Tải Giáo án tiếng Anh lớp 11 chương trình mới trọn bộ năm học 2020 - 2021 - Giáo án cả năm môn tiếng Anh 11 mới nhất

- 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 [r]

GIÁO ÁN TIẾNG ANH LỚP 11 TRỌN BỘ

NĂM 2020 - 2021

Period 1:

INTRODUCTION I Objectives

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

- get an overview of the English book grade 11 in general: themes, units

- know about tests: oral test, fifteen - minute tests, periodical tests, first term test - have a sense of responsibility toward learning the subject

II Teaching method: Communicative III Teaching aids

- CDs & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: No 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up

* Game: Lucky Number

-T divides the whole class into two groups and plays the game

- The leader of each group chooses a number for their own group and does the following

requirement in each question If the answer is correct, they will get 10 marks

- T leads Ss in the lesson

I Topics and units:

- Ask Ss to look through the book then tell class how many units it has

1 Lucky Number

2 How many girls are there in your class? Do you know what your English

teacher’s name is? Lucky Number

5 What you prepare for this semester? Do you like studying English? Why or Why not?

7 How you learn English well? Do you speak English fluently?

- Introduce some more information about the topics (Including five topics in each term) - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back

II Tests:

III Requirements for study preparation

- Each S has books (student book and work book), CDs and notebook

- Prepare for the lesson before class

-Listen to the teacher attentively and take part in the lesson actively and creatively

- Take part in the activities that the teacher requires such as pair work, group work…

- Do all exercises at home, learn new words and structures

3 Becoming independent Caring for those in need

5 Being part of ASEAN + reviews

1- Previous lesson check 2- Fifteen minutes tests (3) 3- Periodical tests (2) 4- First term test

4 Consolidation:

- Summarize the main points: Getting to know the content of English 11, tests,…. 5 Homework:

- prepare for the next lesson: Unit 1- Getting started

-o0o -Period 2:

Unit 1: THE GENERATION GAP Part 1: Getting started I Objectives

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

- get to know the topic, vocabulary about the generation gap and family rules, two grammatical points: should, ought to to give opinions and advice, and must and have to to express obligation

2 Skill

3 Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- CDs & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: No 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up

.Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication

Ask Ss questions about the picture: This is a photo of a big family Who are the people in the photo? Is this type of family popular in your community? Elicit answers from Ss

Tell Ss that they are going to listen to a

conversation between two friends, Sam and Ann Let Ss guess what Sam and Ann are talking about` - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently

- T asks Ss to read the passage again and get information to Task in pairs

- Ask students to compare the answers with a partner

- Ask some students to read the answers - Checks and gives the correct answers:

Activity 1: Listen and read:

Activity 2: Decide whether the sentences are true, false or not given

- Tell Ss this activity focuses on compound nouns • Ask them to complete the definitions, using the

highlighted compound nouns in the conversation

• Ask Ss to check answers in pairs • Check Ss’answers

Ask Ss to read the conversation again to find seven other compound nouns

• Allow Ss to use a dictionary to look up the meanings of the compound nouns

Tell Ss to compare their answers in pairs / groups Then check answers as a class

• Ask Ss to read the conversation again to find verbs expressing duty, obligation, advice Tell Ss to compare their answers in pairs / groups Then check answers as a class

- ask Ss to work in pairs, practise asking and answering the questions given using the ideas from the conversation and Ss’ own ideas

Activity 3: Complete the definitions:

Key

1 A nuclear family Childcare A generation gap Table manners A viewpoint An extended

family

Activity 4: Find the compound nouns grandparents, grandma, grandpa, grandmother, hairstyle, housework, footsteps

Activity 5: Find verbs

Opinion and advice: should, ought to Duty and obligation: must, have to

Lack of obligation: not have to, not need to

Activity 6: Ask and answer

1 I’m a part of a nuclear/extended family I learn a lot of skills from my

grandparents

4 Consolidation:

- Summarize the main points: Getting to know the topic, the vocabulary items related and modals

5 Homework:

- practice the conversation, asking and answering questions - prepare for the next lesson

-o0o -Period 3:

I Objectives

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

• use words and phrases related to the generation gap and family rules

• identify and pronounce strong and weak forms of words in connected speech • use modals to give opinions and advice: should, ought to

• use must and have to to express obligation Skill

- listening, reading Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- CDs & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - act out the dialogue activity 3 New lesson:

T’s and Ss’Activities Knowledge

Draw Ss' attention to the four compounds written as one word: household, hairstyles,

schoolchildren, footsteps

A compound noun is a noun that is made up of two or more words

Each compound noun acts as a single unit and can be modified by adjectives and other nouns

In compound nouns, the stress usually falls on the first word This helps us to distinguish between compound nouns and free word combinations

I Vocabulary: Compound nouns Activity 1:

Example:

a ' greenhouse: a place for growing plants (compound noun)

a ' green ' house: a house painted green (free word combination)

Key: -g 2-h 3-i 4-f

- T asks Ss to read the conversation again and get information to Task individually

- Ss elicit more chores to add to the list

- Ask Ss to compare the answers with a partner - Ask some students to read the answers

- Feedback

• Play the recording for Ss to listen and repeat • Ask Ss to pay attention to the stressed words

with the stress mark before the stressed syllable

• Play the recording again for Ss to listen, pausing after each sentence Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences

Ask Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech

- T plays the recording and asks Ss to listen then circle the word they hear

- T asks Ss to work individually and then check answers as a class

- ask pairs of Ss to role-play the questions and answers in front of the class

Tell Ss that this activity focuses on the use of should /shouldn't, ought to/ought not to, must/mustn't, have to/don' t have to.

• Ask Ss to underline the correct words to

complete the sentences, and pay attention to the meaning of the sentences in order to choose the right word

Activity 2: Complete the questions Key hairstyle / table manners

2 generation gap nuclear family junk food schoolchildren

II Pronunciation:

Activity 1: Listen and repeat:

Activity 2: Listen and check strong, weak weak, strong weak, strong

III Grammar:

Activity 1: Underline the correct words should

• Have Ss work individually first, then ask them to compare their answers in pairs

• Check Ss' answers

Have Ss this exercise individually Monitor the activity and help them, if necessary

• Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board

5 must not

Activity 2: Rewrite the sentences Key

2.You mustn't use your mobile phone in the examination room

3 I don' t have to type my essay

4 You should tell the truth to your family

5.Young people must plan their future career carefully

4 Consolidation:

- Summarize the main points: compound nouns, stressed and unstressed words in sentences, modal verbs: have to, ought to

5 Homework:

- complete the exs, exs in workbook - prepare for the next lesson

-o0o -Period 4:

Unit 1: THE GENERATION GAP Part 3: Reading I Objectives

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

- information about the generation gap, sources of conflicts between parents and children Skill

- reading for specific information Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - write 10 compound nouns 3 New lesson:

T’s and Ss’Activities Knowledge

- Ask the question ‘Where you think family conflicts come from?’

- T asks Ss work in groups, look at the picture and answer the question

- T asks Ss to call out the answers to question freely

• Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner' s • Ask some Ss to share their opinions with the whole class

* Checking

Ask Ss to skim the text and compare their predictions in

Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers

• Ask Ss to match the highlighted words in the text with the definitions given

• Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their

meaning Then match them with the definitions • Have Ss work individually, then check their

answers in pairs or groups

• Check the answers again as a class

Activity 1: Give predictions

Activity 2: Read and check b, c, d, e, f

Activity 3: Match the words with definitions

Key

1 afford impose brand name norms conflicts

- Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if Ss can understand the key words in the questions

- Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it from other Ss

- have Ss work in pairs and take turns to share their problems, and give opinions or advice

- ask some Ss to report the results of their discussion

1.Because they strongly believe they know what is best for their children 2.They want to be more independent, create their own opinions, and make their own decisions

3.They are worried because these clothes may break rules and norms of society, or distract them from schoolwork 4.They want their children to spend their

time in a more useful way

5.No Some of them try to impose their choices of university or career on their children

Activity 5: Discuss with a partner

4 Consolidation:

- Summarize the main points: sources of conflicts. 5 Homework:

- practice the conversation, asking and answering questions - prepare for the next lesson

-o0o -

Period 5:

Unit 1: THE GENERATION GAP Part 4: Speaking I Objectives

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

- speaking: talking about parent-child relationship problems and offering advice on how to solve them

3 Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 4,

3 New lesson:

T’s and Ss’Activities Knowledge

* Checking

- T asks Ss to the brainstorming

Who the work and the feelings

List three household chores you like and dislike Discuss the reasons

Give comments and lead in the lesson

This activity focuses on conflicts between teenagers and their parents

1 Activity 1 B C

cookin

g washingup

Household chores

• Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, or c in the box

• Walk around and help Ss, if necessary

• Have Ss compare their answers Check Ss' answers

• Ask Ss to further discuss if they have ever experienced these situations, and how they felt They may give advice or express their opinions

.This activity focuses on the ideas and useful language that Ss can use in when they talk about their problems with parents

• Ask Ss to read the list of things teenagers and their parents complain about

• Have them tick the complaints that they hear in their families

• Encourage Ss to add some more complaints if they can

• Help Ss with any new language they may need to express their ideas

focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems

• Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem

• Encourage Ss to use the structures listed in Helpful expressions.

• Walk around and help Ss, if necessary

3 A

2 Activity 2

Key Students' answers

Ask some pairs to role-play their conversation, and give feedback

- Ask Ss to consolidate the main contents - Give feedback

4 Consolidation:

- Summarize the main points: parent-child relationship problems and advice on how to solve them

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o - Period 6:

Unit 1: THE GENERATION GAP Part 5: Listening

I Objectives

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

- information about the roles of family members Skill

- listening for details and for general ideas Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

Tell Ss that this activity focuses on listening for

1 Activity 1

general ideas

• Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents Ask Ss to circle what they think the speakers will mention in their conversation

Ask Ss to look at the sentences in task This activity focuses on new vocabulary items • Tell Ss to match the words with their

definitions These words will be heard in the conversation

• Have Ss compare their answers Check their answers

• If you think your class might not be able to understand the conversation, pre-teach additional words

• Tell Ss that they are going to listen to the conversation between Tom and Linda and decide whether the statements are true (T) or false (F)

• Have Ss make guesses first Encourage all possible answers and explanations Write their guesses

on the board so they can see if the guesses are correct later

• Play the recording for Ss to listen • Check Ss' answers

• This activity focuses on listening for specific information and inference (Question 3) • Tell Ss that they are going to listen to the

2 Activity 2 skinny (adj) top (n) stare at (v) balance (v)

3 Activity 3

l F F 3.T 4.T 5.T

conversation again, and a multiple choice exercise

5 B

4 Consolidation:

- Summarize the main points: roles of family members. 5 Homework:

- summarise the listening text - prepare for the next lesson

-o0o - Period 7:

Unit 1: THE GENERATION GAP Part 6: Writing I Objectives

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

- words and structures related to family rules Skill

- writing about family rules Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- summarise the listening dialogue between Tom and Linda 3 New lesson:

T’s and Ss’Activities Knowledge

• Ask Ss to read the family rules provided • Have Ss complete the sentences and think

about the rules in their families They may

1 Activity 1

Suggested answers

add more rules if they can

• Ask Ss to choose the three most important rules that their parents often apply in their family, and then give the reasons in the space provided

• Tell Ss to read and analyse the example so that they know what they are expected to

Help Ss to express their ideas, if necessary Ask Ss to read the text

In pairs complete the chore chart Call some of them to tell class

- Ss present in class

Ask Ss to complete a letter about family rules • Explain that they can use the ideas provided

previously to write the letter

• Have Ss exchange their letters for peer checking Walk around and help Ss, if necessary

• Collect Ss' letters to give further feedback

2.They make me keep my room tidy.

3.They tell me to take my studies seriously. They warn me not to smoke or take drugs 5.They want me to have good table

manners.

6.I am not allowed to stay overnight at my friends' house.

7.They forbid me to swear or spit on the floor.

2 Activity

3 Activity 3 Suggested answer

Pham NgocThach, Dong Da, Ha Noi, Viet Nam February, 10' \ 2016

Dear Lauren,

I' m very happy to know that you' ll be staying with my family for two months We live in a four-bedroom flat on the 15lh floor You will have your own bedroom during your stay here

You asked me about our family rules There are three important ones that we must follow

and I have to make our beds every morning, and clean the floor and windows twice a week

Another important rule is that my brother and I must be home before 10 p.m My parents are very strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy

The third important rule is that we mustn' t invite friends to stay overnight This is not only our family rule, but also the rule for all people living in the building If you have any questions, please let me know We will try our best to make you feel comfortable during your stay with us

I hope you will enjoy your time in Viet Nam Looking forward to meeting you

Best wishes, Ha

4 Consolidation:

- Summarize the main points: write a letter to a teen to inform him/her about the rules in your family

5 Homework: - revise the writing

- prepare for the next lesson

-o0o -Period 8:

Unit 1: THE GENERATION GAP Part 7: Communication and culture I Objectives

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

- information about the return of the extended families in the UK and the USA Skill

3 Attitude

- have responsible attitude towards family rules II Teaching method: Communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - check Ss’ writing 3 New lesson:

T’s and Ss’Activities Knowledge

• Ask Ss to work in groups to practise asking and answering the questions

• Have Ss take notes of their partners' answers, and help them to express their ideas, if

necessary

Ask Ss to read the text carefully and highlight any words they may not know Explain their meaning or have Ss look up the words in a dictionary • Encourage Ss to compare their guesses about

the reasons for the return of the extended families in the UK and the USA with the ones provided in the text

• Have Ss answer the questions, and compare their answers

1 Communication: Discussion about the family rules

Students' answers

(Suggested answers for question 2) Living in an extended family: Advantages: have more support from other family members, Disadvantages: there are a lot of conflicts between different

generations,

2 Culture:

-The number of multi-generational

households with three or four generations living under the same roof

-Unemployment, part-time work and low-paid jobs have become more common The cost of housing has become higher The pressures of childcare and elderly care have become heavier

• Check answers as a class independence and privacy, and the daily conflicts

-They can develop relationships with adults other than their parents

-Old people can become more active when interacting with the younger generations

4 Consolidation:

- Summarize the main points: the return of the extended families in the UK and the USA. 5 Homework:

- learn the structures and vocabulary - prepare for the next lesson

-o0o -Period 9:

Unit 1: THE GENERATION GAP Part 8: Looking back I Objectives

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

- Review of unit 1:

- strong and weak forms of words in connected speech - vocabulary items related to the topic

- the use of should/shouldn' t and ought to/oughtn' t to for giving opinions and advice Skill

- speaking Attitude

- have responsible attitude towards family rules - enhance attitude towards the subject

II Teaching method: Communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity (page 15) 3 New lesson:

T’s and Ss’Activities Knowledge

Ask Ss to identify the stressed words and put a stress mark before the stressed syllables

• Have them listen and check answers

• Ask several Ss to read the sentences aloud Praise Ss who try to stress the correct words, and reduce the unstressed vowels

This activity focuses on the stressed words in short exchanges

• Ask Ss to identify the stressed words and put a stress mark before their stressed syllables • Have them compare their answers with a

partner, and then listen and check

• Ask Ss to practise reading the exchanges in pairs

• Have Ss read the instructions and this activity individually Then ask them to compare their answers in pairs

• Ask Ss to make compound nouns with family • Ss can use a dictionary, if necessary Then they

compare their answers in pairs or groups

I Pronunciation: 1 Activity 1

2 Activity 2

II Vocabulary 1 Activity 1

1 nuclear family generation gap homestay Conflicts curfew 2 Activity 2

Single-parent family Family doctor

• Ask Ss to complete the sentences with should, shouldn' t, ought or oughtn' t.

• Have Ss the task individually first, and then compare their answers

• Check answers as a class

• Ask Ss to complete the sentences with must / mustn' t or have to/has to and don' t have to /doesn' t have to.

• Have Ss the task individually first, and then compare their answers

• Check answers as a class

Family name Extended family Nuclear family Family rules III Grammar: Activity 1: Key:

1- ought to

2- should not, ought to 3- should not

4- oughtn’t to, should Activity 2:

1- have to/has to 2- mustn' t 3- must

4- don' t have to

4 Consolidation:

- Summarize the main points: review of unit 1. 5 Homework:

- complete the project - prepare for the next lesson PROJECT

• Tell Ss that this project aims at providing additional speaking practice and helps Ss to consolidate the language they have learnt throughout the unit

• Ask Ss to work in groups of to Each group will interview 15 teenagers, aged 15-17, living in their area, and take notes of their answers Ss can use the suggested questions

• Ss report their group' s findings to the whole class

Encourage Ss to ask additional questions related to the report

Date of signing: Period 10:

Unit 2: RELATIONSHIPS Part 1: Getting started I Objectives

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

- Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences

2 Skill

- Listening, reading Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about the generation gap in your family 3 New lesson:

T’s and Ss’Activities Knowledge

 Ask Ss to look at the picture and guess what the two people' s relationship is and what they are talking or thinking about

 Tell Ss that they are going to listen to a conversation between a student and her grandmother

 Play the recording Ss listen and read the conversation silently

Activity 1:

Suggested answers

They are grandmother and granddaughter The grandmother is telling her granddaughter to focus on schoolwork, while the girl is thinking about romantic relationships

 Ss read the statements about the conversation and decide whether they are true, false or not given

 Have Ss work in pairs Ask them to read the conversation again, and find the verbs that come before the words in the list This activity helps Ss to discover the use of linking verbs with adjectives

1 T (‘oh, one of my classmates’) 2.F (Mai tells her grandmother they'

re just friends and Nam is not her boyfriend.)

3 T (* there' s no real friendship between a boy and a girl.’)

4 T (Mai' s grandmother went to a single-sex school.)

5 NG

6.T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.)

Activity 3:

1 get involved feel bored

3 are very kind, caring and sympathetic

sounds good

4 Consolidation:

- Summarize the main points: Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation:

Date of signing: Period 11:

Unit 2: RELATIONSHIPS Part 2: Language I Objectives

1 Knowledge

- Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of nouns/ pronouns

2 Skill

- Listening, reading, writing Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - act out the dialogue 3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to match the words or phrases with their meanings

- Ask Ss to pay attention to the context in which the words or phrases in can be used When using a verb or a noun, Ss need to consider its suitable form (tense of verbs; singular or plural form of nouns)

I Vocabulary: Activity 1

Key

1 have got a date break up romantic relationship argument sympathetic lend an ear be in a relationship be reconciled Activity 2

1 lend an ear, broke up reconciled

3 romantic relationship in a relationship, arguments have got a date

- contracted forms in casual speech Ask Ss to find the shortened forms of verbs and negative words (‘not’) and write their full forms in the space provided

- Ask Ss to listen and underline the contractions or the full forms in the exchanges Explain some of the rules for contracted forms Check answers as a class

Notes

a Noun / pronoun, etc + verbs

- The short form ' s(=is/has) can be used after nouns, pronouns, question words, here and there The short forms' d (= had/would), ' ll and ' re are usually used after pronouns, some question words, short nouns, and there

- Full forms are used at the end of a clause (e.g Yes, he is.) or when the speaker wants to emphasise some information, hence the primary stress on the full form (e.g He HAS done it, not WILL it.).

b Verbs + not

-There are two possible contractions for negative expressions, e.g She' s not /She isn' t

Negative contractions can be used at the end of a clause, e.g No, they haven' t

Play the recording for Ss to repeat chorally and

+ shouldn' t - should not +you' re - you are

+we' re - we are +It' s - It is

+there' s - there is +don' t - not +he' s - he is +you' ll - you will +Didn' t - Did not +I' m-I am

Activity 2

1 will, I' ll am

individually

Explain to Ss that linking verbs are used to describe or identify the subjects of the verbs An adjective or a noun can follow a linking verb, but the focus of the lesson is on the use of linking verbs with adjectives

• First, have Ss choose a suitable verb for each sentence from the word box, and then ask them to use the correct form of the verb to complete the sentence

Ask Ss to read the sentences carefully and identify the linking verbs

• Explain to them that some verbs (appear, look, taste, smell, sound, and feel) can refer to an action (= action verbs) and be followed by an adverb

Explain to Ss that cleft structures are used to emphasise a particular part of a sentence

It is is used when the main verb is in the present tense, and It was is used when the main verb is in the past tense

• Ask Ss to put the underlined part (= the focus) in each sentence after It is/was

III Grammar Linking verbs

Activity 1

1 sounds grow/get stay getting seem look

Activity 2

1 unhappy warmly suddenly excited angry annoyed awful quickly

Cleft sentences with It is / was that Activity 3

1.It was her sad story that made me cry 2.It is you who are to blame for the damage /

It' s you that is to blame for the damage 3.It' s hiking in the forest that we really

enjoy

4.It' s your parents that / who you should really speak to when you have problems 5.It' s his dishonesty that I dislike the most 6.It' s Jim that / who Lana is in a relationship

with

7.It was at the age of 20 that he became successful as a famous writer

8.It was in a nice coffee shop that they had their first date

Have Ss practise asking and answering the questions in pairs Tell them not to emphasise any of the words in the questions Encourage them to stress the words in focus in the answers

2 No It was a smartphone that he gave me for my birthday

3 No It' s in Tokyo that I' m going to spend the holiday with my family

4 No It' s a lawyer that I want to become No It' s his brother that / who earns 10,000 dollars a month

6 No No It' s my friend that / who can speak three languages fluently

7 It' s Ha that / who is in love with Phong No It' s at a.m (tomorrow) that we have a meeting

4 Consolidation:

- Summarize the main points: Vocabulary related to relationships, Linking verbs and Cleft sentences, contracted forms of nouns/ pronouns

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 12:

Unit 2: RELATIONSHIPS Part 3: Reading

I Objectives

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

 Understanding a text about teenage relationship problems in an advice column and where people could seek advice when they have problems

2 Skill

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 1,2 (p21)

3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to look at the people in the three pictures, paying attention to their body language Have Ss work in pairs and guess what is happening to these people or how they are feeling

-Tell Ss that they are going to read an advice column in a newspaper including readers' questions and a counsellor' s replies

• Ask Ss to read the questions and replies quickly and find the main ideas

Have Ss choose the best summary of each reader' s problem

Notes

The part of a newspaper or magazine in which a counsellor gives advice to the readers who have sent letters about their personal problems is usually called an agony column In British English, the

Activity 1:

Suggested answers

Picture a The teacher is returning students' papers The boy is depressed because of his poor grades

Picture b Their relationship is breaking up Picture c They' re having an argument Activity 2:

Key

person who gives advice is called an agony aunt or agony uncle.

Have 5s read the five definitions in this part Ask them to find the words or expressions in the text to match with these definitions

Have Ss work in pairs and practise asking and answering questions

- ask Ss to read the text again and find the answers to the questions

- Have Ss work in pairs to exchange their answers - ask Ss to give answers orally

- check with the whole class

Have Ss discuss with a partner Ask them some guiding questions before they start their discussion

Activity 3:

1 be on good terms with someone take the initiative

3 trust

4 engage in (a conversation) drop out (of school)

Activity 4

1 They are close friends

2 Ha told Hoa about her depression and her intention to drop out of school

3 Because Hoa promised to keep Ha’s story secret, but then she told their teacher about it

4 No She tries to explain why Hoa told the teacher about Ha' s problem, and advises Ha to talk to Hoa again

5 He thinks he is short and fat, and girls don' t find him attractive

6 Because Nam does not have a good relationship with the girls in his class The counsellor advises Nam to focus on

his studies, become an excellent student and learn how to start a friendly

conversation with his classmates Activity 5

If you were Ha or Nam, would you feel pleased with the counsellor' s advice? If you were the counsellor, what else would you tell them?

- Summarize the main points:

• Ask Ss: What have you learnt today? What can you now?

• Elicit answers: / can understand a text about teenage relationship problems in an advice column I know where people could seek advice when they have problems.

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 13:

Unit 2: RELATIONSHIPS Part 4: Speaking

I Objectives

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

 More information related to relationships, personal problems Skill

 Speaking: talking about personal problems; asking for and giving advice Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

3 New lesson:

T’s and Ss’Activities Knowledge

Ask Ss to read the conversation quickly to get the main idea.Then they read it again and match the sentences (a-f) with the gaps (1-5) in the

conversation

Have Ss identify the main ideas in the conversation Ask them to answer the questions

Ask Ss to practise the conversation in pairs

Have Ss work in pairs, choose one topic and make a similar conversation

Ask them to use the expressions when talking about problems, asking for advice and giving advice:

Ask Ss to work in pairs or groups Have them take turns talking about the problems that they have had at school or at home (e.g conflicts or

misunderstandings between them and their friends, siblings, parents, or teachers), and what they did to deal with the problems

Activity 1:

1 b e d a f c

Activity 2:

She was chosen to take part in the English Public Speaking Contest in Da Nang, but her parents don' t allow her to go there.They are worried because she has never been away from home

Van advises Chi to ask their teacher to persuade Chi' s parents

Activity 3+4

What' s the problem? What should I do? have an idea

Activity 5:

4 Consolidation:

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 14:

Unit 2: RELATIONSHIPS Part 5: Listening I Objectives

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

 listening to a talk show for specific information about relationships Skill

 Listening, speaking Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about the problems that you have had at school or at home (e.g conflicts or

misunderstandings between them and their friends, siblings, parents, or teachers), and what you did to deal with the problems

3 New lesson:

T’s and Ss’Activities Knowledge

Have Ss discuss the questions in Activity with a partner Ask Ss some other guiding questions: Do

Activity 1:

Suggested answers

you usually tell your problems or secrets to your parents? Are they willing to lend an ear? If you have a boyfriend or girlfriend, will you tell your parents about it?

They can give me some advice

- No, because my parents are very strict and unsympathetic

Ask Ss to listen to a talk show for specific details and choose the best option to complete each statement If Ss cannot find the answer, stop the recording after the sentence containing the information for the answer

Ask Ss to compare their answers with a partner

Activity focuses on listening for more specific information Ask Ss to read the questions before listening, and underline the key words in each question

Example: Q1: main topic

Q2: teenagers, prepare for becoming adults Q3: what, parents do, children experience break-ups Q4: parents, strongly oppose, romantic

relationships

• Play the recording without pausing Ask Ss to listen, write down the answers, and then discuss their answers in pairs

Ask Ss some questions before they start the discussion

What is the purpose of a romantic relationship? Do people start a relationship just for fun or for a possible marriage?

• Tell Ss that the answers to these questions will help them to decide on the "right' age for a romantic relationship

Activity 2: C B C 4 A

Activity 3:

1.The talk show is about how teenagers and their parents deal with problems 2.They need to learn to form safe and

healthy relationships with other people (friends, parents, teachers and

romantic partners)

3.Parents should offer a shoulder for their children to cry on and listen to them

4.No Because their strong opposition will make their children stop talking about

Activity 4:

Suggested answer

A person should start a romantic

4 Consolidation:

- Summarize the main points: develop listening skill (for specific information) and get more information about relationships

5 Homework:

- summarize the listening text - prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 15:

Unit 2: RELATIONSHIPS Part 6: Writing

I Objectives

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

 teenagers' relationship problems with parents or friends Skill

 Writing Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

T’s and Ss’Activities Knowledge - Lead in: Inform the class of the lesson objectives

Explain to Ss that people now tend to write about recent events or any topics of interest and post their stories on the Internet (through social networking sites or online forums)

• Ask Ss to read through the posting and complete it with the words in the box

The focus of this activity is on the different parts of the story posted to the teen forum Ask Ss to read through the list (a-g) and put the parts in the order they appear in the online posting in

.Explain to Ss that there are three topics for them to choose from These topics are about teenagers' relationship problems with parents or friends Encourage Ss to add more details when they write the story

• Ask Ss to write their drafts individually, and then exchange their writing with a partner for peer

feedback Encourage Ss to make revisions, if necessary

• Collect some of Ss’ final drafts and give comments

This activity is optional Have Ss it in class if there is enough time or let them it at home Collect Ss' drafts in the next lesson for further comments and grading

Activity 1: 1.upset 2.shocked 3.influence 4.different 5.talented 6.appearances Activity 2: g c f d e a Activity 3:

4 Consolidation:

- Summarize the main points: write about teenagers' relationship problems with parents or friends

5 Homework: - revise the writing

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 16:

Unit 2: RELATIONSHIPS Part 7: Communication & Culture I Objectives

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

- understanding about online friendship: the advantages and disadvantages of having online friends, and about the different ways of dating around the world

2 Skill

 Listening, reading, speaking Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

T’s and Ss’Activities Knowledge

This activity provides further listening practice Explain to Ss that when

people use the Internet, they have a lot of opportunities to make online

friends from around the world

• Have Ss read the questions and underline the key words before listening

• Play the recording once or twice depending on Ss' level

• Ask Ss to work with a partner to compare their answers Check answers as

a class

Have Ss work in groups and discuss the questions

• Ask the representatives of some groups to report their groups' opinions to the rest of the class

Have Ss read the text about dating in some countries and write the information below the pictures

• Ask them to look at the pictures carefully to find out what the people in the pictures are doing

I Communication: 1 Activity 1:

1.Hung can have more knowledge of different cultures and lifestyles because his online friends come from different places around the world 2.He can contact his friends whenever

he wants, as long as they are online 3.Because he doesn' t have to spend

money on dinners, parties or cinema tickets

4.The most important benefit of having online friends is that he can end a relationship quickly

5.Sometimes he doesn' t know for sure who these friends really are, as they may not use their real names

2 Activity 2:

II Culture: 1 Activity 1:

Example:

In Picture a: A woman is typing on a computer The roses indicate that she is probably on a dating site and someone has sent her a love message.

Ask Ss to read the text again to decide whether the statements are true, false, or not given • Have Ss compare their answers with a partner

Have Ss discuss the question in pairs After their discussion, ask some pairs to report their opinions to the class

In Picture c: A group of young people are probably going camping or hiking.

Key

a online dating/US

b speed dating / Singapore

c group dating / Europe and Australia 2 Activity 2:

1 T F T 4,5 NG F 3 Activity 3:

Suggested answer

Group dating is very popular in Viet Nam, especially among young people Speed dating is not popular as there are no

companies that provide that kind of service Online dating services can be found on the Internet, but they are not very popular as many people think online dating is not safe

4 Consolidation:

- Summarize the main points:

 improve listening, speaking and reading skills

 learn about the advantages and disadvantages of having online friends, and about the different ways of dating around the world

5 Homework: - practice the tasks

- prepare for the next lesson

Date of signing: Period 17:

Unit 2: RELATIONSHIPS Part 8: Looking back I Objectives

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

- reviewing pronunciation, vocabulary, and grammar Skill

 Listening, writing Attitude

- being aware of teenage relationship problems

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity (p26.)

3 New lesson:

T’s and Ss’Activities Knowledge

Help Ss to review the pronunciation rules for contracted and full forms Have 5s underline the words which could be contracted in the exchanges, and then work with a partner to compare their answers

Play the recording Have Ss listen and check their answers

• The six words and phrases in the box are the ones most frequently used in the unit Have Ss

Pronunciation: is

2 am, will, have would, cannot, is is, will not, not

Vocabulary:

1 dating lend an ear

write them in the blanks, making changes to the verb forms, if necessary

This activity aims to help Ss to make questions with linking verbs This is the first step before Ss answer these questions, using adjectives after the linking verbs

Have Ss write their answers in the gaps, using the given adjectives Then ask Ss to practise in pairs One student asks questions and the other gives answers

Activity focuses on cleft sentences Draw Ss' attention to the verb tense of be (is/was) after It and the focus in the first part of each sentence This will help them to choose the right answer

4 meet face to face

5 broke up be in a relationship

Grammar: 1 Activity 1:

1.How did Peter feel when his girlfriend broke up with him?

2 How will I look if I cut my hair short? How did you feel when you lost the game?

4.How did Martin' s voice sound in the live show on TV last night? How does your soup taste?

6 How would you feel if you had no friends?

2 Activity 2:

Suggested answers He felt depressed You' ll look attractive 3.1 felt disappointed

1 His voice sounded awful It tastes great

3 I' d feel lonely 3 Activity 3:

1) f It was me that started arguing with Jim

2) d It' s travelling around the world that has helped me to learn about other cultures

3) a It' s on Friday that Sue usually visits her grandmother

4) g It’s his attitude towards others that really upsets me

6) c It was my old friend that I got the news from

7) e It was in Paris that I started my first romantic relationship

4 Consolidation:

- Summarize the main points:

the contracted forms of verbs and negative words, linking verbs, cleft structures 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Project:

1 - For this project, Ss vote for the best story for a storytelling contest organised by the school, • First, ask Ss to think about the questions in the Student' s Book and take notes They can

this individually

• Then have them discuss their notes in groups, and get some feedback from the group members • Next, have Ss work individually to write their stories Ask them to think about the following

ideas when they draft their stories: * setting (where it happened)

* characters (who was involved; what their personalities were)

*structure or planning (introduction, incidents or events, conflicts, solutions)

*moral lesson of the story (Examples: Don' t tell lies to your friends or parents; don' t run away from problems; be ready to help people in need.)

• Finally, ask Ss to practise telling their stories in groups

2 Each group chooses the best story which meets the two criteria (content and storyteller' s performance)

• The best storyteller of each group tells his / her story in front of the class Date of preparation:

Date of signing:

Period 18:

PERIODICAL TEST

I OBJECTIVES:

➢ Check the language and skills that they have learnt in the units 1,2

➢ practise their examining skills

➢ have positive attitude toward self-study and self-evaluation

II METHOD: Observation and evaluation

III TEACHING AIDS: photocopied test papers

IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- Check Ss’ preparation for doing the test

- Remind Ss to obey the test rules

3 New lesson:

- Matrix

- Questions

- Answer

4 Consolidation:

- Give general comments on Ss’attitude during the test

- Summarize the main points tested: main points of unit 1+2

5 Homework:

- revise some key points

- prepare for unit 3- Getting started

Date of preparation: Date of signing: Period 19:

Unit 3: BECOMING INDEPENDENT Part 1: Getting started

I Objectives

1 Knowledge

- getting to know the topic of becoming independent, the vocabulary related to being independent, and the grammar points of the unit: to-infinitives after cetain nouns and adjectives

2 Skill

 Listening, reading, speaking Attitude

- be raised an awareness of being independent

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: No 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up

- shows Ss some pictures and ask Ss to answer the questions

Ss Look at the pictures and answer the questions

T elicits answers from students, encourages different interpretations

Lead in: These people are doing the work without being paid for it What you call this kind of work?

(Expected answer): BECOMING

INDEPENDENT

In our lesson today, you will know about volunteer activities

* Questions:

1 What words come up to your mind when you think of an independent person?

2 Does an independent person often ask for help when doing things?

3 Can she things for herself?

1 Listen and read

-Topic: an independent person

- Vocabulary: reliable, determined, confident, …

- asks Ss to guess what the conversation might be about by reading the title “An independent person”

- T asks Ss some questions about the

conversation: “What are Mai and Lan talking about?”

- Ss can guess the content of the conversation - play the recording

- listen and read the conversation at the same time

- ask Ss to underline vocabulary related or the grammar points which appear in the dialogue

- lets Ss read the questions first, then read the conversation again to answer the questions Ss work in pairs to practice asking and answering the questions

- Ss report their answers

- check if they have any difficulty in understanding the conversation

- refer the conversation to get clues for their answers

- check Ss’ answers and encourage Ss to give their opinions to answer the question

- ask students to look through the task then work individually to finish the task

- work individually to finish the task - ask them to work in pairs to compare and

2 Answer the questions: * Expected answers:

1 Because Minh doesn’t rely on other people for help and isn’t influenced by other’

people’s opinions

2 Because he always completes his tasks on time, and never needs to be reminded about assignments and other schoolwork

3 He tried hard and spent the whole night an a hard Maths problem when most student in the class had given up

4 He always tries to find solutions to his problem and seldom needs help from others Responsible, reliable, self-reliant, decisive, determined, well-informed and confident Ss’ own answers

3 Match each word with their definitions d

2 e b c f a

4 Find the sentences with To-infinitive after certain adjectives and nouns in the conversation and write down them in the spaces below

check their answers

- call some students to give the answers then give the correct answers

- tell Ss to take a quick look at the conversation to find the sentences with To-infinitive after certain adjectives and nouns, underline them and then write down

- Ss work in pairs

- Check their answers and give the feedback

2 Evan our Maths teacher was very surprised to read his answer

3 His parents must be really pleased to have such a son

4 But he still has time to read, … It’s interesting to talk to him

6 I really admire his ability to make decisions so quickly

7 You’re lucky to have a close friend like him

4 Consolidation:

- Summarize the main points: getting to know the topic of becoming independent, the vocabulary related and the grammar point to-infinitive

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation:

Date of signing: Period 20:

Unit 3: BECOMING INDEPENDENT Part 2: Language

I Objectives

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

- To-infinitives after adjectives and nouns Skill

 Listening, reading, writing Attitude

- be raised an awareness of being independent

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - act out the dialogue 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

T asks Ss to look at the pictures and write down adjectives to describe them

- Ss give the adjectives (if they can’t, T give some letters to help them find out Adj easily) - T leads into the new lesson

T explains to Ss what they are supposed to

Ss can use dictionaries to look up words to complete the table

T can point out the use of suffixes such as – ity, -ce, -ness, -tion as a word formation strategy Ss speak out

T writes the corresponding word form on the

I: Vocabulary

* Activity 1: Complete the table with words that have the same roots as the adj in the first column

Adjective Noun Adverb

1 reliable reliability reliably 2 confident confidence confidently 3 independent independence independently 4 self-reliant self-reliance

5 decisive decisiveness decisively 6 determined determination determinedly 7 responsible responsibility responsibly

* Activity 2: Complete the sentences with some of words from

board

- T asks Ss to work individually first - Ss work individually

- T lets Ss work in pairs or groups to compare their answers

- Ss work in pairs or groups to compare their answers

- T calls some representatives to speak out their answers and explain them if T asks

- T gives feedback

T shows the pictures and has Ss read aloud the sentence

Ss read aloud

T elicits

T introduces how to link between a consonant and a vowel

T plays the recording for Ss to listen

T plays the recording again with pauses for Ss to repeat each sentence

Ss listen and repeat the sentences Ss study The Yellow stick note

T asks Ss to work in pairs and take turns reading the sentences in rows

- Ss practice the sentences a few times - T invites some Ss to read the words and

6 decisively independence

II: Pronunciation (linking between a consonant and a vowel)

- Linking between a consonant and a vowel is a very important feature of English as it helps preserve rhythm and makes the spoken language sound natural

* Activity 1: Listen and repeat the

following sentences, paying attention to the linking between the words

- Linking can occur when a word ends in a consonant and the following word starts with a vowel The consonant sound is linked with the vowel sound

* Activity : Listen and link ( )the consonant sounds and the vowel sounds Then practice reading the sentences III Grammar:

* Activity 1: To-infinitives after nouns/ adjectives

Form:

S + linking V + N/ Adj + TO- infinitive 2 Uses:

We can use the to- infinitive after certain adj to give a reason for the adj

Eg: I’m happy to meet you again.

corrects their pronunciation

- T reminds Ss of To-infinitives after nouns/ adjectives

- T asks Ss to pay attention to sentences with TO- INFINITVE in GETTING STARTED

- Ss write down and discuss how to TO- infitive used in these sentences

- T gives feedback

- Ss make some examples of their own

- T gives explanations and provides help when necessary

- Ss rewrite the sentences

- T asks Ss to work in pairs to check their answers

- T gives feedback and highlights TO- infinitive

- T lets Ss the exercise individually

* Note:

We can use the to- infinitive after with IT and certain adj to make a comment or judgment It + linking V + Adj + TO- infinitive Eg: It is interesting to talk to him.

(IT is the formal subject while the infinitive phrase is the real subject of sentence

Eg: Talking to him is interesting

1 It’s good to have a friend you can rely on (It + linking V + Adj + TO- infinitive) Even our Maths teacher was very surprised to read his answer (S + linking V + Adj + TO- infinitive)

3 But he still have time to read….( S + linking V + N + TO- infinitive)

* Activity 2: To-infinitives after adjectives The little boy was afraid to jump into the pool

2 She is proud to be the leader of the group The students were excited to hear that they had won the competition

4 My mother was very surprised to hear that I would take part in the storytelling contest I’m sorry to disturb you

* Activity 3: To-infinitives after Noun

It’s unreasonable to expect that everybody will understand

2 It’s impossible to guess what will happen It’s easy to learn some simple sentences in English such as How are you? or Thank you His decision to take part in the contest surprised all of us

- Ss work by themselves

- T observes and helps them if necessary

- T asks Ss to take turns reading the sentences aloud and then write them on the board

- Ss read and write the sentences

- T gives comments

- T ask Ss to look at examples and the exercise individually

- Ss work by themselves

- T observes and helps them if necessary - T asks Ss to take turns reading the sentences aloud and then write them on the board

- Ss read and write the sentences

- T elicits Ss’ answers about rules

- Ss study the rules given in the yellow box and give examples

- T explains the rules if necessary

- T lets Ss the exercise individually - Ss work by themselves

- T observes and helps them if necessary - T asks Ss to take turns reading the sentences aloud and then write them on the board

- Ss read and write the sentences

5 It’s possible for you to finish the project on your own

* Note: We can use the to- infinitive after certain abstract nouns to say what action they relate to

NOUN+ TO- infinitive

Eg: Your dream to become a teacher will come true

* Activity 4: To-infinitives after Noun

You are not ill so there’s no need to stay in bed

2 My teacher has the ability to make complicated things easy to understand His decision to take part in the contest surprised all of us

4 I couldn’t get permission to go to the party I didn’t know about their plan to go to Nha Trang for the summer holidays

4 Consolidation:

- Summarize the main points:

- vocabulary related to the topic, suffixes to form adjectives - linking between a consonant and a vowel

- complete the tasks

- prepare for the next lesson

Date of preparation: Date of signing:

Period 21:

Unit 3: BECOMING INDEPENDENT Part 3: Reading

I Objectives

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

- time-management skills Skill

 Reading: scanning, skimming Attitude

- be aware of the importance of time-management skills II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 3,4. 3 New lesson:

T’s and Ss’Activities Knowledge

Warm up Chatting

- T plays a video about time-management and ask Ss some questions to set the topic of reading?

- Ss give their answers

- T encourages Ss to give different viewpoints

- T introduces the title of the reading text

* Activity 1:

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

Have Ss work with a partner

Group-work

- Ss read the text quickly and choose the statement they think it’s the main idea of the text

- T goes around the class to help Ss with some difficult if necessary

- T asks Ss compare with the others

- T doesn’t give feedback

- T asks Ss to read through the passage, check if the statements are true, false or no given, referring to the text if necessary

- T asks them to underline the key words in the statements and relevant words/ phrases in the text - Ss read the text and underline the key words in the statements and relevant words/ phrases in the text

- Ss work individually to the task, then discuss their answers with their partners

- T calls on some Ss to give their answers and asks them to give clues from the reading text

- T gives feedback

- T asks Ss to this exercise individually, then compare with a partner

+ ask them to scan the text to find answers to the questions

+ let them highlight the keys words both in the questions and in the text

+ let them take turns asking and answering in pairs.- Ss this task, then discuss their answers with their partners

- T checks Ss’ answers and give further

* Activity 3: Read the statements Decide if they are true, false or not given

NG

2 F (However, the ability to be an independent person does not develop naturally.)

3 F (… You need a number of life skill to stop relying on your parents and older siblings.)

4 T

5 T

* Activity 4: Read the text again Answer the questions

1 With good time-management skills, you don’t feel very stressed when exam dates are approaching; you can act more independently and responsibly, get better grades at school and have more time for family and friends

2 Write the things you will have to on a planner or an app on your mobile

device, and put time limits on them

3 So you can check them later

4 Decide what is important to you and give it the most of your time or add it to the top of your list

5 Once routines are developed, they take less time to

explanation if necessary

- T asks Ss to look back at the text to locate the highlighted words

- Ss try to guess the meaning of each of the highlighted words, based on the context

- Some representatives read aloud their answers

- T checks Ss’ answers

Group-work

- T has Ss work in groups of to note down the time-management skills mentioned in the text

- Ss express giving opinions that they know

- Ss take turns speaking

- T joins some group and reminds Ss to take turns speaking

- T asks some representatives from groups to perform in front of the whole class

- Feedback by listening to each other

- Making plans

- Prioritizing activities

- Developing routines

4 Consolidation:

- Summarize the main points:

 Reading for general information and specific ideas about time-management skills 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 22:

I Objectives

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

- the skills teens need to develop in order to become independent and the reason why those skills are necessary

2 Skill

 Speaking Attitude

- be educated to raise their awareness of becoming independent II Teaching method: Integrated, mainly communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

Warm –up: Brainstorming

- T shows Sts the pictures and asks Ss how to manage their time?

- Ss look at the pictures and give their own answers

- T asks Ss if these skills are useful - Ss comment

Lead in: These people are doing the work without being paid for it In our lesson today, you will talk about local community development

- T asks Ss to work in pairs to look at the table and discuss and match the skills with the appropriate reasons

- Ss discuss and match

- T goes around and help Ss when and where necessary

- Ss compare their answers with the others in groups

- T calls on some Ss to give their answers by reading aloud these activities and the reasons why they are important

- T checks Ss answers

- T asks Ss to read the conversation

- Ss read and use the words in the box to fill in the blanks individually first

- T has Ss work in pairs to role-play the conversation

- Ss work in pairs and role-play

- T asks Ss to look at Activity and decide on the three most urgent / important skills for them to in order to become independent and the reason why those skills are necessary

Ss make a similar conversation as the one in 2 - T asks Ss to practice using Useful phrases in speaking

- Ss support reasons based on their own experience

- T joins some pairs and help Ss when and where d f e a g b c

* Activity 2: Lan and Minh are talking about what they think are the most important skills they need in order to become independent Use the words in the box to complete their conversation. Then practice it in pairs

1 loneliness decisions

3 Interpersonal communication communicate

* Activity 3: Work in groups Look again at the activities in Discuss and decide on the three most urgent / important things to in your local area and explain why (page 42) Useful phrases:

necessary

- T asks some pairs to practice speaking their dialogues in front of the class

- Feedback by listening to each other

- T asks some pairs to present their conversation - Some pairs perform their decisions in front of the whole class

- Other Ss in the class may raise questions to ask the presenter for further explanation

- T asks the class to vote for the pair with the most interesting ideas

- The pair having the most votes will be awarded by the teacher

4 Consolidation:

- Summarize the main points:

 Talk about the skills teens need to develop in order to become independent and the reason why those skills are necessary

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 23:

TEST CORRECTION I OBJECTIVES:

- Enhance attitude towards self-study and self-evaluation II METHOD: Integrated

III TEACHING AIDS: marked test papers IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - Activity 4

3 New lesson:

- return the test papers with mark to Ss

- ask Ss to check their test papers and correct each sentence - Note structures, expressions and grammar

- call for Ss’ marks 4 Consolidation:

- Summarize the main points of the lesson: Main points tested 5 Homework:

- Prepare for the next lesson: Unit 3-Listening

Date of preparation: Date of signing:

Period 24:

Unit 3: BECOMING INDEPENDENT Part 5: Listening

I Objectives

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

- listen to a radio show of three grade 11 students for specific information Skill

 Improve Listening skill Attitude

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - No

3 New lesson:

T’s and Ss’Activities Knowledge

T tells the requirements of the task

T asks the Ss to work in pairs

Ss answer the questions and explain why

T introduces the title of listening: How parents help you become independent

Listen to check prediction

- T plays the recording and let Ss the exercise - Ss listen to the tape one more time and match the statements with the speakers

- T calls on Ss to check their answers

- Ss give clues for their answers

* Activity 1: Look at the photo and answer the questions:

- What are the people in the photo doing? - Do you think the boy needs his father’s help to learn to ride a bicycle independently?

* Activity 2: Listen to an interview on Life Skills., the most popular radio show for teens and parents, and match the

statements with the speakers Long: b, f

2 Tuan: a, d Minh: c, e

* Activity 3: Listen again and answer the questions

1 They didn’t let him to any household chores and drove him to school until he finished Grade

2 To voice (speak out) his opinion They focus on teaching him about

responsibility

Listen for detailed information

- T asks Ss to read the questions carefully to make sure that they understand what is asked in each questions

- T has them underline the key words if necessary

- T plays the recordings once or twice

- Ss listen then compare the answer with their partners

- T invites representative from pairs to present the answer to each question to the class

- T gives feedback and corrects if necessary

- T has Ss work in groups of to tell your group members whether you were brought up in the same way as Long, Tuan or Ming

If Ss meet some difficulties finding ideas, T should help them with guided pictures

- T asks some representatives from groups to practice speaking in front of the class

give him a reward

5 To chores and follow a set routine He can make his own choices about these

items

* Activity 4: Work in groups Tell your group members whether you were brought up in the same way as Long, Tuan or Minh.

4 Consolidation:

- Summarize the main points:

 improve listening skill and remember how parents help you become independent 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 25:

Part 6: Writing I Objectives

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

- useful language used in writing a letter requesting information

- know that tone is very important in writing Skill

 Writing, reading Attitude

- awareness of being independent

II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 4.

T’s and Ss’Activities Knowledge

- T asks Ss to list some kinds of letter

- Ss list

- T elicits Ss’ answers and introduces the new lesson

Activity 1:

* Expected answers:

- T has Ss look at the advertisement for life skills course in Teenage Magazine answer the questions

- Ss read the advertisement and read aloud their answers

- T elicits vocabulary using explanations and examples

- T lets Ss repeat the new words in chorus, individual

- Check Ss’ vocabulary using the technique Letter template

- T asks Ss to read the letter and find out the right order letter

- Ss read and discuss with their partner

- T checks Ss’ answer and inform this is a sample letter

- T asks Ss to read the problems and identify their signs one by one

- Ss read and find signal words by themselves

- T lets Ss compare with their groups

- Ss share and compare their answers with their friends

- T checks Ss’ answer by asking Ss to read their answer aloud and correct wrong answers if there are any

2 Those who want to be independent /live on their own successfully

3 The skills to overcome the feeling of loneliness

4 A discount on the tuition fee

5 Write to Ms Angela Brown

* Activity 2: Denise is interested in the life skills courses Below is her letter asking for further information, but the parts are jumped-up Put them in the right order according to the template.

1 d a f

4 b e c

* Activity 3: Match each problem and identify its sign

1 c, d

2 a, e

3 b, f

* Activity 4: Imagine that you have one of the problems above Write a letter similar to the one in to Ms Brown for advice on a suitable course and get further information about:

- course duration

- lecturer/ trainer

- T makes sure that Ss know why they write the letter

- T explains to Ss that now they should pretend that they have one of the problems, and need to take a course to overcome their problem

- Ss read the sample letter again and write a letter asking for further information about the course they need to take

- T asks Ss to have peer correction

- T chooses some writings to correct them in front of the class

- T makes a list of Ss’ common mistakes in their writings

- certificate

4 Consolidation:

- Summarize the main points:

 improve writing skills

 Know how to write a letter enqiuring about a training course 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 26:

Unit 3: BECOMING INDEPENDENT Part 7: Communication and culture I Objectives

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

- discussion about a father’s words to his son to work out what it means to be independent

2 Skill

 Listening, reading, speaking Attitude

- remember what their parents have done to help them to become independent II Teaching method: Integrated, mainly communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - check Ss’ writing

3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up

T asks Ss some questions to set the scene

Ss answer

T elicits Ss’ answers and introduces the new lesson

T writes : What it means to be independent

Ss speak their minds

T helps Ss understand this saying

- T elicits vocabulary using explanations

Ss read “A father tells his son”

Group discussion

* General questions:

Have you ever listened to your father’s words? If yes, what did you do?

COMMUNICATION

* Activity 1: Discuss the extract and prepare a short talk expressing your group’s opinion about it

Vocabulary

- gotta: have got to

- gonna: going to

- Ss work in groups discuss questions

- T calls some groups to ask them to perform in front of the whole class

- Other Ss can raise questions for the performers

- T gives comment

- T asks Ss to look at the pictures and raise the question “ Are there any differences between thee ways American and Vietnamese parents raise their children?

- Ss answer T’s question

- T elicits Ss’ knowledge about American vs Vietnamese ways of raising children

- T tells Ss to read two passages about how American and Vietnamese parents raise their children and answer the questions

- Ss read the questions first to find out key words in these questions

- Ss read the passages on their own, find information to answer questions

- T asks Ss to compare with their partner

- T checks Ss’ answers

son to grow up to be?

2 What’ does the father mean by saying: you got a dream, you gotta protect it And you want something, go get it? Do you agree with him? Why or why not?

3 What’ your dream? How you protect it and make sure it will come true one day?

CULTURE:

American Vietnamese

* Activity 1: Read two passages about how American and Vietnamese parents raise their children and answer the questions

1 To teach their children to live independent

2 To protect their children and to provide them with a happy and wealthy childhood

3 They make them things such as washing, cleaning and cooking for themselves from the time they are very small

4 No Vietnamese parents seldom ask for their children’s opinions before making family choices

5 They show respect for them and let them voice their opinions on family issues

4 Consolidation:

- Summarize the main points:

 improve listening, speaking and reading skills

 learn about the differences between the ways American and Vietnamese parents raise their children and help them to become independent

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 27:

Unit 3: BECOMING INDEPENDENT Part 8: Looking back

I Objectives

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

- review of unit Skill

 Listening, reading, writing Attitude

- being aware of the need to become independent II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- activity 2: talk about the differences between the ways American and Vietnamese parents raise their children and help them to become independent

T’s and Ss’Activities Knowledge Warm-up:

- T plays a piece of song and asks Ss to take notes the words that link the final consonants and initial vowels

- The winner is the person who has the most words in class

- T gives presents for the winner

- T leads into the new lesson

- T lets Ss practice reading sentences

- Ss say the words linking the final consonants and initial vowels

- T checks Ss’ pronunciation and helps Ss say these sentences correctly

- T plays the recording for Ss to listen to the sentences and repeat

- Ss listen and the exercise, then cross check with their friends

- T checks Ss’ answers

T asks Ss to read the paragraph below and link the final consonants and initial vowels

- Ss read and link

"Hello"

I' ve been alone with you Inside my mind

And in my dreams I' ve kissed your lips A thousand times

I sometimes see you Pass outside my door Hello!

Is it me you' re looking for? I can see it in your eyes I can see it in your smile You' re all I' ve ever wanted And my arms are open wide ' cause you know just what to say And you know just what to And I want to tell you so much I love you

I Pronunciation

* Activity 1: Listen and repeat these sentences

1 He’s a teacher of E nglish in a n u rban school

2 My brother is well-informed about local issues

3 Most Americans use some forms of discipline for their children

* Activity 2: Read the paragraph below and link the final consonants and initial vowels

- T checks Ss’ pronunciation and helps Ss read correctly

- T plays the recording for Ss to listen to the sentences and check their answers

- Ss this activity individually Then compare their answers with a partner

- T calls on Ss to give answers

- Ss go to the board and write their answers

- T asks Ss to explain their answers if necessary and gives feedback

- T lets Ss remember how to combine the sentences, using To- infinitive

- T asks Ss to combine the sentences

- Ss this exercise individually Then compare their answers with a partner

- T asks Ss to write their answers on the board

- T has other Ss comment

- T checks Ss’ answers on the board

T asks Ss to rewrite the sentences using the nouns in brackets and To- infinitives without changing the meaning of the sentences

anyone else That is what many young people strive for However, the ability to live independent does not develop naturally: you need a number of life skills to stop relying on your parents and older siblings

II Vocabulary

Choose the words from the box to complete the following sentences confident

2 well-informed determined decision decisiveness responsibly Reliability independent III Grammar

* Activity 1: Combine the sentences, using To- infinitive

1 Denis was happy to receive a letter from his mother

2 Ann was so lucky to pass the exam

3 It’s impossible to learn a foreign language in one day

4 The students are very keen to take part in the Green Day activities

5 It’s necessary for you to develop habits that will keep your body healthy and clean We are relieved to hear that Helen is feeling better now

7 It’s difficult to guess what will happen.\ It’s important to learn how to cope with loneliness

- Ss this exercise individually Then compare their answers with a partner

- T asks Ss to write their answers on the board

- T has other Ss comment

- T checks Ss’ answers on the board and gives explanation if necessary

birthday gift from an old friend

* Activity 2: Rewrite the sentences using the nouns in brackets and To- infinitives without changing the meaning of the sentences

1 Their goal to win the first prize seems unrealistic

2 Nobody knew about his dream to become a doctor

3 Her failure to obey the school rules upset her parents very much

4 Tania’s ability to speak three foreign language is amazing

5 Tom’s attempt to persuade his parents to allow him to join the club failed

6 He made an effort to overcome any difficulties by himself

4 Consolidation:

- Summarize the main points:

 Review of unit 3: pronunciation, vocabulary and grammar 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Extra-exercise:

Rewrite sentences, using It’s + adj./ noun + to-infinitive

Key

1 Guessing what will happen is

difficult.

2 Knowing when a rat will get loose is

hard.

3 Doing this project in 24 hours is

impossible.

1 It' s difficult for me to

guess what will happen

2 It' s hard to know when a rat will get

loose

3 It' s impossible for us to this

4 Taking a break twice a day is important

5 Working on your own project is

possible.

6 Being here is exciting

7 Getting cold in the laboratory is

likely.

8 Putting on your lab coat is a good

idea.

9 Having you here is a pleasure.

10 Working in this lab is an honor.

4 It' s important to take a break

twice a day

5 It' s possible for you to work

on your own project

6 It' s exciting for us to be here

7 It' s likely for it to get cold in the

laboratory

It' s a good idea to put on your lab

coat

It' s a pleasure for us to have you

here

It' s an honor for us to work in this

lab

_

Date of preparation: Date of signing: Period 28+29:

REVIEW I Objectives

By the end of the lesson, students will be able to:revise the language and skills they have learnt in units 1-3

1 Knowledge

+ Vocabulary: Words / phrases related to topics “The generation gap”, “Relationships”, and “Becoming independent"

2 Skills

 Listening, reading, speaking, writing Attitude

- have responsible attitude towards their study and life II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - during the new lesson 3 New lesson:

T’s and Ss’Activities Knowledge

1 Form compound nouns with the words in the box Then complete the sentences using the correct ones.

- Ask Ss to this activity individually, and then compare their answers with a partner Check answers as a class and write the correct ones on the board

2 Complete the sentences with correct words from the box

- Have Ss this activity individually Then ask a student to write his / her answers on the board Check the answers with the whole class

3 Listen and link the final consonants and initial vowels in the sentences Then

LANGUAGE Vocabulary Activity

1 housework childcare viewpoint

4 grandparents girlfriend

Activity relationship an argument reconciled independent self-reliant Pronunciation Activity 3.

read them aloud

- Play the recording and have Ss this activity individually, and then compare their answers with a partner Write the sentences on the board Then ask Ss to practise reading the sentences aloud

4 Complete these sentences with should/ shouldn' t/ought to/ought not to/must/ mustn' t/have to/has to.

- Elicit the form and use of the modals: should/ shouldn' t/ought to/ought not to/must/mustn' t/ have to/has to

- Ask a volunteer to the activity on the board while the rest of the class works on it individually

- Check Ss' answers, and ask Ss to provide explanations for their choice of modals if necessary

5 Rewrite the following sentences to emphasise the underlined parts using It is/was that.

- Elicit the form and use of the sentence structure It is / was that

- Have Ss this activity individually, and then compare their answers with a partner

- Ask a student to write his / her sentences on the board Check the answers with the whole class

6 Write new sentences with a similar meaning Use the to-infinitive after the adjective

- Elicit the use of the to-infinitive

- Ask Ss to this activity individually, and

school

2.Look at these pictures and answer my questions in English

3.Tom used to live in his parents' house, but he' s moved into a new flat with some friends

4.Can I have a cup of apple tea? 5.Don' t forget to turn off the lights

when you leave after the party Grammar

Activity

1 should / ought to

2 shouldn' t / ought not to must / have to mustn' t

5 must / has to

Activity

1. It was in Greece that the first Olympic Games were held

2. It was Nam who / that won the first prize in the English speaking contest 3. It' s a chocolate cake that I am making

for my best friend' s birthday party 4. It was in 1759 that Scotland' s most famous poet Robert Burns was born 5. It' s working on a computer that gives

me headache Activity

then compare their answers with a partner - Write the correct answers on the board

library

4 She was very surprised to see him at the party

5 I was sorry to hear that your grandma was ill

1 and Read and complete the text with the words from the box, then answer the questions

Ask Ss to complete Activities and

individually and compare their answers with a partner Then give the correct answers and any explanations if necessary

3 Work with your partner Make a conversation about your friend' s problem and give them advice Use your own ideas or the suggestions below - Ask Ss to work with a partner to make a conversation about a friend' s problem One student explains the problem while the other asks questions and offers advice Ss may use their own ideas or the suggestions

- Encourage Ss to swap roles and role-play the conversation again

4 Listen to recording about relationship problem

between parents and teenage children Decide whether the following statements are true (T) or false (F) according to the speaker

- Play the recording once for Ss to listen and

SKILLS Reading Activity

decisions hopefully unemployment advantage straight qualifications

7 possibility practical Activity

Around the age of seventeen There is more unemployment Getting a job more easily

4 There are many opportunities for training

Speaking Activity

Your friend' s problem: - getting bad exam results Your advice:

- spend less time surfing the Internet for pleasure

- spend more time searching information for assignments

- work harder

- ask a teacher for extra tuition

choose their answers

- Play the recording again pausing at

appropriate places and highlighting the clues in the listening text, so Ss can check their answers Then give the correct answers, for weaker Ss - Play the recording several times pausing after sentences to check Ss’ comprehension

5 Read the advertisements and choose one of the language schools you want to attend to improve your English

- Ask Ss to read the two advertisements and choose one of the language schools they would like to attend to improve their English

6 Write a letter requesting more information I about the language courses You can ask about the starting date, course duration, teachers experience, fees and course certificate. - Ask Ss to write a letter requesting more

information about the language courses Ss may write their drafts first in class, swap them with a partner for peer review, and write their final version at home

2 F T F T

Writing

Sample letter: Dear Ms Smith,

I saw your advertisement about the language courses on your website I am interested in learning English, and I am writing to enquire about the English courses at your centre

I can read and write in English, but I can' t speak the language very well If necessary, I can complete an oral test I want to improve my pronunciation, and hope to be able to practise my English with native speakers

I would also like to have more information about the starting date, course duration, teachers' experience, fees and course certificate

I look forward to hearing from you Yours sincerely,

Thu Trang

4 Consolidation:

- Summarize the main points:

revise the language and skills they have learnt in units 1-3 5 Homework:

- practice the tasks

- prepare for the next lesson

Date of signing: Period 30:

UNIT 4: CARING FOR THOSE IN NEED Part 1: Getting started

I Objectives

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

- Get to know the topic: vocabulary about people with disabilities; the past simple and the present

(Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate. Skills

 Listening, reading

o Scanning for specific information to answer questions o Identifying the meaning of words depending on the context Attitude

- have responsible attitude towards helping people with disabilities II Teaching method: Integrated, mainly communicative

III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - during the new lesson 3 New lesson:

T’s and Ss’Activities Knowledge

Lead-in:

T: Inform the class of the lesson objectives Introduce the topic by asking Ss to talk about the photos of people with disabilities Then elicit more ideas from Ss’ background knowledge

Encourage Ss to talk about disabled people’s achievements Tell them to include respect for disabled people and donation to charities in their discussion

Ss: Listen and answer

Talk about disabled people’s achievements; include respect for disabled people and donation to charities in the discussion

T: Ask Ss questions about the illustration: Tell Ss that that are going to listen to a conversation in a school library between three friends: Mai, Kevin and Maria

Let Ss predict what these friends will be talking about

Encourage and accept all types of predictions from Ss

Play the recording Ask Ss to listen and read the conversation at the same time

Ss: Answer the questions: Listen

Predict what these friends will be talking about Listen and read the conversation at the same time

T: Asks Ss to work first individually, and then in pairs to decide whether the statements are True(T) or False(F), or not given(NG) ss can provide their answers They may refer back to the conversation to get the necessary information

Checks sts’s answers and give explanation Ss: Work in pairs to practice asking and answering the questions

Give explanation

1 Activity 1:

Who you see in the picture? What are they doing?

What you think they are going to with the gift?

Read the question and example and think of their own answer to the question

Work individually first, then with a partner Give answers

Have sts read the question and example Ask them to think of their own answer to the question Sts work individually first, then with a partner

Elicit some answers and writes the best ones on the board Give feedback and discuss any points

3 Activity 3:

Ss’ answers may vary

4 Consolidation:

- Summarize the main points:

Get to know the topic: vocabulary about people with disabilities; the past simple and the present

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 31:

UNIT 4: CARING FOR THOSE IN NEED Part 2: Language

I Objectives

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

- enrich their vocabulary with words or phrases related to people with disabilities and how to support them

- know the elision of weak vowels before /l/, /n/ and /r/

 Listening, reading Attitude

- have responsible attitude towards their study

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up: Ask and Answer

T: Ask sts work individually, read each of the words and think about its word class

Guide sts that they should read each explanation and decide if it defines a verb, noun or adjective

Call some sts to give out the answer Have two sts write the answers on bb Check & give remarks

Ss: Work individually, read each of the words and think about its word class

Some sts to give out the answer Two sts write the answers on bb Listen

T: Go through the words in the box and check

How you perceive and treat people with disabilities? How you about Nick Vujicic?

A VOCABULARY: 1 Activity 1:

1 b; e; d; c; a

sts’ understanding

Ask sts to complete the sentences individually Check the completed sentences as a class, making sure that all sts have the right answers

T: Explain elision of vowels, especially the schwa sound/ə/ Elision is not mandatory Weak vowels are sometimes elided before the sounds/l/, /n/ and/r/ to speed up or simplify the pronunciation of a word

Play the recording for sts to listen and follow Play the recording again for sts to repeat chorally and individually

Help sts to distinguish between the pronunciation without elision and the pronunciation with

elision

Ask sts to work in pairs, taking turns to pronounce the words twice- with and without elision of weak vowels

T: Ask sts to read the instructions and explain the task

Ask them to read the sentences, focusing on the words in bold and have sts repeat

Play the recording for sts to repeat once or twice Extend this task by having sts take turns reading each of the sentences twice- with and without elisions of weak vowels

Ss: Read the instructions and explain the task Read the sentences, focusing on the words in bold and have sts repeat

Listen

Take turns reading each of the sentences twice-with and twice-without elisions of weak vowels

2 cognitive donation physical hearing

B PRONUNCIATION Elision of vowels

1 Activity 1:

2 Activity 2:

T: Tell sts that the activity focuses on the past simple and the present perfect tense of verbs Ask if they can remember any rules for the use of the past simple and the present perfect that they have learnt in the lower grades

Have sts work in pairs to figure the answers Monitor the activity and help sts, if necessary Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs Remind sts of the past participle forms of regular verbs and irregular verbs

Check answers as a class

T: Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect

Let sts work in pairs to give answers Observe and help when and where necessary

Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences

C GRAMMAR 1 Activity 1:

1 launched decided invited

4 have completely changed have collected

2 Activity 2: decided have joined have volunteered presented

5 have donated talked

7 have sent visited

4 Consolidation:

- Summarize the main points:

- words or phrases related to people with disabilities and how to support them - the elision of weak vowels before /l/, /n/ and /r/

- the past simple and present perfect Ask sts:

I can talk about people with disabilities and how to help people in need I can use the past simple and the present perfect to talk about past actions with time expressions I can recognize and pronounce words with elision of vowels.

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 32:

UNIT 4: CARING FOR THOSE IN NEED Part 3: Reading

I Objectives

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

- get information about how to help people in need

- know words and phrases related to attitudes to disabled people and community activities Skills

 develop reading skill: scanning, skimming Attitude

- have responsible attitude towards helping people with disabilities II Teaching method: Integrated, mainly communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

T’s and Ss’Activities Knowledge

T: Shows the symbols used to indicate access for people with disabilities

Provide sts with some information about improving accessibility for disabled people Have sts look at the symbols and work in groups to compare the answers Encourage sts to explain and give reasons for their answers Correct answers as a class & have sts guess the possible content of the reading text

T: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e) provide help, if necessary Explain the meaning further and give examples Check answers as a class

T: Tell sts that the activity focuses on reading for general ideas and have them read the headings quickly before the texts that follows Explain to sts that repeated and similar vocabulary can form a vocabulary chain in a paragraph, and consequently help express the main idea of the paragraph

Have sts skim the text individually to choose the best heading for each paragraph Then sts can check their answers with a partner

1 Activity 1:

Ss: Look at the symbols and work in groups to compare the answers Encourage sts to explain and give reasons for their answers

Keys suggested

People with mobility impairments/ disabilities.

People with visual impairments/ disabilities. People with hearing impairments/ disabilities. People with speech impairments/ disabilities.

2 Activity 2:

Ss: Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e). Keys suggested

- b - d - e - a - c

3 Activity 3: Ss: Listen

Skim the text individually to choose the best heading for each paragraph

Write the answers on the board Keys suggested

Check answers as a class and write them on the board Give feedback

T: Tell sts that the activity focuses on reading for specific information and that sts cannot write more than three words in each blank Ask sts to read the passage gain and fill in the blanks Remind sts to pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed

Have sts write their answer individually and check with their partner

Check answers as a class & provide feedback

T: Put sts in pairs and ask them to discuss the questions freely:

Ask one or two pairs to report the discussion results to the class

Give remarks

4 Activity 4:

Ss: Read the passage gain and fill in the blanks

Pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed

Write their answer individually and check with their partner

Keys suggested

1 students with disabilities record popular books participating fully in ‘record-breaking’

5 this Christmas unforgettable Activity 5:

Ss: Work in pairs and discuss the questions freely

One or two pairs to report the discussion results to the class

Listen

How can you help children with disabilities in your community?

4 Consolidation:

- Summarize the main points:

+ Reading for general ideas and specific information about helping people disabilities

+ Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate. 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 33:

UNIT 4: CARING FOR THOSE IN NEED Part 4: Speaking

I Objectives

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

- describe reasons for getting involved in donating to charities and supporting disabled children

- Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, coach, cognitive impairment.

2 Skills

 Speaking: discussing and interviewing Attitude

- have responsible attitude towards helping people with disabilities II Teaching method: Integrated, mainly communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

T: Write Get involved! On the board and give sts time to discuss the phrase

Ask:

Activity 1: Ss: Answer Listen

Explain the activity aims to differentiate between the notions “reason” and “activity”

Have sts read the phrases, and check answers as a class

T: Explain the context and ask sts to read through the phrases in the box

Have sts work in pairs to fill the gaps in the interview

Check answers as a class and give feedback Allow enough time for sts to read the interview individually before they practice in pairs

Monitor the activity and select some pairs to role-play the conversation in front of the class

T: Ask sts to read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh School

Ask sts to prepare the reason why they want to volunteer, and what they can Tell sts that they can use suggestions in Activity

Have sts work in pairs to share their ideas and suggestions

Choose one or two pairs to role-play their

Have you ever taken part in campaigns to help people with disabilities?

Why you volunteer to help people? How can you help people in need? Keys suggested.

1 R; A; R; R; 5.A Activity 2:

Ss: Read through the phrases in the box Work in pairs to fill the gaps in the interview

Listen

Read the interview individually before they practice in pairs

Role-play the conversation in front of the class

Keys suggested.

1 volunteer position special school

3 change people’s lives in the past

5 improve coordination clearly and effectively Activity 3:

Ss: Read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh School

Prepare the reason why they want to volunteer, and what they can

Work in pairs to share their ideas and suggestions

conversation in front of the class

4 Consolidation:

- Summarize the main points:

- reasons for getting involved in donating to charities and supporting disabled children, what people can for the society and people with disabilities

- Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, coach, cognitive impairment.

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 34:

UNIT 4: CARING FOR THOSE IN NEED Part 5: Listening

I Objectives

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

+ know more about the achievements of people with disabilities (a famous girl with disability)

+ know what Ss can to support them Skills

 improve listening skill for specific information Attitude

- have responsible attitude towards helping people with disabilities II Teaching method: Integrated, mainly communicative

III Teaching aids

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

Show pictures of Albert Einstein, Ludwig van Beethoven and Thomas Edison

Ask:

Who are they?

What disabilities you think they had?

Have sts read the instruction about a famous girl with a disability and the table they have to complete

Play the CD Ask sts to complete the notes while listening

1 Activity 1: Expected answers:

a Albert Einstein, learning disability b Ludwig Beethoven, hearing loss c Thomas Edison, learning disability

2 Activity 2:

Complete the notes while listening Listen the CD again and check their answers

Compare their answers before checking answers as a class

Keys expected Name: Nguyen Anh Nationality: Vietnamese

Kind of disability Glass-bone disease Interests Singing and helping charitable campaigns

Title honoured by UNICEF Global outstanding child with a disability.

3 Activity 3:

Recall what they heard and guess the words to complete the sentences

Check their answers Listen

Have sts listen the CD again and check their answers

Have sts compare their answers before checking answers as a class

Ask sts to recall what they heard and guess the words to complete the sentences Then play the recording again for sts to check their answers Play the recording twice if necessary

Check answers as a class & provide feedback

Ask sts to work in groups of three or four to discuss the question:

What can you to support people with disabilities and help them succeed in life? Brainstorm ideas

Have some sts present their reports to the class Give remarks

2 over 30 times

3 broadcasting radio programmes friendly and supportive

5 treated equally 4 Activity 4

Work in groups of three or four to discuss the question:

What can you to support people with disabilities and help them succeed in life? Present the reports

Listen

4 Consolidation:

- Summarize the main points:

Listening for specific information about a famous girl with disability 5 Homework:

- summarize the listening text or prepare a talk about Nguyen Anh - prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 35:

UNIT 4: CARING FOR THOSE IN NEED Part 6: Writing

I Objectives

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

- propose solutions to problems facing people with disabilities Skills

- write an article about problems facing disabled people Attitude

- have responsible attitude towards helping people with disabilities II Teaching method: Integrated, mainly communicative

III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about the crystal girl Phuong Anh 3 New lesson:

T’s and Ss’Activities Knowledge

Give sts time to read the sample writing about the problems that children with cognitive impairments are facing

Ask sts to choose the appropriate phrases (a-c) to fill in the blanks

Have them compare their answers with a partner first

Ask sts to read out loud their answers to check

1 Activity 1

Read the sample writing about the problems that children with cognitive impairments are facing

Choose the appropriate phrases (a-c) to fill in the blanks

Compare their answers with a partner first Read out loud their answers

as a class

Lead to the writing lesson

Ask sts to work in groups of 4, and give each group a large size sheet of paper

Have sts read the text in their book and study the outline

Ask sts to discuss in groups and complete the outline on the sheet of paper

Encourage sts to move around to look at the outlines of other groups

Ask leaders of some groups to present their outlines to the rest of the class

Have sts work in groups of three or four to choose one problem and discuss what solutions they will recommend

Encourage sts to make complete sentences, using the suggestions in the table Ask sts to read their group’s sentences

Provide help by correcting mistakes in grammar

1.c; 2.b; 3.a

2 Activity 2:

Work in groups of 4, and give each group a large size sheet of paper

Discuss in groups and complete the outline on the sheet of paper

Leaders of some groups to present their outlines to the rest of the class

Keys expected Introduction

Children with cognitive impairments often face discrimination in life

Main body Solution 1

People should learn more about children with cognitive impairments

Solution 2

There should be more contacts between people with cognitive impairments and non-disabled people

Conclusion

Better understanding and better

cooperation between the two groups of people will change attitudes and reduce discrimination

3 Activity 3:

Work in groups of three or four to choose one problem and discuss what solutions they will recommend

or word choice

Ask sts to work independently and write their articles

Ask some individuals to read their articles Have the rest of class give comments, and correct errors

Give remarks & correction

Some individuals to read their articles Listen to comments & correction

4 Consolidation:

- Summarize the main points:

writing an article about problems facing disabled people 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 36:

UNIT 4: CARING FOR THOSE IN NEED Part 7: Communication and culture

I Objectives

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

- listen to an introduction to a charitable organization and discussing a campaign to support it

- know the International Day of Persons with disabilities Skills

 Writing, speaking, Listening, reading Attitude

- have responsible attitude towards helping people with disabilities II Teaching method: Integrated, mainly communicative

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - check Ss’ writing

3 New lesson:

T’s and Ss’Activities Knowledge

WARM-UP: Chatting:

- Have you ever done volunteer work? - What you know about a charitable organization?

Focus sts’ attention on the instructions and the table

Have sts guess what they are going to listen Have them work in pairs to guess the information and think about how to express such information (e.g how to say the date and year, or how to classify organizations as governmental, non-governmental, profit, non-profit…)

Ask sts to complete the table while listening Have them listen again to check the answers Let sts compare their answers with a partner, then check answers as a class and write them on the board

Have sts read the instructions and suggested words/ phrases carefully

Ask sts to work in groups of to brain storm ideas and prepare a proposal for a new campaign to support disabled people

I COMMUNICATION 1 Activity 1:

Keys expected 1988

2 non- governmental

3 clean water and good hygiene have better lives

5 Life is beautiful

Ask some groups to present their campaigns Praise sts for original and interesting ideas, and good presentation skills

Give comments and mark

Focus sts’ attention on the logos and allow enough time for sts to discuss how often they think the International Day of people with disabilities is celebrated and what its purpose is Invite individual sts to present their ideas

Have sts read the text quickly to check their guesses

Ask sts to read the text again and answer the questions individually

Allow time for sts to read and underline the key words in the questions

Ask them to read the text and underline relevant information

Offer help when necessary Check answers as a class

CULTURE 1 Activity 1: 2 Activity 2:

International Day of Persons with Disabilities

3 Activity 3: Expected answers: The United Nations

2 This special day aims at raising awareness of disability issues and calls for support for the rights and well-being of disabled people They are facing challenges, discrimination, poverty and limited access to education, employment and health care

4 Now I know more about international organizations and celebrations for people with disabilities; I can express my opinion about how to help disabled people overcome difficulties; I can suggest themes and action plans to celebrate the International Day of Persons with Disabilities

4 Consolidation:

- Summarize the main points:

information about a charitable organization and the International Day of Persons with disabilities

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 37:

UNIT 4: CARING FOR THOSE IN NEED Part 8: Looking back

I Objectives

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

- review all the grammar points, pronunciation and vocabulary Skills

 Listening, peaking, reading, writing Attitude

- have responsible attitude towards helping people with disabilities to integrate in the community

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - during the new lesson 3 New lesson:

T’s and Ss’Activities Knowledge

Review what elision of vowels is and when this happens

Play the recording and let sts listen and underline the syllables with elision of weak vowels in the words in bold

A PRONUNCIATION

1 Activity 1: Underline the syllables with elision of weak vowels in the words in bold.

Play the recording

Ask sts to identify the sentences containing words read with elision of weak vowels

T gives the feedback

Explain the activity aims to review the key vocabulary in the unit, and have sts it individually

Remind sts to put the words into the correct form according to its position in the sentences

Check answers as a class by asking individual sts to read their sentences

Provide the correct answers

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 sts to tell the teacher again about the difference between usages of the past simple and the present perfect

Have sts this activity orally first Check answers as a class

4 deafening history 2 Activity 2: Key expected: 1.

4  

B VOCABULARY impairments non-disabled integration disrespectful involved Donations C GRAMMAR 1 Activity 1:

1 came have agreed, have signed has come have started

5 had

2 Activity 2:

1 …has never volunteered… invented

3 has recorded- visited has supported

5 Have you ever worked…- organized- have also coached…

4 Consolidation:

- Summarize the main points: Main points of unit

5 Homework:

- prepare for the next lesson

-o0o -EXTRA-EXERCISE:

Sentence transformation

1 Lucy hasn’t worn that dress since Barbara’s wedding

The last time _ My sister has studied French for years

My sister began _ I have never seen such a mess in my life

It’s _ Robert and Catherine have been married for years

It’s _ When did Catherine and Henry get engaged?

How long I have never seen a dirtier-looking dog

It’s _ Mary rang hours and hours ago

It’s _ Tom is ill He became ill three days ago

Tom It’s years since she left university

She _ KEY

1 The last time Lucy wore that dress was on Barbara’s wedding My sister began studying French years ago

3 It’s the first time I have seen such a mess

4 It’s years since Robert and Catherine were married How long have they got engaged?

6 It’s the dirtiest-looking dog that I have ever seen It’s hours and hours since Mary rang

8 Tom has been for days

9 She has left university for years

Date of signing:

Period 38:

PERIODICAL TEST

   I OBJECTIVES:

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

➢ Check the language and skills that they have learnt in the units 3,4

➢ practise their examining skills

➢ have positive attitude toward self-study and self-evaluation

II METHOD: Observation and evaluation

III TEACHING AIDS: photocopied test papers

IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- Check Ss’ preparation for doing the test

- Remind Ss to obey the test rules

3 New lesson:

- Matrix

- Questions

- Answer

4 Consolidation:

- Give general comments on Ss’attitude during the test

- Summarize the main points tested: main points of unit 3,4

5 Homework:

- revise some key points

Date of preparation: Date of signing:

Period 39:

UNIT 5: BEING PART OF ASEAN Part 1: Getting started

I Objectives

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

- get to know the topic, some vocabulary related to ASEAN –its aims, member states and activities, the use of gerunds, and state verbs in continuous forms

- know about the cooperation and solidarity among ASEAN countries Skills

 develop Listening, reading skills Attitude

- respect ASEAN countries and their diverse cultures II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - during the new lesson 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

T shows Ss some pictures and asks Ss to answer the questions

T elicits answers from students, encourages them if they know more about ASEAN Then T adds some more information about ASEAN, for example: Viet Nam became a member of

* Questions:

ASEAN in 1995 They are

* Lead in: In our lesson today, you will know sth about ASEAN: its aims, member states and activities.

Vocabulary

- Elicit vocabulary using explanations and examples

- Let sts repeat the new words in chorus, then individually

- Check Ss’vocabulary using the technique Rub out and Remember

- Tell Ss they are going to listen to a conversation between a girl and her father - Play the recording Have Ss listen and read

- Ask Ss to work in pairs to answer the question

- Ask Ss to work individually to match each word with its definition

- Then ask Ss to work in pairs to practise reading the words aloud

- Encourage Ss to use the word in context in the

2 What does “ASEAN” stand for ?

3 How many members are there in ASEAN? * Expected answers:

+It is the symbol of ASEAN

+ “ASEAN” stands for “ Association of Southeast Asian Nations”

+ There are 10 members in ASEAN Sts take notes

* Vocabulary:

Charter [' t∫ɑ:t∂] (n) : hiến chương External Interference [eks' t∂:nl] [,int∂' fi∂r∂ns] :

sự can thiệp bên ngoài

1 Activity Listen and read: Ss listen and read at the same time

2 Activity 2: What is the conversation about? Choose the best answer.

Key: Preparation for a competition on Asean and the ASEAN Charter 3 Activity 3: Match the words with its definitions

Ss use the word in context in the conversation when choosing the correct definition for each word

Key :

conversation when choosing the correct definition for each word

- Ask Ss to work in pairs to read the text again and take turns to answer the questions

- Encourage Ss to refer back to the conversation if necessary

- Check Ss’ answers in the class

- Divide Ss in class into groups of

-Without books, ask Ss if they still remember what they know about ASEAN

4 Activity 4: Answer the questions

1 Because her classmates know a lot more about ASEAN and the ASEAN Charter , and are more confident than her

2 As of 2010, it consists of 10

member states , but may be bigger because other countries because other countries have applied to join the bloc

3 ASEAN focuses on improving member states’ economies, and maintaining regional peace and stability

4 It offers the Singapore Scholarship and the ASEAN

Scholarships to students from other ASEAN countries

5 He wants her to tell him the main principles of the ASEAN Charter He’ll continue quizzing her tonight after work

5 Activity 5: Work in groups and talk about ASEAN and the ASEAN charter. 4 Consolidation:

- Summarize the main points:

+ getting to know the topic, some vocabulary related to ASEAN –its aims, member states and activities, the use of gerunds, and state verbs in continuous forms

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 40:

UNIT 5: BEING PART OF ASEAN Part 2: Language

I Objectives

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

- use lexical items related to vocabulary with words or phrases related to the topic of ASEAN

- say statements and yes/no questions with appropriate intonation.

- understand and use Gerunds after some words, verbs and prepositions, and phrases;

- know about the cooperation and solidarity among ASEAN countries Skills

 develop Listening, reading, writing, speaking skills Attitude

- respect ASEAN countries and their diverse cultures II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

T asks Ss to look at the pictures and guess the words relating to each picture, (T can give some missing letters if necessary)

Answer : Picture 1: V- - - - - - - Volunteers Picture 2: S- - - Solidarity

Picture : C- - - Cooperation Lead in: Now you are going to study some words relating to the topic ASEAN

- ask Ss to work individually, read the words, and then match them with the definitions

_ Have Ss work first individually, then with a partner

_ Monitor the activity and offer support, if necessary

_ Check answers in front of the class

_ Play the recording and let Ss listen Play it again for Ss to repeat each sentence chorally _ Ask Ss to focus on falling intonation in statements and rising intonation on yes/no questions

I Vocabulary

Activity 1: Complete the sentences, using the words in the box

solidarity, cooperation, dominate, constitution, principle, scholarship

*Key: constitution, scholarship, solidarity,

principle, cooperation, dominate Activity 2: Use the words in to complete the sentences:

1 constitution, principles, cooperation, dominate, principles, scholarship

II Pronunciation

1 Activity 1: Listen and repeat : Note: Intonation is the rise and fall of a speaker’s voice, and is important in communication

_ Play the recording Ask Ss to repeat each sentence without any pauses To show falling intonations, their voice should go down at the end of a statement To show rising intonation, their voice should go up at the end of a yes/no question

_ Ss work in pairs to take turns reading the sentences Then some Ss read them out loud in front of the class, and have other Ss make comments on their intonation

- Give the meaning of some words in the task (using picture) :

Then have Ss compare their answers Check answers in front of the class *New words :

+ Sepak Takraw : Malaysia’s national sport + AYVP : ASEAN Youth Volunteer Programme

_ Ask Ss to work in pairs to take turns giving the answer

intonation communicates certainty and finality

Speakers often use rising intonation at the end of yes / no questions Rising

intonation can signal uncertainty and doubt 2 Activity 2: Listen and repeat with the correct intonation Then practise saying the sentences with a partner

Ss repeat each sentence without any pauses

III Grammar A Gerunds:

Task 1: Choose the correct Gerund (the-ing form) in the box to fill each gap:

Ss follow the instruction and complete the sentences.

playing becoming sharing building volunteering promoting

New words:

_ Ask some pairs to read their completed sentences to check answers and give feedback

_ Have Ss discuss their answers with a partner first, and then circle the correct answers

_ Monitor the activity, and offer help if necessary _ Check Ss’s answers by asking some of them to read out their answers

_ Ask Ss to work first individually, then with a partner

_ Check answers

_ Have Ss to read the explanation in the “Do you know…?” box and check if they understand them _ Give further explanation if necessary

3 production: (8’)

Ask Ss: What have you learn today? What can you now?

*Key: to take, travelling, to go, to apply, preparing, participating

B State verbs:

State verbs describe a state or condition which is unchanging and lasts for some time State verbs are not normally used in continuous tenses

3 Activity 3: Choose the correct answers in brackets to complete the sentences *Key: regret, consists, didn’t realise, Do you know, likes, is seeing Activity 4: Use the simple or

continuous form of the verbs in brackets to complete the sentences

*Key: was, was tasting, hope, are…smelling, are having, are being Suggested answers: I can say statements with falling intonation and yes/no questions with rising intonation I understand and can use Gerunds after some verbs , verbs and prepositions, phrases and state verbs in continuous forms

4 Consolidation:

- Summarize the main points:

+ words or phrases related to the topic of ASEAN

+ Gerunds after some words, verbs and prepositions, and phrases 5 Homework:

- practice the tasks

- prepare for the next lesson

Date of signing: Period 41:

UNIT 5: BEING PART OF ASEAN Part 3: Reading

I Objectives

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

- know more specific information about ASEAN Skills

 develop reading skill: scanning Attitude

- respect ASEAN countries and their diverse cultures II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- Write 10 words related to the topic and make sentences

- Make sentences including state verbs in both simple and continuous tenses 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

Ask Ss to work in pairs to name the countries basing on their national flags The first pair to give the correct answers is the winner

National flags

* Key: Brunei Darussalam, Cambodia, Indonesia, Laos, Singapore, Malaysia , Myanmar, The Philippines, Singapore, 10 Viet Nam

- Elicit vocabulary using explanations and examples

- Let pupils repeat the new words in chorus, then individually

- Check Ss’vocabulary using the technique Rub out and Remember

- Inform the Ss that the activity is for skimming only (reading quickly for general ideas)

Set a time limit for the class

Have Ss work individually, and then compare their answers with a partner

Ask Ss to read their answers out loud to make sure they have watched them correctly

- Give Ss enough time to work first individually, then have some Ss read their answers out loud to check as a class

- Ask Ss to scan (look only for specific facts or details without reading everything) the text to find the answers to the questions

Have them highlight the key words in the questions first, and then try to answer the same words in the text

Then, Ss can take turns asking and answering the questions in pairs

Check answers in front of the class Post-reading : (10’)

+ bloc [blɔk] : (chính trị) khối

(Eg: left-wing parties bloc: khối các đảng phái tả)

+ motto [' mɔtouz] (n) : khẩu hiệu; phương châm

+ integrate : hoà nhập, hội nhập

Activity 1: The following text has five paragraphs read it first and then match the headings (1-5) with the paragraphs (A-E)

Ss work individually, and then compare their answers with a partner

1 E C D B A

2 Activity 2: Find the words or expressions in the text that have the following meanings Write them in the correct spaces

Key: the ASEAN Charter, non-interference

3 motto, respect

3 Activity 3: Read the text again and answer the questions:

1 They were Indonesia, Malaysia, the Philippines, Singapore and Thailand Brunei became the 6th member in 1984,

VietNam became the 7th member in 1995

Laos and Myanmar joined the bloc in 1997 and Cambodia joined years later

3 It has a land area of 4.46 million km2 and

a population of about 600 million people (ASEAN would rank as the 8th largest

Arrange Ss into groups and set a time limit Walk around to monitor the class and offer help if necessary

Allow enough time for one or two groups to demonstrate the activity in front of the class

4 They are Indonesia, Thailand, Malaysia, Singapore, the Philippines and Viet Nam It is “ One vision, One identity, One Community”

6 They are respect for the member state’s independence and non-interference in their internal affairs

7 It organises different projects and

activities, including educational awards, and various cultural and sport activities

4 Consolidation:

- Summarize the main points: specific information about ASEAN 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 42:

UNIT 5: BEING PART OF ASEAN Part 4: Speaking

I Objectives

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

- talk about ASEAN member states.

- know about the cooperation and solidarity among ASEAN countries. Skills

 develop speking, Listening, writing skills Attitude

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 4,5

3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

Watch some pictures and guess What countries they symbolise

Key: * Picture : Singapore

* Picture : Malaysia

* Picture : Viet Nam

* Picture : Cambodia

Lead in: We are going to talk about ASEAN member states

Write ASEAN member states on the board

Give Ss enough time to matching individually

Play the recording for them to check their answers

Ask Ss to focus on the pronunciation of the countries and their capitals

Activity 1: Match each country with its capital city and listen to check your answers

*Key: 1.d, 2.h, j, 4.i, 5.a, g, 7.c, 8b, 9e, 10f

Ask Ss to read through the text about Indonesia before they listen to the recording Focus their intention on how to say long numbers

Play the recording more than once if necessary

Focus Ss’ attention on their construction

Tell Ss that is an information gap activity

In information gap activities, each S has information that his / her partner doesn’t have The objective is for Ss to ask questions to find out the missing information

Ss work in groups Use the information in Task 1, 2, and in Reading to talk about one ASEAN country

Ss report to the class

*Key: thirty-seven million

Twenty-four thousand

sixty-three (237,424,363)

Activity 3: Work in pairs Student A uses the table below and student B uses the table on page 63 Ask each other questions to fill the gaps in your table

*Key:

Student A: 6,477,211; 329,847; English; 513,115; 701.1, Mandarin

Student B: 236,800; 27,565, 821; 300,000; Peso; 66,720,153; 5,076, 700

Activity 4: Work in groups Use the information in Task 1,2,3 and in Reading to talk about one ASEAN country Report to the class.

Example:

Student A: Lao is a country in Southeast Asia It has an area of 236, 800 square kilometers

Student B: Its population is 6,477,211 Vientiane is the capital city

Student C: The currency unit in Laos is the Lao Kip and its official language is Lao

Student D: And the country joined ASEAN in 1997

4 Consolidation:

- Summarize the main points:

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 43:

TEST CORRECTION

   I OBJECTIVES:

By the end of the lesson, Ss will be able to: - Identify and correct some common mistakes - Assess their knowledge

- Enhance attitude towards self-study and self-evaluation II METHOD: Integrated

III TEACHING AIDS: marked test papers IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - Activity 4

3 New lesson:

- return the test papers with mark to Ss

- ask Ss to check their test papers and correct each sentence - Note structures, expressions and grammar

- call for Ss’ marks 4 Consolidation:

- Summarize the main points of the lesson: Main points tested 5 Homework:

Date of preparation: Date of signing:

Period 44:

UNIT 5: BEING PART OF ASEAN Part 5: Listening

I Objectives

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

- get some information about the ASEAN School Games through listening to a sports instructor’s talk

2 Skills

 develop Listening skills Attitude

- respect ASEAN countries and their diverse cultures II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

Talk about one ASEAN country, mentioning area, population, currency unit, official language… 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

Ask Ss to look at the people and guess where they are from

Ask Ss to work individually to task

Then Ss compare the answers with their partners Write ASEAN School Games on the board and asks Ss to work in pairs to make guesses about the content of the listening text

Lead-in: You are going to listen to a sports instructor talking about the ASEAN School Games

Ask Ss to read through the requirement and the choices

Play the recording non-stop for them to get the gist of the talk

Have Ss work in pairs before checking the answers in front of the class

Check Ss’ comprehension of sentences 1-5 before playing the recording

Have Ss work in pairs first

Then check their answers in front of a class

Ask Ss to read the instruction and the table Check their comprehension

Play the recording once or twice again for Ss to fill the gaps

Ask Ss to work with a partner to compare their answers

Activity 1: Match the words (1-6) with the words and phrases (a-f) to form compounds or meaningful phrases Compare with the partner

* Key : 1f 2e 3a 4b 5c 6d

Activity 2: Listen to a sports instructor’s talk. What is he talking about? Tick the correct box Ss read through the four choices

* Key:

c Five ASEAN School Games

Activity 3: Listen again and decide if the statements are true (T) or False (F)

*Key:

1F 2T 3T 4F 5F

Activity 4: Listen again and complete the following ASG medal table

* Key :

Invite representatives from some pairs to report their answers to the class

Give feedback and correct any wrong answers if necessary

Ask Ss to work in groups of three or four

Ss note down their group members’ ideas and get ready to prepare a brief talk

Have some Ss present their talk to the class

4 Indonesia (33), Viet Nam (50)

Activity 5 - work in groups

4 Consolidation:

- Summarize the main points:

listening for gist and specific information in a sports instructor’s talk about the ASEAN School Games

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 45:

UNIT 5: BEING PART OF ASEAN Part 6: Writing

I Objectives

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

- write a short brochure introducing an ASEAN member state. - identify the meaning of words depending on the context

- know about the cooperation and solidarity among ASEAN countries. Skills

 develop writing skills Attitude

II Teaching method: Integrated, mainly communicative III Teaching aids: - board, chalks, textbook and notebook. IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - sommarize the listening text. 3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up:

Show some beautiful spots in Viet Nam Ask Ss to call the names of the beautiful spots * Lead in : Besides beautiful sights like Halong Bay, Sapa, Da Lat…,you are going to know some more about Viet Nam basing on a short brochure.

_ Ask Ss if they know about Viet Nam: How big is Viet Nam? How many people live in the country? What does VN export? What is typical of the Vietnamese country? What are some

* Key: Halong Bay, Da lat , Ha noi , Sa pa, Mui ne, Hoi an

Activity 1: Read the following information about Viet Nam Fill the gaps with the correct words or phrases in the box

*Key:

tourists attractions in VN?

Get Ss some time to the gap-filling

Have Ss compare their answers with a partner first

Then ask some pairs to read different paragraphs out loud to check the answers

Ask Ss to read through the extract from a short brochure introducing Viet Nam

Ask Ss to focus their attention on how the points in Task have been developed into sentences and paragraphs, and the informative language used in a brochure

Have Ss the matching first individually, and then compare their answers with a partner

Check Ss’ answers as a class Give explanations if necessary

Set a time limit for Ss to read the instructions, the brochure and find the examples of each point

Ask Ss to read the sample brochure in and the information text features in again

5 Heritage Sites

Activity 2: Read the extract from a short brochure introducing Viet Nam Match the subheadings (1-5) with the paragraphs (a-e) * Key: a.4, b.5, c.2, d.3, e.1

Notes : Vovina ( Việt Võ Đạo : Martial Arts of Viet Nam) is a Vietnamese ,artial art

Activity 3: Brochures are often used to inform people and include information text and the brochure above Work with a partner and find examples of each feature

Sample answers:

a The extract in task consists of paragraphs

b Examples of impersonal language and present tense : covers a land area, is about, is Ha Noi, speak Vietnamese…

c There are paragraphs and each one focuses on a different topic and has a heading summarising the topic

Have Ss go through the points about Indonesia in pairs

Give the meaning of new words if necessary

Have Ss write a short text using the information given When Ss finish their drafts, ask them to exchange the drafts with a partner for peer review

Walk round to help Ss if necessary 4 Consolidation:

- Summarize the main points:

+ write a short brochure introducing an ASEAN member state. 5 Homework:

- revise the writing

- prepare for the next lesson

-o0o -Date of preparation:

Date of signing: Period 46:

UNIT 5: BEING PART OF ASEAN Part 7: Communication and culture I Objectives

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

- talk about Singapore Scholarships and ASEAN Scholarships.

- read and speak about Lamvong- a traditional Lao dance. Skills

 develop speaking, reading skills Attitude

- respect ASEAN countries and their diverse cultures II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

WARM-UP: Chatting:

Do you want to have a scholarship to study in Singapore?

Explain to Ss that they need to read the information about kinds of Singapore – sponsored scholarships

Ask them to distinguish between the Singapore Scholarships Have Ss work first individually, and then check their answers in front of the class

Tell Ss to read the instructions carefully Ask a pair of Ss to model the example

Have Ss work in pairs If they have access to the Internet, they can also use additional information to formulate further questions

Have some pairs ask and answer their Qs in front of the class

Ask the rest of the class to comment how useful or detailed the answer to each question is

I COMMUNICATION:

Singapore Scholarships and ASEAN Scholarships

Activity 1: Read the school notice about the Singapore Scholarships and ASEAN Scholarships

Use the words or phrases to fill the gaps Check with a partner

* Key: 1c, 2e, 3b, 4f, 5d, 6a

(for 12th graders to study at Singapore

Universities) and the ASEAN Scholarships (for 10th and 11th graders to study at

Singapore Schools)

Activity 2: Create a list of FAQs (Frequently Asked Questions) about the Singapore Scholarships and the ASEAN Scholarships in Task Work with a partner

Ask Ss to watch a video clip about Lamvong Lao (youtube- SARAVAN LAMVONG or FONE LAMVONG)

Ask Ss to look at the picture of Lamvong

Ask Ss: Do you know anything about this dance?

Ask Ss to work first individually, then in pairs to decide if the statements are True (T) or False (F), or not given (NG)

Encourage Ss to provide reasons for their answers

Check Ss’ answers as a class and give explanations if necessary

Show the music or video clip of trongcom (a Vietnamese traditional dance) and Rasa Sayang (a Malay folk song popular )

http://mp3.zing.vn/bai-hat/Rasa-Sayang-Nhac-dan-vu-Malaysia-Unknown/IW9U9AE7.html Have Ss work in groups of or and talk about one popular folk dance

Invite representatives of different groups to show their dance to the class

PRODUCTION: (7’)

What have you learn today? What can you now?

II CULTURE: Activity :

Lamvong- a traditional Lao dance

* Suggested answers: They are dancing Lamvong This is a traditional Lao folk dance

Activity 2: Read the text about Lamvong and decide whether the following statements are True (T) or False (F), or not given (NG) Tick the correct boxes

* Key : 1.F, 2T, 3F, 4NG, 5F, 6T

Activity 3: Talk with a partner about one of the popular folk dances of Viet Nam or any other ASEAN country Use the following questions:

trongcom (a Vietnamese traditional dance) Suggested answers: I’ve learned about Singapore –sponsored scholarships and Lamvong- a traditional Lao folk dance Now I can speak about the Singapore scholarship and the ASEAN Scholarships I can also speak about some folk dances

- Summarize the main points:

- talk about Singapore Scholarships and ASEAN Scholarships.

- read and speak about Lamvong- a traditional Lao dance. 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing: Period 47:

UNIT 5: BEING PART OF ASEAN Part 8: Looking back

I Objectives

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

- review the falling and rising intonations, words and phrases related to ASEAN, Gerund and state verbs in continuous forms

2 Skills

 develop Listening, speaking, writing, reading skills Attitude

- respect ASEAN countries and their diverse cultures II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about Lamvong- a traditional Lao dance 3 New lesson:

Play the recording and ask Ss to listen

Remind them to use falling statements and rising intonation on yes/ no questions

Play the recording again for Ss to repeat

Inform Ss that the words in the box are among the most frequently used in the unit

Ss decide which words best complete the sentences

Ask Ss to make their own sentences with each of the words

Give Ss time to read the sentences Set a time limit

and get Ss to the activity individually

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

Set a time limit and tell Ss to the activity individually

Invite five Ss to write their answers on the board

Have Ss work in pairs by taking turns reading each sentence and proving the right verb forms Then check their answers as a class

I Pronunciation: Listen and practise saying the following sentences Mark the intonation: rising or falling

*Key : Falling intonation: 1,3,5

Rising intonation: 2,4

II Vocabulary: Complete the sentences with the words (a-f)

* Key: 1e, 2d, 3b, 4f, 5c, 6a

III Grammar:

Activity : Choose the correct form in brackets to complete each sentence:

* Key : to win, entering, catching, to take, visiting

Activity : Complete the sentences with the verbs in the box Use the correct forms

* Key : swimming, dancing, finding,

4 speaking, completing

Activity : Choose the correct verb form to complete

each of the sentences

* Key : feel, is having, am looking, is smelling, is feeling

Ask five Ss to write their answers on the board while having the rest of the class this activity in pairs Give feedback on Ss’ answers and correct any mistakes

form of the verbs in brackets to complete the sentences

* Key : recognise, know, is thinking, Do…remember, are…feeling

4 Consolidation:

- Summarize the main points:

revise the language and skills they have learnt in unit 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -HOMEWORK:

Give the correct form of the verbs in brackets:

1 It is easy (see) sometimes at night it is difficult _(avoid)

2 I caught him (climb) _over my wall I asked him (explain) but he refused (say) _ anything, so in the end I had (let) _ him (go)

3 He saw the lorry (begin) (roll) forwards but he was too far away (do) _anything (stop) it

4 There was no way of (get) out of the building except by (climb) down a rope and Ann was too terrified (do) this

5 We heard the engine (roar) _as the plane began (move) _ and we saw the people on the ground (wave) goodbye

6 It' s no good (write) _to him; he never answers letters The only thing (do) _is (go) _and (see) _him Ask him (come) _in Don' t keep him (stand) at the door

8 We watched the children (jump) from a window and (fall) into a blanket held by the people below

9 It is very unpleasant (wake) up and (hear) _the rain (beat) _on the windows

KEY

3 begin/ rolling / to / to stop getting / climbing/ to roar/ to move/ wave _6 writing/ to / to go / see to come / standing _8 jump / fall

9 to wake / hear/ beating

Date of preparation: Date of signing:

Period 48+49:

REVIEW I Objectives

By the end of the lesson, students will be able to:revise the language and skills they have learnt in units 4,5

1 Knowledge

+ Vocabulary: Words / phrases related to topics “Caring for those in need”, and “Being part of ASEAN"

+ Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation

+ Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the continuous forms

2 Skills

 Listening, reading, speaking, writing Attitude

- have responsible attitude towards their study and life II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to this activity individually, and then compare their answers with a partner

- Check answers as a class and write the correct sentences on the board

T asks Ss to complete the following sentences with suitable words from the box

- Ask Ss to this activity individually, then compare their answers with a partner

- Play the recording again and check answers as a class - Then have Ss practise reading the sentences aloud using appropriate intonation

- Ask Ss to this activity individually

- Elicit the form and use of the present perfect tense and the past simple tense

A LANGUAGE I Vocabulary:

Task 1: Complete the sentences using the correct forms of the words in brackets Do this activity individually, and then compare their answers with a partner

1 disabilities visual donation disrespectful hearing

Task 2: Complete the following sentences with suitable words from the box

Ss this task individually, then Ss can write their answers on the board and then check the answers with the whole class Association

2 member stability Charter bloc

II Pronunciation:

Task 3: Listen to the sentences spoken with falling intonation and read them aloud. Practise reading the sentences aloud using appropriate intonation

III Grammar:

Task 4: Put the verb into the correct form, the present perfect, the simple past, or the past progressive.

A student writes the answers on the board while the rest of the class works on it individually

- Ask a student to the activity on the board while the rest of the class works on it individually

- Check Ss' answers, or ask them to explain their choice of tenses If necessary, refer Ss to the Do you know , ? box on page 40.

- Elicit the form and use of gerunds and infinitives - Ask Ss to this activity individually, and then

compare their answers with a partner

- Ask a student to write his / her sentences on the boord Then check the answers with the whole class

-Ask Ss to this activity individually and then compare their answers with a partner

-Have Ss write the correct sentences on the board, and give explanations for their choice of verb forms if necessary

2 got

3 developed have reached has been

Task 5: Complete these sentences using the correct forms of the verbs in the box Do this activity individually, and then compare their answers with a partner

1 watching to go having to post hearing

Task Choose the correct form of the verb in brackets.

Write the correct sentences on the board, and give explanations for their choice of verb forms if necessary

1 think

2 are you thinking is tasting - tastes are seeing

5 see

Have Ss Activities and individually, and then compare their answers with a partner Check answers as a class and provide any explanations if necessary

SKILLS I Reading

Ss Activities and individually, and then compare their answers with a

partner

Task Read the text and match the words in A with their definitions in B.

Ask Ss to work in pairs, and read about the three universities in Singapore and discuss any unfamiliar words or phrases

- Have Ss stay in the same pair or work with a different partner to answer the two questions - Encourage Ss to discuss their choices with their

partners Have Ss present their answers to the class

- Play the conversation between Mr Long and his daughter Mai discussing the different cultures in the ASEAN countries

- Ask Ss to listen and the activity individually - Play the recording again for Ss to listen and check their answers For weaker Ss, play the audio several times pausing after sentences and checking Ss' comprehension

- Check answers as a class, and give any explanations if necessary

Task Answer the questions.

1 Devices that help disabled people perform an activity

2 They can communicate quickly by sending and receiving messages

3 They can have documents read out loud electronically on their computer

4 Children with visual impairment and their parents can read together /share reading 5 It can improve the quality of life for people

II Speaking

Ss work in pairs, and read about the three universities in Singapore and discuss any unfamiliar words or phrases.

Tasks and Work in pairs Read the information, answer the questions by discussing with a partner.

1. Which university you want to go to? 2. Why you want to study there? III Listening

Task Listen to the conversation between Mr Long and his daughter Mai Decide whether the

following statements are true (T) or false (F)

Ss to listen and the activity individually then check their answers with partners. T

2 F T F T

IV Writing.

- Ask Ss to use the facts given (or find

additional information if necessary) to write an introduction to Thailand Ss may write their drafts first in class, and swap with a partner for peer review

- Ask Ss to make any revisions based on their partner' s comments and complete their final versions at home

the facts below Add more information if necessary.

Ss can use the example to start their introductions They can also refer to page 54 for the features of information text and the sample writing.

Example:

Thailand has a total area of 513,120 square kilometres Its capital is Bangkok It has a population of 67,149,778 (2014 estimate) The official language used in Thailand is Thai. 4 Consolidation:

- Summarize the main points:

revise the language and skills they have learnt in units 4,5 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing: Period 50+51:

REVISION o0o I OBJECTIVES:

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

- Revise the language and skills that Ss learnt in the first term - practise doing exercises related

- enhance attitude towards self-study

II METHOD: Integrated, mainly grammar-translation III TEACHING AIDS: textbook, handouts

IV PROCEDURE:

1 Class organization:

… / / 11_ … / … 1 Previous lesson check:

- during the new lesson 2 New lesson:

I. THEORY

1 Vocabulary:

 Words and phrases related to the topics: ‾ The generation gap and family rules ‾ Relationships

‾ Being independent

‾ People with disabilities and how to support them ‾ ASEAN: member states, aims, activities

 Suffixes to form adjectives 2 Phonetics

‾ Strong and weak forms of words in connected speech ‾ Contracted forms of nouns/ pronouns

‾ Linking between a consonant and a vowel ‾ Elision of weak vowels before /l/, /n/ and /r/ ‾ Rising and falling intonation

3 Grammar:

‾ Modals to give opinions and advice: should, ought to ‾ must and have to to express obligation

‾ Linking verbs be, seem, verbs of perception ‾ Cleft sentences

‾ To-infinitives after adjectives and nouns ‾ The past simple and present perfect

‾ Gerunds after some words, verbs and prepositions, and phrases; ‾ State verbs in continuous forms

II PRACTICE

Exercise 1: Choose the most suitable word/ phrase to complete the sentences

1 Mary her boyfriend last week She couldn' t stand his complaining anymore A broke up B reconcilled with C broke out D quarrelled at

3 Love is very different from _ A leadership B spaceship C friendship

D.scholarship

4 She spent all morning doing _

A housework B homework C household chores D A and C are correct

5 Parents should try to see things from a teenager’s _

A difference B conflict C viewpoint D choice We were finally after he apologized

A.caring B romantic C reconcilled D involved He can’t come because he is taking his _ on a date

A grandmother B girlfriend C schoolgirl D boyfriend

8 Teaching secondary school students to be independent and _ is important for their personal development

A reliable B self-reliant C well-informed D indecisive

9 I have lived with my since I was born because my mother died shortly after giving birth

A grandparents B mother- in- law C teacher D matchmaker

10.He broke the glass vase during a(n) with his cousin

A argument B relationship C.decision D motivation

11 Volunteers lend a hand to the by helping those who have been affected by Agent Orange

A community B commune C surroundings D habitat 12 Teachers and councilor work with students to find out specific need

A disable B disabled C disability D disabilities

13 There is hope the disabled boy will soon be able to into an inclusive school and attend regular education classes with a mixed group of children

A combine B include C integrate D accept

14 The people who can' t hear are the

A dumb B deaf C blind D mentally retarded

15 A is a series of actions intended to achieve a goal

A campaign B impairment C donation D condition 16 I used to _ children who wanted to a sport

A volunteer B change C coach D improve

A decisive B responsible C reliable D determined 18 Teenagers ought to live It is impossible to rely on their parents all times

A indenpendent B independently C dependently D independence

19 He always completes his tasks on time, and never needs _ about assignments and other schoolwork

A to remind B to be remind C to be reminded D to be reminding 20 While most of students gave up, he the whole night on a hard Maths problem and solved it in the end

A spent B took C had D made

21 A wheelchair is needed for the person with _impairments

A visual B hearing C speech D mobility

22 Our teacher in this school for 30 years

A has taught B has teached C taught D had taught 23 – Can you play table tennis? - _

A No, it’s too hard for me B Yes, I could

C No, thanks D You must be kidding

24 “Can I try your new camera?” “ .” A I’m sorry I can’t Let’s go now B Sure I’d love to

C Sure But please be careful with it D I’m sorry I’m home late

25 Effective _ skills help you break each project down into the achievable tasks A time-keeping B time-consuming C time-management D time-line

26 What are you going to this weekend? - _

A I don’t like going out B We intend to visit my grandparents C I’m very tired D It’s a good idea

27 _ is a condition in which a part of a person’s body or mind does not work well because of physical or mental damage

A Campaign B Impairment C Integration D Condition

28 Many experts believe that noise is the cause of approximately half of all cases of _ loss.

A visual B hearing C cognitive D speaking

29 Self-awareness which is knowledge about strengths, weaknesses, and special _ is very important to disabled children

A talents B efficiency C attractive D events

30 A _ is a word or group of words often used in campaigns to attract people’s attention

31 Before you start cooking, you should gather together all the necessary _ A ingredients B substances C elements D.factors 32 Teens should have the ability to loneliness

A deal B cope with C set up D look after

33 At the same time, ASEAN focuses regional peace and stability, and providing opportunities for its member states to discuss differences peacefully

A to protecting B into protecting C on protecting D for protecting 34 .is a group of countries or parties with similar political interests

A Association B Motto C Bloc D Constitution

35 In developing countries, there are many children cognitive impairments

A with B in C of D about

36 Viet Nam always desires to work with its partners on the basic of the of respect for independence, equality and equal benefit

A solutions B principle C trust D stability

37 International programmes should aim to enhance cooperation for peace, and development

A solutions B principle C trust D stability

38 in the past years, high growth has enabled VN to increase people’s living standards

A relations B economic C maintenance D community 39 VN is considered a reliable partner to all nations and a responsible member of the international

A relations B economic C maintenance D community

40 that ASEAN Summit tried to find appropriate to further problems of building the ASEAN Community

A solutions B principle C trust D stability

Exercise 2: A Choose the word whose underlined part is pronounced differently from the rest.

1 A decisive B determined C integrate D involve

2 A donate B improve C local D slogan

3 A blind B reliant C strive D skill

4 A cognitive B campaign C confident D celebrate

6 A thanks B other C through D everything A carpet B communicate C contact D facial

8 A course B four C your D colour

9 A experience B remember C weekend D centre B Choose the word whose stress is different from the others.

1 A advantage B practical C hopeful

D market

2 A unemployment B possibility C

qualification D university

3 A opportunity B decision C tuition

D certificate

4 A impairment B dictionary C voluntary D

television

5 A hardship B background C

attitude D respectful

6 A integration B disabilities C discrimination D international

7 A responsible B disrespectful C energetic D

independent

8 A prioritise B reliable C community D

voluntary

9 A emergency B ability C participate D

disadvantaged

10 A interpersonal B overprotective C unforgettable D opportunity

11 A management B loneliness C impairment D

meaningful

12 A impairment B dictionary C voluntary D

television

13 A cognitive B alphabet C museum D difficulty

14 A hardship B background C attitude

D respectful

15 A integration B disabilities C

16 A convention B Singapore C motto D influence

17 A reliance B independent C generation D understand

18 A viewpoint B impose C greenhouse D conflict Exercise 3: Choose one underlined part that needs correcting.

1 We can help people in need by making a donate to a charity A B C D

2 The last time I have gone to HN was in May. A B C D

3 My brother has always dreamed to be a famous film star A B C D

4 The rain prevented us for climbing to the top of the mountain A B C D

5 I saw him to leave the house early this morning A B C D

6 I’d like telling you something about myself A B C D

7 It was many students some of who were playing in the schoolyard A B C D

8 The government really must to something about unemployemnt A B C D

9 She was surprised seeing him at the party A B C D

10 Her failure to obeying the school rules upset her parents very much A B C D

11.We don’t have to drive fast ; there is a speed limit here A B C D

12 I haven’t met him since a long time A B C D

13 My brother won a scholarship since 1998, which was amazing A B C D

15 The mission of the charity is improve the quality of the lives of people with mental disabilities

A B C D Exercise 4: Make the meaningful sentences, using the given words below.

1 It/ lovely/ see/ you/ again à……… ………

2 This / first /time /I /have/ such /delicious meal

à……….……… He /respected / be/well-informed/ what / going / world

à……….……… Hoa’s class/ want/make/ ‘record-breaking’ /Yule Log cake

à……….……… Exercise 5: Rewrite the sentences using suggested words.

1.The village is located in a mountainous area

It ……… Tom used this gun to kill Jack

It ……… In 1862, Eiffel married Marie Gaudelet

It ……… Tom tried hard to persuade his parents to allow him to join the club, but he failed Tom’s attempt……… 5.I am not allowed to go out with my friends in the evening

I ……… He tried hard to overcome any difficulties by himself

He made an……… 7.The club has been successful for three years.

->The club started ……… 8.The team last won a home game in September

->The team hasn' t ……… 9.Peter hasn' t scored a goal for months

->Peter last scored ……… 10 The last time I saw him was in 2003

> I have ……… 12 It last rained months ago

> It has not ……… Key to ex.4

1 It is lovely to see you again

2 This is the first time I have had such a delicious meal

3 He is respected for being well-informed about what is going in the world Hoa’s class wants to make a ‘record-breaking’ Yule Log cake

3 Consolidation:

- Summarize the main points of the lesson: language and skills learnt in the 1st term.

4 Homework: - complete the tasks

- review some main points to prepare for th 1st term test.

Date of preparation: Date of signing:

Period 52: First term test

I OBJECTIVES:

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

➢ Check the knowledge that they have learnt in the first term ➢ practice their examining skill

➢ have positive attitude towards self-study and self-evaluation II METHOD: Observation and evaluation

III TEACHING AIDS: photocopied test papers IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

… / / … / …

1 Previous lesson check:

- Check Ss’ preparation for doing the test - Remind Ss to obey the test rules

- Matrix - Questions - Answer 3 Consolidation:

- Give general comments on Ss’attitude during the test - Main points of the 1st term

4 Homework:

- revise some key points

Date of preparation: Date of signing:

Period 53: TEST CORRECTION

I OBJECTIVES:

By the end of the lesson, teacher will be able to help Ss: ➢ identify and correct some common mistakes ➢ assess their knowledge

➢ enhance attitude towards self-study and self-assessment II METHOD: Integrated

III TEACHING AIDS: marked test papers IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

… / / … / …

1 Previous lesson check: - no 2 New lesson:

- return the test papers with marks to Ss

- ask Ss to check their test papers and correct each sentence - give comments on Ss’ answers

- Note structures, expressions and grammar - call for Ss’ marks

Summarize the main points tested 3 Homework:

- revise all and redo the test

Date of preparation: Date of signing:

Period 54:

INTRODUCTION

I Objectives

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

- get an overview of the English book grade 11-volume in general: themes, units - know about tests: oral test, fifteen - minute tests, periodical tests, second term test - have a sense of responsibility toward learning the subject

II Teaching method: integrated, mainly communicative III Teaching aids

- CDs & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: No 3 New lesson:

T’s and Ss’Activities Knowledge

I Topics and units:

- Ask Ss to look through the book then tell class how many units it has

- Introduce some more information about the topics (Including five topics in each term)

I Topics

1 Global warming Further education

- There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back

II Tests:

III Requirements for study preparation

- Each S has 2books (student book and workbook), CDs and notebook

- Prepare for the lesson before class

-Listen to the teacher attentively and take part in the lesson actively and creatively

- Take part in the activities that the teacher requires such as pair work, group work…

- Do all exercises at home, learn new words and structures

4 Cities of the future

5 Healthy lifestyle and longevity + reviews

II Tests:

1- Oral test: Previous lesson check 2- Fifteen minutes tests (3)

3- Periodical tests (2) 4- Second term test

4 Consolidation:

- Summarize the main points: Getting to know the content of English 11, tests,…. 5 Homework:

- prepare for the next lesson: Unit 1- Getting started

-o0o -Date of preparation: Date of signing:

Period 55:

UNIT 6: GLOBAL WARMING Part 1: Getting started

I Objectives

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

- get to know the topic of the unit, some language items in Unit 6 o Vocabulary: words and phrases related to global warming

o Pronunciation: intonation in yes-no questions and echo-questions o Grammar: perfect gerunds and perfect participles

2 Skills

 develop Listening, speaking, writing, reading skills Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - No

3 New lesson:

T’s and Ss’Activities Knowledge

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

- Who you see in the picture? - Where you think they are? - What are they doing?

- Tell Ss that they are going to listen to a

Activity 1: Listen and read Expected answers:

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 of new word

- 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

- Ask Ss to read the conversation again, work in pairs, the task

- Ask Ss to the task

carbon print-foot infectious disease heat-related illnesses

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

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 Causes: burning of fossil fuels, using of non-environment friendly products

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

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

1 C G D B A E H F

Activity 4: Find the sentences with the structure having Vpp

4 Consolidation:

- Summarize the main points:

Getting to know the topic and main language items 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 56:

UNIT 6: GLOBAL WARMING Part 2: Language

I Objectives

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

o Vocabulary: words and phrases related to global warming

o Pronunciation: intonation in yes-no questions and echo-questions o Grammar: perfect gerunds and perfect participles

2 Skills

 develop Listening, speaking, writing, reading skills Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 2,3

T’s and Ss’Activities Knowledge

- Ask Ss to work individually first and then in pairs to the task

- Ask Ss to the tasks and compare the results with their partner

- 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

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

- Ask Ss to 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

- Ask Ss to read the blue box and review the

A Vocabulary:

Activity 1: Complete the sentences with the right form of the words/phrases

1 carbon footprint infectious diseases emissions

4 ecological balance heat-related illnesses climate change 2 Pronunciation Intonation

Activity 1: Listen and repeat Pay attention to the intonation

Activity 2: Listen and mark the symbol of rising intonation

2 Grammar:

a Perfect participles in clauses of time and reason

use and structure of the perfect participles - Ask Ss to the task then compare the answer with their partner

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

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

1 Having planned

After we have planned the content … Having treated

Because/Since humans have treated the … The perfect participle is used to express a reason

Activity 2: Match the two parts to make complete sentences

1 e c a b

5 g h f d b Perfect gerunds

Activity 3: Rewrite the sentences, using the passive voice

1.The students in group 11G were praised for having planted the most trees in the

schoolyard in the Tree Planting Competition The police suspected Mike of having cut down the oldest tree in the park

3 He denied having dumped lots of rubbish 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 for having dumped tons of toxic waste into the river Denis was rewarded for having taken an active part in the Green Summer activities 4 Consolidation:

- Summarize the main points:

o Vocabulary: words and phrases related to global warming

o Grammar: perfect gerunds and perfect participles 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 57:

UNIT 6: GLOBAL WARMING Part 3: Reading

I Objectives

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

- get some information about the causes and effects of global warming Skills

 Reading: skimming and scanning Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity 2,3 (9)

3 New lesson:

T’s and Ss’Activities Knowledge

- Discuss with a partner

- Let Ss work in pairs, the task

Activity 1 Work with a partner and guess what problems are described in the

pictures

- 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

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

- 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

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

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

The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives"

Activity 3: Match the words with their meanings

1 G F D E B A C

Activity 4: Answer the questions 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 Because human beings cannot exist without species diversity on earth

Activity 5: Work in groups, discuss the question

4 Consolidation:

- Summarize the main points:

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 58:

UNIT 6: GLOBAL WARMING Part 4: Speaking

I Objectives

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

- know more about solutions to global warming Skills

 develop speaking skill: expressing opinions, agreements or disagreements about solutions to global warming

3 Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to work in pairs, exercise - Encourage Ss to explain their choice

- Ask Ss to work by themselves, the task then share their answer with their partner

Activity 1: Work in pairs, in your opinion, which of the following activities in the table below can help to reduce global warming? *Key: 1, 2, 4, 5, 6

- Put Ss in pairs, ask them to ask and the task

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

- Ask Ss to work in pairs, the task - Do as appointed

- Let Ss work in pairs and the task

- Ask Ss to the task, using the activities and reasons in activity 1,2 and the model

conversation in activity

- invite one or groups to role-play their discussions in front of the class

global warming Match them with the activities

e b c a d

Activity 3: Lan, Mai and Minh are talking about the activities presented in Work in groups of three Complete the conversation using the phrases in the box and then practice it

1 energy use

2 electronic devices planting trees carbon dioxide

5 reusing and recycling

Activity 4: What you think about these solutions to global warming? Work in groups of three Use the idea in and to have a similar conversation

4 Consolidation:

- Summarize the main points:

expressing opinions, agreements or disagreements about solutions to global warming 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation:

UNIT 6: GLOBAL WARMING Part 5: Listening

I Objectives

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

- get more inforamtion about the causes and effects of global warming through listening to a talk by a professor

2 Skills

 develop Listening skill for specific information Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to work in pairs and the task

Activity 1:

a Match the words with the pictures and answer the question

Suggested answers: c (drought) d (flood) a (famine)

4 e (water shortage) b (forest fire)

- Have Ss listen to the CD twice

- Elicit answers from Ss and ask them to give clues to their answers

- Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need

- Let Ss work in pairs to answer the questions - Play the tape twice

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

- Elicit Ss’ answers and give them the correct ones

- Ask Ss to listen again and the task then compare the answer with their partner - Do as appointed

- global warming

- human being’s interference with the environment

Activity 2: Prof Linn is talking to a class of grade 11 students about global warming Listen to the talk and choose the best answers D

2 B B C A

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

1 Carbon dioxide, carbon monoxide The thick layer of the greenhouse gases traps more heat from the sun leading to the increase of the temperature on the earth 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

Activity 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

4 Consolidation:

Listening for specific information about causes and effects of global warming 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 60:

UNIT 6: GLOBAL WARMING Part 6: Writing

I Objectives

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

- revise all they know about causes, effects of global warming and possible solutions to it. Skills

 develop writing skill: essay writing Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about causes and effects of global warming 3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to work in pairs and the task - Set a time limit for this activity and assist Ss if necessary

Task 1: Which are the causes and which are the effects of global warming?

Complete the diagram with the idea below. Causes: 2, 4,

Effects: 1, 6,

Task 2: Work in pairs, discuss and

complete the outline using the ideas from 1. Brainstorm some possible solutions

- Ask Ss to 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

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 5 Conclusion:

(Summarize the main points and state your opinion)

- Ask Ss to the task

- 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 stories to mark in class so that all Ss feel the need to 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

expressions in the box 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…

4 Consolidation:

- Summarize the main points:

Writing an essay about causes and effects of global warming and possible solutions to it 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation:

Date of signing: Period 61:

UNIT 6: GLOBAL WARMING Part 7: Communication and culture I Objectives

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

- understand more about global warming problem

- get some information about Young voices for the planets

- be acknowledged with some communication samples and cultural items Skills

pairs and groups Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - check Ss’ writings

3 New lesson:

T’s and Ss’activities Knowledge

This activity aims at developing Ss’ presentation skills on the topic of global warming

Tell Ss that they have to present a talk to an environmental club about one of the causes of global warming and its effects and then suggest some solutions

Ask Ss to read the causes and choose the one they thinj is the most important and want to talk about

Have Ss to study the outline in groups or pairs before they start preparing for their talk

Invite one or two ss to present their talk to the class

Give comments

I Communication:

Green teen club is a youth organization whose purpose is to protect the

environment Prepare a talk about one main cause of global warming and present in the club meeting.

Group: Good morning everybody,

Chi: Today we are very happy to be here and give you our presentation We are going to talk about one main cause of global warming There are three main parts in our speech today Lan will start with the main cause of global warming Then, Nam continues with some effects of global warming And Trang will finishes with some solutions to the problem

So now Trang, could you tell us about the main reason for global warming

Thei aim of the section is to provide Ss with information about how young people can help to reduce global warming

Ask if Ss know anything about Young Voices for the Planet or what the name tells them Have Ss brainstorm ideas

Write some words on the board and ask Ss to guess the meaning, or to save time, provide equivalent words or explanation in

Vietnamese

Awareness: knowing that something is important

Be around: be present

Clean-up: the process of making a place clean and tidy

Lawmaker: someone who makes laws

- for activity 1: ask ss to read the text quickly and answer the questions Check as a class - For Act 2, put Ss into groups to discuss the

questions Then invite one or two groups to present their answers to the class

main cause of this problem As you know, carbon dioxide can retain the heat from the sun, so the more carbon dioxide there is in the atmosphere, the hotter our earth

Chi: Thank you Trang And what are the effects of this problem Nam, you know? II Culture:

Young voices for the planets

Activity 1: Read the paragraph about how youth can contribute to reducing the risk of global warming and answer the questions 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 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 One student stood covered in plastic bags in front of city lawmakers and asked them to ban plastic bags

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

4 Consolidation:

- Summarize the main points:

+ Get knowledge of Young voices for the planets and talk about the topic Homework:

- practice the tasks

-o0o -Date of preparation:

Date of signing: Period 62:

UNIT 6: GLOBAL WARMING Part 8: Looking back

I Objectives

By the end of the lesson, students will be able to revise the language and skills that they’ve learnt in unit 6:

1 Knowledge

o Vocabulary: words and phrases related to global warming

o Pronunciation: intonation in yes-no questions and echo-questions o Grammar: perfect gerunds and perfect participles

2 Skills

 develop Listening, speaking, writing, reading skills Attitude

- be aware of the need to solve the global warming problem II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - during the new lesson 3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to listen to the rising intonation - Ask Ss read the exchanges and the task - Ask Ss to check their answer with other

Pronunciation:

classmates

- Elicit answers from the whole class

- Let Ss listen again and pause to help them to notice the elision

- Play the recording and let Ss listen and the task

- Play the CD once and ask S to check their answers

- Let them listen again if necessary

- Ask Ss to check their answer with other classmates

- Elicit answers from the whole class

- Let Ss this vocabulary exercise in pairs or groups of

- 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

This activity aims to help ss to review the use of perfec participles in sentences

- Ask Ss to work individually and then exchange with others

Activity 2: Listen and mark the rising intonation

1 B B B

Vocabulary:

Activity 1: Complete these sentences using the words given in the box

1 energy use extinction emissions carbon footprint absorb

6 deforestation diversity catastrophic Grammar:

Activity 1: Rewrite the sentences using perfect participles

1 Having learnt about the benefits …, the students …

2 Having refused Nam’s offer of a lift in his car, Mai had to …

- Check as a class

This activity aims to help ss to review the use of perfec gerunds in sentences

- Ask Ss to work in groups and the task

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

Activity 2: Combine the sentences using the perfect gerund

1 Tony was strongly criticized for having dumped …

2 Sam regretted not having worked hard enough …

3 People admire Tony for having rescued the …

4 I remember having seen him before The politician denied having lied to the villagers

6 Thanh admitted having forgotten … 4 Consolidation:

- Summarize the main points: revise the language and skills they have learnt in unit 5 Homework:

- practice the tasks

- prepare for the next lesson Project:

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

- Ask Ss to the task

2 Give your group’s activities and campaign name and think about its purposes. - Let the groups the task in their free time

-o0o -Date of preparation:

UNIT 7: FURTHER EDUCATION Part 1: Getting started

I Objectives

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

- Get to know the topic of “Further Education”

+ Vocabulary: words and phrases related to further education:

vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV + Pronunciation: intonation in wh- questions

+ Grammar: the present perfect and the present perfect continuous Skills

 develop Listening, speaking, writing, reading skills (scanning, guessing/identifying meaning in context)

3 Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- distinguish perfect participles and perfect gerunds 3 New lesson:

T’s and Ss’Activities Knowledge

Ask ss questions about the illustration: Who are the people in the picture? What are they doing?

What you think they plan to after leaving secondary school?

- 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 conversation

- Explain new words if necessary

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

- 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

- Ask Ss to work forst individually, and then in groups of three to role-play the conversation and work out the answers

- Ask Ss to work in pairs: read and discuss the example first Then give them a few minutes to think about their own plans and share them with their partners

- elicit some answers from Ss in front of the class Have the rest of the class ask further questions and discuss any points

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

1 Academic or vocational

2 undergraduate and post graduate a bachelor’s degree

4 vocational courses/ a vocational course apply for scholarships

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

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 Because they want to take some time before deciding on their career and major Taking a gap year can allow students to voluntary work or internships, and travel This practical experience will make their CVs look good

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

- 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

4 Consolidation:

- Summarize the main points:

Getting to know the topic, vocabulary about further education, and the present perfect and the present perfect continuous

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 64:

UNIT 7: FURTHER EDUCATION Part 2: Language

I Objectives

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

+ enrich their vocabulary with words and phrases related to further education: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV

+ Pronunciation: read wh- questions in correct intonation

+ Grammar: distinguish the present perfect and the present perfect continuous Skills

 develop Listening, speaking, writing, reading skills (scanning, guessing/identifying meaning in context)

3 Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

… / / … / … 2 Previous lesson check: - Activity 3,4.

3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to work individually first and then in pairs to the task

- Ask Ss to the tasks and compare the results with their partner

- Ask Ss to work individually first and then in pairs to the task

- Ask Ss to the tasks and compare the results with their partner

- 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

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

A Vocabulary:

Activity 1: Complete the following simplified diagram of Viet Nam’s education system with the appropriate words form the box.

1 Kindergarten Primary education

3 Lower secondary education Upper secondary education College

6 University

Activity 2: Complete the following simplified diagram of Viet Nam’s education system with the appropriate words form the box.

1 Academic major

3 vocational postgraduate

5 analytical 2 Pronunciation

Intonation on wh- questions

Activity 1: Listen and repeat Pay attention to the intonation

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

- Ask Ss to 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

- Ask Ss to read the blue box and review the use and structure of the perfect participles - Ask Ss to the task then compare the answer with their partner

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

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

2 Grammar:

The present perfect and the present perfect continuous

Activity 1: Read the conversation in

GETTING STARTED again Find the time expressions used with the verb forms below.

1 for several days lately

3 since grade before

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

1 have been surfing has been living has been looking have been studying has been teaching

Activity 3: Choose the correct form of the verbs in brackets to complete the sentences 1 have read

2 have been reading

3 Have you applied have been waiting

6 have never understood 4 Consolidation: - Summarize the main points:

+ vocabulary related to further education + Pronunciation: intonation on wh- questions

+ Grammar: the present perfect vs the present perfect continuous 5 Homework:

- practice the tasks

- prepare for the next lesson

Date of preparation: Date of signing:

Period 65:

UNIT 7: FURTHER EDUCATION Part 3: Reading

I Objectives

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

- gain some information about higher education opportunities Skills

 develop reading skills (skimming, scanning) Attitude

- have responsible attitude toward their schoolwork - be motivated to win a place at a university

II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - vocabulary related to the topic 3 New lesson:

T’s and Ss’Activities Knowledge

- Discuss with a partner

- Let Ss work in pairs, the task

- 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

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

- 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

state-run education system Can you make a similar table for the education system of Viet Nam.

Suggested answers:

Vietnamese state-run education system

School Age

Kindergarten Primary school

Lower secondary school Lower secondary school

3-5 6-10 11-14 15-17

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

* Key: b

Activity 3: Match the words with their meanings

Keys: d c e a b

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

- Have Ss work in pairs Ask 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.

4 Consolidation:

- Summarize the main points:

develop reading skills and know more about higher education opportunities 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 66:

UNIT 7: FURTHER EDUCATION Part 4: Speaking

I Objectives

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

- know how to express preferences for different further education pathways Skills

 develop reading, speaking skills

 develop the skill of working in pairs and groups Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative

III Teaching aids& CD player, board, chalks, textbook and notebook. IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

T’s and Ss’Activities Knowledge

- Ask Ss to work in pairs, exercise - Encourage Ss to explain their choice

- Ask Ss to work by themselves, the task then share their answer with their partner

- Put Ss in pairs, ask them to ask and the task

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

- Ask Ss to work in pairs, the task - Do as appointed

- Let Ss work in pairs and the task

Activity 1: Match the phrases with the description to make sentences.

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

Activity 2: Choose the correct phrases (a-f) to complete the conversation

* Key: b e a f d c

Activity 3: Read the conservation again and answer the questions

1 Because higher education will help students to gain knowledge and critical thinking skills and a bachelor’s degree will help them to find a job more easily

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, full-time, and online

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

5 They provide students with more flexible programmes and schedules

- Ask Ss to the task 4 Consolidation:

- Summarize the main points:

Develop speaking skill by expressing preferences for different further education pathways 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation:

Date of signing: Period 67:

UNIT 7: FURTHER EDUCATION Part 5: Listening

I Objectives

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

- get some specific information about studying abroad Skills

 develop Listening skill for specific information Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: 3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to work in pairs and the task

- 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 time and try to note down information they didn’t understand for the first time

- Elicit answers from Ss and ask them to give clues to their answers

- Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need

- Let Ss work in pairs to complete the task - Play the tape twice

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

- Elicit Ss’ answers and give them the correct ones

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

- Do as appointed

Suggested answers:

They are in Viet Nam They are learning Vietnamese cultures They are getting to know their Vietnamese fellow students 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.

1 Undergraduate

2 Vietnamese history and economic development

3 Very friendly and helpful

4 Very organized, knowledgeable and thorough, always available for emergencies 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

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

1 F T NG F T

4 Consolidation:

- Summarize the main points:

specific information about studying abroad 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 68:

UNIT 7: FURTHER EDUCATION Part 6: Writing

I Objectives

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

- know to write an email asking for information about higher education opportunities - Build up vocabulary supported for writing

2 Skills

- develop writing skill

- develop ability to think in a logical way to form a well-structured text Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

- Ask Ss to work in pairs and the task - Set a time limit for this activity and assist Ss if necessary

- Ask Ss to 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

- Ask Ss to the task

- 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 emails to mark in class so that all Ss feel the need to the task

- Walk around and offer help if necessary - Get students' answers and comments

Studying in the United Kingdom

Task 1: Read Mai’s email to her friend asking for information about higher

education in the UK Fill in the gaps, using the phrases in the box.

1 I am writing to ask you for I want to consult you about I am worried most

4 I have to take I am eligible to I should send

Task 2: Read the email in again and complete the following outline.

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

- Get some outputs to highlight and comment and correct the possible mistakes of students - Give feedback on these papers

4 Consolidation:

- Summarize the main points:

writing an email asking for information about higher education opportunities 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 69:

UNIT 7: FURTHER EDUCATION Part 7: Communication and Culture I Objectives

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

- get knowledge about higher education in Viet Nam and in Singapore - know some communication samples and cultural items

2 Skills

 develop communication skills and cultural understanding - develop the skill of working in pairs and groups

3 Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

- check Ss’ writing 3 New lesson:

T’s and Ss’Activities Knowledge

- Go through the words in the box and check Ss’ understanding Explain to Ss that diagram is more detailed than the one in Vocabulary especially for the higher education section - Ask Ss to work in groups of three and complete the diagram

- Check the complete diagram as a class, making sure that all Ss have the right answers

- Let Ss work in pairs to complete the task - Play the tape twice

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

- Elicit Ss’ answers and give them the correct ones

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

- Ask Ss to work in pairs and the task - Invite individual Ss to present their descriptions in front of the class

1 Communication:

Higher education in Viet Nam

Task 1: Work in groups of three Label the diagram of Viet Nam’s education system after primary school, using the words in the box.

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

Task 2: Listen to an overview on Viet Nam’s higher education Decide if the following sentences are true or false Tick the correct boxes.

Keys:

1 F F T F G

2 Culture:

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

- Ask Ss to read the text in pairs to the task - Ask Ss to as appointed

questions

Singapore’s secondary and further education

1 To help students to discover their talents and develop a passion for learning

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 4 Consolidation:

- Summarize the main points:

knowledge about higher education in Viet Nam and in Singapore 5 Homework:

- practice the tasks

- prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 70:

UNIT 7: FURTHER EDUCATION Part 8: Looking back

I Objectives

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

- revise what they have learned in unit

+ Grammar: the present perfect and the present perfect continuous Skills

- develop their communication skills and cultural understanding - develop the skill of working in pairs and groups

3 Attitude

- have responsible attitude toward their schoolwork II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about further education in Singapore 3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to listen to the intonation

- Ask Ss read the exchanges and the task - Ask Ss to check their answer with other classmates

- Elicit answers from the whole class

- Let Ss listen again and pause to help them to notice the intonation

- Play the recording and let Ss listen and the task

- Play the CD once and ask S to check their answers

- Let them listen again if necessary

- Ask Ss to check their answer with other classmates

Pronunciation:

Activity 1: Listen and repeat the questions paying attention to the intonation

Activity 2: Listen and mark the rising or falling intonation for each question.

- Elicit answers from the whole class

- Let Ss this vocabulary exercise in pairs or groups of

- 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

- Ask Ss to work individually and then exchange with others

- Ask Ss to work in groups and the task

Activity 1: Complete these sentences using the correct form of the words in bracket. academic

2.broaden

3.graduation 4.analytical

5.intership respectively Grammar:

Activity 1: Complete these sentences with the verbs in the box Use the present perfect or present perfect continuous. Have taken

2 have……… been waiting have…….attended have been writing has been travelling

Activity 2: Rewrite the sentences, using the present perfect or present perfect

continuous.

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 three times (before)

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

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

- Summarize the main points:

revise the language and skills they have learnt in unit 5 Homework:

- practice the tasks

- prepare for the next lesson - complete the project

-o0o -Date of preparation: Date of signing:

Period 71:

PERIODICAL TEST

I OBJECTIVES:

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

➢ Check the language and skills that they have learnt in the units 6,7

➢ practise their examining skills

➢ have positive attitude toward self-study and self-evaluation

II METHOD: Observation and evaluation

III TEACHING AIDS: photocopied test papers

IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- Check Ss’ preparation for doing the test

- Remind Ss to obey the test rules

3 New lesson:

- Matrix

- Questions

- Answer

4 Consolidation:

- Give general comments on Ss’attitude during the test

- Summarize the main points tested: main points of unit 6+7

5 Homework:

- revise some key points

Date of preparation: Date of signing:

Period 72:

UNIT OUR WORLD HERITAGE SITES Part 1: Getting started

I Objectives

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

- Get to know the topic of “World Heritage Sites”

+ Vocabulary: words and pharases related to the topic of World Heritage Sites + Pronunciation: choice questions

+ Grammar: participles and to infinitives to replace relative clauses Skills

 develop Listening, speaking, writing, reading skills Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - No

3 New lesson:

T’s and Ss’Activities Knowledge

Lead-in:

- Has a talk with Ss about the two monuments - Informs the class of the lesson objectives and lead to the lesson

- Asks Ss to read the heading and guess what the two speakers will be talking about

- Play the recording twice.

- Has Ss listen and read the conversation silently

- Then asks Ss if their predictions were correct - Has Ss summarise the conversation

- Calls some Ss share their summaries

- Guides and reminds Ss of some tips to this kind of task

- Asks sts to work individually to activity in 3’

- Goes around the class to help if necessary - Then asks Ss to compare their answers in pairs

- Call sts to present answers - Corrects and gives feedback

- Explains the task to Ss and asks students to look through the task, read the conversation again and find the phrases in the left-hand

Activity 1: Listen and read.

Activity 2: Read the conversation again Are the following sentsnces are true (T) or false (F) Expalin your choice.

Key:

1 F (He wants to go sightseeing.) T

3 F (Most of the citedel was demolished in the early 20th century.)

4 T T

Activity 3: Match the words in the conversations with the appropriate definitions.

column and underline them (Encourage Ss to guess the meanings of the phrases and then match them with their definitions in the right-hand column.)

- Asks sts to work in pairs in 4’ - Goes around for help

- Calls on Ss to give their answers - Gives feedback and correct answers

- Explain the task to Ss

- Asks Ss to work individually in 3’ - Goes around for help

- Call on some Ss to write their answers on the board

- Gives feedback and correct answers

- Asks Ss if they have visited the Central Sector of the Imperial Citadel of Thang Long or would like to visit the site

- Has Ss ask and answer the question in pairs. - Invites Ss who have visited the site to tell the class about their trip there

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

- Gives comments and correction.

4 f 5 a 6 c

Activity 4: Find the sentences in the

conversation which have the same meaning as the following sentences.

1 It is a cultural complex comprising royal palaces and monuments

2 Most of the citadel, first built during the Ly Dynasty in the 11th century and then expanded

by subsequent dynasties, was demolished in the early 20th century.

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

Activity 5: Ask and answer the following questions.

Ss’ answers.

4 Consolidation:

- Summarize the main points: Getting to know the topic 5 Homework:

Date of preparation: Date of signing:

Period 73:

UNIT OUR WORLD HERITAGE SITES Part 2: Language

I Objectives

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

+ Vocabulary: enrich their vocabulary with words and pharases related to the topic of World Heritage Sites in Vietnam

+ Pronunciation: recognise and use appropriate intonation on choice questions

+ Grammar: revise the use of participles and to infinitives to replace relative clauses Skills

 develop Listening, speaking, writing, reading skills Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - act out the conversation 3 New lesson:

T’s and Ss’Activities Knowledge

- Explains to Ss what they are supposed to - Has Ss go through the words given in the box and discuss with a partner their meanings

A VOCABULARY:

Activity 1: Fill in the blanks with the right form of the words from the box.

- Asks Ss complete the sentences individually in 3’

- Then asks Ss to compare their answers in pairs

- Calls some Ss to give answers - Checks and gives correct answers

3 excavations intact relics complex

- Explains to Ss what they are supposed to - Asks Ss to study the sentences given and work out the part of speech that needs to be filled in

- Reminds Ss that they should discuss the contextual clues that can help figure out the answers

-Has Ss the task individually in 2’, then compare answers in pairs

-Checks the answer with the whole class

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

Key:

1 archaeological natural

3 Cultural attraction preservation

- Asks Ss to study the Do you know…? box to learn some general rules of intonation patterns for choice questions

- Has Ss listen and notice the intonation patterns of the questions

- Has them listen and repeat the exchanges with appropriate intonation

B PRONUNCIATION: Choice questions

Activity 1: Listen to these exchanges and pay attention to the intonation pattern of the questions.

- Plays the recording and asks Ss to read along with the recording, immitating the intonation patterns

- Has Ss practise the exhanges in pairs

- Asks some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns

- Gives comments on Ss’ performance

- Writes two sentences having the same meaning on the board

- Asks Ss to give comments on the form of the two sentences

- Asks Ss to read the Do you know…? box on page 28 make some more examples

C GRAMMAR:

Participle and to-infinitive clauses E.g: It is a cultural complex which comprises royal palaces and monuments. 2 It is a cultural complex comprising royal palaces and monuments.

- Lets Ss work individually in 2’

- Then asks Ss to compare their ansers in pairs in 2’

- Calls some Ss to give answers - Checks and gives feedback

- Introduces Exercise to students and explain how to it

- Does an example as a modal and asks Ss to explain what changes have been made to the reduced clause

Example:

We walked on the bridge which connects the two parts of the heritage site.

=> We walked on the bridge connecting the two parts of the heritage site.

- Ask students to Exercise individually in

Exercise 1: Underline the correct word or phrase in each sentence.

1 islets

2 breathtaking cuisine magnificent abundant

Exercise 2: Rewite the sentences replacing the relative clauses with participle or to-infinitive clauses.

1 Some of the relics found at the

archaeological site of the Central Sector of the Imperial Citadel of Thang Long belong to the Ly Dynasty

2 The Japanese Bridge built on the early 1600s became a tourist attaction in Hoi An Tourists should avoid purchasing unusual relics illegallyremoved from protected heritage sites

3’ and then compare their answers with a partner’s in another 2’

- Calls some Ss to write anwsers on the board - Correct mistakes

5 We visited an ancient house overlooking the Thu Bon River in Hoi An

6 Trang An Scenic Landscape Complex is the 8th World Heritage Site in Viet Nam to be

recognised by UNESCO

4 Consolidation:

- Summarize the main points:

Vocabulary, intonation and grammar 5 Homework:

- make sentences, using participles and to-infinitive clauses - prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 74:

UNIT OUR WORLD HERITAGE SITES Part 3: Reading

I Objectives

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

- know more about Ha Long Bay – a World Heritage Site of Vietnam and the reasons why people are attracted to it

2 Skills

 develop reading skills: skimming and scanning Attitude

- be aware of the importance of world Heritage Sites and proud of the beauty of our country

II Teaching method: Integrated, mainly communicative III Teaching aids

IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity (33)

3 New lesson:

T’s and Ss’Activities Knowledge

Lead-in:

- Show students a video clip about Ha Long Bay and asks them some questions:

1 Where is it?

2 What you know about Ha Long Bay? What is it famous for?

- Leads to the lesson and writes the title on the board

Expected answers: It is Ha Long Bay Ss answers

3 It is famous for beautiful landscapes and speciality

- Have Ss the task individually, and then compare their choices in pairs

- Asks some Ss to give their answers, encouraging all possible reasons

-Pre-teaches some new words and phrases

Activity 1: You are going to read a text about Ha Long Bay Tick () the reasons why people visit Ha Long Bay Add other possible reasons if you can.

Key: Students’ answers * New words:

+ attract (v) + attraction (n) + scenery (n) + intinerary (n) + cruise (n)

+ authentic local food (np)

- Explains to Ss the task

- Tells Ss that they are required to read the text quickly to get the main idea of the text by choosingA, B, or D

- Asks Ss to read the text quickly individually in 4’

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

- Calls some Ss to present their choices - Checks the answers as a class

- Explains to Ss the task

- Asks Ss to highlight the following words in the text: islets, breathtaking, cuisine,

magnificent, and abundant.

- Asks Ss to work in pairs look at the

highlighted words and discuss the contextual clues that can help them understand the words - Have Ss the task individually in 3’, and then compare their answers with a partner’s - Calls some Ss to write their answers - Corrects the Ss’ answers

Activity 3: Find the words in the text that have the following meanings Write the words in the space provided.

Key: islets

2 breathtaking cuisine magnificent abundant

- Checks if Ss can answer the comprehension Qs without reading the text again If Ss cannot, T gets them to read the Qs carefully and underline the key words to task

- Gets sts to read te text and check theirs answers and explain their choices in 5’ - T calls some Ss to read theirs answers and explain their choices

- T comments and gives feedbacks

Activity 4: Read the text carefully Answer the following questions.

1 In 1994

2 They can visit different caves and experience the local culture and life on the water

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

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 breathtakking view from a mountain top overlooking the bay

- Puts Ss in groups of three or four to discuss

Activity 5: Work in goups Discuss the questions.

the question and give reasons for their answers - Asks sts to work in 4’

- Calls some Ss to share their ideas Teachers encourage other Ss to ask follow-up questions - Comments and corrects Ss’ mistakes

Long Bay? Why/Why not?

Activity 5: Discuss the questions.

Would you like to spend your holiday in Ha Long Bay? Why/Why not?

4 Consolidation:

- Summarize the main points: Read and understand a text about Ha Long Bay. 5 Homework: - practice the tasks.

- prepare for the next lesson

Date of preparation: Date of signing:

Period 75:

UNIT OUR WORLD HERITAGE SITES Part 4: Speaking

I Objectives

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

- Get more background information about different attractions in Hue - choose one place that they want to visit and explain the reasons Skills

 develop speaking, reading skills: making suggestions and talking about cultural sites Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

3 New lesson:

T’s and Ss’Activities Knowledge

Warm-up: Networks

- Asks sts to write as many places In Hue that they know as possible

- Calls some sts to write on the board

- Gives comments

- Pre-teaches some new words

- Reads the words and asks Ss to repeat - Calls some Ss to read the words again - Corrects mistakes, if necessary

* New words/phrases: + Hue Imperial Citadel: + Royal Tomb:

+ mosaic (adj): + prestigous (adj): + monument (n):

- Explain to Ss the task’s requirement

- Ask Ss to read the information about some attractions in Hue individually, and have them choose one place that they want to recommend - Ask them to work in 3’

- Ask Ss some comprehension questions to check if they understand the texts

- ask Ss to work in pairs in 3’, telling each other about the place they recommend visiting in Hue

-Walk around and help them

Activity 1: Read the information about some attractions in Hue Choose one place in Hue you would like to visit Tell your partner about it.

Students’ answers

Example: I’d like to suggest visiting Quoc Hoc High School It is one of the oldest high schools in Viet Nam and is famous for its beautiful ancient buildings It is also a

prestigious high school and President Ho Chi Minh and many scholars studied there

Walking around the school an give you the feeling of old-time Viet Nam

- Explain to Ss the task requirement to make

Activity 2: Imagine that you have one day to explore Hue.Which attractions would

sure that they know what they are supposed to

- Ask Ss to study the useful phrases and the example given

- Ask Ss to discuss in groups of three in 5’ - Walk around and help them

- Invite several groups to role-play their discussions in front of the class

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

- Give feedback on Ss’ role-play

- Ask Ss to work in groups of four in 5’ - Ask each group to choose a secretary to note down ideas of the group’s members

- Go around to observe and help Ss if necessary

you visit? Discuss and decide on two places you all want to visit Use the phrases below.

Students’ answers

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

Students’ answers

4 Consolidation:

- Summarize the main points:

+ background information about different attractions in Hue + making suggestions and talking about cultural sites

5 Homework: - practice the tasks

- prepare for the next lesson

-o0o -Date of preparation:

Date of signing:

Period 76:

TEST CORRECTION

I OBJECTIVES:

By the end of the lesson, teacher will be able to help Ss: ➢ identify and correct some common mistakes ➢ assess their knowledge

➢ enhance attitude towards self-study and self-assessment II METHOD: Integrated

III TEACHING AIDS: marked test papers IV PROCEDURE:

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

… / / … / …

2 Previous lesson check: - no 3 New lesson:

- return the test papers with marks to Ss

- ask Ss to check their test papers and correct each sentence - give comments on Ss’ answers

- Note structures, expressions and grammar - call for Ss’ marks

4 Consolidation:

Summarize the main points tested 5 Homework:

- revise all and redo the test

Period 77:

UNIT OUR WORLD HERITAGE SITES Part 5: Listening

I Objectives

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

- know more about the topic of “World Heritage Sites” with some information about Phong Nha- Ke Bang National Park

2 Skills

 develop Listening, speaking skills Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - activity

3 New lesson:

T’s and Ss’Activities Knowledge

- Shows Ss a picture of Phong Nha-Ke Bang and asks them if they know what place is it - Asks Ss to tell the whole class what they know about this World Heritage Site - Encourages Ss who don’t know anything about the site to make some predictions, using the words and phrases in the box

- Gives feedback => Leads in the lesson

Activity 1: You are going to listen to a radio programme about Phong Nha-Ke Bang National Park, one of the world heritage sites in Viet Nam What you know about this place? Use the words and phrases in the box to describe it.

- Asks Ss to look at the pictures and match the words with the pictures individually in 2’ - Have Ss compare answers in pairs - Checks answers as a class

- Reads the words and asks Ss to repeat. - Calls some Ss to stand up to read the words - Corrects their pronunciation mistakes, if there are any

Activity 2: Match the words with the correct pictures.

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

- Asks Ss to look at the three options and make their own predictions for the reason why Phong Nha-Ke Bang was recognised as a World Heritage Site

- Plays the tape twice

- Asks Ss to individually then compare the answer with a partner

- Plays the tape again, has students listen and check the answers

- Calls some Ss to give the answers - Checks and gives feedback

Activity : Listen to a nature radio

programme and choose the correct answer.

Key: C

- Asks Ss to read the sentences and predict the part of speech and the type of information needed in each gap

- Plays the tape with sufficient number of times

- Asks Ss to Task then compare the answer with a partner in 2’

- Asks some students to give the answers - Checks and gives feedback

Task 3: Listen again and complete the sentences with no more than three words.

1 500 km south geological museum mountains

4 rivers and streams in the world

6 mountain climbing

- Ask Ss to work in groups of in 5’

- After 5’, T asks some students to present their discussion in front of the class

- Gives comments and corrections

following questions.

Students’ answers

4 Consolidation:

- Summarize the main points:

Practice listening for general and specific information about Phong Nha- Ke Bang national Park

5 Homework:

- + write a paragraph about Phong Nha-Ke Bang - prepare for the next lesson

-o0o -Date of preparation: Date of signing:

Period 78:

UNIT OUR WORLD HERITAGE SITES Part 6: Writing

I Objectives

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

- Gain some knowledge of Trang An Scenic Landscape Complex and understand why it was recognized as a World Heritage Site

2 Skills

 develop writing, reading skills Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check:

- talk about Phong Nha- Ke Bang National Park 3 New lesson:

T’s and Ss’Activities Knowledge

- Asks Ss to play the game lucky number (Ss are set into two groups to answer the question: “What heritage site is it?” A clue will be offered in each number The heritage sites are Ha Long Bay, Phong Nha – Ke Bang, the Imperial Citadel of Thang Long, Hue Imperial Citadel, Trang An Scenic Landscape

Complex.)

- Leads in: In today’s lesson, you’re going to write an essay about Trang An Scenic

Landscape Complex

- Play the game in groups

Trang An Scenic Landscape Complex

- Has Sts the task in pairs in 3’ - If Ss have not been to the site, T encourages them to predict what visitors can and see there - Calls some Ss share their ideas - Gives feedback

Task 1: Ask and answer the questions.

- Predict what visitors can and see there

- Asks Sts to read the outline and work out where on the outline each of the points should be added

- Has Ss discuss in pairs in 3’ - Calls some Ss to give answers

Task 2: Complete an outline of an essay explaining the reasons why Trang An Scenic Landscape Complex was recognised as a World Heritage Site.

• Cultural value (in any order) (c, d)

- Gives feedback and correct the answers accepted here)

• Geological value (b)

• Preservation of heritage (e)

- T asks Ss to write their drafts individually in 13’, and then exchange their writing with a partner for peer feedback

- T goes around to offer help

- Selects some writings in random and read aloud

- T together with Ss finds out the mistakes and corrects them

- T gives feedback on Ss’ work

Task 3: Use the information and the completed outline in to write your essay about Trang An Scenic Landscape

Complex.

* Sample essay:

Trang An Scenic Landscape Complex, recognised as a World Heritage Site, is famous for its cultural value, natural beauty, geological value, and preservation of heritage The most outstanding feature of this site is its cultural value Archaeologists have

discovered signs of human activity dating back almost 30,000 years With such a long-lasting history, Trang An Scenic Landscape Complex is home to many temples, pagodas, places of worship

The natural beauty of the place with its geological value is another outstanding feature Trang An-Tam Coc-Bich Dong not only has a natural scenic landscape but also is an ecological site Moreover, the area is famous for its magnificent landscape of limestone mountain tops surrounded by valleys and steep rocks

As a place of cultural and natural value, Trang An’s heritage is well-preserved and protected Visitors are amazed to discover that the site is home to more than 800 species of flora and fauna

outstanding universal value to humanity, Trang An Scenic Landscape Complex was added to the World Heritage Site List in 2004 as a mixed natural and cultural property 4 Consolidation:

- Summarize the main points:

Writing an essay about Trang Anh Scenic Landscape Complex- a World Heritage Site in Vietnam

5 Homework: - practice the tasks

- prepare for the next lesson

Date of preparation: Date of signing:

Period 79:

UNIT OUR WORLD HERITAGE SITES Part 7: Communication and culture

I Objectives

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

- know more about Taj Mahah, a World Herirage Site in India - discuss where to go on a field trip

2 Skills

 further their skills: reasoning and persuasion skills, groupwork skills Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

- board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

2 Previous lesson check: - Check Ss’ writing

3 New lesson:

T’s and Ss’Activities Knowledge

- Activate Ss’ knowledge about the five World Heritage Sites mentioned earlier in this unit - Ask Ss to study the three World Heritage Sites in Vietnam Provide additional information about these sites, if necessary - Ask Ss to study the example to get an idea about the language they can use and what they are supposed to discuss

- Let Ss form groups of three and start their discussion Have one of them take notes

- Ask Ss to consolidate their notes from Activity

- Set a time limit for the groups to prepare their presentations Walk around to help Ss to organise their ideas

- Invite several groups to present their plans for a field trip Encourage the other students to ask follow-up questions

- Have the class vote for the most interesting plan

- Ask Ss to look at the photo of Taj Mahal and

1 Communication:

A field trip to a heritage site

Activity 1: Work in groups Your group needs to decide on a heritage site on your next field trip

Hoi An:

My Son Sanctuary Citadel of Ho Dynasty

Activity 2: Present your group’s decision on the heritage site to visit to the class Try to convince your classmates that this would be the best place to see

2 Culture:

Taj Mahal, a World Heritage Site

Activity 1: Look at the photo of Taj Mahal, a world heritage site Answer the questions Key: Students’ answers

answer the questions

- Encourage them to share any information or facts they know about this site Even if Ss haven’t heard about it, encourage them to make some predictions

- Ask Ss to look at the highlighted words and the context in which they are used

- Encourage Ss to work out the meaning of each new word from the contextual clues in the text Have them find similar words in the definition

1 It’s in India

2 I can see a significant architecture, the tomb of the King and the Queen

Activity 2: Read the text Match the highlighted words in the text with the definitions below.

1 dome 2 masterpiece 3 mausoleum 4 mosque

- Asks Ss to read the text individually to get an overall idea about its content

- Checks Ss’ understanding of key vocabulary items such as marble, memory, gateway, lotus, design,technique,balance and harmonious. - Asks Ss to read the questions and underline the key words

- Asks Ss to task individually in 4’ - Lets Ss compare their answers with their partner’s

- Calls some Ss to give their answers

- Checks Ss’answers

Activity 3: Answer the questions.

1 It was built by order of the Mughal emperor Shah Jahan in memory of his favourite wife, Mumtaz Mahah, who diedin childbirth It took 21 years, from 1632 to 1653 Taj Mahah features a magnificent marble dome on the top of the tomb, decorated with a lotus design It represents the graetest

architectural and artistic achievement of Muslim art Its unique beauty comes from the balance and harmonious blending of various elements

- Asks Ss to express their opinions about the site in groups in 4’

- Asks some questions Ss to elicit Ss’ opinions: 1 What you like about its architecture? 2 Do you find its history intersting? …

- Asks individual Ss to present their opinions

Activity 4: Discussion: If you had the opportunity to travel, would you visit Taj Mahah? Give reasons for your decision.

to the class

- Involves Ss in giving comments and feedback

4 Consolidation:

- Summarize the main points:

Develop their communication skills and have some cultural understanding of Taj Mahal 5 Homework:

- practice the tasks

- prepare for the next lesson

Date of preparation: Date of signing:

Period 80:

UNIT OUR WORLD HERITAGE SITES Part 8: Looking back

I Objectives

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

- revise the language that Ss learn in unit

+ Vocabulary: words and pharases related to the topic of World Heritage Sites + Pronunciation: intonation for choice questions

+ Grammar: participles and to infinitives to replace relative clauses Skills

 develop Listening, writing, reading skills Attitude

- be aware of the importance of world Heritage Sites II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

2 Previous lesson check: - activity 3+4

3 New lesson:

T’s and Ss’Activities Knowledge

- Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice - Have Ss compare their answers in pairs or groups

- Check Ss’ answer as a class

- Play the recording again and ask Ss to listen and read along

- Ask Ss to practise in pairs, taking turns to ask and answer the questions

- Walk around, comment on the pairs’

performance and praise Ss who try to use the appropriate intonation

- Ask Ss to underline the correct words in each sentence

- Let them compare their answers in pairs or groups

- Check Ss’ answers as a class and give further explanation, if necessary

- Remind ss of the tips to this kind of task quickly

- Ask ss to work individually in 2’

- Asks them to compare their answers with a partner’s

- Calls on some ss to give answers - Gives feedback

Pronunciation:

Activity 1: Listen to the following short exchanges Mark rising or falling

intonations on the choice questions in these exchanges

Activity 2: Listen again and check your answer

Vocabulary:

Activity 1: Underline the correct word in each sentence

1 scenery 2 heritage 3 architecture 4 dynasty 5 ancient

Activity 2: Complete the sentences with the correct form of the words in the box.

- Ask Ss to work individually, and then compare their answers in pairs or groups

- Check Ss’ answers as a class and give further explanations, if necessary

- Let Ss work individually, and then compare their answers in pairs or groups

- Ask individual Ss to write their sentences on the board

- Check Ss’ answers as a class

Grammar:

Activity 1: Combine the sentences using the correct form of the verbs in the box 1 ringing invited

3 living to offer 5 called to be recognized Activity 2: Combine the two

sentences into one, using either an ing or ed participle

1 The taxi taking us to Hoi An Ancient Town broke down

2 At the end of the street there’s a path leading to the Perfume River

3 The citadel gate damaged in the storm has now been repaired

4 The excavation relics stolen from the museum haven’t been found yet

5 Many of the foreign guests invited to the opening of the heritage museum were able to come.

4 Consolidation:

- Summarize the main points:

revise the language that Ss learn in unit 5 Homework:

- practice the tasks

- prepare for the next lesson

Date of preparation: Date of signing:

REVIEW (Units 6-7-8) I Objectives

By the end of the lesson, students will be able to:revise the language and skills they have learnt in units 6-8

1 Knowledge

+ Vocabulary: Words / phrases related to topics “Global warming”, “Further education”, and “Our world Heritage Sites"

+ Pronunciation: intonation on yes-no questions/ echo questions/ wh- questions/ choice questions

+ Grammar: perfect gerunds and perfect participles, the present perfect and present perfect continuous, participle and to-infinitive clauses

2 Skills

 Listening, reading, speaking, writing Attitude

- have responsible attitude towards their study and life II Teaching method: Integrated, mainly communicative III Teaching aids

- CD & CD player, board, chalks, textbook and notebook IV Procedure

1 Class organization:

Date Period Class Attendance Absentees/Notes

… / / … / …

2 Previous lesson check: - during the new lesson 3 New lesson:

T’s and Ss’Activities Knowledge

1 Use the correct form of the words in the box to complete the sentences

- Ask Ss to this activity individually, and then compare their answers with a partner Check answers as a class and write the correct

LANGUAGE Vocabulary Activity