G AN HKII 11 thí điểm

Attitudes - To help Ss get started for Unit 6 with the topic "global warming" - To provide Ss some motivation Activity 1: Listen and read - Tell Ss that they are going to listen to a con

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WEEK 20

Date of preparation: January 1st ,2018

Unit 6 global warming

A Objectives:

1 Language focus

- To help learners get started with some language items in Unit 6

- For vocabulary, that is words and phrases related to global warming

- For pronunciation, that is intonation in yes-no question and echo-question

- For grammar, that is perfect gerunds and perfect participles

2 Skills

- To help learners get started with 4 skills in Unit 6

- Reading: Skimming and scanning about global warming

- Speaking: Expressing opinions, agreements, or disagreements

- Listening: Listening for gist and specific information about global warming

- Writing: Write an essay about global warming

3 Attitudes

- To help Ss get started for Unit 6 with the topic "global warming"

- To provide Ss some motivation

Activity 1: Listen and read

- Tell Ss that they are going to listen to a conversation between Mai, Ms Hoa and Minh

- Play the recording

- Ask Ss listen to the recording and read the conversation

- Explain new words if necessary

- Ss listen and read the conversation, take notes new word

- Ask Ss to look at the picture and answer the question

Activity 2: Read the conversation again and answer the questions.

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a partner

T < > Ss

- Who do you see in the picture?

- Where do you think they are?

- What are they doing?

carbon print-footinfectious diseaseheat-related illnesses

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10 minutes

5 minutes

- Check their answer, ask them to give evidences for the answer

Activity 3: Read the conversation again match the words and definition

- Ask Ss to read the conversation again, work

in pairs, do the task

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

E 7 H 8 F Activity 4: Find the sentences with the structure having Ved2 - Ask Ss to do the task - Keys: Having planned Having contributed Having treated 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 deforestation 3 Greenhouse gas emission, use of chemical fertilizers, deforestation 4 Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance 5 They should change their daily habits 6 Causes: burning of fossil fuels, using of non-environment friendly products Effects: natural disasters such as floods, droughts, tsunami, acid rain 3 Consolidation 2 minutes

- Ask Ss: What have you learnt today? What can you do now? - Summarize the main points of the lesson T < > Ss 4 Homework 1 minute - Ask Ss to learn by heart the words or phrases related to the global warming - Talking about what we should do to prevent global warming T < > Ss E Experience:

Distributive period: 56

Lesson 2 Vocabulary and grammar

A Aims and Objectives:

- To provide learners some language items in Unit 6

- For vocabulary, that is words and phrases related to global warming

- For pronunciation, that is intonation in yes-no question and echo-question

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2 Skills

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

3 Attitudes

- To encourage Ss to work harder

- Ask some Ss to talk about the causes,

the effect of and solution to global warming

- Take notes and give feedback

- Play the recording and let Ss listen

- Play it again with pauses for them to repeat each word

- Do as appointed

- Pay attention to the intonation

Activity 2: Listen and mark the symbol

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Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now? - Summarize the main points of the lesson - Vocabulary related to the global warming T < > Ss 4 Homework 1 minute - T asks Ss to do exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss E Experience:

Lesson 2 Grammar

- For grammar, that is perfect gerunds and perfect participles

2 Skills

3 Attitudes

B Preparations:

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

- Students: Textbook

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

D Procedures:

1 Check up

3 minutes - Ask some Ss to talk about the causes, the effect of and solution to global

warming

T < > Ss

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- Ask Ss to do the task then compare the answer with their partner

Activity 2: Match the two parts to make complete sentences

-Let Ss finish the task and compare their answers with their partner's

* Keys: 1 Having planned

After we have planned the content …

2 Having treated Because/Since humans have treated the

7 Denis was rewarded for having taken

an active part in the Green Summer activities

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Consolidation

2 minutes

- Ask Ss: What have you learnt today?

What can you do now?

- Summarize the main points of the lesson

- Vocabulary related to the global warming

- Perfect participles and perfect gerunds

- Intonation

T < > Ss

4 Homework

1 minute

- T asks Ss to do exercises again at home

- Prepare for the next lesson

- Complete Exercises in workbook

T < > Ss

E Experience:

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- To provide learners some vocabulary related to the global warming

2 Skills

- To promote Ss to develop their reading skills

- Skim the text to get the general idea

- Scan the text to get some specific details

3 Attitudes

- Ask some Ss to distinguish perfect

participles and perfect gerunds and do the tasks again

- Discuss with a partner

- Let Ss work in pairs, do the task

Activity 2: Read the text and select the statement that expresses main idea

- 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 themeaning

- 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 3: Match the words with their meanings

Activity 4: Answer the questions

- Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

- Let Ss read the text again and locate the parts of the text where they can get the answers

Activity 5: Work in groups, discuss the question

Suggested answers: - pollution

- forest destruction

Pair work

T < > Ss

* Keys: The best title of the text is

"Global warming is mainly caused by humans and has negative impacts on people’s lives"

Pair work

Keys: 1 G 2 F 3 D 4 E 5 B

6 A 7 C

T < > Ss

* Keys: 1.We are responsible

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

3 Deforestation disrupts the process of

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- Put Ss in groups of four and let them discussthe questions freely

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

3.

Consolidation

2 minutes

- Vocabulary related to helping people with disabilities

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

Date of preparation: January 8th ,2018

- To provide learners some vocabulary related to the topic of global warming

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

2 Skills

- To promote Ss to develop their speaking skills

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

3 Attitudes

- Ask Some Ss to go to the board and do

the tasks again

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10 minutes

- Ask Ss to work in pairs, do exercise

- Encourage Ss to explain their choice

- Ask Ss to work by themselves, do thetask then share their answer with theirpartner

Activity 2: The table below presents the reasons why the activities in 1 can help reduce global warming Match them with the activities

- 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 answers

Activity 3: Lan, Mai and Minh are talking about the activities presented in

1 Work in groups of three Complete the conversation using the phrases in the box and then practice it

- Ask Ss to work in pairs, do the task

- Do as appointed

- Let Ss work in pairs and do the task

Activity 4: What do you think about these solutions to global warming?

Work in groups of three Use the idea in

1 and 2 to have a similar conversation

- Ask Ss to do the task

- Vocabulary related to global warming

- Speaking skills: making a conversation based on the sample

T < > Ss

4.Homework

1 minute

- Vocabulary related to global warming

- Do the tasks again

- Read Unit 6 - Listening at home

T < > Ss

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E Experience:

Date of preparation: January 8th ,2018

- To promote Ss to develop their listening skills

3 Attitudes

B Preparations:

1 Teacher

- Teaching aids: Textbook, lesson plan and cassette

- Teaching method: Communicative language teaching

2 Students

- Read through English Unit 6 - Listening at home

D Procedures:

1 Check up

7 minutes

- Ask some Ss to go to the board and talk

about how to reduce global warming

- Ask Ss to work in pairs and do the task

b What is the common cause of all the disasters depicted in the pictures above?

Task 2: Prof Linn is talking to a class of grade 11 students about global warming

Listen to the talk and choose the best answers

- Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers

- Ask Ss to share with their friends to see if they have the same answers or not

- Let Ss listen to the CD for the second timeand try to note down information they didn’t understand for the first time

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Task 3: Listen to the talk again and answer the questions

- Let Ss work in pairs to answer the questions

- Play the tape twice

- Let Ss listen to the recording, do the task then compare the answer with their partner

- Elicit Ss’ answers and give them thecorrect ones

Task 4: Work in groups Discuss if the weather patterns in VN have changed over the last ten years Provide some examples Then report the results to the class

- Ask Ss to listen again and do the task then compare the answer with their partner

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 the topic, you’ll be more willing

to change your lifestyle and you’ll be able to inform others and inspire change

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

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

- To teach Ss to develop ability to think in a logical way to form a well-structured text

- By the end of the lesson, students will be able to:

+ Write an essay about the causes, effects and possible solutions to global warming

+ Develop the writing skills in general Build up vocabulary supported for writing

- Ask some pairs of Ss to talk about causes

- Set a time limit for this activity and assist

Ss if necessary

Task 2: Work in pairs, discuss and complete the outline using the ideas from

1 Brainstorm some possible solutions

- Ask Ss to do the task, then compare the result with their partner

- Draw Ss’ attention to the instructions and questions

- Get Ss to work individually to find the answer

- Ask them to practice in pairs

- Call on a few Ss to report the answers

Task 3: Write your essay using the helpful expressions in the box

- 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

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18 minutes

- Draw Ss’ attention to the instructions

- Point out to Ss how to write an essay

- T goes around and gives help, collects common mistakes for later correction

- Collect 5 stories to mark in class so that all

Ss feel the need to do the task

- Walk around and offer help if necessary

- Get students' answers and comments

- Get some outputs to highlight andcomment and correct the possible mistakes

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

3.

Consolidation

2 minutes

- Ask Ss to complete the writing at home and collect

T < > Ss

4.Homework

1 minute

- Write the text again at home

- Prepare for the next lesson T < > Ss

E Experience:

Lesson 7 culture and project

- To teach Ss about a global warming problem

- To teach Ss to talk and read about Young voices for the planets

- To provide learners some communication samples and cultural items

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

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+ Understand and read about a global warming problem

+ Talk about about Young voices for the planets

+ Get knowledge of Young voices for the planets

- Inform the class of the lesson objectives:

- Read the two passage and answer the questions

- Ask several pairs to ask and answer the questions

Activity 2: What do young Vietnamese people do to reduce the carbon footprint

- Ask Ss to read the text and groups to do the task

- Ask Ss to do as appointed

Project:

1.Work in groups Discuss which of the following activities your group can do to help reduce the carbon footprint

2 Give your group’s activities and campaign name and think about its purposes.

- Let the groups do the task in their free time

Suggested answers:

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 treescan 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 city lawmakers and asked them to ban plastic bags

What can you do now? T < > Ss

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+ Talk about International day for persons with disabilities.

Unit 7 further education

A Objectives:

- 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

- 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 "

- Tell Ss that they are going to listen to a conversation between Phong, Kevin and Maria

- Play the recording

- Ask Ss listen to the recording and read the

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10 minutes

5 minutes

conversation

- Explain new words if necessary

Activity 2: Work in pairs Complete each sentence with no more than three words.

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a partner

- Check their answer, ask them to give evidences for the answer

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

- Ask Ss to read the conversation again, work

in pairs, do the task

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

course

5 apply for scholarships

Keys:

1 They can pursue further education

2 They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college

3 Because they want to take some time before deciding on their career and major

4 Taking a gap year can allow students

to do voluntary work or internships, andtravel This practical experience will make their CVs look good

- Keys: I’d like to work in a business

environment, so I will choose business administration as my major After graduating from secondary school, I will take some Business English courses and I will also work on my presentation skills

WEEK 23

Lesson 2 Vocabulary and pronunciation

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

- For pronunciation, that is intonation in wh- questions

2 Skills

3 Attitudes

- Ask some Ss to talk about the education

system in Viet Nam and in England

- 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: Complete the following simplified diagram of Viet Nam’s education system with the appropriate words form the box.

- 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

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

- Play the recording and let Ss listen

- Play it again with pauses for them to repeat each word

- Do as appointed

- Pay attention to the intonation

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

- Ask Ss to read the word in rows paying attention to the intonation

* Keys: 1 Kindergarten

2 Primary education

3 Lower secondary education

4 Upper secondary education

5 analytical

Whole class

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- Summarize the main points of the lesson.

- Vocabulary related to further education

- The present perfect and the present perfectcontinuous

- Intonation

T < > Ss

4 Homework

1 minute

T < > Ss

E Experience:

1 Check up - Ask some Ss to talk about the education system in

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3 minutes Viet Nam and in England.

- Ask Ss to read the blue box and review the use andstructure of the perfect participles

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

-Let Ss finish the task and compare their answers with their partner's

Activity 3: Choose the correct form of the verbs

in brackets to complete the sentences

- Ask Ss to work individually first, then in groups and check their answers

* Keys: 1 for several days

2 lately

3 since grade 9

4 before

* Keys: 1 have been surfing

2 has been living

3 has been looking

4 have been studying

5 has been teaching

Keys: 1.have read

2 have been reading

3 Have you applied

4 have been waiting

5 has been giving

6 have never understood

- The present perfect and the present perfect continuous

- Intonation

T < > Ss

4 Homework

1 minute

T < > Ss

E Experience:

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- To provide learners some vocabulary related to further education

2 Skills

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

3 Attitudes

- Ask some Ss to distinguish the present perfect

and the present perfect continuous do the tasks again

- Discuss with a partner

- Let Ss work in pairs, do the task

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

- 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 besttitle for the text that gives the general idea of thewhole text

- Help them eliminate the choice that is only one aspect of the text

Activity 3: Match the words with their meanings

Activity 4: Read the text again Decide if the following statements are true, false or not given.

- Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words

- Let Ss read the text again and locate the parts

Vietnamese state-run education system

School Age

Examination

KindergartenPrimary schoolLower secondary schoolLower secondary school3-5

6-1011-1415-17GCSE

* Key: b

Keys: 1 d 2 c 3 e 4 a 5 b

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of the text where they can get the answers

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

- Have Ss work in pairs Ask them to brainstormideas about how to prepare for higher education

T < > Ss

4 Homework

1 minute

- Ask students to learn by heart the new words

E Experience:

- To provide learners some vocabulary related to the topic of further education

- To instruct learners how to express preferences for different further education pathways

2 Skills

3 Attitudes

- Ask Ss to work in pairs, do exercise

- Encourage Ss to explain their choice

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

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Activity 3: Read the conservation again and answer the questions

- Ask Ss to work in pairs, do the task

- Do as appointed

- Let Ss work in pairs and do the task

Activity 4: Work in groups of four

Practice the conversation

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

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

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

5 They provide students with more flexible programmes and schedules

T < > Ss

4.Homework

1 minute

- Complete task 5 at home

T < > Ss

E Experience:

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3 Attitudes

B Preparations:

1 Teacher

2 Students

D Procedures:

1 Check up

7 minutes

- Ask some Ss to answer the question:

What will you do after you graduate from high school?

- Feedback

Listening for specific information about studying abroad

What are they doing?

Task 2: Listen to an international student studying in Viet Nam He is talking about his experience of pursuing higher

education abroad Take notes about each point below.

- Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers

- Ask Ss to share with their friends to see if they have the same answers or not

- Let Ss listen to the CD for the second timeand try to note down information they didn’t understand for the first time

Pair work

They are in Viet Nam They are learningVietnamese cultures They are getting toknow their Vietnamese fellow students

T < > Ss

Individually

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Task 3: Listen again and decide if the following sentences are true, false or not given Tick the correct boxes.

- Let Ss work in pairs to complete the task

- Play the tape twice

- Let Ss listen to the recording, do the task then compare the answer with their partner

- Elicit Ss’ answers and give them thecorrect ones

Task 4: Work in pairs Discuss how you should prepare for studying abroad.

3 Very friendly and helpful

4 Very organized, knowledgeable and thorough, always available for

emergencies

5 Lives with host family, has his own room, comfortable and clean, has internet

6 Eats breakfast and dinner with host family, and lunch with Vietnamese fellow students; food-healthy and delicious; has his favourite dishes

- To teach Ss to write an email asking for information about higher education opportunities

- To teach Ss to develop ability to think in a logical way to form a well-structured text

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+ Write an email asking for information about higher education opportunities

+ Develop the writing skills in general Build up vocabulary supported for writing

Writing an email asking for information abouthigher education opportunities

- Set a time limit for this activity and assist Ss

- Ask them to practice in pairs

- Call on a few Ss to report the answers

Task 3: Choose two of the following points about studying abroad Write an email of 160-180 words to a friend from another country asking for information and advice.

Use the outline in 2.

- Draw Ss’ attention to the instructions

- Point out to Ss how to write an essay

- T goes around and gives help, collects common mistakes for later correction

- Collect 5 emails to mark in class so that all

Ss feel the need to do the task

- Walk around and offer help if necessary

- Get students' answers and comments

- Get some outputs to highlight and comment

and correct the possible mistakes of students

- Give feedback on these papers

T < > Ss

Pair work

Keys: 1 I am writing to ask you for

2 I want to consult you about

3 I am worried most

4 I have to take

5 I am eligible to6.I should send

T < > Ss

1 Dear Kevin

2 I am writing to ask for some information and advice on higher education in your country

3 What are the university entry requirements for international students in the UK?

4 What types of accommodation are available for international students?

5 I wish you and your family the best I look forward to hearing from you soon

6 Regards

Individually

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T < > Ss

3.

Consolidation

2 minutes

- Ask Ss to complete the email at home and collect

T < > Ss

4.Homework

1 minute

- Write the text again at home

- Prepare for the next lesson T < > Ss

E Experience:

WEEK 25

Date of preparation: February 5th ,2018

Lesson 7 Culture and Project

- To teach Ss about higher education in Viet Nam

- To teach Ss to talk and read about further education in Singapore

+ Understand and read about higher education in Viet Nam

+ Talk about about further education in Singapore

+ Get knowledge of further education in Singapore

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15 minutes

22 minutes

Further education in Singapore Activity 1: Look at the Singapore’s education journey Work with a partner Briefly

describe the stages following secondary education

- Focus Ss’ attention on the diagram and allow enough time for the, to describe the stages following secondary education in Singapore’s education system

- Invite individual Ss to present their descriptions in front of the class

Activity 2: Read the text and answer the questions

Singapore’s secondary and further education

- Ask Ss to read the text in pairs to do the task

- Ask Ss to do as appointed

Project:

1 Your English class is going to hold a discussion on the topic “Should we take a gap year after secondary school graduation?”

Work in groups to prepare your presentation.

Discuss reasons for taking a gap year and reasons for immediately entering college or university.

- Let the groups do the task in their free time

2 They have to pass standardized examinations

3 It builds up students’ strengths and develops their talents in both

academic and non-academic areas

4 They can select pre-university education or technical education

5 There are four local universities with degree programmes for higher education

3.

Consolidation

2 minutes

+ Talk about further education in Singapore

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WEEK 25

TEST YOURSELF 2

- To teach Ss about higher education in Viet Nam

- To teach Ss to talk and read about further education in Singapore

+ Understand and read about higher education in Viet Nam

+ Talk about about further education in Singapore

+ Get knowledge of further education in Singapore

- Ask Ss to work on their own first

- Then ask Ss to compare answers with a partner

to see if they have the same answer

- After that, elicit answers from the whole class and correct the wrong ones

Grammar:

Activity 1: Complete these sentences with the verbs in the box Use the present perfect

or present perfect continuous.

- Ask Ss to work individually and then exchangewith others

Group work

T < > Ss

*Keys: 1 academic

2.broaden 3.graduation 4.analytical

5.intership 6

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5 has been travelling

*Keys 1 The graduate students have

been arriving since four o’clock

2 The graduate students have all arrived at the lecture hall

3 She has been doing her research project since last month

4 They have visited this college threetimes (before)

5 I have been learning to play the piano over the last eight months/ for eight months

6 I have been discussing my researchproposal with my professor since the beginning of my course

WEEK 25

Unit 8 our world heritage sites

A Objectives:

- For vocabulary, that is words and phrases related to our world heritage sites

- For pronunciation, that is intonation in choice questions

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- For grammar, that is participle and to infinitive clauses

2 Skills

- Reading: Read for general ideas and specific information in an article about Ha Long Bay and its attractions

- Speaking: Making suggestions about places to visit in the Complex of Hue Monuments

- Listening: Listen for information in a radio programme about Phong Nha – Ke Bang National Park

- Writing: Write an essay about the reasons why Trang An Scenic Landscape Complex was recognized as a World Heritage Site

3 Attitudes

- To help Ss get started for Unit 8 with the topic " Our world heritage sites"

- Tell Ss that they are going to listen to a conversation between Nam and Dan

- Ask Ss to look at the photos and tell you if they can recognise these monuments ( The North Gate, The Flag Tower of Ha Noi)

- Ask them to read the heading and guess what thetwo speakers will be talking about

- Play the recording Have Ss listen and read the conversation silently Then ask Ss if their predictions were correct Have Ss summarise the conversation

Activity 2: Read the conversation again Are the following statements T or F?

- Ask Ss to read the conversation again and decidewhether the sentences are true or false

- Let Ss compare their answers in pairs or groups

- Check Ss’ answers as a class

Activity 3: Match the words in the conversation with the appropriate definitions

- Ask Ss to look at the highlighted words in the conversation, paying attention to the context in which they are used, then match them with the

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5 minutes

6 minutes

appropriate definition

- Let Ss compare answers in pairs or groups

Activity 4: Find the sentences in the conversation which have the same meaning as the following sentences

- Ask Ss to find the sentences in the conversation with the same meaning as the sentences given

- Have them write the sentences in the space provided

- Check Ss’ answers Ask Ss to explain the differences between the sentence structures

Activity 5: Work in pairs Ask and answer the following questions

- Have Ss ask and answer the questions in pairs

- Invite Ss who have visited the site to tell the class about their trip there

- Ask Ss who have not been there to tell the class why they would (or not) like to visit the site

2 Most of the citadel, first built during the Ly Dynasty in the 11 th century and then expand by subsequent dynasties, was demolished in the early 20 th century

3 The only structure to remain intact is the Flag Tower of Hanoi

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WEEK 26

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Unit 8 our world heritage sites

Lesson 2 Vocabulary and Pronunciation

- For vocabulary, that is words and phrases related to the World Heritage Sites in VN

- For pronunciation, that is intonation in choice questions

2 Skills

3 Attitudes

Activity 2: Use the correct form of the word in brackets to complete each sentence

- Ask Ss to study the sentences given and work out thepart of speech that needs to be filled in Discuss the contextual clues that can help to figure out the answers

- Have Ss complete the sentences individually, then compare answers in pairs or groups

2 Pronunciation Choice questions Activity 1: Listen to these exchanges and pay attention to the intonation in choice questions

- Have Ss listen and notice the intonation pattern of the questions

- Have them listen and repeat the exchanges with appropriate intonation

- Ask them to study the Do you know…? box to learn

some general rules of intonation patterns for choice

* Keys: 1 heritage 2

dynasties 3

excavations

4 intact 5 relics 6 complex

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- Summarize the main points of the lesson.

+ Vocabulary related to the World Heritage Sites in VN

+ Intonation in choice questions

T < > Ss

4 Homework

1 minute

T < > Ss

E Experience:

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- Have S work individually first

- Encourage them to refer to the Do you know ? box

to get more information about the classes Ask Ss questions to check if they understand the general rulesrelated to the form and usage of this grammar point

- Ask Ss to compare answers in pairs

Activity 2: Rewrite the sentences, replacing the relative clauses with participle or to infinitive clauses

- Ask Ss to study the example, Have them explain what changes have been made to the reduced clause

( e.g removing the relative pronoun Which and changing the verb connects to its present participle form connecting)

- Have Ss rewrite their sentences on the board

Individually

*Keys: 1 lying 2

dating 3 destroyed

4 made 5 to see 6 to be

recognized

T < > Ss

Whole class

*Keys: 1 Some of the relics

found at the archaeological site

… 2.The Japanese Bridge built in the early 1600s

3 Tourists should avoid purchasing unusual relics …

4 He was the last emperor to rule both parts of the empire 5.We visited an ancient house overlooking Thu Bon River in Hoi An.

6 Trang An Scenic Landscape Complex is the 8 th World Heritage Site in Vietnam to be recognized by UNESCO.

+ Participle and to infinitive clauses

T < > Ss

4 Homework - T asks Ss to do exercises again at home

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1 minute - Prepare for the next lesson.

T < > Ss

E Experience:

- Scan the text to get some specific details

3 Attitudes

- Pre-teach some of the unfamiliar vocabulary items

in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in

Activity 2: Read the text quickly What is it about?

- Ask Ss to go through the three headings Ask Ss to

Pair work

T < > Ss

Individually

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- Set a time limit for this activity since skimming is

a speed-reading technique with the purpose of getting a general overview of the content

- Have Ss work individually, and then compare theiranswers in pairs or small groups

- Check Ss’ answer as a class

Activity 3: Find the word in the text that have the following meanings.

- Ask Ss to look at the meanings provided then read the text again to locate the words

- Have Ss write the correct words next to the definitions given

- Ask them to compare their answers in pairs or groups

Activity 4: Read the text carefully, answer the following questions

- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text

- Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer thequestions

Activity 5: Discuss with a partner

- Ask Ss to discuss the questions in pairs and give reasons for their answers

- Invite several pairs to summarise the discussions and present their decisions to the rest of the class

Encourage other Ss to ask follow-up questions

3 It’s famous for its fresh seafood, such as crabs, prawns and sea clams.

4 Yes Because Ha Long Bay offers lots of things at a reasonable price

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5 These people can enjoy the comfort and elegance of five star hotels and luxury cruise ships.

6 Some may wake up to a beautiful sunrise among the rocks, islets and caves; others may enjoy the cave dinners or the breathtaking view from a

mountain top overlooking the bay.

3.

Consolidation

2 minutes

T < > Ss

4 Homework

1 minute

- Ask students to learn by heart the new words

E Experience:

3 Attitudes

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-Ask Ss comprehension questions to make sure theyunderstand the text

(?) Which is the main place to see?

(?) Who can help you to learn about the citadel?

- Explain any further unfamiliar vocabulary, if necessary

- Have Ss study the example given for reference

- Ask Ss to work in pairs Have them take turns telling each other about the place they recommend visiting in Hue

Activity 2: Work in groups Imagine that you have one day to explore Hue Which attractions would you visit? Discuss and decide on two places you all want to see Use the phrases below.

- To prepare for the task, ask Ss to study the useful phrases and the example given This will help them

to revise the expressions for making suggestions and understand what they are expected to do

- Ask them to form groups of three, and set a time limit for them to prepare and practise their discussions

- Invite several groups ( or all groups if time allows)

to role-play their discussions in front of the class

Encourage the other Ss to give comments and ask follow-up questions

- Give feedback on Ss’ role play

Activity 3: Work in groups Choose a cultural or natural site you think your class would like to explore What can you see and do there? Present your group’s idea to the class.

- Ask Ss to work in groups and decide on a place where all the members want to go

- Set a time limit for the group’s preparation and practice

- Invite some groups to present their idea to the rest

of the class

- Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speechand good presentation skills

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significance and magnificence We can see ancient palaces and the luxury of the royal family Let’s also visit Thien Mu Pagoda We can enjoy the beautiful scenery of the pagoda and the feeling of peace there.

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

- Vocabulary related to our world heritage sites

T < > Ss

4.Homework

1 minute - Vocabulary related to our world heritage sites- Speaking skills: Making a conversation based on

the sample

- Complete tasks at home

T < > Ss

E Experience:

3 Attitudes

B Preparations:

1 Teacher

2 Students

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