebrated on the last Wednesday every August.2. He stayed up late.3. They placed the ham on top of the greasy pole.4. They had to wear goggles to protect their eyes.5. It was a jet from water cannons.6. It was red with rivers of tomato juice.

II. SPEAKING

5/ Work in groups....:Ss work in groups

6/ Plan what you will say.

- Ss choose one festival to teach their groups about. Read the information about their festival. Plan what they will say.

6/ Present the festival to a partner.

- Ss work in pairs to perform their presentations.

4. Consolidation Teacher gets students to retell what they have learnt.



5. Homework - Prepare for the next lesson: Unit 9: Skills 2.- Learn by heart all the new words- Do Ex D1, 2, 3 (WB)


Lesson 6/74: SKILLS 2I. Aims

Listen to get specific information about an unusual festival.

Write a description of a festival they attended.

II. Objectives

By the end of the lesson students will be able to:- Listen to get specific information about an unusual festival.- Write a description of a festival they attended. - Practise listening and writing skills.



III. Materials

- Text book - Board, chalk,...- A cassette and an audio disk.IV. Anticipated problems


V. Procedure

1. Warmer - Greeting.- Checking attendance.- Asking for the teaching date.2. Revision

- Teacher checks Ss’ homework.- Get one student to go to the board to write new words.

3. New lesson


- Pre-teach new words.

- Ss work in pairs, look at the pictures and guess what kind of festival it is.

- Ss share their answers with the whole group.

- T goes through the statements with Ss. Ask Ss to underline the most important information in each sentence. Ask Ss to

I. Listening

1. New words

- stir up (v): khuấy động

- take place (v): xảy ra

- campsite (n): nơi cắm trại; doanh trại

- woodland (n): vùng rừng

- escape (v): trốn thoát

- be impressed (v): bị ấn tượng

2. Look at the pictures. What kind of festival it is?

(Music festival)

3. True or False?



listen for main ideas.

- Play the recording as many times as Ss wish.

- Ss answer the questions without listening to the recording. T plays the recording again if Ss meet with any difficulty doing this.

- Have Ss compare the answers in pairs then give the answers to the teacher.

- Play the recording the final time for Ss to confirm the correct answers.

- Ss think of one festival they attended and make notes following the suggestions in the book. They can share their notes with a classmate after finishing.

- Ask Ss to use the notes they have made above to write a paragraph about a festival they attended. Ss work individually.

- Ask one student to write the paragraph on the board. Other Ss and T comment. T collects Ss’ writing to give feedback at home.

1. F (one of the most famous festivals in our country, not in the world).

2. T

3. F (They stayed in a tent.)

4. F (He’s Nick’s dad’s favourite singer.)

5. T

4. Comprehension questions

Key:

1. It takes place every June.

2. They are music bands.

3. He interested the audience with the hit songs.

4. They also went to the Bohemian Woods.

5. They enjoyed a mix of good music from around the world.

II. WRITING

5. Think about a festival you attended. Make notes about it.

6. Write a short paragraph about a festival you attended. Use the notes above.




5. Homework - Prepare for the next lesson: Unit 9: Looking back & Project.- Learn by heart all the new words- Do Ex E1, 2 (WB)


Lesson 7/75: LOOKING BACK+PROJECTS

I. Aims

To help students recycle the language from the previous sections and link with the topic: Festivals around the world.

II. Objectives

By the end of the lesson students will be able to:- Revise and make the use of all the target knowledge in unit 9.

III. Materials

- Text book- Board, chalk,...


It is rather difficult for Ss to make use of all the content of this unit.

V. Procedure




2. Revision - Teacher checks students’ homework.- Collect some Ss’ writing to mark.


Ss work individually to do the exercises.

Asks Ss to compare their answer with their partners.

Gives the answers



Gives the answers



Gives the answers, accept all the answers if they make sense.

- Ss make up their own sentences using the prompts in the box. While Ss do the activity, go around to help and take notes of any common

I. Vocabulary:

Activity 1

Do the work individually and compare with partner

Check the answer

Key: 1. Religious (Christmas)

2. Music (Glastonbury)

3. superstitious (Day of the Dead)

4. seasonal ((Thanksgiving)

Activity 2Key: 1. Cultural 2. Parade

3. celebratory/celebration

4. festive 5. Performance

6. celebration

II. GrammarActivity 3:

Key:

1. What 2. Where 3. How

4. Which 5. Where/When/Why/How

6. When



mistakes to correct as a class later.

- Ss compare the sentences in pairs. Call on some pairs to read their sentences aloud.

- Ss work in pairs to role-play. They ask and answer questions about their favourite festival. Ask some pairs to act out the role-play. Other Ss vote for the best conversation.

- Students do the project as homework.

Activity 4:

- Make sentences with the adverbial phrases given.

Ex: - In Southern Viet Nam, people often celebrate Tet with apricot blossoms.- I’ll meet them to say thanks for what they have done for me.- He had a birthday party las December.- They have lived in Ho Chi Minh City for 10 years.- Every year students in many countries learn English.

III. CommunicationActivity 5.Ex:

Reporter: I’m a reporter from Culture Magazine. Can I ask you some questions about your favourite festival?

Student: Yes, of course. I like…… best.

Reporter: Well, where’s the festival held?

…..

PROJECT

4. Consolidation -Summarize the main point of the lesson.

5. Homework - Prepare for the next lesson: Review 3: Language focus.



Lesson 1/76: REVIEW 3

I. Aims

This lesson will help students revise the language they have studied and the skills they have practised since unit 7.

II. Objectives

By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 7-8-9 by doing exercises.

III. Materials

- Text book IV. Anticipated problems


V. Procedure

1. Revision



- Elicit from sts the grammar point they have learnt from Unit 7 -Unit 9,

- Write their ideas on the board.

2. New lesson Teacher’s activities Students’ activities

- Ss work individually.

- Have Ss share the answers then comfirm correct answers.

- Ss work in pairs. Whichever pair adds the most words will go to the board and write the answers.

Ss do this task separately and share their answers later with a partner.

- T checks with whole class.

- Ask Ss what kind of word can be filled in each blank (i.e: noun, verb,..). Elicit their answer. Ss do the exercise individually. Two Ss write the answers on the board.

- T confirms correct answers.

- Group work

- Review the use of the question words.

- Ss do this task separately and share their answers later with a partner.


A. Pronuciation:

* Activity 1Which underlined sound is pronounced differently in each group?

1B 2C 3C 4A 5B

* Activity 2: Word webs gameSuggested answer:O'bey: receive, polite, perform, parade,..'dancer: beauty, copy, teacher, actor, classmateB. Vocabulary:* Activity 3:1. Ahead only 2. No crossing

3. No right turn 4. Right turn only

5. Railway crossing

* Activity 4:Key:

1.celebrations 2.cultural

3. performances 4. Parades

5. festive

Activity 5: Crossword game

Key: 1: documentary 2: hilarious

3: borring 4: thriller

5: moved 6: animation

C. Grammar:

Activity 6: Matching

1c 2f 3a



- Ss do this task separately and share their answers later with a partner.

- Call some Ss to go to the board to write their sentences. Other Ss comment.


- Have Ss act out the answers

- Ss do individually and check their answers with a partner before giving their answers to T. T confirms the correct answers- T checks Ss’s answers .

4b 5d 6e

Activity 7:

1. It’s about 1,877 kilometers from Ha Noi to Can Tho.

2. How far is it from Hue to Da Nang?

3. There didn’t use to be much traffic/many traffic jams when I was young.

4. In spite of being tired, they wanted to ..

5. Although the festival took place in a remote area, a lot of people attended.

D. Everyday English

Activity 8

do the task in pairs

6 – 7 – 1 – 4 – 5 – 2 – 8 – 3

A. Reading* Ex1+2 (individual)KEY:A. 2 B. 3 C. 1Ex21. They were first organised in 1929.2. They are named after the Oscar statuette.3. He designed the Oscar statuette.4. Elmil Jannings received the first Oscar statuette.5. It is the prize for the best film.B. Speaking:*Ex3. Ss work in groups and discuss the questions. Ss report their groups’ answers to the class..C. Listening:*Ex4. (individual)KEY :1F (because Mrs. Hoa said: It’s the first time you’ve come to my house, isn’t it?)2F: because the photos are on the wall)3T 4T 5T

Hoa Nick1. tired Dutch foods and drinks 2. watched traditional Dutch



- Have Ss take notes and report it to the class.

- Summarise Ss’ answers.

T plays the resording once for Ss to listen.Play the recording again for Ss to write down their answers. Announce the answers to Ss

Ask Ss to go through the questions and determine what information is needed for the answer.

- Play the recording, ask Ss to listen carefully for specific information.

dancing3. watched parades 4. listened to fo;k music 5. was interested in the festival

3. Homework - Prepare for the Test.- Do the Writing

Wednesday, March 29th 2016

Period 77

Lesson 2: REVIEW 3Skills

I. Aims

This lesson will help students revise the language they have studied and the skills they have practised since unit 7.

II. Objectives

By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 7-8-9 by doing exercises.

III. Materials

- Text book - Board, chalk,...- CD record &cassettes.





V. Procedure


2. Revision - T checks Ss’ homework.

- Ask if Ss have any questions or not.

- T - Ss


- Ss do individually and check their answers with a partner before giving their answers to T. T confirms the correct answers- T checks Ss’s answers .

- Have Ss take notes and report it to the class.

- Summarise Ss’ answers.

T plays the resording once for Ss to listen.Play the recording again for Ss to write down their answers. Announce the answers

A. Reading* Ex1+2 (individual)KEY:A. 2 B. 3 C. 1Ex21. They were first organised in 1929.2. They are named after the Oscar statuette.3. He designed the Oscar statuette.4. Elmil Jannings received the first Oscar statuette.5. It is the prize for the best film.

B. Speaking:*Ex3. Ss work in groups and discuss the questions. Ss report their groups’ answers to the class..

C. Listening:*Ex4. (individual)KEY :1F (because Mrs. Hoa said: It’s the first time you’ve come to my house, isn’t it?)2F: because the photos are on the wall)3T 4T 5T*Ex5. (individual)

Ms Hoa Nick

1. tired Dutch foods and drinks 2. watched traditional Dutch dancing

3. watched parades



to Ss

Ask Ss to go through the questions and determine what information is needed for the answer.

- Play the recording, ask Ss to listen carefully for specific information.

- Ask Ss to read Mai’s e-mail to understand the context.

- Ss write the e-mail individually. Ask one S to write it on the board.

- Other Ss and teacher comment on the e-mail on the board.

- Collect some Ss’ writing to correct at home.

4. listened to fo;k music 5. was interested in the festival

D. Writing:

Hi Mai,I'm glad to receive your e-mail. I’m wondering whether we should go by bicycle or by bus.I think we will be rather tired when cycling there because it is quite far (10 km). I suggest going there by bus. It is very convenient.Please write to me soon and let me know whether you agree with me or not.Love,Chi

4. Consolidation Teacher sumarise and review unit 7, 8, 9.



UNIT 10: SOURCES OF ENERGY


I. Aims

By the end of the lesson, ss will be able to identify stress in three-syllable words; Use the lexical items related to the topic “Sources of energy”.

II. Objectives

- Vocab: Types of energy sources, words to describe energy sources.

- Pronunciation: stress in three-syllable words.

III. Materials

- Text book - Board, chalk,...- A cassette and an audio compact disk.IV. Anticipated problems



There may not be enough time for all the activities.

V. Procedure


2. Revision 3. New lesson


- Teacher uses different techniques to teach vocab (situation, realia)

- Follow the seven steps of teaching vacab.

* Checking vocab: R0R

- Play the recording, let SS listen to the words. Play it again with pause for them to repeat each word. Teacher corrects their pronunciation.

- Let SS work in pairs to put the words in the column.


- Check and confirm the answers as a class.

- Let Ss read the example. Have them look at the table in 1 and share their ideas in pairs.

I. Vocabulary

1. Vocabulary

- abundant (adj) /əˈbʌn.dənt/: thừa

- convenient (adj) /kənˈviː.ni.ənt/: thuận tiện

- exhausted (adj) /ɪɡˈzɔː.stɪd/ : cạn kiệt

- exhaustible (adj): có thể làm cạn kiệt

- enormous (adj) /ɪˈnɔː.məs/: to lớn

- limited (adj): hạn chế



2. Put the words in the right column

Sources of

energyAdvantages Disadvantages

Wind Abundant, unlimited Not available

Water Clean and safe Expensive, not available

SolarRenewable,

plentiful, clean and safe

Expensive

…



T notices the way to read the sounds.

- Have Ss work in groups. Ss discuss and give their answers. Some Ss may write the words on the board. T checks.

- Play the recording. Ask Ss to listen and repeat the words, paying attention to the correct stress in three-syllable words. Pause the recording to drill difficult words.

- Have Ss read the sentences and mark the stresed syllable in the underlined words.

- Ss do the word individually. T confirm correct answers.

3. Compare your answers

A: I think biogas is renewable.

B: Me too. I also think it is abundant and cheap.

4. Complete the sentences

Keys:

1. solar; safe 2. Non-renewable

3. wind, clean 4. Expensive; dangerous

II. Pronunciation

5. Listen and repeat

0oo o0o

Dangerous, plentiful, limited, easily,

energy

Expensive, abundant, convenient, enormous

6. Mark (') the stressed syllable.

1. Coal will be replaced by a'nother re'newable resource.

2. Wind power is con'venient and a'bundant.

3. Natural gas is 'limited and it is harmful to the en'vironment.

4. Solar energy is 'plentiful and it can be replaced 'easily.

5. Nuclear power is ex'pensive and 'dangerous.

4. Consolidation - Teacher gets students to retell the aims of the lesson.

5. Homework



- Prepare for the next lesson: Unit 10 : Closer look 2.- Do exercise A1, 2 (p.29), B1, 2 (P.30) workbook.



I. Aims

By the end of the lesson, ss will be able to:

- Use the future continuous.

- Use the future simple passive.

II. Objectives

- Grammar: The future continuous.

III. Materials

- Text book - Board, chalk,...IV. Anticipated problems


V. Procedure


2. Revision - Teacher checks Ss’ homework.- Get one student to read the dialogue (Listen and read) by heart.- Teacher check with students.

3. New lessonLEARNING ACTIVITIES LANGUAGE FOCUS

- Teacher explain how Will + be +Ving is used and how it is formed.

I. Grammar.

Will for future continuous.

* Grammar box (TB P.41)



- Get Ss to study the grammar box. Teacher explains what students don’t understand.

- Let Ss work in pairs.

- Correct Ss’ mistakes.

- Call some Ss to say out their answers separately.

- write out the answer on the board

- Let Ss work individually. Teacher corrects their answers and may call on some Ss to write their answers on the board.

- Teacher give explainations if necessary.

- Individual work.

- Ss complete the task individually.

- Compare the answers in pairs.

- Check Ss’ answers and write the correct answers on the board.

- Have Ss study the example to understand how the future continuous is used. Let Ss do the exercise in pairs.

- Ask some pairs to give the answers as a class.

- Let Ss look at the table and discuss how the future simple passive is formed and used.

- Ss do the task independently

We used will + be + Ving to talk about actions in progress at a definite point of time in the future.

II. Practice

* Activity 1

1. will be putting 2. Will be taking

3. will be installing 4. Will be spending

5. will be using

* Activity 2. Write the sentences

1. Jenny will be giving a talk about saving energy.

2. Helen will be putting solar panels in the playground.

3. Susan will be checking cracks in the water pipes.

4. Kake will be putting low energy light bulbs in the classrooms.

5. Kate will be showing a film on types of renewable energy sources.

Watch out

- Ss study the “Watch out” box

* Activity 3. Gap fill

Key:

1. will watch 2. Will we put

3. will be playing 4. will … travel

5. will walk or cycle 6. will be cutting

7. will be going

Activity 4: Work in pairs



- Ss share the answers with a partner.

- Ss do the task independently

- Ss share the answers with a partner.

- check the answer as a class.

- Have Ss discuss in pairs what will be done in the future. Write their answers independently.

- Ss work in pairs, telling their partners what they will be doing at the given points of time.

The future simple passive

* Activity 5. Gap fill

1. be provided 2. be used 3. be placed

4. be stored 5. be solved

* Activity 6

1. Waves will be used as an…..

2. A network of wind turbines will be installed..

3. In the countryside, plants will be burnt to…

…

* Activity 7.

- A hydro power station will be built in the region to increase the electricity.

- Solar panels will be put on the roof of the building.

- A network of wind turbines will be installed to generate electricity.

- Bicycles will be used to travel in the city.


5. Homework - Prepare for the next lesson: Unit 10: Communication.- Do exercise B3, 4, 5, 6(p.31-32) (Workbook).




Lesson 4/82: COMMUNICATION

I. Aims

Talking about types and source of energy, about the advantages and disadvantages of different sources of energy.

Discussing how to save energy.

II. Objectives

By the end of the lesson, Ss can talk about types and source of energy, about the advantages and disadvantages of different sources of energy discuss how to save energy.

III. Materials


Weak Ss may find it difficult to express their idea.

V. Procedure

LEARNING ACTIVITITES LANGUAGE FOCUS

1. Warmer - Greeting.- Checking attendance.Asking for the teaching date.

Checking Ss’ homework

- Teacher checks with whole class.

S1: Talk about the future continous tense: Form, use and give examples.

S2: Simple future passive: form and examples.

Task 1

- Have Ss read each item in 1 independently and write the number (from 1 to 4) in the boxes in accordance with what they always, often, sometimes or never do.

- Ask Ss to mark each other’s answers in pairs. After adding up the marks, ask Ss to write the score in the total score box.

Task 2

Ex 1/

Answer the questions given with a number from 1 to 4.

1 = always 2 = often

3 = sometimes 4 = never



- Have Ss explain in pairs how well they save energy, using the three levels of scores in 2.

Task 3:

- Have Ss talk about your partners’ carbon footprint in groups, using the prompts in 3 and the ideas in 1.

Ex 2/ Work in pairs

Ex3: Talk about your partners’ carbon footprint in groups, using the prompts in 3 and the ideas in 1.

Example:

My partner’s carbon footprint is big. He is considerate because he rides his bike to travel short distances. He could try harder to use showers instead of baths. By reducing the use of baths, he can help to save energy.


3. Homework - Prepare for the next lesson: Unit 10: Skills 1.- Do exercise C1, 2 (p.33) (Workbook).





I. Aims

Reading for specific information about houses in the future and future appliance.

Talking about houses in the future(types, locations, surroundings, rooms, appliances).

II. Objectives

By the end of the lesson students will be able to:- Read for specific information about houses in the future and future appliance.- Talk about houses in the future. - Practise speaking and reading skills.

III. Materials




V. Procedure

1. Warmer - Greeting.



- Checking attendance.- Asking for the teaching date.

2. Revision - Teacher checks Ss’ home work.

3. New lesson


- Have Ss work in pairs.

- T moves around and give help if necessary.

S: Read the text in silence and check the answers

Ss do the task independently.

- Call one S to give the answers to the class.

- Check the answers.

- Ask Ss to read the text again and answer the questions in pairs.

- Have some pairs ask and answer the questions as a class. Check and confirm the correct answers.

- Ask Ss to read the example and do the task in pairs.

- Have some pairs role play as a class.

I. READING

1. Look at the questions and discuss with a partner.

+ What are the main sources of energy in Viet Nam?

+ What type of energy sources will be used in the future?

2. Quickly read the text. Check your

ideas from 1:

3a. Read the text and do the matching.

* Answer key:

1.creat energy 2.drive machinery

3.generate electricity 4. turn turbines

5. heat houses

3a. Comprehension questions

1. Two. They are renewable and non-renewable.

2. Hydro power is limited because dams can’t be built in certain areas. Nuclear power is dangerous.

3. Because they are natural sources of power and we use them instead of non-renewable sources to get the electricity we need.

4. We use non-renewable sources of energy the most but we are increasingly using hydro power.

5. He thinks Viet Nam will use the wind and the sun as alternative sources of energy in the future.



- Have Ss study the example and do the task independently.

II. SPEAKING

4. Work in pairs.

A: What type of energy is oil?

B: It is non-renewable source of energy because it can’t be easily replaced.

…

5. Talking about advantages and disadvantages each type of source of energy.


5. Homework - Prepare for the next lesson: Unit 10: Skills 2.- Do Ex D1, 2 (WB)





I. Aims

To help students develope writing skill, listening skill.

II. Objectives

By the end of the lesson students will be able to:- Listen to a passage of a new source of energy.

- Write a short passage about how to save energy.

III. Materials

- Text book - Board, chalk,...- A cassette and an audio compact disc.


It is rather difficult for weak Ss to express their ideas.

V. Procedure


2. Revision Discussion (Act 1 P.45)

- Ask Ss to look at the picture and answer the questions in pairs.

- Ss work in pairs.


A. Listening:

- T asks Ss to read the task 2 in their book. Have Ss guess the answers first.

- Call on some Ss to talk about their guess as a class.

- T can give some words before Ss listen.

- T plays the recording twice.

- T asks Ss to listen and do the task.

- Ss listen again and check their answers

- T corrects their answers

I. Listening

1. True ar False?.

1T 2T 3T 4F 5T

Eg:



- Ss copy in notebook

- T asks Ss listen and do the task individually.

- Ss check their answers each other

- T calls Ss to give their answer to the class and correct the mistakes where necessary.

B. Writing:

* Pre-writing:

- Ask Ss to complete the article independently, using the phrases (A-E). Have Ss read the complete article, paying attention to the problems and solutions of how to save energy.

- T checks and confirms the correct answers.

- Have Ss look at the prompts and discuss the ways to save energy.

- Call one student to give the answers to the class.

- Check and confirm the correct answers.

* While- writing:

- T checks the writing of students and give Ss help if necessary.

2. Listen to the passage again and complete the sentences. (gap fill)

1.mountainous 2.cooking and heating

3.air pollution 4. On the increase

5. wind and the sun

II. Writing

3. Gap fill

- Ss work in pairs to compare their answers.

1E 2B 3A 4D 5C

4. Discussion

- Ss discuss the ways to save energy in pairs.



5. Write a short passage about what we should do to save energy.

It’s very important to save energy. What should we do to save energy? I think we should use electricity more efficiently to reduce our electricity bills. We can do this by turning off the light before going to bed and using low energy light bulbs.We should avoid using cars or motorbikes for short trips….


5. Homework - Prepare for the next lesson: Unit 10: Looking back & Project.- Do Ex E1, 2 (WB)


Lesson 7/85: LOOKING BACK&PROJECTSI. Aims

To help students recycle the language from the previous sections and link with the topic: Sources of energy.



II. Objectives


- Write a simple slogan.

III. Materials



It is rather difficult for Ss to make use of all the content of this unit.

V. Procedure


2. Revision - Teacher checks students’ homework.- Get two teams to name appliances in the home.



Asks Ss to compare their answer with their partner

Gives the answers

- Ss complete this task individually.

- Have Ss compare the answers in pairs.

- Check and confirm correct answers.

- Ss complete this task individually.

I. Vocabulary:

1. Activity 1

Activity 1.


Check the answer

II. GrammarActivity 2

1.will be wearing 2.will be lying3.will be working 4.will be studying5.will be building

Activity 31. A lot of money will be spent on heating next year.2. Biogas will be used for fuel in homes and for





- - Ss complete this task individually.



- Ask Ss to look at the two sample slogans at the bottom and discuss the answers to the two questions.

* Slogans should be short and effective. They should have message and attract attention.

- Ss work independently and compare in groups.

transport.3. Renewable anergy source like wind and solar energy will be used to solve the problem of pollution.4. The use of electricity will be reduced.5. A hydro power station will be built in this area next year.

III. CommunicationActivity 4. Gap fill1. will be earning 2.will be doing

3.will you be doing 4.will be hosting

5. will be doing

Project: Write simple slogans Look at the slogans. How are they used? Why are they important?

- Write simple slogans about how to save energy, Ss can draw pictures/poster to accompany their slogans.


5. Homework - Prepare for the next lesson: Unit 11: Getting started.- Write simple slogans about how to save energy.



UNIT 11: TRAVELLING IN THE FUTURE

Lesson 1/86: GETTING STARTEDI. Aims

This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Travelling in the future".

II. Objectives

- Vocab: Means of transport in the future, movement words.

- Grammar: Will for future prediction, possessive pronouns.

III. Materials



- Text book - Board, chalk,...- A cassette and an audio compact disk.



V. Procedure


2. Revision Brainstorming

- Have Ss work in groups. (or team work)

- How will Vietnamese people travel around in 2100?


Introducing: using the picture in the book on page 48 and asks students to look at it then to answer the questions:

+ What can you see in the picture?

+ What are the people doing? What makes you think so?

+ What do you think is on the screen? What topic are they talking about?

- Pre-teach vocabulary

* Vocabulary checking : R.O.R

- Ss listen to the dialogue.

- Students look at the picture then answer the questions:

- There are three people watching TV in the picture.

- They are talking about means of transport in the future.

Getting Started.

1. Vocabulary:- driverless (adj): không người lái

- exist (v): tồn tại

- teleporter (n) /ˈtel.ɪ.pɔːtə/: hình thức dịch chuyển tức thời



- Ss read the dialogue in silent.

- Have some pairs of students read the dialogue in front of the class.

* T asks Ss do exercise a

- Ss work individually then compare in pairs.

T corrects and gives the right answers

* T asks Ss to read conversation again to find the answer to the questions.

- Ss work in pairs.

+ T explains what a fact is, what an opinion is. (Remember box)

- Ss do the task in pairs.

- Ss work individually to complete the exercise.

- T makes an example:

An electric car


- Ss work in pairs

- disappear (v): biến mất

- imaginative (adj) /ɪˈmædʒ.ɪ.nə.tɪv/: giàu tưởng tượng

- crash (v): đâm vào, va chạm

- flying car (n): xe kết hợp ô tô và máy bay

- jet pack (n): thiết bị bay cá nhân

a. Multiple choice questions

1. a 2. b 3. c 4. a

Look out!

“-less” is added to a noun to make an adjective meaning “without”.

b. Comprehension questions.

1. If there are too many flying cars, ther will be traffic jams in the sky. Some means of transport will not be convenient in bad weather. Future means of transport may use a lot of fuel which will make pollution worse.

2. Facts or opinions.

1F 2O 3F 4O 5O

3a. Can you find any future means of transport from the conversation in 1 here?

Key: flying car, driverless car

3b. Combine the adective and nouns.

3c. Discussion

Example:

A: I think a space train sounds great.

B: Oh. I don’t. I think an underwater bus is better.

…..

4. Consolidation



- Teacher gets students to retell the aims of the lesson.5. Homework - Prepare for the next lesson: Unit 11: A closer look 1.- Practise reading the dialogue fluently. - Learn by heart all new words.



I. Aims


- understand and use rising and falling intonation for questions.

- Improve their listening skill, wrting skill and pronunciation.

II. Objectives

- Vocab: Means of transport in the future, movement words.

- Pronunciation: Rising and falling intonation for questions.

III. Materials

- Text book - Board, chalk,...- A cassette and an audio compact disk.IV. Anticipated problems

Students may get confused when practising rising and falling intonation for questions.

V. Procedure

1. Warmer



- Greeting.- Checking attendance.- Asking for the teaching date.

2. Revision - Teacher checks students’ homework:

+ Write new words

+ Read the dialogue

3. New lesson


I. Vocabulary

1. Teaching vocab



* Checking vocab: R0R

2. Cross out (1 P.50)

? Ss work individually then compare in pairs.

? Teacher gives feedback.

3. Matching (2 P.50)

- Have Ss underline the most important keywords in the thinking bubbles.

- Ss work in pairs. Get 3 Ss to go to the board to write their answers

3. Complete the sentences (3 P.50)

- Ss work individually then in pairs. Explain the use of in and on in Remember box.

II. Pronunciation

Rising and falling intonation for questions.

- float (v): nổi

- space (n): khoảng trống

- helicopter (n) /ˈhel.ɪˌkɒp.tər/: máy bay trực thăng

- pedal (n): bàn đạp xe đạp

- park (v): đỗ (xe)

- bullet train (n): Tàu khách cao tốc (ở Nhật)



a. a train b. a car c. a train

d. a bus e. a plane

Key: a. a ship b. a bus

c. a hot air balloon d. a bicycle

e. a plane f. motorbikes



- Write two question on the board: one Y/N question and one Wh-question. Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways. Tell Ss to look at the rules in the Look out! Box. Have them ask some questions and have more practice.

4. Listen and tick the correct box(4 P.51)


5. Repeat the questions (5 P.51)

6. Practise saying the questions (6 P.51)

- Ss paratise saying the questions individually and decide if they are spoken with rising or falling voices.

- Playing the recording for Ss to check.

III. Production

Asking and answering questions (7 P.51)

Key: 1.on 2. on 3. on

4. in 5. in, on

- Teacher- students

1. falling 2. Rising 3. Falling

4. rising

- Ss practise the questions individually then as a class.

- Ss practise the questions.

- Ss work in pairs, asking and answering the questions in 6.

4. Consolidation Teacher gets students to retell the aim of the lesson.

5. Homework - Prepare for the next lesson: Unit 11: Closer look 2.- Learn by heart all the new words



- Do Ex A1,2, 3 P36, B1,2,3,4 P37,38 (WB)


Lesson 3/88: A CLOSER LOOK 2I. Aims

By the end of the lesson, ss will be able to use WILL for future prediction and possessive pronouns correctly and appropriately.

II. Objectives

- Grammar: WILL for future prediction and possessive pronouns.

III. Materials




V. Procedure




2. Revision - Teacher checks Ss’ homework.

+ One student goes to the board to write new words and practise intonation.

- Get one student to write new words.- Teacher check with students.


- Remind Ss of Phuc, Veronica and Mai and the group’s project in Getting started. Ask Ss if they are talking about the past, the present or the future.

- As Ss to listen to the conversation carefully to pick any phrases/sentences that contain WILL.

- Ss work individually then compare their answers with each other.

- Write “fortune-teller” on the board.

- T: Why do people want to visit a fortune-teller?

- Have you ever talked with a fortune-teller about the future?

- Have the predictions become true or not?

- Have Ss role-play.

I. Grammar.

Will for future prediction.

1. Complete the rule box.

Key: We often use will to make a prediction about the future.

+ S + will + V.

- S + will not (won’t) + V.

? Will + S + V?

II. Practice

* Exercise 2: Rearrange the words

1. People won’t use flying cars until the year 2020.

2. Do you think the fuel price will increase next month?

3. The mail won’t arrive until next week.

4. I don’t think he will take the new position.

5. We will use more solar energy in the future.

* Exercise 3. Gap fill.

Key:

1. Will be 2. will be

3. Will be 4. will be

5. Will I be 6. won’t be 7. will travel



- Go through the examples with Ss. Demonstrate that the two sentences have the same meaning.

- This is your pen.

- This pen is yours.

- Explain the use of possessive adjective and possessive pronoun.

- Draw Ss’ attention to the Remember box and the table.

- Teacher asks Sts to do task 4 individually.

- Call one st to write the answers on the board.

- Call others to remark

- Teacher gives the correct answers

- Have Ss work in groups of four. Each group member writes five sentences individually, then the group get together to see how many sentences they have. The group that has the most correct sentences wins.

Possessive pronouns

* We use a possessive pronoun instead of a phrase.

Example” Phuc’s bike is red. Mine is blue.

(mine = my bike)

* A possessive adjective comes before a noun.

Example: Their garden is so beautiful.

* Exercise 4.

1. This computer is theirs.

2. The black bike is mine.

3. These shoes are his.

4. The cat is Veronica’s.

5. The picture is ours.

* Exercise 5. Game

Choose any things you can see in the classroom. Make sentences about them.

Ex:

This class is ours.


5. Homework



- Prepare for the next lesson: Unit 11: Communication.- Do exercise B5, B6 (Workbook).


Lesson 4/89: COMMUNICATION I. Aims

Students can use WILL to talk about transport problems in the future.

II. Objectives

By the end of the lesson, Ss can use WILL to talk about transport problems in the future.

III. Materials



Weak Ss may find it difficult to express their idea.

V. Procedure

1. Warmer



- Greeting.- Checking attendance.- Asking for the teaching date.

2. Revision

- Teacher checks Ss’ homework.

S1: Forms and uses of “will”.

S2: The uses os possessive adjective and possessive pronoun.

- T-Ss


*Extra vocabulary.



* Checking voc: R0R

- Tell the class one bad experience about using a particular means of transport.

- Ask Ss if they had a similar experience.

- Ss work in groups.

- Ss do the task individually.

- T elicits the answers on the board. Ask if they have similar problems where they live.

*Extra vocabulary.

- metro (n) /ˈmet.rəʊ/ : xe điện ngầm

- skytrain (n): tàu điện trên cao

- gridlocked (adj) /ˈɡrɪd.lɒkt/: kẹt xe

- face (v): đối mặt

- solution (n) /səˈluː.ʃən/: giải pháp

1. Discussion

What problems with transport do you have?

2. Read, underline the problems

Suggested answers:

+ biggest city without a metro or skytrain

+ the city is getting gridlocked

+ too many cars

+ serious pollution



- Ss work in groups of four to design a future means of transport that will help people in Wonderland, using the prompt web provied.

- Prepare the evaluation form on A4 paper for each group to allow more writing space.

- Explain that they should listen carefully to other groups in order to give an evaluation.

- T collects the evaluation and adds up the scores to find out the best presentation.

+ fewer buses

+ it takes too long to drive in the city

3. Think of a future means of transport that will help people in Wonderland. Brainstorm your idea.

4. Present your solutions to the class.


5. Homework - Prepare for the next lesson: Unit 11: Skills 1.- Do exercise C1, 2 (Workbook).




Lesson 5/90: SKILL 1 I. Aims

Reading for specific information about the inventions of future means of transport.

Giving facts or opinions about transport.

II. Objectives

By the end of the lesson students will be able to:- Read for specific information about the inventions of future means of transport.- Give facts or opinions about transport. - Practise speaking and reading skills.

III. Materials






V. Procedure


2. Revision - Teacher checks Ss’ home work.


- Ask Ss to look at the pictures and describe what they see. Help Ss find the connection between the pictures by asking questions:

+ How many people can travel on them? Where are these vehicle used? How can these people control these vehicle?...

- Ask Ss to read the text quickly and try to identify the names of transport inventions in the text.

- T corrects the mistakes.

- ask sts match the words with their meaning.

- T can explain some new words if necessary.

T observes and helps sts when necessary

- Ask sts to work in pairs to complete the

I. READING

1. Look at the pictures, what do you think is the connection between them?

- These are all persanal means of transport. One person can travel on them. They are all used for ground transport. People control them by using handle bars.

2. Read the text below and find the names of the transport inventions:

+ flop (v) /flɒp/: qu¼ng phÞch xuèng; ng·

+ wheel (n): b¸nh xe

+ monowheel (n): xe mét b¸nh

+ major (adj) /ˈmeɪ.dʒər/: chñ yÕu

+ weird (adj) /wɪəd/: kú l¹, kh¸c thêng

+ vehicle (n) /ˈviː.ɪ.kl̩/: xe cé

+ invention (n): ph¸t minh

3. Match the words with their meanings

page 54.

1. invention

2. flop

3. weird



task.

- correct.

- Explain the Study skill box for opinion signal words.

- Remind Ss of the difference between a fact and opinion that they learnt in Getting Started. Ss work in pairs to complete the task.

- Ss work in pairs to prepare their presentation about the vehicle. Remind them to use statements about both fact and opinions. Ss can add their own ideas where possible.

- Call on some pairs to present it to the class.

4. Answer the questions. page 54.

Keys:

1. The Segway

2. Maybe because a personal hover scooter is expensive, and it may be difficult to park.

3. The monowheel

4. The Segway

II. SPEAKING

5. Work in group.

Key:

1. fact 2. opinion 3. Opinion

4. fact 5. opinion 6. fact

6. Work in pairs, talking about the transport.

Fact File

Name: Sinclair C5

Description: Three wheels; small; electrical power

Why flopped: bad in rain/ cold weather; slow; not safe.


5. Homework - Prepare for the next lesson: Unit 11: Skills 2.- Do Ex D1, 2 (WB)




Lesson 6: SKILL 2I. Aims

To help students develope writing skill, listening skill.

II. Objectives

By the end of the lesson students will be able to:- Listen to get specific information about future means of transport.

- Write a paragraph about future means of transport.



III. Materials

- Text book - Board, chalk,...- A cassette and an audio compact disc.IV. Anticipated problems

It is rather difficult for weak Ss to express their ideas.

V. Procedure


2. Revision - Teacher checks Ss’ homework.- Get one student to go to the board to write new words.- Help Ss with their homework if they have any problems.3. New lesson

Teacher’s activities Students’ activities

A. Listening:

* Pre- listening:

- Have Ss guess the answers first. Tell Ss that the questions ask about what they think, and not what is true about the vehicle. Remind them to use opinion signal words where possible. Do not give correstive feedback at this time.

- Accept all answers from Ss and ask them why they think so.

* While- listening:

- Play the recording for Ss to check their guess then compare the answers with a partner.

- T gives feedback.

- Ss work individually then compare the answers with a partner.

I. Listening

1. Choose the correct answers

- Ss look at the picture and choose the correct answers.

2. Listen and check.

Key:

1.can 2.doesn’t 3.easy

4.can’t 5.is



- Ss do the task in pairs.

- T gives feedback and play the recording if necessary.

B. Writing:

* Pre-writing:

- Ask Ss to refer to the text in Reading to support Ss in this task.

* While- writing:

- Ss write their paragraph individually based on the suggestions in the book.

- Have Ss swap their writing with each other. Ask them to identify facts and opinions.

- T collects some writing to correct at home.

3. Comprehension questions

1. The vehicle is called TF-X.

2. it can travel at 300 kph.

3. It was designed in 2013.

4. Tick the benefits of the vehicle mentioned in the recording.

1. It can avoid traffic.

2. It can svoid bad weather. NI

3. It travels fast.

4. You can invite three of your relatives or friends to travel with you in this vehicle at the same time.

5. Learning to drive the car is simple.

II. Writing

5, 6. Write a short paragraph about a future means of transport in this unit. Include both facts and opinions about the vehicle.

- Name of the transport.

- how it looks

- how it functions

What you think about it

Many interesting means of transports have been invented so far. In the future, I think there will be flying motorbikes. It will look a bit different from motorbikes nowadays, but it can fly without wings. It will use electricity transfered from solar energy. It can travel fast and avoid bad weather. It will be very



useful and popular in the near future.


5. Homework - Prepare for the next lesson: Unit 11: Looking back & Project.- Do Ex E1, 2 (WB)


Lesson 7: LOOKING BACK+PROJECTI. Aims

To help students recycle the language from the previous sections and link with the topic: Travelling in the future.

II. Objectives


- Understand the use of possessive pronouns.

III. Materials




There may not any problems.

V. Procedure


2. Revision - Teacher checks students’ homework.- Get two Ss to go to the board to tell about possessive pronouns.


Ss work individually to do exercises.

Asks Ss to compare their answer with their partner

Gives the answers

- asks Ss to do the exercise individually. Check the answers with their partners.

Checks with the whole class

- asks Ss to do the exercise individually. Check the answers with their partners.

- T checks with the whole class

I. Vocabulary:

1. Activity 1, 2:

Activity 1.


Check the answer

b.solar-powered taxi c.driverless plane

d.space car d.underwater bus

Activity 2

Verb Energy used characteristic

bicycle Ride, pedal Wind-powered

Automated, high-speed

Car Drive Water-powered

Flying, driverless

Train Drive Solar-powered

Underwater, supersonic

airplane Fly, drive Solar-powered driverless

II. Grammar* Activity 3: Gap fill

1. mine 2.yours 3.theirs4.hers



- Ss write the text and swap with each other for peer comments.

Ss work individually then compare the answers with each other.

Encourage Ss to draw pictures to illustrate their ideas.

Ss may use posters.

* Activity 4Suggested answers:Skycycling tubes will be easy to drive. They will be slow. They will be healthy and environmentally friendly.Skycycling tubes won’t be driverless. They won’t be cheap. They won’t travel at high speeds.III. CommunicationActivity 5.Key:

1c 2e 3b 4a 5d

Project: Our own future transport Brainstorm ideas for future means of transport.


5. Homework - Prepare for the next written test

REVIEW 4

I. Aims

To help students review grammar point and other aspects of language for the coming test..

II. Objectives

By the end of the lesson students will be able to:- Revise grammar points from Unit 8-11

III. Materials


There may not any problems.



V. Procedure

A. GRAMMAR1. Tenses:

- Thì tương lai tiếp diễnDiễn tả một sự việc ĐANG xảy ra tại một thời điểm xác định trong TƯƠNG LAI

- Thì tương lai đơn Sử dụng will để đưa ra một dự đoán trong tương lai.2. Tính từ “ed” và “ing”Một tính từ có thể được thành lập bằng cách thêm “ed” hoặc “ing” sau động từ

- Sử dụng tính từ đuôi “ed” để mô tả cảm giác, cảm xúc của một ai khi bị một sự việc, vật tác động/

- Sử dụng tính từ đuôi “ing” để mô tả về tính chất của vật việc

3. Từ nối ALTHOUGH, DESPITE/INSPITE OF, HOWEVER, NEVERTHELESS

Although/ though/ even though/ much as + mệnh đề

Despite / in spite of + cụm danh từ

Mệnh đề. However/ Nevertheless,(dấu phẩy) mệnh đề

4. Câu hỏi với H/WH Các từ để hỏi Who, Why, Which, Whose, What, When, Where, How

5. Bị động của thì tương lai đơn(+)S + will be+ V3

(-) S+ won’t be + V3

(?) Will + S + be V3?

6. Đại từ sỡ hữuSubject Pronouns

I YOU WE THEY HE SHE IT

Possessive Adjectives

MY YOUR OUR THEIR HIS HER ITS

Possessive Pronouns

MINE YOURS

OURS THEIRS HIS HERS ITS

Đại từ sở hữu dùng để thay thế cho tính từ sở hữu và danh từ khi không muốn lặp lại danh từ.

Ex: It’s my book ===> It’s mine.(= my book)



They're her keys ===> They're hers.(= her keys)

Như vậy ta phải nói danh từ đó trước rồi mới thay thế.

7. IT indicating distance It + be + (about) + distance + from...to...

Ex: It is about 300 meters from my house to th e bus stop.

8. Used to Sử dụng “used to” để mô tả một hành động, một thói quen hoặc một việc xảy ra thường xuyên trong quá khứ nhưng bây giờ không còn nữa

9. So sánh số lượngLittle -> less

Few -> Fewer

Many ,much -> more

Số lượng Ít hơn:

S+ V+ less + N (không đếm được)

S+ V+ fewer + N ( đếm được)

Số lượng nhiều hơn:

S+ V+ more ( danh từ đếm được và không đếm được)

10. Câu hỏi đuôiLưu ý

1. Câu giới thiệu khẳng định, phần hỏi đuôi phủ định.Câu giới thiệu phủ định, phần hỏi đuôi khẳng định

2. Phần đuôi chỉ sử dụng các đại từ : I, you, we, they, he, she, it, there3. Phần đuôi luôn ở dạng viết tắt

B. PRACTICE PHONETICS

I. Choose the word having different stress from the others. 1. A. harvest B. parade C. music D. pumpkin

2. A. offer B. prefer C. abroad D. arrive

3. A. famous B. joyful C. usual D. alone

4. A. exist B. avoid C. support D. notice

5. A. hungry B. disease C. spacious D. danger



6. A. favourite B. pollution C. imagine D. exhausted

7. A. energy B. plentiful C. disappear D. celebrate

8. A. recycle B. description C. contribute D. atmosphere

VOCABULARY AND GRAMMAR II. Choose and circle the best answer.

1. Many (cultural/ romance/ disappointed/ annoyed) and artistic activities are held as the part of the flower festival in Da Lat.

2. Wind, hydro and solar are (modern/ renewable/ non-renewable/ new) energy sources.

3. Nick washes his hand a lot, (so/ and/ but/ although) he doesn’t have flu.

4. At a seasonal festival, people race down the hill to (break/ catch/ buy/ eat) cheese.

5. (When/ How/ Why/ Where) were you born? – In March

6. We will cut down on the use of natural gas because it is (plenty/ limited / available / abundant ) & harmful to the environment.

7. Some new energy-saving bulbs (will put /will be putting/will be put /will being put)

in the dining-room.

I. Put question for the underlined part of each sentence: 1. It is 10 kilometers from here to ACB bank.

2. I have known Marie for nine years.

3. Yes, they used to be friends at the university.

4. Sarah left two hours ago.

5. She is watching Tom and Jerry.

TEST 45 MINUTES

I. Aims

Students futher practice with pronunciations, stresses and grammar point as well as skills.

II. Contents:

TEST 45 MINUTES- NUMBER 4



Time alloted: 45 minutes, Grade: 7

Full name: …………………………….. Class: …………

A. LISTENING:I. Listen to the conversation and fill in the gaps:

First name (1) ________.

Surname: (2) __________

Date of birth (3) _____ September (4)_______

Address: (5) ______ Hills Street, Notingham.

Home phone: (6) ______________

B. PHONETICS:

II. Choose the words that the dunderlined part pronounced diferently from the others.

7. A. ahead B. instead C. seat-belt D. bread

8. A. traffic B. plane C. station D. alternative

9. A. wanted B. needed C. invited D. talked

10. A. recommend B. direct C. replace D. energy

III. Choose the words which has different stress pattern from the others.

11. A. trafic B. dancer C. cycling D. balloon

12. A. station B . healthy C. safety D. enjoy

B. GRAMMAR & VOCABULARY:IV. Choose the best answer to complete the sentences below, underline your choice:

13. The end of the film was (move/ moving/moved/to move).

14. (Although/However/ Inspite of/But) the weather is good, we don’t go swimming.

15. We will go on a hoiday with some friends of (we/us/our/ours)

16. A friend of (I/ me/ my/mine) is coming to visit me next week.

17. At this time next week,we (will cycle/ cycle/will be cycling) to the countryside.

18. The film wasn’t moving. (Although/However/Despite), I started to cry.



19. I used (to walk/ walk/walked/walking) to school 2 years ago.

20. My children often sleep while they are (in/at/on/under) a plane.

21. It’s really difficult to (drive/ fly/ sail/pedal) a bicycle up the hill.

22. Nuclear power (will replace/ repalced/will be replaced/replaces) in the future.

V. Complete the sentences with the correct form of the words in brackets:

23. Mr. Hoa always drive his car ______________ (CARE)

24. Tet is an important ____________ in Viet Nam. (CELEBRATE)

25. Oil enery can be is an ___________ type of energy. (EXHAUST)

26. SSS is the name of Sky System ___________ (SAFE)

C. READING:

VI. Read the passage and then circle the best answers:

Who are the best drivers? Which drivers are the safest on the roads? According to a recent survey, young and inexperienced drivers are the most likely to have an accident. Older drivers are more careful. Young men have the worst accident records of all. They often choose faster cars with bigger engines. One of the most interesting facts in the survey is that passengers have an effect on the driver. When young male drivers have their friends in the car, their driving become worse. When their wife or girlfriend is in the car, however, their driving is better. But opposite is true for women. Their driving is more dangerous when their husband or boyfriend is in the car.

27. According to the survey, who are the most likely to have an accident?

A. Young and experienced drivers. B. Old and inexperienced drivers.

C. Young and old drivers. D. Young and inexperienced drivers.

28. Which cars do young men often choose?

A. expensive cars. B. fast cars with big engines.

C. slow cars with big engines. D. fast car with small engines.

29. Who have an effect on the driver ?

A. passengers B. policemen C. children D. journalists.



30. When young male drivers have the wife of girlfriends in the car, their driving becomes ……………

A. worse B. slower C. better D. faster

VII. Read the passage and tick () True or False.

Energy is one of the problems that many people are interested in. It is not an unfamiliar word. It is heard, said, discussed day after day. It is close to everyone’s daily life. You turn on a lamp and it is energy that gives you light. You turn on a TV and it is energy that gives you pictures and sound. You ride a motorcycle and it is energy that gives you movement. You cook your meals and it is energy that gives you heat to boil rice.

The problem is that the demand for energy is rising and that the price of energy is getting higher and higher. The supply of energy on earth is limited. It can not provide us forever. The shortage of energy in the future is inevitable. Therefore, saving energy is a must if we want to continue to live in a safe and sound world. ( familiar: thân thuộc/ demand: nhu cầu/ inevitable: chắc chắn xảy ra)

True or False? True False

31. Many people aren’t interested in the problems of energy

32. The word “energy” is familiar and close to everyone’s daily life.

33. Energy is heard, said, discussed day after day.

34. The supply of energy on earth is unlimited. It can provide us forever.

35. If we want to continue to live in a safe and sound world, we have to save energy

D. WRITING:

VIII. Rewrite the following sentences with the same meaning.

36. That is my bicycle

That ..........................................................................................

37.They will build a hydropower station in the North of the country next year.

A hydropower station ..........................................................................................

38.Although Mrs. Hoa got up early, she was late for the meeting .

In spite of ..........................................................................................................

IX. Make questions for the underlined parts:



39. It’s about 3 kilometres from my house to my school.

..............................................................................................................................

40. My friends save money to fly to Korea.

..............................................................................................................................

-THE END-

UNIT 12: AN OVERCROWDED WORLD

LESSSON 1: GETTING STARTED

A.Objectives:


- Extend and practise vocabulary related to the topic of an overcrowded world

- Listen and read a conversation between Nam and Phuong about future Brazil

B. Content:

- Vocab: vocabulary related to an overcrowded world

- Grammar: Present simple tense

C. Preparation:


- Method: T- WC, group work, individual work

D. Procedures:


I.Warm up (5') Introduction

There are 5 million people in Ha Noi

Ha Noi has a population of 5 million.

Ask Ss if they know the country in the country or in the word. Once the Ss have done it, add the prefix 'over' and elicit the meaning of this newly - formed word from Ss.

- Listen to the teacher carefuly

II. The new lesson (35’) - diverse (a) đa dạng



Vocabulary(6’)



1. Listen and read(8’)

Ask Ss to look at the title of the text and the pictures and ask them prediction questions about what they are going read. The questions may be:

What is the conversation abour ? What do you think Brazil is like ? Do you think Phuong likes Brazil ? What can you find a bout Rio/ Brazil in

this conversation ?

- overcrowded (a) quá đông đúc

- wealthy (a) giàu có

- spacious (a) : rộng rãi

- standard (n) chuẩn

- slum (n) khu ổ chuột

- crime (n) tội phạm

- major (a) chủ yếu =main

- disease (n) bênh tật

Ss answer the question. Play the recording. Ss listen and read. Ask Ss if their prediction are correct.

a. Read the conversation again, and tick true or false

. Ask them read the sentences and decide if they are falce. Ss compare answers with a partner. Have Ss correct the false sentences. T writes the correct answers on the board.

-Run through all the sentences


- Ss work independently

Key: 1. T 2. T 3. F

4. T 5.F

- Ask Ss to read the explanation in the exercise and try to find the words without checking the text. then ask Ss to refer to the dialogue again for the correct words. Correct the answers as a class.

- Get feedback

b.Read the converssation again. Find a word or phrase to match the following




Key: 1.diverse 2.wealthy 3.major4.slums 5.crime


- Have ss quickly match each word/with its picture. Then play the recording for ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually.

-Correct their pronunciation

2. Label the pictures, using the words in the box


Key:

1.a 2.c 3.b 4.e 5.d

Ss complete the exercise independently. T calls some Ss to share their sentences with the class. T can choose some good sentences and write them on the board for other Ss to learn from. Encourage Ss to make as many sentences as possible.

3.Use some of the words in 2 to describe a place you know

- Ss do this activity individually.

In groups, ask Ss to think of the problems and make list of them

If Ss have difficulty, suggest that they look for problems in their daily life at own classes, schools, home, areas ar any other places they know for the answers.

4. Work in group. Make a list of the problem which you think are connected to a overcrowded area

5. Report your list to the class and see if they agree with you or not

Call each group to report their list to the class. T may help write the proplems on the board. Ask the class if they agree or not. Encourage them ti give an explanation to their answers. Then move on to the next group and do the same.

- T- whole class

III. Consolidation (3’)

- Ask ss to recall the lesson - Listen and take note the assignment



IV.Home work(2’)


- Prepare next lesson. Unit 12. Lesson 2

A closer look 1

Unit 12: AN OVERCROWDED WORLD

Lesson 2: A Closer Look 1

I. Objectives.

By the end of the lesson, Ss can: use the lexical items related to the topic of an overcrowded world.

II. Teaching aids:

- Projector, CD

III. Procedure

A. Class organization.

- Greetings.

- Checking attendance:

B. New lesson.

Time Contents T’s activities Ss’ activities

3’

1. Warm up.

Brainstorming:

Ask Ss if they can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy…)

-Ask -Answer



3’

4’

4’

and negative (poor, slums…). Move on to this lesson which focuses on some problem as a result of overpopulation.

2. Presentation

Dense (adj): dày đặc, đông đúc

shortage (n): sự thiếu hụt

nutrition (n): dinh dưỡng

malnutrition (n): suy dinh dưỡng

spread (v): lan tràn, phát tán

Activity 1

1. crime 2. malnutrition

3. poverty 4. shortage

5. disease 6. space

7. dense 8. healthcare

Activity 2

1. healthcare 2. crime

3. Diseae 4. Malnutrition

5. poverty

Activity 3

Eg:

He drove fast

a. He had an accident. √

b. He felt hungry.

2. Activities.

Presentation

Elicit the new words

1. Have Ss listen to the recording and number the words. Ss listen again and repeat the words.

2. Have Ss work individually. T checks the answer as a class. Encourage Ss to explain why they choose that word for the sentence.

-Follow T’s instructions

-Take notes

-Listen and repeat

-Have Ss work individually



4’

15’

1.b 2. a 3. f 4. d 5. c 6.e

Activity 4

a. Lack of entertainment, few opportunities for employment, not enough services.

b. Poverty, slums, disease, pollution, unemployment, poor healthcare.

c. Noise/ air pollution, crime, overcrowded, shortage of accommodation.

Activity 5

s’pacious Po’llution

‘poverty

‘stressful ‘hungry Nu’trition

In’crease (v)

Su’pport ‘violence

‘shortage Di’sease ‘healthcare

3. T can give an example of causes and effects. Write the example on the board and ask Ss which one is the effect.

T then gives correct answer. T may ask Ss to explain why.

4. In groups, Ss discuss to find out which problems each place may have. T collects Ss’ answers and write them on the board. Then the whole class look at the problems and discuss for agreement/disagreement.

Pronunciation

Word stress

5. Have Ss listen and mark the stressed syllables. T corrects the answers. Have Ss listen again and repeat the words.

-Have Ss work individually

-Work in groups



4’

5’

Activity 6

As a noun

As a verb

‘record ‘record

‘picture ‘picture

‘answer ‘answer

pa’rade pa’rade

Su’pport Su’pport

3. Homework

-Learn new words and phrases

Prepare for A closer look 2

Production:

Look out!

Write two pair of the word’supply’ and ‘question’ on the board, denoting one is a verb and one is a noun. Ask some Ss to read them. Ask other Ss to listen and see if they can find the difference in pronunciation of the two words.

Key: su’pply (n), su’pply (v); ‘question (n), ‘question (v)

6. Have Ss listen and repeat the words.

-Listen and mark the stressed




1’

and repeat

-Listen and repeat




Lesson 3: A Closer Look 2

I. Objectives.

By the end of the lesson, Ss can: use comparatives of quantifiers, make tag questions.

II. Teaching aids:

- Projector, CD

III. Procedure


- Greetings.


B. New lesson.

Contents T’s activities Ss’ activities

1. Warm up.

Chatting: - Remind Ss of items they learnt in the previous lessons.

+ words of quantifiers (many,a little…)

+ countable and uncountable nouns.

+ imperatives with “more”,

-Chatting -Chatting



“less”, and “fewer”.

2. Activities.

I- Comparisons of quantifiers.

1. Read the sentences.

- more + Nu/Ns + than…

- less + Nu + than…

- fewer + Ns + than….

2. Look at the information for the two cities below, and compare their data.

Eg: In Brumba, there are more people per square kilometre than in Crystal.

3. Read the comparisons of the two cities, and decide if they are true. If they are not, correct them.

1. Correct

2. Incorrect. In Brumba, more people live in slums.

3. Incorrect. People in Crystal earn more per day.

4. Correct.

5. Correct.

4. Complete the sentences with

GRAMMAR: COMPARISONS OF QUANTIFIERS.

1. Have Ss read the sentences and the rules in the table. Ask Ss to add more words to the table for each type of comparison.

2. Have Ss complete the reading independently.Encourage Ss to observe and recognise that both tables include the same kinds of information.

3. Have Ss complete exercise 3 by referring to the tables.

-Work individually

-Work individually

-Work individually



more, less or fewer.

1. fewer

2. more

3. more

4. fewer

5. less

II- Tag- questions.

+ How can the government improve the life of people in the slums?

+ Do you live in an overcrowded place?

+ They have moved to the city to look for a job, haven’t they?

5. Check if the tags are correct. If they are not, correct them.

1. Incorrect….do you? – don’t you?

2. Incorrect…aren’t they?- don’t they?

3. Correct

4. Correct

5. Incorrect…can’t they?- can they?

6. Choose one of the question tags in the box to complete each

4.Have Ss do this exercise independently. T then check the answers as a class.

GRAMMAR: TAG- QUESTIONS.

- Write 3 questions on the board:Draw Ss’ attention to how these three questions are formed: the first two types Ss have already learnt and the new one, tag questions.

Have Ss read the conversation

5.Have Ss do this exercise independently. Then they share their answers with a partner. T checks and writes the correct tags on the board.

6. Have Ss do this exercise

-Work individually


-Take notes

-Work independently



blank in the interview.

1. don’t they

2. isn’t it?

3. can’t we?

4. is it?

3. Homework

-Learn the grammar rules

Prepare for Communication

independently. T checks the answers as a class.

-Have Ss role-play the conversation

-Work independently

-Practice the conversation with a partner


Lesson 4: Communications

I. Objectives.

By the end of the lesson, Ss can be able to talk about the differences of places in the world.



II. Teaching aids:

- Projector.

III. Procedure


- Greetings.


B. New lesson.

Contents T’ s activities Ss’ activities

I. Warm up.

Densely populated

Density

Slavery

Physician

II. Activities:

1. Look at the pictures and discuss

1. What places they are.

2. How they are different.

Make a list of your idea and share them with your class.

2. Match the words below with the

-T refers to the words in the Extra vocabulary box. Ask Ss try to guess what the meaning of each word is.

T does not give answer at this time. Once Ss have done the reading, ask them to guess the meaning of each word in the context.

1.-Run through the exercise

- Ask Ss to answer the questions individually then compare with their partner

-Have Ss complete the exercises individually

-Explain their choices

-Guess

-Discuss

-Work



places in 1

Poor healthcare

High living standards

Clean water

Densely populated

Good education

Crime

Malnutrition

Hunger

3. Read the information about the two places.

4. Work in pairs. Use the information given in 3 to talk about the ways that the two places are different.

Example: The population of Mauritania is very small, only over 3 million people. Hong Kong is much larger. It has more than seven million people.

III. Homework

-Review the lesson

-Prepare for the next lesson.

-Have Ss read the information

-Encourage Ss to talk about the differences

individually

-Read the information

-Work in pairs




Lesson 5: Skills 1

I. Objectives.

By the end of the lesson, Ss can be able to

-know about the largest population cities in the world and their problems

-talk about the disadvantages of living in an overcrowded places

II. Teaching aids:

- Projector.

III. Procedure


- Greetings.


B. New lesson.




I. Warm up. 1. Discussing

London Jakarta Tokyo Shanghai Manila

Ex:

A: I think London is number one, isn’t it?

B: I don’t think so. I think Shanghai is the biggest.

II. Activities: READING

2. Read the passage below and check the correct heading for each paragraph.

1. Tokyo 2. Shanghai 3. Jakarta

4. Manila 5. London

3. Read the passage again. Choose the correct heading for each paragraph.

1. B 2. D 3. C 4. A

4. Reading the passage again and choose the best answer A, B or C.

1. C 2. A 3. C 4. C 5.B

SPEAKING

5. Work in groups. Look at the places below and discuss some

- T asks Ss to look at the list of cities and see if they have appeared in their list on the board.

- Ask Ss to read the passage quickly and put the cities in the order of their population size.

- Check

- Ask Ss to read the passage again. Choose the correct heading for each paragraph.

-Ask Ss to read the passage again and do the exercise independently.

-Divide Ss into groups of five

-Ss discuss the question in pairs and then as a class.

-Read the passage quickly and put the cities in the order of their population size

- Read and choose the correct heading.

-Work individually

-Work in groups of five



possible disadvantages that people using them may have.

1. An overcrowded school

2. An overcrowded bus

3. An overcrowded block of flats

Share your ideas with the class

These verbs and expressions can help.

One disadvantage of ..is…

It’s difficult to ….

It will be ……

III. Homework

-Review the lesson

-Prepare for the next lesson

- Asks Ss to go through the list of different places and note down the problems they can think of for each place.

- Monitor and help Ss with any new words they need.

- Ask a representative to report their findings to the class.

-Report to the class.


Lesson 6: Skills 2

I. Objectives.




II. Teaching aids:



- Projector.

III. Procedure


- Greetings.


B. New lesson.


I. Warm up. Discussing

Look at the film poster below. What do you think the film is about?

II. Activities: LISTENING

2. Listen to the film review and check your ideas.

3.Listen again and answer the questions.

1. The film is based on a book called Q & A

2. The main character of the film is a boy from an Indian slum.

3. He wins a lot of money on an Indian

-T asks Ss to look at the poster as possible.

+ Have you ever seen this film?

+What is it about?

+ Who is the main character?

+ Where do you think the story happens?

- Ask Ss to listen to the recording and check their ideas.

- Ask Ss to read the questions first to see what information they need to answer the questions. Play the recording as many times as necessary.

-Ss discuss the question in pairs and then as a class.

-Listen

-Listen and answer the



game show.

4. Because he is a boy from the slums.

5. The film looks beautiful, is full of emotion and is gripping.

WRITING

4. Read the passage about the slum featured in ‘Slumdog Millionaire’

5. Look at the chart below. It shows the population change in Ho Chi Minh City over the past 30 years. Write a short paragragh describing the change. Use the passage in 4 to help you.

III. Homework

-Review the lesson


- Check

-Have Ss read the passage

-Ask them to underline words/ phrases to describe Dharavi slums or to show the changes in its population.

Ex:

….one of the largest slums,…

-Ask Ss to write a paragragh using the ideas they generated in previous exercises.

questions

-Compare their notes with a partner.

-Work individually

-Work individually




Lesson 7: LOOKING BACK

I. Objectives.






II. Teaching aids:

- Projector, pictures.

III. Procedure


- Greetings.


B. New lesson.


I. Warm –up:

1.Match the words with their definitions.

1. E 2. B 3. C 4. D 5.A

II. Activities:

2. Write a sentence for each of the following words.

Ex: Crime is a problem in big cities.

3. Put an appropriate tag question at the end of each sentence. Then match the questions to their answers.

1. We have more tourists this year, don’t we?

-T asks to work individually

-Repeat the words in the box as a review for pronunciation

-Encourage Ss to think creatively

-Ask Ss to complete this task independently.

- Ask the Ss to work in pairs

-Work individually

-Work individually

-Work individually

- Open-pairs



a. No, there are fewer than last year!

2. You got stuck in a traffic jam on the way home, didn’t you, Mum?

e. Yes, as always, dear.

3. There will be a solution to this shortage of clean water, won’t there?

c. I hope there will.

4. We should do something to reduce poverty, shouldn’t we?

5. Big cities suffer more from air pollution, don’t they?

b. Yes, they do, particularly big cities in China.

4. Look at the situation and complete the effects with more, fewer or less.

Situation. A new factory will be built in my neighbourhood.

1. more2. More3. more4. less

5. Work in groups. Look at the situations and talk about their possible effects.

Ex:

Situation: A cousin is moving in to share your room for two months.

practice speaking

-Ask Ss to complete this task independently

- Close-pairs

-Work individually



Effects: - It will lose my privacy.

- I can have more fun.- I will have less space of my own.Situation 1. The karaoke next to your house is attracting more and more young people coming.

Situation 2. A flea market has been established in your neighbourhood.

Finished

PROJECT

THE WORLD WE LIVE IN

III. Homework

-Ask Ss to use “I will” and “I can” to talk about possible effects.

Then Ask Ss to work on situations 1 and 2 in groups of four.

-Divide class into groups of four to do the project

-Ask Ss some questions to introduces another pictures of the world we live in: an under-populated area.

+ Are they all peaceful?

Don’t they have problems?

-Ask Ss they will explore this area and try to answer the

-Work in groups

-Work in groups



-Review the lesson


questions ‘Why are there few people to live there?’

- Deliver some pictures to each groups and ask Ss to talk about what they see.

- Monitor

Week: 36

Date of teaching: 4 / 5/ 2015

Period: 107

REVIEW 4 (UNITS 10-11-12)

I. Objectives.

By the end of the lesson, Ss can be able to review the 4 skills related to the topics that they have learnt among unit 10-11-12.

II. Teaching aids:

- Projector.

III. Procedure


- Greetings.


B. New lesson.

Time Contents T’ s activities Ss’ activities

10’

I. Pronunciation

1. Listen to the conversation and mark the rasing or falling intonation for each question.

-Remind Ss of the rules for raising/falling intonation in a question.

-Play the recording.

-Listen and mark the intonation.

-Listen again



4’

5’

5’

II. Activities:

2. Form a suitable word from the word stem to fill the sentences

1. solution

2. Overcrowded/ crowded

3. driverless

4. inventions

5. healthier

3. Choose A, B, C to complete sentences.

1. A 2. B 3. A 4. B 5. A

GRAMMAR

4. Use the verbs in brackets in the future simple active (will do) or the future simple passive (will be done) to complete the sentences.

1. will fly

2. will be used

3. will be demolished

4. will have 5. will invent

5. Put the sentences in the right

- Play again and pause at the end of the sentences for Ss to repeat.



- Ask Ss to complete this task independently

and repeat

-Work individually

- Work individually

-Work individually



10’

1’

order to form a conversation.

1. c 2.g 3.a 4.i 5.e 6.f 7.h

8. d 9.j 10.b

III. Homework

-Review the lesson



-Ask Ss to practice the conversation in pairs

-Work individually

REVIEW 4 (UNITS 10-11-12)

I. Objectives.

By the end of the lesson, Ss can be able to review the 4 skills related to the topics that they have learnt among unit 10-11-12.

II. Teaching aids:

- Projector.



III. Procedure


- Greetings.


B. New lesson.

Time Contents T’ s activities Ss’ activities

4’

4’

4’

I. Reading

HUNGER

1.Which of the cause of hunger below do you think is the most serious in your country? Tick () it.

II. Speaking

2. Read the text and choose the best answer for each question.

1. A

2. B

3. B

3. Game

III.Listening

4. Which words (A, B or C) do you think is closet in meaning to the word ‘footprint’?

-Ask Ss to brainstorm


-Explain the rule to Ss

- Divide Ss into pairs to play the games

- Have Ss listen

-Tell the answers

-Work individually

- Work in pairs



4’

4’

24’

1’

A. The effects

5. Listen to the conversation and answer the questions.

1. He is searching for the meaning of ‘footprint’

2. No, it doesn’t.

3. Yes, he does.

4. There will be a lot of greenery around you.

VI. Writing

6.Imagine an ideal means of transport for your area. Write a short description of it.

III. Homework

-Review the lesson


- Have Ss listen and answer the questions

- Have Ss write

-Listen

-Listen

-Work individually



BÀI KIỂM TRA SỐ 1

Môn: TIẾNG ANH LỚP 7- Năm học: 2013- 2014

(Dành cho học sinh tham gia học thí điểm theo Dự án ngoại ngữ Quốc gia 2020)

Marks Teacher’s comments

I: Choose the word whose underlined part is pronounced differently from that of the other words in each group.

1. A. teenager B. together C. guess D. regular

2. A. meat B. reader C. sea D. realize

3. A. horrible B. hour C. hundred D. hold

4. A. much B. drug C. future D. buffalo

5. A. serious B. symptom C. sugar D. sauce



II: Choose the best option to complete the following sentences.

6. I have known her………………..two years.

A. with B. for C. since D. in

7. He ......... many old books for 5 years.

A. recycled B. is recycling C. has recycled D. will recycle

8. To prepare for the new year, I .................. my house again since last month .

A. paint B. painted C. have painted D. has painted

9. They ………..the used plastic bottles with water several times yesterday.

A. washed B. is washed C. are washed D. were washed

10. It is dangerous ............. quickly.

A. driving B. drove C. to drive D. driven

III: Match the verbs in A with the phrases in B

A B

11. donate a. flu

12. have b. eggshells

13. have a c. a mural

14. carve d. blood

15 . paint e. temprature

IV: Read the text and answer the questions.

The first reason why many families do volunteer work is that they feel satisfied and proud. The feeling of fulfillment comes from helping the community and other people. In addition, volunteering is a great way for families to have fun and closer. But many people say they don’t have time to volunteer because they have to work and take of their families. If that’s the case, try rethingking some of your free time as a family. You could select just one or two projects a year and make them a family tradition. For instance, your family can make and donate gift blankets for the old homeless people on



holidays. Your family can also spend only one Saturday morning a month collecting rubbish in your neighborhood.

16. How do people often feel when they volunteer?

…………………………………………………………………………………………..

17. How can your family benefit from doing volunteer?

…………………………………………………………………………………………..

18. Why don’t some people have time to volunteer?

…………………………………………………………………………………………..

19. How can your family help the old homeless people?

…………………………………………………………………………………………..

20. Is collecting rubbish in the neighborhood an example of volunteer work?

…………………………………………………………………………………………..

V: Listen: You will some information about a place called Sea world. Listen and complete questions 21-25. You will hear the information twice.

Sea world

Open: Tuesday – Sunday

Closed during month of: 21……………………………………

Watch a film about the sea in: 22……………………………………

Dolphin show starts at: 23…………………………………….

Shop sells: 24…………………………………….

Child’s ticket costs: 25…………………………………….

VI: Writing: Imagine that you are a doctor. Write an e-mail to respond your patient who is putting on weight. Give him/ her your advice.



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