Giáo án tiếng anh lớp 11 thí điểm mới nhất (HK2)

T- Check their answers Task 2: * Keys: The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives" Task 3: Matching words with t

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English Lesson Plan - Grade 11

OBJECTIVES OF THE UNIT:

- To use lexical items related to the global warming

- To identify and pronounce intonation in Yes-no questions and echo question

- To use perfect gerunds and perfect participles

- To use must and have to to express obligation.

- To read for specific information in an article about global warming

- To express opinions, agreements, or disagreements about solutions to global warming

- To listen for specific information about the causes and effects of global warming

- To write an essay about the causes, effects and possible solutions to global warming

- To understand the global warming problem and Young voices for the planet

I Objectives of lesson 1

1 Educational aim

- To introduce the unit in general in order to

+ draw Ss’ attention to the topic “global warming” of the unit and its objectives

+ check Ss’ background knowledge of the global warming and their comprehension of the language

- By the end of the lesson, Ss are able to

+ understand the content of the text correctly,

+ read the text fluently

+ do the activities well

2 Knowledge and skills:

* General language knowledge:

- Lexical items: chemical fertilizer, deforestation, ecological balance

- Grammatical structures/items: perfect gerunds and perfect participles

* Skills: - intonation in Yes-no questions and echo question

- Reading for specific information

II Preparation:

- Teacher: lesson plan,

- Ss: reading and considering the tasks

III Anticipated problems

Ss may so Tshould

I WARM UP (5ms)

* Methods/techniques of teaching and learning: Introduction

-*T -T informs the class of the lesson

objectives: Introducing the topic, some

vocabulary related to global warming, the two

grammar points (perfect gerunds and perfect

participles), and intonation on yes-no questions

and echo questions

II NEW LESSON (37ms) Task 1: Listen and read: (7ms)

* Methods/techniques of teaching and learning: communicative

-T asks Ss to look at the picture and tell them

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that the people are Mr Hoa and her students –

Mai, Minh and Lan Mr Hoa is checking how

they are preparing for a team presentation on

global warming and is suggesting some ideas

-T tells Ss that they are going to listen to the

conversation between Ms Hoa and her students

-T plays the recording

-T has Ss listen and read the conversation

silently

-T tells Ss not to worry about the new

vocabulary as unfamiliar words will be dealt

with later in

Play the recording Have Ss listen and read at

the same time

- Answer T’s Qs

Task 2: Answer the questions (7ms)

* Methods/techniques of teaching and learning: Explaination

-This activity focuses on comprehension

-T tells Ss to read the questions carefully before

they read the conversation the second time

-T helps Ss with key words or phrases to make

sure that they understand all the questions

-T lets Ss work in pairs to answer the questions

-T divides the class into three groups and has

each group write their answers to separate

pieces of paper

-T divides the board into three sections

-T reads each question and has a S from each

group stick their answer onto their section on

the board

-T reads the three answers to each question and

has Ss decide on the correct or best one

- Checks and gives the correct answers:

Ss listen , do T‘s requests

Expected answers:

Keys: 1 Global warming

2 Three parts: the causes, the effects, the solutions

3 Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and

5 They should change their daily habits

6 Causes: burning of fossil fuels, using of environment friendly products

non-Effects: natural disasters such as floods, droughts, tsunami, acid rain

Task 3: Complete the definitions: (7ms)

* Methods/techniques of teaching and learning: Instruction

T: -This activity focuses on the meaning of

some key words used in the conversation

-T encourages Ss to use the context and clues in

the conversation

-T asks Ss to read the conversation again and

find the phrases in the left-hand column and

underline them

-T encourages Ss to guess the meanings of the

phrases and then match them with their

definitions in the right-hand column

-T checks Ss’ answer as a class

Keys: 1 C 2 G 3 D 4 B 5 A 6 E 7

H 8 F

Task 4: Find all the phrases having + past participle with form (5ms)

* Methods/techniques of teaching and learning: communication approach

T: This activity focuses on having + past

participle of the verbs Ask Ss to refer back to

the coversation and find all the phrases with the

– ing form Have them compare theirs answers

Do as appointed

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Check answers as a class

- Have Ss compare their answers in pairs/groups

- Check Ss’ answers

III WRAP UP (2ms)

* Methods/techniques of consolidation: Individual work

- Ask Ss to consolidate the main contents

- Ask Ss to tell class about conflicts between

different generation

- Give feedback

IV HOMEASSIGNMENT (1ms)

- T asks Ss to learn by heart the words and

phrases related to globall warming

- Prepare for the next lesson

- Ss listen and take note

Group leader’s comments

Hoàng Thị Thanh Thủy

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English Lesson Plan - Grade 11 Date of preparing: 10/1/2017

 Words and phrases related to the topic

 Understand and use “ having + past participle” of the verbs

* Skills: carrying out the exercises quickly and exactly

II Preparation:

- Teacher: lesson plan, handouts,

- Ss: read the text in advance , look up new words and find some adjectives/nouns/verbs relating

to the topic

- Students may have difficulty recognizing the differences in pronunciation of the stressed words with the mark ,so T should prepare those words and structures to help them

- T asks Ss to make sentences using some words or phrases:

- T corrects Ss’ answers and gives mark

-This activity provides Ss with an opportunity to use the phrases

they learnt in Activity 3 in GETTING STARTED in the

sentences

-T goes through the phrases and checks Ss’ understanding

-T tells Ss to read each sentence carefully and use the contextual

clues to work which phrase best completes it

-T asks Ss:

+What are the surrounding words?

+What do they mean?

-T lets Ss complete the sentences individually

-T checks answers as a class

Task 1: Matching Keys: 1 carbon footprint

* Methods/techniques of teaching and learning: Explanation

Intonation on yes-no questions and echo questions

1 Task 1

-This activity focuses on rising intonation on yes-no questions

-T plays the recording and asks Ss to listen to the questions

Task 1: Listen and repeat:

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paying attention to the rising intonation at the end of each

question

-T plays the recording again

-T pauses after each question for Ss to repeat

2 Task 2

-This activity focuses on rising intonation on echo questions

-T asks Ss to read through the exchanges

-T tells Ss that B’s responses are echo questions

-T elicits from Ss what echo questions are and what intonation

pattern is usually used for them

-T plays the recording for Ss to check the answers

-T has Ss write an upward arrow after the echo questions

-T lets Ss practise the exchanges in pairs

1

C Grammar: (15ms)

* Methods/techniques of teaching and learning:

communication approach

Perfect participles in clauses of time and reason.

-T asks Ss to read the “Do you know…?” box and focus on the

form and use of perfect participles

-T points out that perfect participles clauses can be rather formal

and are not often used in speech However, these structures are

very useful in formal writing as they help combine information

into one sentence

1 Task 1

-The aim of this activity is to help Ss to understand the meaning

of perfect participles in sentences and how to use them in clauses

of time and reason

-T asks Ss to read the sentences with perfect participles they have

written down in 4 in GETTING STARTED and discuss with a

partner how the perfect participle is used in each sentence

-T tells Ss to rewrite the sentences individually

-T checks as a class

2.Task 2

Perfect gerunds

-The aim of this activity is to show Ss how the perfect gerund can

be used to emphasize that an action had happened in the past,

before the past action denoted by the main verb of the sentence

-T points out the two structures:

+Verb + O + Preposition + perfect gerund verb +

Perfect gerund.

-T tells Ss that in many cases the perfect gerund is optional since

it is often obvious from the context which action takes place first

so the simple gerund can be used as well

E.g She denied breaking the flower vase

-T asks Ss to underline the verbs in the second sentences that will

be used as the main verbs or verb phrases in the combined

sentences

-T elicits from Ss each verb or verb phrase

-T has Ss pay attention to any prepositions that need to be added

E.g Suspect (suspect somebody of doing / having done

Task 1

* Keys: 1 Having planned

After we have planned the content

…

2 Having treated Because/Since humans have treatedthe …

Task 2 Matching and combine the

sentences

* Keys: 1 e

2 c

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something)

-T has Ss do the activity individually first, then compare their

answers with a partner

-After that, T checks as a class

-T tells Ss to read the “Do you know….”box

-For weaker Ss, T provides more examples with the verbs

followed by a gerund (simple or perfect one)

-For stronger Ss, T has them work in pairs and make as many

sentences as they can

- T asks Ss to exchange the answers with their partner

- T gives feedback

+Ss work individually to do the task, then discuss their answer

with their peers

+ write their answers on the board

2 The police suspected Mike of having cut down the oldest tree in the park

3 He denied having dumped lots ofrubbish onto the beach

4 Thank you for having saved the lives of hundreds of wild animals

5 They regretted having hunted and killed many wild animals

6 The factory was heavily fined forhaving dumped tons of toxic waste into the river

7 Denis was rewarded for having taken an active part in the Green Summer activities

- T asks Ss to do exercise at home

* Homework:

1 Exercises in workbook: A,B

2 Prepare the next lesson carefully.unit 6 : lesson 3 Reading

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Period: 58

UNIT 6: GLOBAL WARMING

Lesson 3 : Reading

I Aims/Objectives

1 Educational aim: By the end of the lesson, Ss will be able to read for read for general ideas

and specific information about “GLOBAL WARMING”

- read for specific in an article about“GLOBAL WARMING”., understand word meaning incontext and understand references

Words and phrases related to the topic “GLOBAL WARMING”

* Skills: - guessing meaning of words/phrases in a text

- answer questions in a text

II Preparation:

- Teacher: lesson plan, handouts,

- Ss: read the text in advance , look up new words

- T may not have enough time to do all the tasks , so T can ask Ss to do the left at home

1 -This activity is a pre-reading activity which aims to get Ss

involved in the lesson and help them to activate their prior

knowledge about the topic

-T has Ss work in pairs, discuss the problems depicted in the

pictures (greenhouse gas emissions from factories and cars,

deforestation, etc.) and answer the question

-T invites some pairs to present their answers to the class

-T don’t correct Ss’ mistakes at this stage of the lesson

-T just praises them for expressing their opinions and tell them

to compare their ideas with those in the text after they have read

it

- Ask some Ss to share their opinions with the whole class

- T- Check their answers

Task 1: Discuss the problems

depicted in the pictures

Task 2 Read the text and choose the best answer(3ms)

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2 T: -This activity provides Ss with an opportunity to practise

reading for gist and summarizing key ideas into a statement

-T asks Ss to read the text quickly and choose the statement that

best expresses the main idea

-T helps Ss to eliminate the wrong options by analyzing them:

+Option a is a definition of global warming

+b mentions only about one of the effects of global warming

explained in the text

+c is the most comprehensive one since it mentions both causes

and effects

+d mentions only one solution

+c is the best answer as it covers all points mentioned in the text

Ask Ss to skim the text

Ss: Work individually first, then compare their answers in pairs

T- Check their answers

Task 2:

* Keys: The best title of the text is

"Global warming is mainly caused

by humans and has negative impacts on people’s lives"

Task 3: Matching words with the definitions (4ms)

- 3 T: Ask Ss to find the words in the text with the definitions

given

- Have Ss work individually, then check their answers in groups

Ss: Skim the text and compare the answers

Work individually, then compare the answers in groups

T - Check the answers again as in class

Task 3:Matching Keys: 1 G 2 F 3 D 4 E 5.

B 6 A 7 C

Task 4 Answer the questions(7ms) Methods/techniques of teaching and learning: communication approach

- T asks sts to read all the questions, check if they understand all

the question and underline key words of each question before

finding the answer

- Sts work in pairs to underline the answers in the text Finally, 6

sts say the answers, if an answer is incorrect, T tries to elicit it

from other sts

T- Check their answers

* Keys: 1.We are responsible

2 It releases a large amount of carbon dioxide into the atmosphere

3 Deforestation disrupts the process

of absorbing and capturing C02 from the atmosphere

4 They could lose their home

5 They can reduce crop harvest globally

6 Because human beings cannot exist without species diversity on earth

Task 5 - Discussion (7ms) Methods/techniques of teaching and learning: communication approach

- T - Arrange Ss into groups and set a time limit T walks round

to monitor the class and offer s help if necessary

- Have Ss work in groups and take turns to share their problems

- ask some pairs to report the results of their discussion

* Methods/techniques of consolidation: communication approach

- Asks Ss: What have you learnt today

- Calls on some Ss to report their ideas to the class

-tell Ss what they have learnt

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* Homework:

1 Learn by heart new words2 Prepare the next lesson carefully.unit 6 : lesson 4: Speaking

Phu Ly………… , 2017

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- To provide learners different expressions of uses and benefits

2 Skills - To promote Ss to develop their speaking skills

- To help Ss develop the skill of working in pairs and groups

3 Attitudes - To encourage Ss to work harder

- To provide Ss some motivation

II Preparation:

- Teacher: lesson plan, chalks , textbook

- Ss: prepare the lesson

- Ss may be afraid of speaking in public , so T should encourage Ss to participate in the lesson

Introduce the topics by asking Qs

II NEW LESSON (37ms) Task 1: Discuss which of the activities in the table can help reduce global warming.(12ms)

-This activity is the first step in preparing Ss for

achieving the final objective of the Speaking lesson –

expressing ideas/ agreements/ disagreements about

solutions to global warming

-T has Ss read the activities carefully

-T explains any new words/ phrases, if necessary

-T asks Ss to work in pairs and discuss which of the

activities in the table can help reduce global

warming

-T might also be necessary to explain the following

points:

+”Travelling by air around the world to study global

warming” may contribute to the increase of global

warming instead of reducing it as air travel and other

forms of transport such as motor vehicles, rail and

sea transport are main sources of CO2 emissions

-Just “Living in forest surrounded by a diverse

population of species” cannot stop deforestation or

protect species from extinction

Task 1: *Key: 1, 2, 4, 5, 6

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Task 2 Matching (10ms)

-Ask Ss to look at the task 2

-This activity helps Ss link the activities

in 1 to the specific reasons why they can

help to reduce global warming

-T has Ss read the reasons carefully

-T explains any words or phrases if

necessary

-T demonstrate to Ss how they can use the

clues or key words in the reasons to

determine the activities they relate to

-For example, in reason a, the clue are

“petrol” and “vehicle” as these words are

related to “transport” and “bicycle”

-T has Ss work in pairs to match the

reasons with the activities

Task 2:

KEY: 1e , 2b , 4c , 5a, 6d

Task 3.Complete the conversation (10ms)

-This activity provides Ss with a model

conversation expressing ideas, agreement

and disagreement

-T asks Ss to read the conversation and

use the words in the box to fill in the

5 reusing and recycling

Task 3: Make the similar conversation (10ms)

-This activity is free practice: Ss use the

activities and reasons they learnt in 1 and

2 and the model conversation in 3 to

express their own ideas

-T puts Ss into groups of three

-T asks Ss to exchange their ideas and

express agreement or disagreement about

solutions to global warming

-While Ss are doing the activity, T walks

around the class to offer support if

necessary

-T invites one or two groups to role-play

their discussions in front of the class

-T provides comments and corrects any

frequently occurring mistakes

.Ask Ss to work in groups

- Encourage Ss to use the structures listed

in

- Walk around and help Ss if neccesary

Ss -Present orally in pairs

Task 3: Make the similar conversation

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3

Ask Ss to work in pairs

- Encourage Ss to use the structures listed

in

- Walk around and help Ss if neccesary

- Ask some pairs to role-play their

conversation, and give feedback on their

performance

Ss -Present orally in pairs

Task 4: Make the similar conversation

- Give feedback

* Homework:

1 write the dialogue in the notebook2 Prepare the next lesson carefully.unit 6 : lesson 5 Listening

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Date of preparing: 15/1/2017 UNIT 6: GLOBAL WARMING

Period: 60 Lesson 5 : Listening

I Aims/Objectives

1 Educational aim:

By the end of the lesson Ss will be able to listen for gist and specific information in a sportsinstructor’s talk about the global warming

+ Develop the listening skills for details and for specific details

+ talk about the global warming

- Words and phrases related to the topic about the global warming

* Skills:

+ Listen to a sports instructor’s talk and do the true or false exercise and complete the table

II Preparation:

- Teacher: lesson plan, chalks , textbook, pieces of papers and cassette

- Students may have difficulty understanding some words and structures, so T should prepare those words and structures to help sts

to a talk by a professor for specific information about

the causes and effects of global warming

II NEW LESSON (37ms) Task 1: Matching (8ms)

-This activity is a pre-listening activity with aims to

introduce the topic of the listening text and get Ss to

brainstorm ideas related to the topic

A.-T asks Ss to match the words with the pictures

-T has Ss read aloud the words in pairs to make sure

that they can pronounce them

B.-T asks Ss to discuss the question in pairs

-T encourages Ss to write down their answers so that

they can compare them later,

- Have Ss compare their answers Check their answers

- Teacher may explain some new words if necessary

Suggested questions:

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

Task 2 Choose the best answers(6ms)

2.T-This activity focuses on the skill of listening for

specific information

-T tells Ss to read through the questions and the answer

options so that they have some idea about what they

have to listen for

-T helps Ss to identify the key words in each question

-T plays the recording without pausing

Answers:

KEY: 1.d 2.b 3.b 4.c 5.a

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-T has Ss answer the questions individually

-T lets Ss compare their answers with a partner

-T checks as a class If there are many wrong answers,

play the recording again, pausing where Ss may have

difficulty understanding the listening text or where Ss

can get the answer to a specific question

Task 3: Listen and answer the questions (8ms)

-This activity provides further comprehension practice

on the listening text by open-ended questions

-T has Ss read the questions and asks them to pay

attention to the key word(s) in each of them

-T plays the recording again

-T asks Ss to take notes while listening and then use

the notes to answer the questions

-For a weaker class, T pauses after the information for

1 Carbon dioxide, carbon monoxide

2 The thick layer of the greenhouse gases traps more heat from the sun leading to the increase

of the temperature on the earth

3 Heat waves, floods, droughts and storm surges

4 Famine, water shortages, extreme weather conditions and a 20-30% loss of animal and plant species

5 When you have a lot of information about thetopic, you’ll be more willing to change your lifestyle and you’ll be able to inform others and inspire change

Task 4: Discuss the changes in weather patterns in Viet Nam over the last ten years.(8ms)

-This activity is a post-listening one, which provides Ss

with an opportunity to relate the content of the

listening text to their own situation

-T puts Ss into groups to discuss the changes in

weather patterns in Viet Nam over the last ten years

-For a weaker class, T gives Ss some hints such as

longer summer, heat waves, floods, drought, storms,

etc

-T invites Ss from one or two groups to report the

results of their discussion

-T gives encouraging feedback and correct only

frequently occurring mistakes

Task 4:

- Give feedback

* Homework:

1 Learn new words by heart :2 Prepare the next lesson carefully in unit 6 : lesson 6 Writing

Phu Ly………… , 2017

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* General language knowledge: some words and structures related to global warming

* Skills

- read the lists , fill a chart

II Preparation:

- Teacher: lesson plan, chalks , textbook, pieces of papers

Students may have difficulty using some words and structures to express their ideas ,so T shouldprepare those words and structures to help sts

IV Procedure

I WARM UP (5ms)

* -T informs the class of the lesson

objectives: by the end of the lesson, Ss

should be able to write an essay about the

causes and effects of global warming and

possible solution to it

II NEW LESSON (37ms) Task 1: Fill in the gaps (8ms)

1 -The aim of this activity is to provide

some ideas and prepare Ss for the lesson’s

final writing task

-T draws the diagram on the board and

explains to Ss its different parts: there are

several causes leading to global warming,

which has a number of effects on human

life and nature; then some of these effects

can cause further impact on humans and

nature

-T puts Ss into pairs

-T asks Ss to read the phrases carefully

and decide which of them are causes and

Suggested answers:

Causes: 2, 4, 7Effects: 1, 3 6, 8

5 9

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which are effects

-T reminds Ss that they have already

learnt about these causes and effects in

the reading and listening lessons

-T asks a pair of Ss to come to the board

and complete the diagram

Task 2 Discuss complete the outline (12ms)

-The aim of this activity is to help Ss to

develop an outline before they start

writing their essays

-T reminds Ss that all the ideas necessary

for the outline have been provided for

them in the previous parts of the unit

-T tells Ss that they can complete the

outline with just phrases, not complete

sentences

-T writes the outline on the board and

asks some Ss to complete the part of the

outline about the causes and effects while

others complete the outline in their

notebooks

-T has Ss work in pairs to think about the

possible solutions to reducing global

warming

-T reminds Ss of the solutions they have

discussed in the speaking lesson

Answers:

1 Introduction (introduce topic and the main contents)

- one of the biggest issues facing humans nowadays

- caused mainly by humans

- most catastrophic effects on humans

- humans have to take actions to reduce the risks

- the essay will discuss the causes and effects, and possible solutions

2 What global warming is and its cause

- the rise in the average temperature of the earth due to the increase of greenhouse gases in the atmosphere

- causes Carbon dioxide emission Deforestation for farming land Increasing use of chemical fertilizers on cropland

3 Effects of global warming

- heat related diseases and death, and spread of infectious diseases

- melting of polar ice caps and rising of sea levels

- extreme weather patterns such as severe storm, heat waves, floods and droughts

- widespread extinction of species

4 Some possible solutions

- reduce energy use

- planting trees or plants

- Using green methods of transportations

Task 4: Write the text for the brochure (17ms)

T- -The product of this activity should be

Ss’ completed essays

-T asks Ss to write their essays

individually using the helpful expressions

in the box and the outline they have

completed

-T lets Ss work in pairs swapping their

essays for their partners to read and give

comments

-If time is limited, this activity can be

assigned as homework

Alternatively Ss can write the text for the

brochure at home They can also add

some photos to inlustrate each paragraph

and make their brochures look attractive

T collects Ss’ brochures the next class

Answers:

Students’ answers

To begin with:

The deforestation for farmland, wood and paper contributes to higher temperatures which lead to the melting of polar ice caps and rising of sea levels

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Give feedback and comments or invite Ss

to show the best brochures and present

the information in class

-After Ss finished the writing, T gives

some general comments and writes the

good ideas in one column and errors in

another

-T asks the class to comment on the ideas

and correct the errors

- Give feedback

* Homework:

1 Rewrite 2 Prepare the next lesson carefully.unit 6 : lesson 7 Communication and Culture

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By the end of the lesson, Ss will be able to further skill development

1 Language focus - Communication samples and cultural items

2 Skills

- To promote Ss to develop their communication skills and cultural understanding

3 Attitudes - To encourage Ss to work harder

II PREPARATION

1 Teacher - Teaching aids: textbook, lesson plan

- Teaching method: Communicative language teaching

2 Students - Read through English Unit 6 - Communication and Culture at home

Students may have difficulty using some words and structures to express their ideas ,so T shouldprepare those words and structures to help sts

IV Procedure

I WARM UP (5ms)

-Ask ss to answer his/he qs by looking at

1 -This activity aims at developing Ss’

presentation skills on the topic of global

warming

-T tells Ss that they have to present a talk

to an environmental club about one of the

causes of global warming and its effects

In the talk, they will also have to suggest

some solutions related to the problems

-T asks Ss to read the causes in the

Writing section and choose the one they

think is the most important and want to

talk about

-T has Ss study the outline in groups or

pairs before they start preparing for their

Key :

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

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talk

-T encourages Ss to practise their talks

with their partners

-T invites one or two Ss to present their

talk to the class

-T gives comments focusing on the

structure of the talk and Ss’ presentation

-The aims of this section is to provide Ss

with information about how young people

can help to reduce global warming

-As a warm up activity, T asks if Ss know

anything about Young Voices for the

Planet or what the name tell them

-T has Ss brainstorm ideas, but do not

correct them at this stage of the lesson

-T tells Ss that they will find out more

after they read the text

-Some of the words/phrases in the text

may be difficult or unfamiliar T has Ss

guess their meaning or, to save time

-T provides the equivalent words or

explanation in Vietnamese

1 Task 1

-T asks Ss to read the text carefully and

answer the questions 1-4

-To make the activity more interesting

and to save time, T use the “jigsaw

reading” strategy, T puts Ss into groups of

four

-Each S in the group has to read one

paragraph and then answer the question(s)

related to the content of that paragraph

2.Task 2

-The aim of this activity is to encourage

Ss to relate the text content to the

situation in Vietnam

-T puts Ss into groups to discuss the

questions

-T invites one or two groups to present

their answers to the class

Vocabulary:

+awareness+be proud+clean-up+lawmaker

1 It is a series of short films that tell real stories about the different ways young people have contributed to reducing the carbon footprint of their homes, schools, communities and countries

2 Because he has learned about how trees can help to reduce the amount of carbon dioxide in the atmosphere

3 To raise money for the clean-up of the BP oil spill in the Gulf of Mexico in 2010

4 One student stood covered in plastic bags in front of citylawmakers and asked them to ban plastic bags

- Give feedback

- Prepare for the next lesson * Homework:1- learn the structures and vocabularies

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- Ss listen and take note 2- Prepare for the next lesson Lesson 8:looking back and

project

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-some words and structures related to people with Globall warming

- understand and use the having PP

* Skills

+ Pronounce the use of rising intonation on echo questions

II Preparation:

- Teacher: lesson plan, chalks , textbook, cd player, projector

-Students may have difficulty using some words and structures to express their ideas ,so T shouldprepare those words and structures to help sts

-Ss may not have sufficient time to finish the part in 45 mins

-T plays the recording

-T asks Ss to listen and repeat the questions paying attention

to the rising intonation

-T asks Ss to practise reading the exchanges in pairs

-If necessary, T explains that response 2 is a statement and

response 5 is a wh-question, and usually pronounced with

-The eight words and phrases in the box are the ones most

commonly used in the unit

-T has Ss write them in the gaps to complete the sentences

-If times allows, T asks Ss to make their own sentences with

B VOCABULARY

Keys expected:

*Keys: 1 energy use

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these words and phrases

-Alternatively, T asks Ss to do this at home

Give Ss time to read the sentences Set a time limit and get

Ss to do the activity individually

Ask some Ss to read their answers Write the correct ones on

the board if necessary

Have sts work in pairs to work out the answers

Monitor the activity and offer help, if necessary

Check sts’ answers by asking individuals to take turns

reading aloud their answers

– Have Ss do the task individually , then compare their

answers

- Check their answers as class

- T checks with class and asks sts why they make their

choice

Answer:

*Key 1 Having learnt about the benefits

…, the students …

2 Having refused Nam’s offer of a lift

in his car, Mai had to …

3 Having read some documents about Green Earth

4 Having used too much chemical fertilizer on their farm, the farmers …

5 Having replaced all the light bulbs …,she saved

6 Having become too dependent on the use of electricity

Task 2: Complete the sentences (7ms)

T Set a time limit and tell Ss to do the activity individually

Invite five Ss to write their answers on the board Underline

any mistakes and ask other Ss to correct them Provide help

if necessary

Have sts do this activity orally first

– Have Ss do the task individually , then compare their

answers

- T checks with class and asks sts why they make their

4 I remember having seen him before

5 The politician denied having lied to the villagers

6 Thanh admitted having forgotten …

IV PROJECT:(17ms) Task 1: Do some research and find out (8ms)

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PROJECT

*Lead in:

-T informs the class of the lesson objectives: Free practice in

using the language and ideas from the unit in a realistic

situation; team-work skills development

1 Activity 1:

-T puts Ss into groups

-T has Ss in each group choose a leader who will assign

tasks to the member and monitor the work, and a note-taker

who will be responsible for taking notes of the ideas and

consolidate them for later discussions

-T tells Ss that they can choose from the given activities or

think of an activity that is more relevant to the needs of their

school or community

Task 2: Present findings to the whole class (9ms)

2 Activity 2:

-T encourages Ss to make a detailed plan of their activity

-T elicit what information they should put in the table

For example: For the activity of planting trees, T asks Ss

some guiding questions such as:

+Where will you get the tree seedlings?

+Where can you plant them?

+How many trees do you plan to plant?

+When is the best time to plant trees?

+Who will do that?

+What difficulties may you face?

+What effects planting trees will bring to your community?

-T allows one week for Ss to work on their plans

-T has Ss write their plans on large size sheets of paper so

that they can put them on the board or wall for the teacher

and the rest of the class to give comments and feedback in

the next class

- Give feedback

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Period: 62

UNIT 6: GLOBAL WARMING LESSON 7: COMMUNICATION AND CULTURE

I/ Aims:

1-Educational aim: By the end of the lesson, Ss will be able to understand more about protection

of environment They can prepare a talk on global warming for Green Teens Club; Young Voicesfor the planet

2-Knowledge &skill : *General language knowledge

- Vocabulary: words relating to protection of environment

- Grammar: the present simple tense.

*Skill: Speaking and reading

II/ Teaching aids: board, textbook, chalk.

III/ Anticipated problems: Ss may not have enough words to write about the topic, so T should

be ready to help them

IV/ Procedure:

A WARM UP ( 5 ms)

* Methods/techniques of teaching and learning: work with whole class

T: ask Ss to say causes of global warming

Ss: Listen & think

T: Ask Ss to present

Ss: present

causes of global warming

B NEW LESSON (7 ms) ACTIVITY 1 : Communication

* Methods/techniques of teaching and learning: work in groups

- T asks Ss the question:

- Ss answer the question

- T instructs Ss to prepare a talk about one

main cause of global warming, its effects and

solutions to present in the club meeting

- Ss look at books, listen and write down

- T lets Ss work in groups of 4 to discuss their

cause

- T asks Ss to choose the group leader to note

down all the ideas of the group and report them

to the class

-Ss work in groups to prepare for their talks

- T calls some individuals in random to present

their talks

Ss stand in front of class to make the talks

- What is Green Teen Club?

It is a youth organization whose purpose is to protect the environment

3 parts:

- Introduction: Getting attention, introducing the topic and purpose of the talk and giving a preview

of the talk

- Body: Describing 1 of the main causes;

explaining its effects; and giving some solutions

- Conclusion: Restarted message and thanking theaudience

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- T listens and gives coment

ACTIVITY 2 Culture

* Methods/techniques of teaching and learning: work in pairs

- T has Ss look at the pictures and answer the

qs about them.( whole class)

- T asks Ss to work in pairs One reads the text

about how youths can contribute to reducing

the risks of global warming and questions and

another answers the Qs

- T asks Ss if they have any new words, help

them if necessary

- T calls pairs of Ss to ask and answer the

questions; calls other Ss to write answers on

board

- Ss do as the demand of teacher

- T and Ss check and correct the answers

- Ss write down on their notebooks

- T asks Ss to discuss with a partner 2

2 Because he has learnt about how trees can heip

to reduce the amount of carbon dioxide

3 To raise money for the clean-up of BP oil sprill

in the Guif of Mexico in 2010

4 One student stood covered in plastic bags infront of city lawmakers and asked them to banplastic bags

Questions:

1 What do young Vietnamese people do toreduce the carbon footprint of their homes,schools, communities, and country?

2 Do you know any stories about youngVietnamese people who have helped to reduceglobal warming?

C WRAP UP (2 ms)

* Methods/techniques of consolidation: work with whole class

- T sums up the period

- Ss listen to teacher

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II Teaching aids:- Textbook, handouts, pictures

III Anticipated problems: Ss may not have sufficient time to finish the part in 45 mins

IV Procedure:

T: ask Ss to talk about daily routine member in

their family usually does

Ss: Listen & think

T: Ask Ss to present

Ss: present

daily routine

B NEW LESSON (7 ms) ACTIVITY 1: Looking back

1 T asks Ss to read the parts of pronunciation

and do this activity individually Then ask

them to compare their answers in pairs

* check ss’ answers by playing CD

- Ss listen and check

2 Ask Ss to complete the sentences with the

words in the box

- Ss do the Ex individually then check

check ss’ answers and provide correction if

necessary

I.Pronunciation

II VocabularyKey:

1 Ask ss to rewrite the sentences using perfect

participles

– T has Ss do the task individually , then

compare their answers

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2 Combine sentences using perfect gerund

2 Sam regretted not having worked hard enough

in his previous job……

ACTIVITY 3: Project

- T instructs Ss to do project

- Ss listen and focus on the part

1 Ask ss to 2 groups of 4 or 5 who have

prepared for the project

2 Let the groups have some time together to

assemble the results of their reports and then

present to the class orally

- T and Ss pay attention to the presentation

- Ss prepare for thee project through overhead

Discuss the activities your groups can do to help

to reduce the carbon footprint of your school andcommunities

C WRAP UP (2 ms)

- T sums up the period

1 Prepare new part: Unit 2

2 Review the part:

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Date of preparing: 3/2/2017

Period: 64

Unit 7: FURTHER EDUCATION

LESSON 1: GETTING STARTED

I Objectives:

1 Language focus

- To help learners get started with some language items in Unit 7

- For vocabulary, that is words and phrases related to further education

- For pronunciation, that is intonation in wh- questions

- For grammar, that is the present perfect and the present perfect continuous

2 Skills

- To help learners get started with 4 skills in Unit 7

- Reading: Read about higher education opportunities

- Speaking: Express preferences for different further education pathways

- Listening: Listen for information about studying abroad

- Writing: Write an email asking for information about higher education opportunities

3 Attitudes

- To help Ss get started for Unit 7 with the topic "further education "

- T asks Ss to answer some questions to

lead Ss to the lesson

- Ask Ss to guess the content of the

conversation

- Ss stand up to say individually

- Feedback and comment slightly

B LEAD IN (4 ms)

- T introduces the unit and the first part T

may begin by asking Ss about the picture

- Ss look at the picture to answer the

questions

- T asks Ss to focus on the yellow box to

inform the main points of the whole unit

- Ss look at the box then take notes

E.g + Who are the people in the photos?

+ What are they doing?

+ What do you think they plan to do after leavingsecondary school?

C MAIN ACTIVITIES ( 35 ms) ACTIVITY 1: Listening and reading the text

* Methods/techniques of teaching and learning: whole class

- T introduces the text

- Ss look at the text and listen to teacher

- T asks Ss to read through the text in

silence in order to understand the main

content of the text and find out their new

Activity 2

Practise the conversation

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words or the words they can’t read

correctly

- Ss read the text in silence and find out

their new words or the words they can’t

- Ss both read out the text and listen to it

ACTIVITY 2: Completing each sentence

Methods/techniques of teaching and learning: work in pairs

- T introduces the activity with the table

and instructs Ss to do them in pairs

- Ss listen to teacher then work in pairs to

do the exercise

- T calls on 5 Ss to give their answers and

to give evidence from the text

- Ss stand in front of class to say answers

4 vocational courses/ a vocational course

5 apply for scholarships

ACTIVITY 3: answering the questions

* Methods/techniques of teaching and learning: pair work then whole class

- T introduces the activity and instructs Ss

to do the activity in groups

- Ss listen to teacher then work in groups

to do the activity

- T asks Ss to check answers in groups

- Ss check Ss’ answers

- T calls on 6 Ss to give their answers and

to give evidence from the text

- Ss stand in front of class to read their

completed answers

- T listens and checks

Activity 3: Work in groups of three Read the conversation again and answer the questions Keys:

1 They can pursue further education

2 They can help students develop analytical skills, critical thinking and knowledge for higher education

ACTIVITY 4: Discussing your plans after leaving secondary school

* Methods/techniques of teaching and learning: pair work then whole class

- T instructs Ss to do the activity

individual

- Ss listen to teacher then do the activity

- T asks Ss to check answers in pairs

- Ss check Ss’ answers

- T calls on some Ss to give their answers

and to give their places from the text

- Ss stand in front of class to say

- T listens and checks

Activity 4: Work in pairs Discuss your plans after leaving secondary school

- Keys:

I’d like to work in a business environment, so I will

choose business administration as my major Aftergraduating from secondary school, I will take someBusiness English courses and I will also work on mypresentation skills

E WRAP UP (2 ms)

* Methods/techniques of consolidation: whole class

- T sums up the period - Ask Ss: What have you learnt today? What can you

do now?

- Summarize the main points of the lesson

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F HOMEASSIGNMENT (1 ms)

- T gives homework and suggests Ss

prepare for new lesson

- Ss write down and listen to teacher

* Homework:

1 Prepare new part: Language

2 Review the part: Getting started

- Learning the words or phrases related to further education by heart

- Talking about types of further education

Phu Ly………… , 2017

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- To provide learners some language items in Unit 7

- For vocabulary, that is words and phrases related to further education

- For pronunciation, that is intonation in wh- questions

- For grammar, that is the present perfect and the present perfect continuous

2 Skills

- To promote Ss to develop the skill of working in pairs and groups

3 Attitudes

- To encourage Ss to work harder

- T asks Ss the questions about the

education system in Viet Nam and in

England

- Ss stand up to answer

- Feedback and comment slightly

the education system in Viet Nam and in England

B VACABULARY (10 ms)

ACTIVITY 1: : Complete the following simplified diagram of Viet Nam’s education system

- Ask Ss to work individually first and

then in pairs to do the task

- Ask Ss to do the tasks and compare the

results with their partner

Keys: 1 Kindergarten

2 Primary education

3 Lower secondary education

4 Upper secondary education

5 College

6 University

ACTIVITY 2: Completing sentences

- Ask Ss to work individually first and

then in pairs to do the task

- Ask Ss to do the tasks and compare the

results with their partner

Activity 2

* Keys: 1 Academic 2 major

3 vocational 4 postgraduate

5 analytical

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C PRONUNCIATION (10ms) ACTIVITY 1: Listening and repeating

Methods/techniques of teaching and learning: work with whole class

- T introduces the part and instructs Ss to

read the demand to know what to read

correctly

- Ss look at the exercise and listen to

teacher

- T plays CD three times

2 - Ss listen to CD and practice reading them

3 – T asks Ss to pay attention to the

sentences

4 - Play the recording again for Ss to listen,

pausing after each sentence

5 - Ask Ss to study the

1 Intonation on wh- questions Activity 1: Listen and repeat Pay attention to the intonation

the intonation on wh- questions

ACTIVITY 2: practicing saying the sentences with a partner.

Methods/techniques of teaching and learning: pairwork

- Ask Ss to read the word in rows paying

attention to the intonation

- Ask Ss to do the task then compare the

answer with their partner

- Play the recording and let Ss listen and

read chorally

- Ask Ss to listen to the sentences and

practice reading them correctly

- Invite some Ss to read these sentences in

front of the class and correct mistakes, if

there are any

Activity 2: Listen and repeat with correct intonation The practice saying the sentences with

a partner.

D GRAMMAR ( 15 ms) ACTIVITY 1: Finding the time expressions

- T introduces the part, instructs Ss to talk

in groups and gives some guide

- Ask Ss to read the blue box and review

the use and structure of the perfect

participles

- Ask Ss to do the task then compare the

answer with their partner

- Ss listen to T and take notes

- Ask Ss to compare their answer (working

* Keys: 1 for several days

2 lately

3 since grade 9

4 before

ACTIVITY 2: Putting the verb in each sentence in present perfect continuous

-Let Ss finish the task and compare their

answers with their partner's

- Monitor the activity and help them if

necessary

- Check the answers again as in class

Activity 2: Put the verb in each sentence in present perfect continuous

* Keys: 1 have been surfing

2 has been living

3 has been looking

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4 have been studying

5 has been teaching

ACTIVITY 3: Choosing the correct form of the verbs

- Ask Ss to work individually first, then in

groups and check their answers

Activity 3: Choose the correct form of the verbs in brackets to complete the sentences

Keys: 1.have read

2 have been reading

3 Have you applied

4 have been waiting

5 has been giving

6 have never understood

- T sums up the period - Ask Ss: What have you learnt today? What can you

do now?

- Summarize the main points of the lesson

- Vocabulary related to further education

- The present perfect and the present perfect continuous

- Intonation

* Homework:

1 Prepare new part: reading

2 Review the part: language

Phu Ly………… , 2017

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- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details about higher education opportunities

3 Attitudes

II Methods: - The whole lesson: Integrated, mainly communicative.

III/ Preparation: -T: board, textbook, chalk, some pictures.

-Ss: revise old lesson at home.

IV/ Anticipated problems: Ss may need help with the discussion task, so T should ready to help

them

V/ Procedure:

T asks Ss about higher education in

Vietnam

Ss stand up to reply freely

higher education in Vietnam

B BEFORE YOU READ (5 ms)

ACTIVITY 1:

- T introduces the table & asks Ss to

describe it

- Interactions between S & S

- Ss work in pairs and say about them

- T checks their answers:

Activity 1: Look at the table of the British state-run education system Can you make a similar table for the education system of Viet Nam.

Vietnamese state-run education system

KindergartenPrimary school

3-56-10

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Lower secondary school

11-14

C WHILE YOU READ ( 27 ms)

ACTIVITY 1: Listen to CD and read the passage ( 10 ms)

- Let Ss read the three heading a, b, c d

first and make sure they understand all

of them

- Ask Ss to read through the text once

without stopping at the words that they

don't know the meaning

- Ask them to work in pairs to decide on

the best title for the text that gives the

general idea of the whole text

- Help them eliminate the choice that is

only one aspect of the text

Activity 2: Quickly read the text Choose the best answer for it.

* Key: b

ACTIVITY 2: Doing activities 3, 4 (20 ms)

* Methods/techniques of teaching and learning: work in pairs then with whole class

- T instructs Ss to do the activity

- Ss listen to T and look at the activity

- T asks Ss do the activity

by themselves for about 6 minutes

- Ss do individually

- T asks Ss to do the task then compare

the answer with their partner

T checks and corrects

- T puts Ss in groups of 3, asks them to

read the questions first to make sure they

understand them by asking them to

underline key words

- T lets Ss read the text again and locate

the parts of the text where they can get

D AFTER YOU READ ( 5 ms)

ACTIVITY : Discuss with partner ( 5 ms)

- T asks students to work in pairs to

discuss about the question

- T asks them to brainstorm ideas about

how to prepare for higher education in

the UK

Activity 5: Work in pairs Discuss how you can prepare for higher education in the UK.

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- Ss read the questions carefully and

work in pairs to answer the questions

- T calls on a good student to sum up the

passage and the message of the passage

to each student

- Ss stand up to say

Sum up the passage

* Homework:

1 Prepare new part: Speaking

2 Review the part: Reading

Phu Ly, ……… , 2016

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- To promote Ss to develop their speaking skills

3 Attitudes

T: ask Ss to answer some questions about

further education

Ss: answer

T: Control &give suggested answer

B BEFORE YOU SPEAK (5 ms) ACTIVITY

- Ask Ss to work in pairs, do activity

- Encourage Ss to explain their choice

- Ask Ss to work by themselves, do the

task then share their answer with their

partner

Activity 1: Match the phrases with the description

to make sentences.

*Key: 1.c 2 e 3 a 4.b 5.d

C WHILE YOU SPEAK ( 25 ms)

ACTIVITY 1: Doing activities 2, 3, 4 ( 25ms)

Methods/techniques of teaching and learning: work individually and in groups

Explain Ss this activity

- Put Ss in pairs, ask them to ask and do

the task

- Let Ss read the text again and locate the

parts of the text where they can get the

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- Ask Ss to work in pairs, do the activity

- Do as appointed

- Let Ss work in pairs and do the task

T calls on 5 Ss to read 5 complete

sentences

Ss stand up to read

T checks and corrects

T divides class into groups of 4 to practice

the conversation

T lets Ss practice it

T goes around

Ss practice in groups

T calls on 3-4 groups in random to

practice in front of class

Ss go to board to practice in turns

T listens and give comment

2 Because students need some skills for getting a jobbefore they can decide if they want to pursue an undergraduate course or not

3 They are campus-based, part time, full-time, and online

4 “Cloud” learning allows students to work and study simultaneously

5 They provide students with more flexible programmes and schedules

Activity 4: Work in groups of four Practice the conversation

D AFTER YOU SPEAK ( 5 ms)

ACTIVITY Take notes ( 3 ms)

- Think about their choices and reasons

for their preferences for further education

Share their ideas in groups

2 Because students need some skills for getting ajob before they can decide if they want to pursue anundergraduate degree or not

3 They are campus-based, part-time, full-time andonline

4 “Cloud” learning allows students to work andstudy simultaneously

5 They provide students with more flexibleprogrammes and schedules

- T sums up the period - Summarize what they have learnt by asking Ss

some questions:

What have you learnt today? What can you do now?

- Vocabulary related to further education

- Speaking skills: making a conversation based onthe sample

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* Homework:

1 Prepare new part: Listening

2 Review the part: Reading and speaking

Phu Ly………… , 2017

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