GIAO AN ANH VAN 12 DA CHINH SUA

Educational aim: - Educate Ss to love their family - Teacher: Textbook, handouts and CD player, vice-board - Student: Textbook, notebook, and prepare the lesson.. B- Procedures:.[r]

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WEEK 1,2

Date of preparation Period 02

Date of teaching

Unit :Home Life

Lesson 1: Reading

A- Preparation:

I The aim and the requirement

1.Knowledge: - Reading for specific information about home life 2.Language: - Vocabulary: Words relate to the title

- Grammar: The simple present tense 3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to + + Understand the home life more deeply

+ Improve Reading skill by doing Multiple choice and answering questions

+Talk about their family

5 Educational aim: - Educate Ss to love their family - Teacher: Textbook, pictures about family, vice-board - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Teacher’s activities Students’s activities

Warmer: (5’) Ask Ss to close the

book

Teacher writes the following sentence on the board then asks Ss to answer the questions ( Asks Ss towork in groups):

Men build the house and women make it home

Questions:

1.What does this sentence mean? 2.Do you agree with saying?

3.Why men not women build the house? and why women not men make it home?

4 Do you think so in order to have a happy family husband and wives should join hands?

-Ask Ss to look at the family in the picture in the book:

- Who you think they are? - Where are they?

- What are they doing? - Are they happy?

Our reading lesson today is about home life and the responsibility of

Work in groups

Answers:

1 This sentence mean: men’s

responsibility is to work and support the family and women’s job is to look after the family.

2.Yes, I do/ No, I don’t

3.I think men is strong and he is pillar supporting family but women is

weaker.

4 Yes, of course.

- Look at the picture in the book and answer the questions:

-They are parents and children -They are at home

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each person in the family

Before you read: (5’)

Introduce some new words:

Take responsibility for sth/ doing sth: Secure(n) = safe

Pressure(n)

To be under pressure

eg: She is constantly under pressure and it is affecting her health

Household chores(n)

-Guide Ss to read the words

While you read: ( 20’)

Task1 Choose the sentence A,B or C

that is nearest in meaning to the sentence given

Ask Ss to scan the passage and

underline the words that appear in the passage then try to guess the meaning of the words, phrases and sentences:

until,” men build the house and women make it home”, join hands, mischievous, close- knit

- Asks each group to go to the board and write the answer

- Feedback:

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

- Guide Ss to pronunciate the words and phrases

Task2. Answer the questions:

- Ask Ss to work in groups( 4groups) - Diliver a poster and a board maker to each group

- Finish their answers, they stick the poster on the board

- Watch, correct and feedback:

1 Very busy they have to work long hours and sometimes they have to work at night.

2 She is always the first one to get up in the morningto make sure that her children leave home for school having eaten breakfast and dressed in

suitable clothes She always makes dinner ready before her husband comes home

3 The daughter helps with household chores: she washes the dishes and

- Take note and read after the teacher

- Work in groups ( groups) - Go to the board and write the

answers

- Take note the answers and read new words and phrases after the teacher

- Work in groups

- Stick the poster on the board - Listen to the teacher and take note

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takes out the garbages She also looks after the boys/ her younger brothers The father sometimes cooks/does some cooking or mends things around the house at weekends.

4 She attempts to win a place at university.

5.Because they are very close-knit and supportive of one another They often share their feeling and whenever problems come up, they dicuss them frankly and find solutions quickly.

After you read: (10’)

Ask Ss to work in pairs to talk about their family basing on some questions:

1 How many people are there in your family?

2 What are their job?

3 How they share housework? 4 Are your family happy?

Consolidation: (4’)

- Review the main idea of the passage

Homework:(1’)

-Ask Ss to write about their family

- Work in pairs - Talk about family

1 There are people in my family My parents, my older sister and I. 2 My father is a taxi driver, my mother is a teacher and my older sister is a student.

3 Each member in my family joins hands to build a nice house and a happy home My father often helps us with studying, he sometimes the houseworks, my mother is a very carrying woman She takes the responsibility for running the household…….

4 We are very close-knit family We live happily

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Date of preparation Period 03

Date of teaching

Unit : Home Life

Lesson 2: Speaking

A- Preparation:

1.Knowledge: - Talk about household chores

2.Language: - Vocabulary: Words relate to the title - Grammar: The simple present tense 3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to + Express their ideas about family life

+ Improve speaking skill by doing tasks +Talk about their family

5 Educational aim: - Educate Ss to love their family - Teacher: Textbook, pictures about family, vice-board - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Warmer: (5’)

Game: Looking and guessing

- Divide the class into groups - Each group chooses one representative to go to the board - Give cards with the following phrases on

1 Washing dishes Cleaning the floor Watering plants Cooking meals Going shopping

Taking out the garbage

- Show the cards, one by one to the representatives of of the groups to read These students will then mime the words/ phrases are

- The first group to call out the correct phrases gets one point.The group with more points wins the game

- Have Ss start the game and

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congratulate the winner

Lead in : Write the phrases on the board and ask Ss some questions to introduce the lesson

- Who often does these things in your family ?

- Do you have any duties to your family?

- What people in your family expect from you?

Task1 Read and tick (5’)

- Ask Ss to read the following

sentences and tick the ones that apply to him or her and their family

- Ask Ss to work in pairs basing on the sentences

- Call on some Ss to report in front of the class

Task2.(7’)Who work in your family?

Ask Ss to work in pairs to ask and answer the following questions:

Who work in your family?

Who does the household chores? What’s your responsibility in the family?

What’s the interest the family members share closely?

Who is the person you often share secrets with?

Who is the person you talk to before making an important decision?

- Go around and correct their pronunciation and grammar

- Call on some pairs to act out their diologues

- Make correction and comments

Task3.(15’) Work with the partners and ask him or her about his or her family life note down the answer in the table

-Prepare the vice-board and ask them

- Look at the board and answer the questions:

- My mother

- Helping parents with the housework

- …………

- Ss read all the sentences then work individually

- Work in pairs to talk about their family basing on the sentences

eg: In my family both my father and mother go to work All members of my family share the household chores I often help my parents with washing the dishes and cleaning the house ……

- Work in pairs

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to make a conversation basing on the table and the questions in task

- Listen and correct pronunciation and intonation

Task4.(7’) Go back to the original pairs Tell each other the

information that they have collected.

eg: I talked to Lan Both her parents work and only her mother and her the household chores….

- Retell their work of each member in Ss’ family

Homework (1’)

Ask Ss to prepare the new lesson

Listening skill

conversation

eg: Linh: Could you tell me a bit about your family life?

Lan: Ok

Linh: Who work in your family?

Lan: Both my father and my mother

Linh: So they must be very busy Do you help them with the household chores?

Lan: Of course.I help my mother with cooking meals, wash the dishes and wash clothes.

Linh: What about your father?

Lan: He cleans the floor and help us with study.

Linh: What interests your family member share closely?

Lan: Watching films

Linh: Who you often share your secrets with?

Lan: My mother.I think she understand me well.

Linh: So is she a person you often talk to before making an important

decision?

Lan: No, in fact both my parents help me a lot when I have problems.

Linh: You must be very happy in such a family Thank for giving me time Bye.

Lan: Bye. - Work in pairs

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Period 04

Date of preparation

Date of teaching

Unit : Home Life

Lesson 3: Listening

A- Preparation:

1.Knowledge: - Study family life

2.Language: - Vocabulary: Words relate to the title - Grammar: The simple present tense 3.Skill: - Listening

4.Ojectives: By the end of the lesson, students will be able to + Listen and pick up spesific details

+ Listen and understand general ideas

+Talk about household chores and family life Educational aim: - Educate Ss to love their family - Teacher: Textbook, handouts and CD player, vice-board - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Before you listen: ( 7’)

Ask Ss to look at the picture and answer the following questions:

1.What’s happening in the picture? 2 How many people are there? 3 How are they feeling?

Read the words that Ss will listen in the tape, guide Ss to read and explain the meaning and how to to use

flight (n)

reserved (a): đặt trớc

spread out (v): bao phñ, trải dài leftover (n): thức ăn thừa

While you listen: (25’) Task1

- Tell Ss they are going to listen to the conversation between Paul and

Andrea, talking about their family - Ask Ss scan the sentences then guess the infomations that can be true or false

- Ask Ss listen and tick what is true or false about them (2times)

- Let Ss listen for the second time if necessary

- Play the tape and check up the answers

- Look at the question and answer the questions:

1 A family is having a big meal 2 people

3 They are very happy - Read after the teacher

- Scan the sentences then guess the informations can be true or false - Listen and tick

Answer:

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- Ask them to discuss in groups then go to the board to write the answers

Task2

- Give handouts then ask Ss to work in groups then Ask Ss to write on the board

Handouts:

Listen and fill in the words Paul says.

1 So Andrea, you’re

for the holiday? I haven’t decided yet I’m still

_

3 … I usually take the train or

4 Well, we are not really a very family

5 … so when we get home she often cooks big meals We have _ for days

Listen and fill in the words Andrea says.

1 I am sure I’ve a flight for tomorrow afternoon …

2 …… All the seats have been _ by now I’m sure …… You don’t _

about it

4 Well I try to get home

possible …

5 …… And there are too many people to cook for, so we _ going out to dinner a lot That’s also fun

After you listen: (10’)

Ask Ss to work in groups to answer the following questions:

1 How many people are there in your family? Who are they?

2 Do they often get together on special ocassions? Do you have big meals together?

3.Who you often share the secrets with?

4.Are you happy?

Ask Ss to tell the class about their family

- Work in groups to the handouts - Write on the board

Answer: Paul says:

1….going home… 2….considering… 3….or the coach… 4….close-knit… 5….leftover…

Andrea says:

1….booked… 2….reserved… 3….sound excited…. 4….as soon as… 5….end up…

- Work in groups

Answer:

1.There are people in my family My father, my mother, my older brother, my little sister and I

2.Yes, they do. 3 My parents 4 Yes, I am

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( Call on Ss to report in front of the class)

- Listen, corect and give marks

Consolidation:(2’)

- Review the listening skill by doing gap-filling by using handouts easily

Homework (1’)

In not more than 100 words write about your family

father, my mother, my older brother, my little sister and I We often have big meals together on special ocassions My parents love us very much, they always spend time on looking after us so we usually share the secrets with them They often help us a lot when we have problem To me family is very important.

- Review the lisening skill

-Write down Period 05

Date of preparation Unit 1:

Date of teaching

Home Life

Lesson 4: writing A- Preparation:

2.Language: - Vocabulary: Words relate to the title - Grammar: The simple present tense 3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to write a letter about family rules

5 Educational aim: - Educate Ss to love their family - Teacher: Textbook, handouts, vice-board

- Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Warmer: (5’)

In one minute make as many sensible sentences as you can by matching the elements in the following parttern table:

My (not) let come home

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parents

My mother

My father

I

(not) be allowed (not) have to (not) permit

late the household chores smoke

use

motorbike - Ask Ss to work in groups then call on some Ss from the groups to read the sentences loudly in front of the class ( T write on the board) Group has many sentences will win

- Watch and correct mistakes ( let me to come, permit me using, be allow smoking…)

- Lead-in: Most family have their own rules and what rules you have in your family? Today we will focus on writing about family rules

Task (15’)

- Review some structures

let smb smt: allow smb to smt: have to (obligations): permit smb to smt:

eg: In my family everybody has to share of the household chores - Ask Ss to work in groups and go through the list of family rules given in the textbook Tell your friends what rules you have in your family and add some more to fit with your family life (Note Ss to use :

- I have to….

- My parents want me to… - they allow me to…

- They don’t let me…)

-Work in groups

Suggested answers:

My parents don’t let me come home late

My mother are not allowed to smoke I have to the household chores My father doesn’t permit me to use motorbike

- Take-note the structures and know how to use them

- Work in groups to task

Answers:

*doing my homework hours a day * watching TV and listening to music when I finish my homework.

* preparing meals when my mother is out

* wearing jewellry, opened clothes and having unsuitable hairstyles - I am not allowed to wear jewellery, wear opened clothes and having unsuitabe hairstyles

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Task (20’)

Use the ideas you have discussed above to write a letter to a penpal about your family rules Begin as follows:

Every family has its own rules Mine has a few First……

- Go around to control and give help if necessary, correct some basic mistakes such as: let smb to smth, allow smb do smth…

- Review some structures: let smb smt, allow smb to smt, have to… and some new words

Homework (1’)

- Ask Ss to prepare the new lesson

homework hours a day

- I have to prepare meals when my mother is out

-………

- Work individually

Every family has its own rules Mine has a few First I have to prepare meals because my mother is very busy with her work, I am permited to watch TV after I have finished my homework and I have to my homework hours a day My parents are very strict with us in all the way we do, they don’t allow me to come home late and use the family motorbike for fear that I may have accident They don’t let us opened clothes, wear jewellery and having unsuitable hairstyles They never let us talk too long with friends on the phone None of us is allowed to go out at night. Despite the rules, we all feel comfortable and safe because we know that our parents want to best things for us.

Date of teaching

Home Life

Lesson 5; Language focus A- Preparation:

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

- Recognize the differences in pronunciation of the –s ending sound

- Revise the use of some tenses (past simple and present perfect) Educational aim: - Educate Ss to love this subject

- Teacher: Textbook, handouts, vice-board

B- Procedures:

I.Pronunciation (10’)

Ask Ss to close the book then ask Ss to

listen and write down the odd ones in the right column

/s/ /z/

1

- Read the words (3 times)

bats, speeds, dates, photographs, kids, kits, days, speaks, bags, bats

- Ask Ss to work in groups to listen and fill in the table

- Explain how to pronunciate /s/ and /z/

* We pronounce the /-es/ ending sounds

/ /, / /, / /, /s/,/ / or /z/

* We pronounce the /-s/ ending sounds /s/ when the word ends with the sounds /f/; /k/; /p/; /t/; / /

* We pronounce the /-s/ ending sounds /z/ when the words ends with all the sounds except those in the 1st * and the

2 nd*

- Guide Ss to practise individual words and sentences

- Listen and correct

II Grammar (30’)

- Give some situations to revise the present perfect, simple past and past progressive

Situation 1:

- Close the book and work in groups to listen to the teacher to fill in the table

Answers:

/s/ /z/

1

bats kits speaks dates

photographs

bags kids speeds days halves

-Pay attention and take-note

-Practise the words and sentences

- Look at the situations and retell how to use tenses:

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A: Have you seen Titanic? B: Yes, I have I saw it last year

Situation 2:

A:What were you doing at 3pm yesterday?

B: I was playing football - Ask Ss to retell the tenses

Exercise 1

- Ask Ss to the exercise individually

- Go around and help if necessary - Ask Ss to work in groups

- Give feedback

Exercise2.

Ask Ss to work in pairs to choose the best answer (Note Ss to remember the present perfect tense and simple past tense)

- Go over the answers with the whole class

III Consolidation (4’)

Ask Ss to retell the present perfect, simple past and past progressive How to pronunce /s/ and /z/

IV Homework (1’)

Ask Ss to the exercises again and prepare the new lesson

result at present

* Simple past is used to denote an action happening at a specific time in the past with no relating to the present * Past progressive is used to denote an action happening in the past

Answer:

1 Have you seen 2 Did you you enjoy 3 Was

4 Did you give- saw 5 didn’t listen

6 Have you two met 7 Did you meet

Answers:

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Period 08

Date of teaching

Cultural Diversity

Lesson 1 : Reading A- Preparation:

1.Knowledge: - Study cultural diversity

2.Language: - Vocabulary: Words relate to the title - Grammar: Revise tenses

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to - Understand the passage about cultural diversity - Guess the meaning in context

5 Educational aim: - Educate Ss to love and understand Vietnamese culture deeply

- Teacher: Textbook, handouts, vice-board, pictures - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Warmer: (5’)

Ask Ss to close the book and answer the following questions:

1.Do you think that money, fame, good job are more important than love when you decide to get

- Close the book and work in pairs to answer the questions

Answers:

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married? Why( why not?)

2 Who decide on the marriage in your home town?

3 As for you which of factors is important for a happy life?

Lead-in: Today we study some opinions about lve and marriage

Before you read: (10’) Task 1

- Ask Ss to open the book and look at the picture, look at sentences on the vice-board to fill in the table: + Guess the meaning of the underlined words

+ Guess whose those opinions, Americans’ or Asians’?

1 A wife should maintain her beauty and appearance after marriage

2 Wives and husbands share all thoughts

3 A woman has to sacrifice more in a marriage than a man A husbands is obliged to tell

his wife where he has been Love is supposed to follow

marriage, not precede it

6 They agree that it is unwise to confide in their wives

7 A survey was made to determine their attitudes toward love and marriage - Listen, watch and correct

While you read (15’) Task

Ask Ss to answer the following

happy family

2 Parents/ bride and groom 3 love, good health, a good job…

- Look at the vice-board, work in groups to guess the meaning of the underlined words( Read the passage)

maintain(v):duy tr×

thought(n): suy nghÜ sacrifice(v): hy sinh oblige(v): b¾t buéc

precede(v): đến trớc, trớc confide(v): tin tởng, giao phó

determine(v): xác định

Americans Asians

1.A wife should maintain her beauty and appearance after marriage

2 Wives and husbands share all thoughts

1 A woman has to sacrifice more in a marriage than a man They agree that it is unwise to confide in their wives Love is supposed to follow marriage, not precede it A survey was made to

determine their attitudes toward love and

marriage

5 A husbands is obliged to tell his wife where he has been

- Work in groups

Answers:

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questions

( Ask Ss to work in groups)

- Ask Ss to underline the key words in each sentence

1.What are the four key values in the servey?

2 Who are much more concerned with physical attractiveness when choosing a wife or husband, the young Americans or the young Asians?

3 What are the Indian students’ attitudes on the partnership of equals?

4 Why does the American wife trust her husband to the right things? what is the main finding of the survey?

- Call on representive groups to write on the board

- Watch and correct

After you read (10’)

Ask Ss to talk about the family in their home-town basing on some questions:

1.Who often decide on the marriage? Who work to earn the living? Does each member in your family often share all thoughts together? What key values in the survey that have in your family?

- Listen

Consolidation (4’)

- Ask Ss retell the main idea of the passage

- Listen and feedback

Homework (1’)

- Ask Ss to write about their family basing on the questions in After you read

Confiding; Partnership of equals; Trust built on love.

2 The young Americans are much more concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife or a husband.

3 The Indian students agree that a woman has to sacrifice more in the marriage than a man.

4 The American wife trust her husband to the right things because he has to.

5 The main finding of the survey is that young Asians are not as romantic as their American counterparts.

- Work in pairs

Suggested answers:

1.Parents/ Children

2 My parents/ my father/ my mother 3 Yes, we do

4 Confiding, Partnership of equals, and Trust built on love.

- Retell the main idea of the passage: Cultural diversity between American and Asian that express values:

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Period 09

Date of teaching

Lesson : Speaking A- Preparation:

3.Skill: - Speaking

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

- Know about some typical features of different cultures

- Talk about the differences and similarities between Vietnamese and American cultures

- Teacher: Textbook, handouts, vice-board and pieces of cards - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Warmer (5’)

Game: Good luck or bad luck?

Divide the class into groups Each group is given cards A, B and C - Read the following questions one

by one

1.In Vietnam, what does it mean when it starts to rain on the wedding day?

A The couple will be poor B The couple will be unhappy C the couple will be rich

2 In China, which color is a symbol of good luck and happiness?

A red B white C pink 3.In France, what creature bring you good luck?

A a mouse B a spider C a fox In Britain, what does a black cat mean?

A good luck B bad luck

C a feature weeding

- Listen and correct then lead-in You know, people of different

- Work in groups

- Listen carefully then dicuss and decide which they have to choose A,B or C then hold up the cards.The group with the most correct answers win

Answers:

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cultures have different belief and concepts of happiness today we will get to talk about the differences among culture of some countries in the world

Task (10’)

- Give some useful expressions to express the points of view from Ss I think/feel/believe…

In my opinion,… For me……… I don’t agree……… It’s not true……… That’s wrong…………

* In Vietnam, three or even four generations may live in a home * A happy marriage should be based on love

* In some Asian countries, love is supposed to follow marriage, not precede it

* In some countries, a man and a woman may hold hands and kiss each other in public

- Give the examples:

A: I think it’s a good idea to have three or four generations living under one roof They can help each other a lot.

B: That’s not true In some countries many old-aged parents like to live in a nuring home They want to lead independent lives

- Listen and help if necessary

Task (10’) Re-arrange

- Ask Ss to arrange the following sentences to fill in the table about the features of Vietnamese culture and American culture

1 Two generations( parents and children) live in a home

2 Three or four generations live in a home

3 Old- aged parents live with children and are taken care by their son,

daughter-in- law or daughter Old-aged parents live in nersing

- Listen

- Work in groups

P1: I think a happy marriage should be based on love

P2: I agree with you It’s terrible if there is no love between a wife and a husband

P1: But in some Asian countries love is supposed to follow marriage, not precede it.

P3: I think it’s implite to hold hands and kiss each other in public

P4: I don’t agree with you Holding hands and kissing each other in public express the respectation and culture P3: For me, I don’t think it’s true especially in Vietnam It is ashamed to kiss each other in public.

- Work in pairs

In America In Vietnam

*Two

generations( par ents and

children) live in a home

* Old-aged parents live in nersing home * It’s not polite to ask about age, marriage and salary

* Can greet

*Three or four generations live in a home

* Old- aged parents live with children and are taken care by their son,

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home

5 Asking about age, marriage and salary are acceptable

6 It’s not polite to ask about age, marriage and salary

7 Can greet anyone in the family first Must greet the head of the family or an older person first, then young ones Groceries are bought everyday 10 Groceries are bought once a week 11 Tet ( Luner New Year ) is the most important

12 Christmas and New Year holiday are the most important

13 Children sleep in their own bedrooms

14 Children often sleep with their parents

- Ask Ss to write on the book- sheets then hang on the board

- Call on Ss in groups to go to the board

- Watch and correct

Task (15’)

- Ask Ss to work in groups to talk about the similarities and differences between Vietnamese and American cultures, using the features in the table in Task

eg: In Vietnam, old-aged parents live with their children they want to be near their children so that they can take care of their parents when they are sick but in American, old-aged live in nersing home

- I think that both Americans and Vietnamese have some similaries: friendly, hospitable, and hard

working They always proud of their countries.They both hate war and love peace

-Review some expressions to express the point of view, new words

Homework (1’)

anyone in the family first * Groceries are bought once a week

* Christmas and New Year

holiday are the most important. * Children sleep in their own bedrooms

acceptable. * Must greet the head of the family or an older person first, then young ones

*Groceries are bought everyday * Tet ( Luner New Year ) is the most important. * Children often sleep with their parents

- Work in groups and as the models

- Report in front of the class

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- Ask Ss to prepare the next lesson new words

Period 10

Date of preparation

Date of teaching

Lesson 3: Listening

:

A- Preparation:

3.Skill: - Listening

- Lisen for the understanding of the passage about a wedding in Vietnam

- Listen for specific details

- Teacher: Textbook, handouts, vice-board and CD player - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Warmer: (5’) Network

Ask Ss to close the book then ask them to work in groups to find the words relating to the key word

WEDDING Group find more words will win

eg:

relatives

- Close the book and find the words relating to the key word WEDDING

Answers:

gifts, photograph, ring, cake, banquet ( n tiƯc, b÷a tiƯc) relatives, groom, bride

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groom bride

Before you listen (5’)

- Ask Ss to look at the pictures and dicuss to answer the following questions:

1.Have you ever attended a wedding ceremony?

2 What the bride and the groom usually at the wedding ceremoly? - Play the tape and ask Ss to listen and repeat the words and explain the

meaning of them:

altar (n): bµn thê Master of Ceremony(n)

banquet (n): bữa tiệc,yến tiệc ancestor (n): tổ tiên

tray(n): khay, mâm

schedule(n) = plan(n): kế hoạch blessing(n): kinh cầu ơn chúa

While you listen (20) Task 1

Make situation: You wll hear two people talking about a wedding ceremony in Vietnam Listen to the tape and fill in the blanks the missing information

- Ask Ss to scan the sentences to be sure that Ss can understand

them( explain the new words if necessary)

- Ss listen the first time - Ss listen the second time - Check up

- Ss listen the last one T stops the keys

Task True or False

- Ask Ss to lisen again and tick True or False Fisrt ask Ss to guess which informations which are T or F

- Play the tape( 1St time) - Try to check up the answer - Play the tape( 2nd time) - Check up

- Ss listen the last one T stops the answer keys

- Look at the pictures then work in pairs

Answers:

1.Yes, I have

2 The bride and the groom usually stand in front of the altar praying and asking their ancestor’s permission to be married They exchange their wedding rings

- Listen to the tape and repeat after the tape

- Take-note

- Pay-attention - Scan the sentences - Listen carefully

Answers:

1 groom’s parents 2 red paper

3 altar

4 at the weeding banquet 5 weeding cards/ money

- Scan the sentences then try to guess which the informations T or F - Listen again and tick

Answers:

1 T

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1.The most important thing the groom’s family has todo on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper

2 The groom and the bride usually greet and introduce the guests

3 The groom and the bride exchage the rings when they finish praying and asking ancestors’ permission to get married

4 The wedding banquet usually is held at the church

5 The groom, bride and their parents stop by each table to thank their guests

After you listen ( 10’)

- Ask Ss to talk about a wedding in their family basing on some questions:

1 Is wedding important to your family?

2 What does the groom’s family on the wedding day?

3 What the groom and bride usually in their wedding? Where is the wedding held? What the guests give the newly wedded couples?

5 What the groom, bride and their parent during the wedding? - Listen and correct the pronunciation and grammar

- Ask Ss to retell the main idea of the listening lesson and some new words

Homework (1’)

- Ask Ss to write 100 words about a

4 F ( The wedding banquet is usually held at the groom and bride’s home or at a hotel or a restaurant)

5 T

- Work in groups to talk about a wedding in Ss’ family

Suggested answer:

1.Yes, it is/ No, it isn’t

2 The groom’s family has to go to the bride’s house bringing gifts wrapped in red paper

3 It is held at the groom or the bride 4 The guests give gifts or money 5 They stop by each table to thank their guests.

-Work individually

The main idea: A wedding ceremony in Vietnam

New words:

altar (n): bµn thê Master of Ceremony(n)

banquet (n): b÷a tiƯc,n tiƯc ancestor (n): tổ tiên

tray(n): khay, mâm

schedule(n) = plan(n): kế hoạch blessing(n): kinh cầu ơn chúa

(23)

wedding in Vietnam

Period 11

Date of preparation

Date of teaching

Cultural DiversWriting

Lesson4; Writing A- Preparation:

3.Skill: - Writing

- Describe the typical features of a vietnamese conical leaf hat - Write a description of a conical leaf hat

5 Educational aim: - Educate Ss to proud of Vietnamese culture - Teacher: Textbook, handouts, vice-board and a conical leaf hat - Student: Textbook, notebook, and prepare the lesson

B- Procedures:

Before you write (5’)

- Give a conical leaf hat and ask Ss some questions:

1 What is it?

2 what is it made of?

3 Is it the symbol of Vietnamese woman?

- Ask Ss to look at the conical leaf hat and write the Vietnames equivalents for the English words ( Ss work in pairs)

- Supply some new words:

spirit (n): tâm hồn diameter(n): đờng kính shape(v): uốn, tạo, nặn sew(v): khâu

- Work in pairs

Answers:

1 This is a conical leaf hat

2 It is made of bamboo and soft palm leaves

3 Yes, it is

- Look at the conical leaf hat: palm leaf (n) – leaves: L¸ rib (n): gọng, sờn, gân rim (n): vành nãn

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attar oil(n): tinh dầu đợclàm t cỏnh hoa hng

trim(v): tô điểm, trang hoµng

Grammar: simple present and

passive voice

While you write (30’) Task 1

- Give the outline

Introduction: - symbol of Vietnam

girls/woman

- part of spirit of Vietnamese nation

Main body: Materials: - made from

special kind of bamboo and young/ soft palm leaves

Shape and size: - conical form - dimeter of the hat: 45- 50cm,

25-30cm high

Process: - covering the form with leaves

- rimming and painting with a coat of atter oil

Conclusion:

- protecting people from sun and rain - girls/ woman look pretty/atractive

Task – Ask Ss to write a passage of

about 150 words about the conical leaf hat of Vietnam, using the outline and information in Task1

- Ask Ss to work individually - Call on a student to write on the board

- Move around the class to control and give help with vocabulary

- Collect the writing on the board when he or she have finished to correct ( correct words or grammar)

After you writing (5’)

- Ask Ss to describe the conical leaf hat ( summary)

- Pay-attention and take-note

- Write individually

Suggested writing:

The conical leaf hat is one of the typical symbols of the Vietnamese culture because it can not be found anywhere else in the world The leaf hat is not only a symbol of Vietnamese girls( woman), but has also become part of the spirit of Vietnamese nation. The hat is made from a special kind of bamboo and young soft palm leaves It has conical form The diameter of the hat is from 45 to 50 cm and it is from 25 to 30 cm high The form is covered with the palm leaves Finally, the hat is trimmed and painted with a coat of attar oil.

(25)

- Review the outline of describing the conical leaf hat

Homework (1’)

- Ask Ss to cotinue complating the

writing lesson - Write donw

Period 12

Date of preparation

Date of teaching

lesson : Language focus A- Preparation:

3.Skill: - Writing

- Distinguish between the differences in pronunciation of the –ed ending sound

- Revise the use of some tenses

5 Educational aim: - Educate Ss to proud of Vietnamese culture - Teacher: Textbook, handouts, vice-board

B- Procedures:

I.Pronunciation: (10’)

- Ask Ss to close the book and look at the vice-board to fill in the suitable words:

explained, knocked, phoned, started, decided, rained, helped, arrived, jumped, missed, involved, wanted, walked, mended, arrested

/t/ /d/ /id/

- Call on Ss to fill in the table - Watch and correct

- Close the book and fill in the table

/t/ /d/ /id/

walked knocked jumped helped missed

explained phoned rained arrived involved

started decided wanted mended arrested

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- Guide Ss to read -ED correctly and their rules:

a -ed ending sound is pronounced /t/ when the verbs end with the

sounds /k/, /p/, / /, /t /, or/s/

b -ed ending sound is pronounced /id/

when the verbs end with the sounds /t/, or /d/

c -ed ending sound is pronounced /d/ when the verbs end with all sounds except those in a and b

- Ask Ss to read the sentences - call on some Ss to read the sentences

- Make correction if needed

II Grammar: (5’)

- Write sentences on the board and ask Ss to choose the correct tense: Now you finished/ have finished

your work Why don’t you relax? We’re going to/we’ll give you money

3 Huong has been living/ lived in the same house for twenty years

4 I bought/ buy a new bicycle yesterday

- Listen, watch and correct

- Revise present perfect tense, present perfect continuous, future and simple past

* Present perfect continuous denote an action which began in the past, continued up to the present and is still going on at present(general activity) * Present perfect is used to indicate an action that happened at an

indifinite time in the past, an action that happened more than once in the past, an action that began in the past and is still occurring in the present

III Practice: (25’)

Exercise 1- Complete the conversation

- Ask Ss to work individually then write on their notebook

- Ask them to work in pairs to

- Work in pairs to read the sentences

- Work individually to choose

Answers:

1 have finishished 2 we’ll give

3 has been living 4 bought

- Revise how to use some tenses - Take-note

- Work individually then work in pairs - Role-play

Answer:

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compare the answers - Ask them to play in role - Listen and correct

- Explain how to use present perfect tense, past tense…

Exercise 2- Circle the answer( A or B, C, D) to complete the passage

- Ask Ss to work in pairs to read the passage and choose the correct answer which best fit each space - Check the answers with the whole class

- Ask Ss to retell how to use present perfect continuous and present perfect tense

Exercise 3- Complete the letter with the correct form of the verbs in brackets

- Ask Ss to work in pairs to give the correct tense of the verbs

- Ask Ss to scan the letter first then try to guess the situation in the letter is at present or in the past?sothat T can guide Ss to

- Call on some Ss to answer and explain their chosen

- Correct

- Ask Ss to retell how to read – ED and how to use some tense: present perfect tense, present perfect

continuous, past tense, future tense… and re-watch the exercises

Homework: (1’)

- Ask Ss to prepair the next lesson

- Work in pairs

Answers:

1C, 2A, 3C, 4A, 5C, 6A, 7C, 8A

- Work in pairs - Scan the letter - Guess the tense

Answers:

1 moved 2 moved 3 have asked 4 have not stopped 5 study

6 will fail 7 could talk

-Write down

Period13

Date of preparation

Date of teaching Ways of socializing

Lesson 1: Reading

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1.Knowledge: - Study the best ways of attracting attention 2.Language: - Vocabulary: Words relate to the title - Grammar: Reported speech

3.Skill: - Reading

- Guess the meaning in context and understand about ways of socializing

5 Educational aim: - Educate Ss to proud of Vietnamese culture - Teacher: Textbook, handouts, pictures and vice-board

B- Procedures:

I Warm- up: (5') Game: Getting through

- Put Ss into groups of or - Handout the copies with the following( see Appendix)

- Tell Ss to match the gestures with their meanings

- The first group with the most correct answers wins the game

Meanings:

Hello! Be quiet.

Peace. We won! That sound crazy!

I can’t hear you. Come hear.

Be careful

Lead-in:

1 Do you often use these gestures to communicate?

2 Do other people understand you? When you want to attract someone’s attention, you might speak to them Speech is one of the most important ways of communicating, which is called verbal form of communication Or you can move your hands by

waving, use gestures, which are called non-verbal form of communication Today, you get to know about ways of socializing through the reading

passage

- Work in groups

Appendix

Answer:

1. That sound crazy! Be careful

2. Come hear We won! 3 Be quiet Hello! 4 Peace I can’t hear you.

(29)

II Before you read:(2')

- Give some pictures and ask Ss to guess the situations ( giving the English meanings)- There are pictures

III While you read: (30')

Task 1: Guess the meaning of the words

- Read the passage and ask Ss to read wisher after teacher then find the words which express the attracting attention

- Ask Ss to work individually and work in pairs

- Write all the words and explain them using the actions, explain the phrases verbal and non-verbal form of communication:

Task 2: What’s the title?

- Tell Ss to read the passage and decide which option is the best title for the passage

- Ask Ss to compare the answer - Feedback: Attracting Attention: Non-verbal Cues

Task 3: Answer the questions

- Ask Ss to undeline the key words in each sentence then work individually to answer

- Call on some Ss to write on the board and others report in front of the class

- Listen, watch and correct

Picture 1: pointing (He may be angry with someone or something)

Picture 2: whistling(She wants to attract someone’s attention ) Picture 3: rasing hands or

waving( may greet someone, or say goodbye)

Picture 4: clapping hands( may compliment someone or attract the attention of someone)

Work in groups - approach(v): come here

- a slight nod will do: ( nod slightly) - wave hands

- jump up and down - clap one’s hands - catch one’s eyes - raise one’s hands - whistle

- pointing - impolite - rude

- informality

- Work in groups

- Work in pairs

Answer:

1 When we want to attact someone's attention, we can use either verbal or non-verbal communication.

2 They are strong actions that can easily be seen.

3 If we want to attract the waiter's attention, we can wait until he passes near us, catch his eyes and nod

(30)

IV After you read: (5')

- Discuss in groups to ask the following questions:

1 When people often whistle? When people often clap hands?

Suggested answer:

Whistle:

- excited - happy

- draw someone's attention in very informal situation

Hand-clapping:

- encourage someone - attract people's attention

- to give the signal to tell someone to come here.

V Consolidation: (2')

- Ask Ss to retell the verbal or non-verbal communication

VI Homework: (1')

- Ask Ss to learn by heart new words and the main idea of the passage

we need assistance.

4 If you are walking across the schoolyard and see your teacher approaching you, you can see a small friendly wave to attract his or her attention.

5 Because pointing at someone is usually considered rude.

- Work in groups

- people often whistle when they are excited, they are happy and they want to drawsomeone's attention in very informal situation

- People often clap hands when they encourage someone or attract

someone's attention or give the signal

to tell someone to come here.

- wave hands

- jump up and down - clap one’s hands - catch one’s eyes - raise one’s hands - whistle

-Write down

Period 14

Date of preparation

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A- Preparation:

1.Knowledge: - Study how to use compliment in different situations and respond to compliment

2.Language: - Vocabulary: Words relate to the title - Grammar: Reported speech

3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to - Practise giving compliment in different situations - Know how to respond to compliment

5 Educational aim: - Educate Ss to love this subject

II Materials

- Teacher: Textbook, handouts, pictures and vice-board - Student: Textbook, notebook, and prepare the lesson B- Procedure:

I Warm-up: (5')

Game: Rearrange the words in each sentence.

- Divide the class into five groups, write sentences onto the cards All the words from one sentence should be written in the same color card to

distinguish it from other sentences - Scramble the word oder of each sentence, give one scrambled sentence to each groups

- Ask Ss in each group to uncramble the sentences as quikly as possible then stick their sentence on the board the fastest group with the correct sentence is the winner

Lead-in: When you say these sentences?

How often you hear people

complimeting each other in English? Do you often give or receive

compliments?

So compliments are very important social stratery, they make the conversation opener and more meaningful Today we will pratice giving and responding compliments in different situations

II Before you speak: (7') Task 1: Practice the diologue

- Ask Ss to work in groups to pratise

- Work in groups to play a game - Go to the board and stick the sentences

1 I really enjoy your pulic speaking. 2 I thought your football game was excellent today.

3 Your hairstyle is terrific, Mary. 4 You really have a beautiful dress. 5 What a lovely baby you have !

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reading these diologues and paying attention to how people give and respond to compliments in each situation( ask Ss to find the giving and responding compliments)

- Ask Ss to note that Ss have to use adjectives in giving compliments :

nice, good, beautiful, terrific, pretty, great, terrible, etc.

III While you speak: (15') Task 2: Giving compliments

- Give situation: You are going to give compliments to suit the following responds given the textbook - Ask Ss to work in groups - Go around and help if needed

- Ask Ss to report in front of the class - Listen, correct and give some more compliments:

a -The dress looks like on you

- Your dress look great! I especially like its color.

b. I love your motorbike It looks beautiful.

- You have a beautiful motorbike

c - Congratulation! you play a great game

- That's fun! you play a great game

Task 3: Responding compliments

- Give situation: Read open diologues and respones to these compliments given in the textbook

- Ask Ss to work in groups then work in pairs to pratise

- Call on some pairs to speak out their sentences

- Give feedback

IV After you speak: ( 12') Task 4: Making diologue

- Ask Ss to work in pairs to pratise giving and responding compliments, using the cues below:

- A nice pair of glasses - A new expensive watch - A new cell phone

- Work in groups

Compliments:

- You have a beautiful blouse. - Your hairstyle is terrific, Cindy. - I thought your tennis game was a lot better today, Tony.

Respondings: + Accepting

- Thank you That's a nice compliment.

- Thanks I've finally found a style that looks decent and is easy to handle

+ Rejecting

- You've got to be kidding I thought it was terrible.

- Work in pairs

David: You really have a nice dress

Hung: Your bike is terrific !

Micheal: I thought your badminton game was a lot better today.

- Work in groups and work in pairs

a Thank you for saying so

b Thanks That's a nice compliment c Thanks That's a nice of you to say so

- Work in pairs

a A nice pair of glaases

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- A modern-looking pair of shoes - A fashionable jackets

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

- Listen and correct ( give mark for them)

- Ask Ss to retell some compliments and responding compliments

- Ask Ss to continue making diologues in Task

compliment

b A new expensive watch

A: Wow You really have a nice watch Where did you buy it?

B: Thanks I think it suit me I bought it in a shop near my house.

- Do the same

- Write down

Period15

Date of preparation

Lesson : Listening

A- Preparation:

1.Knowledge: - Study how to use telephone in the family 2.Language: - Vocabulary: Words relate to the title - Grammar: Reported speech

4.Ojectives: By the end of the lesson, students will be able to - Listen for general information

- Listen for specific ideas

5 Educational aim: - Educate Ss how to use telephone in the family

II Materials

- Teacher: Textbook, handouts, pictures, vice-board and CD player - Student: Textbook, notebook, and prepare the lesson

B- Procedure:

I Warm-up: (5')

- Show the picture of a boy and a girl talking to each other on the phone Ask Ss to work in pairs, studying the picture and answering the following questions:

- Look at the picture and work in pairs to answer the questions

(34)

1 What are they doing?

2 What you think they would talk about?

3 How long you think it would take them to finish their call?

- Lead-in: Do you often phone your friends?

What you often talk to them on the phone? How long?

Now today you will hear Linda, a social worker, advise young people on how to use the telephone in the family

II Before you listen: ( 5')

Guide Ss to read the words that will appear in the tape( Ask Ss to give the meaning of them)

marvellous(a) = wonderful (a) argue(v)

argument(n) regulation(n) absolute(v)

maximum>< minimum install(v): lap dat chitchat(v)

startle(v): lam giat minh Startling(a): ngac nhien

III While you listen: (20') Task 1: True/ False

- Ask Ss to work in pairs and let them listen to the recording twice and decide whether the statement are true or false

- Play the CD one more time for Ss to listen and check their answers

- Give feedback

Task 2: Gap- filling

- Let Ss listen to part of Ms Linda Cupple's talk again and write the missing words in the numbered blanks of the passage

- Have Ss to compare the result in pairs

- Go over the answers with the class

the phone.

2 I think they would talk about health or job or news

3 I think it would take 15 or 20 minutes to finish their cal.l

- Read the words in Listen and repeat

after the teacher

- Take-note on the notebook

- Work individually then work in pairs

Answer:

1 T 2 F 3 T 4 F 5 F 6 T

- Work individually the work in pairs

1 agreed 2 to avoid 3 particular 4 adult 5 waking 6 heart 7 kindness 8 to sick

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III After you listen: (10') Speaking: Summerizing

- Ask Ss to work in groups or four or five

to summarize Ms Linda Cupple's talk - Call on some groups' representatives to report to the class

- Give feedback:

+ Length of time + Time for calling + Calling late at night + Calling at weekend

- Tell Ss they can begin their summary with:

In this talk Ms Linda give us some pieces of advise on how to use the telephone in the family The first is to work out a reasonable length of time for a call, ten minutes should be an absolute maximum The second is the time for calling, avoid calling at the dinner The third is calling late at night and calling at weekend.

IV Consolidation: (4')

- Ask Ss to retell how to use telephone in the family

V Homework: (1')

- Ask Ss to prepare the next period

Writing

- Write down

Period 16

Date of preparation

lesson : Writing

A- Preparation:

(36)

1.Knowledge: - Study how to some writing exercises 2.Language: - Vocabulary: Words relate to the title - Grammar: Reported speech

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to - Build sentences based on given words

- Re-order given sentences to make a complete paragraph Educational aim: - Educate Ss to love this subject

II Materials

- Teacher: Textbook, handouts, cards and vice-board - Student: Textbook, notebook, and prepare the lesson

B- Procedure: I Test:

Written test

Time: 15 mins

I Choose the word that has underlined part is different from others (2 points )

1 A helped B stopped C worked D mended

2 A plays B waits C speaks D looks

3 A decided

4 A cats

B wanted B bags

C demanded C tables

D supposed D pens

II Give the correct form of the verbs ( points )

1 We (not meet) him since we left school Our family (move) to New York a year ago When we (get) _there last night, the tickets (sell) _out, so we (have to) _go back home

4 Vietnamese people often (wear) _Conical leaf hat like a little umbrella to protect themslves from the sun and rain

5 _you (finish) your homework yet ? - Yes, I have I (finish) _ it last night Why? I (have) _some more exercises for you now The end

Answer key:

I sentences * 0.5 p = points 1D, 2A, 3D, 4A

II sentences * 1.6 P = points haven't met

2 moved

3 got/ had sold/ had to wear

5 Have you finished/ finished/ have

II New lesson:

I Warm-up: (5')

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words so that they will make a meaning ful sentence

something that/An apology is/to tell someone/that/you are

sorry/you say or write.

Expected:

An apology is something that you say or write to tell someone

Lead-in: in this writing lesson, you will practise building sentences based on given words and putting jumbled sentences into correct order to make a complete paragraph

II Before you write: (5')

- Explain some new words;

apologize (to sb for st) abrupt(a) = suddenly

thoughtful(a): an can, chu dao discourtesy(n) = rudeness interruption(n) su gian doan farewell = goodbye

at hand = near, close departure = leaving

- Guide Ss to read new words

III While you write: (15') Task 1: Sentence building

- Ask Ss to dicuss and makes sentences in pairs

- Tell Ss to change the form of verb and no addition and omission is required

- Go around to give help

- Invite some Ss to read aloud their sentences

- Call on other Ss to correct mistakes

- Give feedback

Task 2: Jumble sentence

- Ask Ss to work in groups to put the sentences into the correct order - Go around and help

- Call on some Ss to read their

- Pay attention and take-note - Read after the teacher

- Work in pairs

Answer:

1 There are many ways to tell someone goodbye, and most of them depend on the situation at hand.

2 However, there is one rule that all situations observe: we seldom say goodbye abruptly.

3 In English it is necessary to prepare a person for our departure.

4 We lead into the farewell by saying something pleasant and thoughtful like" I've really enjoyed talking to you"

5 We might also say something relating to the time like " Gosh, I can't believe how late it is! I really must be going!"

- Work in groups

Paragraph 1:

(38)

writing

IV After you write: (2')

- Ask some Ss to read their writing

- Ask Ss to retell some new words and how to task and task

VI

Homework: (1')

- Ask Ss to learn by heart new words and the tasks agains

1 It is difficult to write rules that exactly when you should apologize, but it is not difficult to learn how

2 If we have done something to hurt someone's feeling, we apologize 3……… 4……… 5………

Paragraph 2:

1C 2E 3B 4A 5D

1 The simplest way to apologize is to say "I'm sorry"

2 Let's take a common situation……… 3.What does he do? 4……… 5………

-Write down

Period 17

Date of preparation

Date of teaching

(39)

Lesson : language Focus A- Preparation:

1.Knowledge: - Study about the topic

2.Language: - Vocabulary: Words relate to the title - Grammar: Reported speech

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to - Get some rules of the stress in two syllable words - Revise reported speech

II Materials

- Teacher: Textbook, handouts, and vice-board

- Student: Textbook, notebook, and prepare the lesson B- Procedure:

I Pronunciation: (10')

- Ask Ss to close the book and look at the vice-board

- Hang on the vice-board with the words Tell Ss to read the words and underline the word with a different stress partern from the other

eg: money machine mountain message

- Elicit the answer from Ss that many two-syllable words come from a one syllable words eg: the word artist

come from the word art Remove

comes from move In these two-syllable words the stress is on the original word

- Most two-syllable nouns and adjectives have stress on the first syllable (Oo) Most two-syllable verbs have stress on the second syllable Rules: -> stress partern oO

+ Two-syllable verbs ending in -er and -en, eg: answer, enter, listen, happen, open

+ Some words are both nouns and verbs

eg: 'record (n) re'cord (v)

contrast, export, object, protest + There is not always a change of

- Work in pairs

1 middle minute mission mistake

2 reason remove receive review

3 artist agree allow attract

4 common careful crazy complete

Key:

1 mis'take 'reason 'artist com'plete

(40)

stress in words that are both nouns and verbs

eg: answer, picture, promise,reply, travel, visit always have stress on the same syllable

* Listen and repeat

- Read the words and ask Ss to repeat - Ask Ss to work in pairs and practise reading the sentences

- Call on some Ss to read - make correction

II Grammar: (7') Reported Speech

Give the situation: Mary's chilhood immaginings

Deliver handouts ( see Appendix) and tell Ss is talking about her past

Appendix:

1 I'm a fastest runner in the world 2 I can magic

3 I'll never be able to read and write 4 I'm going to be a doctor

eg: When I was a child I used to think that I was the fastest runner in the world

* Note: When we report what

someone said, the verb forms often move one tense into the past

eg: "I believe that what I am doing is right"

She said she believed that what I was

doing was right

The verb forms change in the following way:

Direct speech Reported speech

Present simple -> Past simple (S + V(s,es,ies) ( S + Ved/V-2nd) Present continuous -> past continuous (is doing) (was doing) Present perfect -> Past perfect (S + have/has) (had done) Past simple -> past perfect (S + Ved/V-2nd) (had done) Past continuous -> past perfect cont

(was + ing) (had + been + V-ing

Past perfect -> No change

- Read after the teacher

- Work in pairs to read the sentences

When I was a child I used to thought that I could magic, I thought I

would never be able to read and write and I still thought I was going to be a doctor

Speaker's words /Reported speech

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Will -> Would is going to -> was going to Can -> Could must -> had to

III Practice: Exercise 1: (12')

- Give the situation: Last week you met Thuan, a friend you hadn't seen for a long time Look at the list of things he said to you then tell another friend what he said Use reported speech

- Ask Ss to work individually then work in pairs

- Call on some Ss to write on the board - Watch, listen and correct

Exercise 2: (10')

- Give the situation: Lan was angry with Tung Tuan tried to help them get back together, and talk to Lan for Tung Read the diologue and complete the coversation Tuan had with Tung - Call on two Ss to read the diologue between Lan and Tuan

- Ask Ss to underline the verbs form in this diologue

- Ask Ss to work in pairs to read and the diologue between Tuan and Tung

- Call on a pair of Ss to report in front of the class

Monday to come to go

- Work individually and work in pairs

Answer:

2 Thuan said he worked for a big company

3 Thuan said he was their marketing manager

4 Thuan said the company had opened an office in Ho Chi Minh city. 5.Thuan said it had been very

sucessful

6 Thuan said he had been chosen to run an office in District 5

7 Thuan ask me how long I had been learning English

8 Thuan said he didn't have much time to enjoy himself

9 Thuan hoped I would come and visit him in Ho Chi Minh city 10 Thuan hoped he would be sucessful in Ho Chi Minh city.

- Work in pairs

Answer: underline the verb forms in

the 1st diologue ( Lan's talk)

1 don't want to 2 I'm up set

3 I'm not interested He promisedto go but he didn't turn up I don't want to see…

4 He has got….

5 I don't believe he did

6 I'll talk to him later I must be going now…I'll be late for school.

- Work in pairs

Answer: Change the verb form in

the 2nd diologue

2 was upsad

3 was not interested

4 had promisedto go to the cinema 5.hadn't turn up

6 didn't want to see you

(42)

IV Consolidation: (2')

- Review how to pronuciate the two-syllable words and reported speech + Pronunciation:

- Most two-syllable nouns and adjectives have stress on the first syllable (Oo) Most two-syllable verbs have stress on the second syllable (oO) + Reported speech: When we report what someone said, the verb forms often move one tense into the past

- Ask Ss to the following sentences:

Sentence transformation

1 They said" we are learning in England now"

2 She said" I will come here to take this book"

3 She said " I haven't met him for a long time"

4 They said " We did this exercise"

8 she would talk to you later

9 she had to go otherwise she would be late for school

- Review how to pronuciate the two-syllable words and reported speech

- Write homework

Period 18

Date of preparation

Date of teaching

Test yourself A A- Preparation:

(43)

1.Knowledge: - Review the knowledge from Unit to Unit 2.Language: - Vocabulary: Words relate to the titles

- Grammar: Tense Revision and Reported speech 3.Skill: - Writing, reading

4.Ojectives: By the end of the lesson, students will be able to - Get some rules of the stress in two syllable words - Revise reported speech

II Materials

- Student: Textbook, notebook, and prepare the lesson B- Procedures:

I Listening (10')

- Give the situation : Listen to the passage about the changes in family in Western countries during the last two centuries and decide if the following statements are true(T) or false (F) - Ask Ss to read the statements first - Ask Ss to work in pairs and let them listen to the recording twice and decide whether the statement are true or false

- Play the CD one more time for Ss to listen and check their answers

- Give feedback

II Reading (10')

- Ask Ss to work in groups, read the passage then answer the questions - Go around and help if needed

- Correct sothat Ss can give marks themselves

III Grammar: (10')

- Ask Ss to work in pairs

- Work in pairs

Answer:

1T, 2F, 3F, 4T, 5T

- Work in groups

Answer:

1 We can communicate not only through words but also through body language

2 They are our posture, facial expressions and gestures

3 If your posture is slumped and your head is down, this could mean that you are sad or you lack confidence 4 A person who doesn't look away is expressing a challeng A person who doesn't look at you is expressing lack of interest or is shy.

5 Because that person might be angry at you or feel superior to you.

- Work in pairs

Answer:

(44)

- Correct and give the answers

IV Writing: (10')

- Ask Ss to work in groups

- Ask them to dicuss basing on the suggested informations (re-watch the writing in Unit 1)

- Ask them to write at home

- Ask Ss to review the knowledge that they have learned to prepare the

written test

B 1 Lan asked John what he had done before working for that company.

2 Bill promised to come to see me the next Sunday.

3 Tom apologized for not ringing me ealier

4 Miss White thanked Peter for giving her the present

- Work in groups

Period 19

Date of preparation

Date of teaching

Written test No 1 A- Preparation:

- Improve their skills especially writing and speaking - Revise reported speech, and tenses

II Materials

(45)

- Student: prepare the kowledges, pencils and pen

B- Procedures:

I.Choose one word whose underlined part is pronounced differently from that of the others (1point)

1 A books B bats C days D photographs

2 A stopped B lived C moved D stayed

3 A conducted B dicussed C finished D developed A socialize B contact C background D formality II Give the correct form of the verbs (2 points)

1 + How long have you been in England? - I (be) here for five years

2 Three years ago, he (be) _ a student at a university in England They (not/have) information about him yet

4 I (meet) Mary _while I (go) to the bookshop yesterday I (ask) her to go with me She and I (want) to find a good dictionnary

5 John (already/ leave) when we _(get) there III Choose the best option to fill in each blank (2 points)

1 In my family, all members share the _

A money B decision C house D household chores

2 What you have in your family?

- Right, I'm not allowed to go out too late in the evening and my parents don't let me watch TV until I have finished my homework,etc

A rules B works C interests D secrets

3 What a nice pair of shoes you have! I'm really interested _its color A on B at C in D of

4 To someone's attention we can use either verbal or non-verbal form of communication

A attract B attraction C attractive D attacting We have many ways to apologize and this depend _different situations

A at B on C of D to Avoid a lot of sweets, they will make you fat

A eat B to eat C eating D ate Columbus _America more than 450 years ago

A has dicovered B discovered C had dicovered D was

discovering

8 I think it is important to give _.It makes the conversation opener and more meaningful like " You really have a terrific hairstyle!"

A goodbye B compliment C apology D responding I _you yesterday You _outside at the cafÐ

(46)

IV Rewrite the sentences using reported speech (2 points) ''Don't drive so fast" Ha told Minh

Ha told

Minh……… " We are studying English at home" They said

They

said……… " We'll see you tomorrow" they said

They

said……… " What are you doing?" she asked me

She asked

me……… V Read the passage and answer the questions below.( points)

When we have guests to our house, we should be very polite to them, welcom them as warmly as possible and try to behave properly to become a welcome guests if we are invited to any formal or informal get-togethers

It is interesting, and sometimes very important to learn about the standards of coutesy in different cultural areas of the world so that we can practice them well and avoid awkwardness in case we get a chance to visit a person or a community of unfamiliar social customs

The Americans, for instance, tend to be informal while they're receiving company or coming for a social engagement On the whole, women don't usually shake hands

as they are introduced to each other but men When a man and a woman are introduced, shaking hands is up to the woman And punctuality, which means arriving on time, is probably one of the most necessary and greatful manners in public relations Most people consider it discouteous and inconvinient to arrive at an important appointment later than the time agreed up

* Questions:

1 What should we when we have guests to our house?

……… ……

2 What should we when we are invited to any formal or informal get-togethers?

………

3 Why is it important to learn about the standards of coutesy in different cultural areas of the world?

……… …… What is one of the most necessary and greatful manners in public relations?

……… ……

The end

(47)

No 02

I Read the passage and answer the questions below.(3 points)

When we have guests to our house, we should be very polite to them, welcom them as warmly as possible and try to behave properly to become a welcome guests if we are invited to any formal or informal get-togethers

It is interesting, and sometimes very important to learn about the standards of coutesy in different cultural areas of the world so that we can practice them well and avoid awkwardness in case we get a chance to visit a person or a community of unfamiliar social customs

The Americans, for instance, tend to be informal while they're receiving company or coming for a social engagement On the whole, women don't usually shake hands

as they are introduced to each other but men When a man and a woman are introduced, shaking hands is up to the woman And punctuality, which means arriving on time, is probably one of the most necessary and greatful manners in public relations Most people consider it discouteous and inconvinient to arrive at an important appointment later than the time agreed up

* Questions:

1 What should we when we have guests to our house?

……… ……

……… …… What should we when we are invited to any formal or informal get-togethers?

……… ……

4 What is one of the most necessary and greatful manners in public relations? ……… ……

……… ……

II Choose the best option to fill in each blank (2 points)

1 We have many ways to apologize and this depend _different situations

A at B on C of D to Avoid a lot of sweets, they will make you fat

(48)

A has dicovered B discovered C had dicovered D was

discovering

4 I think it is important to give _.It makes the conversation opener and more meaningful like " You really have a terrific hairstyle!"

A goodbye B compliment C apology D responding I _you yesterday You _outside at the cafÐ

A saw/ was sitting B saw/ sat C was seeing/ sat D see/ sit There are _between Vietnamese and American cultures

A different B difference C differences D differ In my family, all members share the _

A money B decision C house D household chores

8 What you have in your family?

- Right, I'm not allowed to go out too late in the evening and my parents don't let me watch TV until I have finished my homework,etc

A rules B works C interests D secrets What a nice pair of shoes you have! I'm really interested _its color A on B at C in D of

10 To someone's attention we can use either verbal or non-verbal form of communication

A attract B attraction C attractive D attacting

III Choose one word whose underlined part is pronounced differently from that of the others (1point)

1 A books B bats C days D photographs

2 A stopped B lived C moved D stayed

3 A conducted B dicussed C finished D developed A socialize B contact C background D formality

IV Rewrite the sentences using reported speech (2 points)

1 ''Don't drive so fast" Ha told Minh Ha told

Minh……… " We are studying English at home" They said

They

said……… " We'll see you tomorrow" they said

They

said……… " What are you doing?" she asked me

She asked

me………

V. Give the correct form of the verbs (2 points)

1 + How long have you been in England? - I (be) here for five years

(49)

4 I (meet) Mary _while I (go) to the bookshop yesterday I (ask) her to go with me She and I (want) to find a good dictionnary

5 John (already/ leave) when we _(get) there The end

Answer keys for English written test

No 1 I sentences * 0.25 p = point

1C, 2A, 3A, 4A

II sentences * 0.4 p = points

1 have been was haven't had met - was going - asked - wanted had already left - got

III 10 sentences * 0.2 = points

1D, 2A, 3C, 4A, 5B, 6C, 7B, 8B, 9A, 10C

IV sentences * 0.5 = points

1 Ha told Minh not to drive so fast

2 They said they were studying English at home They said they would see me the next day She asked me what I was doing

V sentences * 0.75 = points

1 When we have guests to our house, we should be very polite to them, welcom them as warmly as possible

2 We should try to behave properly to become a welcome guests

3 It is very important to learn about the standards of coutesy in different cultural areas of the world so that we can practice them well and avoid awkwardness in case we get a chance to visit a person or a community of unfamiliar social customs

4 One of the most necessary and greatful manners in public relations is punctuality

No 02 I sentences * 0.75 = points

1 When we have guests to our house, we should be very polite to them, welcom them as warmly as possible

2 We should try to behave properly to become a welcome guests

4 One of the most necessary and greatful manners in public relations is punctuality

(50)

1D, 2A, 3C, 4A, 5B, 6C, 7B, 8B, 9A, 10C

III sentences * 0.25 p = point

1C, 2A, 3A, 4A

IV sentences * 0.5 = points

1 Ha told Minh not to drive so fast

2 They said they were studying English at home They said they would see me the next day She asked me what I was doing

II sentences * 0.4 p = points

1 have been was haven't had met - was going - asked - wanted

5 had already left - got

Period 20

Date of preparation

Date of teaching school education system

Lesson : Reading

A- Preparation:

1.Knowledge: - Study about the school education system in England 2.Language: - Vocabulary: Words relate to the title

- Grammar: Simple present and passive voice 3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to - guess the meaning in context

- scan specific information

- Know about the school education system Educational aim: - Educate Ss to love this subject

II Materials

- Student: Textbook, notebook, pen and prepare the lesson

III Anticipated problems:

- It's difficult for Ss to guess the meaning of the words B- Procedure:

Teacher's activities Students' activities

I Warm up: (5') Net-words - Divide the class into four or five groups then ask them to find the words relate to " education"

- Groups find more words will win Words

school year, term, exam, grade, couse, begin, end, system, free, holiday, public

Lead-in: In our reading lesson today

(51)

we'll focus on the school education system in England compared with education system in Vietnam

II Before you read: (5')

- Ask Ss to look at the facts below and decide whether the statements about school in Vietnam are true (T) or false (F) Then compare your results with your partners:

1 Children start Grade when they are years old

2 Schooling is compulsory from the age of to 16

3 The school year generally begins in September, and ends in late May

4 the students not have any examinations when they finish secondary school

5 There are two school system: the state school system and public school system

6 A school year consists of two terms

III While you read:

- Ask Ss to scan the passage then the tasks below:

Task 1: (10') Giving the new words

- Ask Ss to scan the reading text and find out the words having the

equivalent meanings ( Ss underline the words or phrases in the text)

- Explain the new words in the questions

without paying tuition fee: force (v)

- Call on some Ss to give the meaning of the words

- Guide Ss to read loudly

1 state school: Trêng c«ng lËp 2 primary education: GD tiÓu häc 3 secondary education: GD trung häc 4 compulsory (a): b¾t buéc

5 the General Certificate of Secondary Education.( TN trung học)

6 curriculum(n):chơng trình häc

Task 2: (15') Answer the questions

- Ask Ss to work individually then work in pairs to read the text again then

- Work in pairs

Answer:

1 T 2 F 3 T 4 F 5 T 6 T

- Work in pairs

Answer:

1 state school: Trêng c«ng lËp 2 primary education: GD tiÓu häc 3 secondary education: GD trung häc

4 compulsory (a): b¾t buéc 5 the General Certificate of Secondary Education.( b»ng TN trung học)

6 curriculum(n):chơng trình học

Answers:

(52)

find the answers

- Go around and help if needed new word: core subject

- Call on some Ss to write on the board - Listen, watch and correct

IV After you read: (7') Gap- filling

- Ask Ss to close the book and work individually then compare with others to fill each of the blanks of the

summary below with a suitable word from the reading passage

Shooling is …(1) for all English children from the age of to 16 The academic year in England runs from (2)… to July and is …(3) into terms…(4)…term is from the beginning of September to mid- December Spring term is from the beginning of January to mid- March and….(5)…term from early April to mid- July Each term is seperated by one- week …(6)…called half term - Call on some Ss to read their answers - Listen and correct

- Ask Ss to compare the education system in England with the education system in Vietnam:

eg:

England Vietnam

- Shooling is compulsory for all English

children from the age of to 16 - There are terms in a year ………

- Shooling is compulsory for all Vietnamese children from the age of to 16 - There are term in a years

………

2 terms

3 the state school and

the'indipendent' and 'public' school system

4 yes

5 There are core subjects ( English, Maths and science) 6 When the students finish the secondary school, they can take an examination called the General Certificate of Secondary Education. - Work iidividually then work in pairs

Answer:

1 compulsory 2 September 3 divided 4 Autumn 5 Summer 6 break

(53)

Period21

Date of preparation

lesson : Speaking

A Preparation:

1.Knowledge: - Study about the school education system in Vietnam 2.Language: - Vocabulary: Words relate to the title

- Grammar: Simple present 3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to - Get some knowledge of the education system - Talk about the school education system in Vietnam Educational aim: - Educate Ss to love this subject

II Materials

- Ss are often shy when they give their ideas B- Procedure:

I Warm-up: (5')

Game: Matching ( see Appendix at

the end of the lesson) - Ask Ss to work in pairs

- Show the picture of schools and ask Ss to match the school with their names

- Call on Ss to give the answers and give feedback

1 Pre-school Primary school

3 Lower secondary school Upper secondary school

Lead-in: You will practise speaking about the school education system in Vietnam

II Before you speak: (5')

- Show the pictures of the schools and ask Ss to say what kind of the school is

- Elicit the Vietnamese meaning of the following words from Ss

nursery school (n): nhà trẻ

- Work in pairs

- Pay- attention

- Look at the pictures and say what kind of the school is

(54)

kindergarten (n): trêng mÉu gi¸o primary school (n) trêng cÊp mét (TiÓu häc)

lower secondary school (n):trêng cÊp hai ( THCS)

upper secondary school (n): trêng cÊp ba (THPT)

- Guide Ss to read the words

III While you speak:

Task 1: (10') Ask and answer the questions

- Ask Ss to work in pairs to study the table below then ask and answer the questions about the school education system in Vietnam

eg:

A: When the children in Vietnam go to primary school?

B: When they are years old A: How long does the primary education last?

B: years

Task 2: (12') Talking about the school education system in Vietnam

- Ask Ss to work in groups to talk about the school education system in vietnam, using the information from Task

- Move around the class to control and give help if needed

- Call some Ss to report in front of the class

- Give feedback and make comments

- Work in pairs

S1: When children in Vietnam go to Nursery?

S2: When they are years old

S1: How long does the Nurrsery last? S2: year

S3: When children in Vietnam go to Kingdergarten?

S4: When they are years old

S3: How long does the Kingdergarten last?

S4: year

S5: When children in Vietnam go to Lower secondary school?

S6: When they are 11 years old S5: How long does the Lower secondary last?

S6: years, from grade to grade 9 S7: When children in Vietnam go to Upper secondary school?

S8: When they are 15 years old S7: How long does the Upper secondary last?

S8: years, from grade 10 to grade 12

- Work in groups

Answer:

(55)

IV After you speak: (12') Writing about the similarities and

differences between education system in England and in Vietnam

- Divide the class into groups Ask them to write their answers on the board maker ( groups write about the similarities and 2groups write about the differences )

- Have Ss stick the posters on the board

- Call on some groups to report their results to the class

- Give feedback and comments

- Ask Ss to write about the education system in Vietn

secondary school If they pass this exam they will stay in upper secondary school until the age of 17 then they have to take an examination to take a GCSE

- Work in groups

Answers: Similarities:

- levels of education

- have to follow the national curriculum set by the government - have to take the national

examination known as GCSE

Differences:

- In Vietnam children start go to the primary school at the age of and finish this level at 10

- In England chidren start go to the primary school at the age of and finish this level at 10

- Schooling is compulsory for

Vietnamese children until the age of 14

- Schooling is compulsory for English children until the age of 16

-Write down

Period 22

Date of preparation

Lesson : Listening

A Preparation:

(56)

2.Language: - Vocabulary: Words relate to the title - Grammar: Simple present

4.Ojectives: By the end of the lesson, students will be able to - Listen for understanding of the conversation

- Know more education system in England and in Vietnam Educational aim: - Educate Ss to love this subject

II Materials

- It’s diffecult for Ss to listen and guess who is Jenny and who is Gavin in Task

B- Procedure:

I Warm up: (5’)

Game: Scrambled words

- Diliver handouts with the following: t o h r i s y H_ _ _ _ _ Y e h g s n l i E_ _ _ _ _H y m t r h c e i s C_ _ _ _ _ _ _Y t m h a s M_ _ _S

5 p g g y o a e r h G_ _ _ _ _ _ _Y r t l e r u t e a i L_ _ _ _ _ _ _ _E

7 p i s s h y c P_ _ _ _ _C - Tell Ss that here are some of school subjects that English secondary school pupils usually have at school

- Ask Ss to work in groups of or to work out what thay are

- The first group to have the most correct answer is the winner

Lead-in: What school subjects are you good at?

- What subjects you like most? In today you will listen to the

conversation between Jeny and Gavin talking about what they at school

I Before you listen : (5’)

New words:

tearaway (n): ngời bốc đồng disruptive (n) gây rối

methodical (a): cẩn thận. well-behave (a): c xử đúng, tốt

struggle (n): đấu tranh, vật lộn

- Guide Ss to read them loudly

- Work in groups

Answers:

1. history 2. english 3. chemistry 4. maths 5. geography 6. literature 7. physics

- Pay-attention

- Read the new words and take- note

(57)

II While you listen (25’)

Task 1- Listen to the conversation

between Jenny and Gavin then put (V) to the questions to which the answer is “yes”

- Ask Ss to work in pairs

- Play the CD player twice for Ss to listen

- Ask them to tick the answer “yes” - Play the CD player one more time

to check-up the answers

Task 2 - Answer the questions

- Ask Ss to work individually then work in pairs to compare the answers - Let Ss listen the conversation again and ask them to answer the questions - Call on some Ss to write the answers on the board

- Watch, listen and correct

III After you listen ( 10’) Chatting

- Tell Ss to work in groups to talk about their school basing on some questions:

1 Do you like your school? Why? What things you like? or What things you don’t like? (uniforms, subjects, teachers, punishment, etc.) What changes would you like to make?

IV Consolidation: (4’)

- Review the main idea of the listening lesson ( Ask Ss see the task and task again ) especially the new words

V Homework: (1’)

- Ask Ss to write about the results of their current exams at school and what they will to prepare the next exams

answers:

1 Janny and Gavin Gavin

3 Janny (no one)

5.Janny and Gavin ( no one)

Answers:

1 When he enjoyed subjects 2 He found it very difficult

3 Because it is difficult for him to the exam in a short time.

4 Because they went away to boarding school when he was quite young and he didn’t like that So school weren’t the best days of his life

- Work in groups

- Pay-attention

-Write down

Period 23

Date of preparation

(58)

school education system Lesson ; Writing

A Preparation:

- Grammar: Simple present 3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to - Describe school education system in Vietnam

- Write a passage about the formal school eaducation system in Vietnam

II Materials

- It’s diffecult for Ss to write because of their vocabularies

B- Procedure:

1.Warm-up: (5’)

- Ask Ss some questions and ask them to answer

1 How many terms are there in a school year in Vietnam?

2 When does a school year general begin and end?

3 How many grades are there in Vietnamese lower secondary school? How many grades are there in Vietnamese upper secondary school? Is upper secondary education compulsory?

- Call on some Ss to answer in front of the class

Lead-in : Today we will write a short paragraph about a formal school education system in Vietnam

II Before you write: (7’)

- Ask Ss to talk about the education system in Vietnam ( see Appendix) - Call o Ss to speak out

Term Term 2 (from Sep to Dec) ( from Jan to

- Work in pairs

Answer:

1 term

2 It begins in September and ends in early May

3 grades 4 grades 5 No, it isn’t

- See Appendix then work in pairs to talk about the education system in Vietnam

(59)

May)

Academic year National exam for

( months ) GCSE ( early June )

- Upper secondary school (3 years)

- Lower secondary ( years)

- Primary (5 years) _

Compulsory education

III While you write: (25’)

- Give the outline:

+ Levels of education (what are they?) + Which levels are compulsory?

+ Children start go to primary at the age of…

+ How long does the primary/secondary last? + Terms ?

+ When children take the examination for GCSE ?

Writing lesson:

There are levels of education in Vietnam - pre-school, primary school, lower secondary school and upper secondary school Children often go to pre- school when they are one year, which are optional Primary and lower secondary school are compulsory Children start go to primary school at the age of six years old and move to lower secondary school at the age of 11 children stay in lower secondary school until the age of 14, then they will move to the uppersecondary school There are terms in a school years in Vietnam, the 1st term starts from Sep to Dec and

the 2nd term starts from Jan to May

(60)

IV After you write: (6’)

- Call on some Ss to talk about the education system in Vietnam

V Consolidation: (1’)

- Ask Ss to retell how to write a formal writing lesson

- Ask Ss to write about the similarities and differences between education in Vietnam and in England

for GCSE If they want to go

universities or colleges they have to take the national examination.

- Write down

Period 24

Date of preparation

Date of teaching

school education system

Lessoon : Language focus A Preparation:

- Grammar: Passive voice 3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to - Get sme rules of the stress in three syllable words - Use the passive voice

II Materials

- It’s difficult for Ss to write because their vocabularies and their mind

B- Procedure:

(61)

I.Pronunciation: (10’) - The stress in three syllable words

Hang on the chart with the following words:

algebra, chemistry, computing, carefully, academic, cinema, politics, primary, compulsory, physical, statistics, September, education, investigation - Ask Ss to read the words and put the words in the correct part of the table according to the stress pattern

1 oOo Ooo oOoo ooOo oooOo

* Rules:

- We build longer words by adding parts to the beginning or end of the shorter words Usually, this this does not change the stress ( it stays the same syllable as in the original words )

eg: ‘beautiful, ‘carelessly, un’happy,

‘employment,…

- Some endings change the stress in the shorter words : -ion, -ian the stress always moves to the syllable before these endings eg: mu’sician, poli’tician, cacu’lation - The ending -ic also moves the stress to the syllable before it

eg: scien’tific, eco’nomic, a’tomic, ar’tistic

- Ask Ss to work in pairs to read then read after teacher

- Ask them to pratise the sentences Call on some Ss to read

II Grammar: (30’)

Write two sentences on the board and ask Ss to rewrite using passive voice

1 The novel War and Peace _by Leo Tolstoy (write)

2 This lesson by Msr Phuong (teach)

- Call on a student to tell the form of the passive voice and the rule

- Work in groups to fill in the table

Answers:

1 oOo computing,

2 Ooo algebra, chemistry, cinema, politics, primary, physical, September

3 oOoo compulsory,

statistics, academic ooOo education

5 oooOo

investigation

- Work in pair to read - Read after teacher - Take-note the rules

- Work individually to practise the sentences

- Work in pairs

Answers:

1 The novel War and Peace is written by Leo Tolstoy

(62)

Exercise 1: Gap- fill

- Ask Ss to work in pairs then call on some Ss to write on the board

- Explain new words:

set (v) = build select (v) = choose

- Watch, correct and give the answer keys

2 is seperated

3 is set / must be followed 4 is made up

5 is paid 6 are selected

Exercise 2: Rewrite the sentences

-Ask Ss to work individually then work in pairs to prepare the answers

- Call on some Ss to write on the board - Watch, listen, correct then give the answer keys:

1 The school was built in 1997

2 The dictionary was fisrt published in 1870

3 A surprised party is going to be organized by the student in my class tomorrow evening

4 The kitchen is being painted now 5 “Romeo and Juliet” was written in 1605

6 Shakespeare’s tragedies have been translated into many languages.

- Ask Ss the sentence 7,8,9,10 at home

Exercise 3: Gap- filling

- Ask Ss to work in groups to fill in the passage using the verbs in the blankets and passive voice

- Call on Ss to report in front of the class

- Give the form of the passive voice

Be + VpII Rule:

Active: S + V + O

Passive: S + be + VpII + (by) + O

- Work in pairs - Write on the board

2 is seperated

3 is set / must be followed 4 is made up

5 is paid 6 are selected

- Write on the board

1 The school was built in 1997 2 The dictionary was fisrt published in 1870

3 A surprised party is going to be organized by the student in my class tomorrow evening

4 The kitchen is being painted now

5 “Romeo and Juliet” was written in 1605

6 Shakespeare’s tragedies have been translated into many

languages

- Work in groups

Answers:

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III Consolidation: (4’)

- Ask Ss to retell some main rules about the stress in three syllable words and form of the passive voice

Be + VpII Rule:

Active: S + V + O Passive: S + be + VpII + (by) + O

IV Homework: (1’)

- Ask Ss to complete the exercise 1, and

2 were sold 3 has been made 4 can be bought 5 are used 6 can be used 7 is stored 8 are done 9 must be told 10 can be done

- Retell the main rules about the stress in three syllable words and form of the passive voice

- We build longer words by adding parts to the beginning or end of the shorter words Usually, this this does not change the stress ( it stays the same syllable as in the original words )

eg: ‘beautiful, ‘carelessly,

un’happy, ‘employment,… - Some endings change the stress in the shorter words : -ion,

-ian the stress always moves to the syllable before these endings eg: mu’sician, poli’tician,

cacu’lation

- The ending -ic also moves the stress to the syllable before it eg: scien’tific, eco’nomic, a’tomic, ar’tistic

-Write down

Period 25

Date of preparation

Date of teaching Date of teaching

Test corecting A Preparation:

(64)

- Improve their skills especially writing and speaking - Revise reported speech, and tenses

II Materials

- Teacher: copied tests, lesson plan

- Student: prepare the kowledges, pencils and pen

- It’s difficult for Ss to write because their vocabularies and their mind

B- Procedure:

I Choose one word whose underlined part is pronounced differently from that of the others

(1point)

- Ask Ss to retell how to pronunce -s

and - ed

- feedback

1C, 2A, 3A, 4A

II Give the correct form of the verbs (2 points)

- Ask Ss to retell the tenses

- Ask Ss the tenses in each sentence - Give feedback

1 have been was haven't had met - was going - asked - wanted

5 had already left - got

III Choose the best option to fill in

each blank (2 points)

Give feedback:

1D, 2A, 3C, 4A, 5B, 6C, 7B, 8B, 9A, 10C

IV Rewrite the sentences using reported speech (2 points)

Ask Ss to retell the reported speech - Give feedback:

1 Ha told Minh not to drive so fast. 2 They said they were studying English at home.

3 They said they would see me the next day.

+ /s/:words ending t, k, f

+/z/: other words except t, k, f

+/t/: words ending k, p,s

+/id/: words ending t, d

+/d/: other words except words ending k,p, s, t, d

- Retell the tenses present perfect tense simple past

3 present perfect tense

4 past continuous, past simple past perfect and past tense

- Retell the reported speech

- Scan the passage and underline the key words in each sentence

(65)

4 She asked me what I was doing

V. Read the passage and answer

the questions below.( points)

- Ask Ss to scan the passage and underline the key words in each sentence

- Give feedback:

1 When we have guests to our house, we should be very polite to them, welcom them as warmly as possible We should try to behave properly to become a welcome guests

4 One of the most necessary and greatful manners

* Ask Ss to review the grammar and structures and the test again

guests to our house?

2 What should we when we are invited to any formal or informal get-togethers?

4.What is one of the most necessary and greatful manners

Period 26

Date of preparation Unit

Lesson 1

Date of teaching

Higher education Reading A Preparation:

1.Knowledge: - Study about the higher education 2.Language: - Vocabulary: Words relate to the title - Grammar: Past simple

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to - Understand the passage about university education - Arrange the sequence of an event

II Materials

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- It’s difficult for Ss to guess the new words

B- Procedure:

I Warm-up: (5’)

- Ask Ss some questions:

1 What are you going to after you finish upper secondary school ? Which university would you like to attend ?

3 Where will you live if you choose a university far from your home town ?

4 What characters you have when you first start a new life at a

university ?

5 Look at the pictures in your book please! how you say in English the names of them ?

- Lead-in the new lesson: Our reading lesson today is about the first

impressions of University life

II Before you read: (5’)

- Read the passage in one time then ask Ss to read it silently to fine new words

- Introduce some new words those without in the task

exist (v): tån t¹i

existence (n): sù tồn tại

daunt (v):làm nản chí, nản lòng opportunity (n): hội

non- engineering student : sinh viên không học ngành kỹ s

- Guide Ss to read new words

III While you read: Task1: Gap-filling ( 10’)

- Ask Ss to determin the kind of words in the box then find them in the passage

campus (n): sân trịng, khn viên blame (v): đổ lỗi

scary (v): sỵ h·i

challenge (n): thách thức amazing (a): thảng thốt

- Ask Ss to work in pairs to fill in the

- Work in pairs

1 I am going to go to an university or a college / I am going to stay at home to help my parents with the farm I would like to attend to Hanoi university of Architecture

3 I will rent a small room near the university

4 happy, exciting, sad, proud, surprising, independent, lonely, dangerous, new, free, poor

5 Hue University, Hanoi University of Architechture, Hanoi University of Nature Science

- Listen to the teacher - Take-note new words - Read after the teacher

- Work in pairs to scan the passage to find the words in the box then give the kind of them

- Fill in the blanks

Answers:

(67)

blanks

- Call on some Ss to read their answers

- Guide Ss to read the words in the box

Task Find out who ? (5’)

- Ask Ss to work in pairs to scan the passage then match a,b,c,d,e,f with the names

- Call on some Ss to read their answers

Task 3: Answer the questions (14’)

- Ask Ss to work in groups then go to the board write the answers

- Watch and correct

IV After you read: Chatting (5’)

- Ask Ss question:

Is the tertiary study important to you? Why or Why not?

- Call on one representative to report the ideas to the class

- Suggested answers:

+ important: get well-paid job, work better, easy to get promotion, get a good salary

+ not important: need more skilled workers than engineers, can help their family out with money at home when they go to work, can attend

in Work in pairs

Answers:

Sarah: (1) …a… (2)…e… Ellen: (3)….b… (4)…c… Brenden: (5) d… (6)…(f)…

Work in groups

Answers:

1 She went out with her new friends, walking around campus.

2 Because at the party everyone was busy playing some game and no one seemed to notice her.

3 Her roommate left the window open when it was cold outside she went bed early she blamed Ellen for making her sick.

4 Brenden thought the first year at college was the best and most challenging of his life.

5 It provides him plenty of opportunities to meet

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service school to further their education.

Ask Ss to learn by heart new words and the main idea of the passage

- Work in groups

Period 27

Lesson 2

Higher education Speaking A Preparation:

1.Knowledge: - Study about the higher education 2.Language: - Vocabulary: Words relate to the title - Grammar: Past simple

3.Skill: - Speaking

4.Ojectives: By the end of the lesson, students will be able to - Express their interests in tertiary study

- Talk about the application process to tertiary institutions in Vietnam Educational aim: - Educate Ss to love this subject

II Materials

- It’s difficult for Ss to speak because they are lack of vocabularies so Ss are often shy

B- Procedure:

I Warm-up: (5’)

- Prepare some application forms: a birth certificate, application, school certificate, etc

- Ask Ss the questions: What are they?

2 When we need these things? Lead-in: Today you’ll talk about the

(69)

application process to tertiary study in Vietnam

II Before you speak: (7’)

Task1: - Ask Ss to read the

admission requirements to tertiary institutions in some countries Ask Ss to work in groups to tick those which are obligatory for you tobe admited to a university in Vietnam - Introduce some new words and

phrases:

identity card (n): CMTnh©n d©n reference letter (n): th giíi thiÖu a copy of record of your

perfomance at school: B¶n kÕt qu¶ häc tËp ë trêng PT

score of the required entrance examination: kÕt qu¶ thi tun sinh

- Guide Ss to read the words and phrases

- Ask them to tick then give their opinions

- Give feedback then ask Ss to make a small diologe about the admission requirements to tertiary institutions in Vietnam using the cues below:

- What are the admission

requirements to tertiary institutions in Vietnam?

- Do we need? - What about ?

- Don’t forget/ Remember to send!

III While you speak: ( 25’) Task 2:

- Ask and answer the questions about the application process to tertiary institutions in Vietnam, using the cues given in the box - Give some structures:

-Could you tell me how to apply to a university in Vietnam?

- Would you mind telling me about?

- Work in groups to scan the forms

- Read the words and phrases and take-note

- Tick those which are obligatory for you tobe admited to a university in Vietnam

- Work in pair to make the diologue

A: excuse me! I am going to apply to a university In Vietnam Could you give me some informations about this? B: Ok! what can I for you?

A: What papers are obligatory for me to be admited to a university in

Vietnam?

B: OK! first you have to fill in the application form

A: Do I need an identity card?

B: of course You have to show it when you enter the examination

……….

- Work in pairs

A: -Could you tell me how to apply to a university in Vietnam?

(70)

- What we/I have to to be admited to a university in Vietnam? - When we have to send it? - When is the GCSE held? - When will the result be announced?

Task 3: Talk about the

application process to tertiary institutions in Vietnam

- Ask Ss to work in groups to talk about the application process to tertiary institutions in Vietnam basing on task and task Suggested answers:

In order to be to a university in Vietnam, all Ss have to follow the following process of applying During March, they have to fill in the application form and send it to the university they choose After passing the GCSE examination in May, all Ss are able to sit for the entrance examination in July If they pass the entrance examination in July they will be sent a letter of acceptance from the university Finally, all Ss now have to prepare everythings to enter the university.

IV After you speak: (5’)

- Ask Ss to write a short paragraph about the application process to tertiary institutions in Vietnam

- Learn by heart new words and phrases and complete the passage in After you speak

application form? B: In March

A: When is the GCSE held? B: In June

A: ………?

- Work in groups

- Write down

Period 28

Date of preparation

(71)

Unit

Lesson3

Higher education Listening A Preparation:

1.Knowledge: - Study about the higher education 2.Language: - Vocabulary: Words relate to the title - Grammar: Past simple, and simple present 3.Skill: - Listening

- Listen for general ideas and understand the diologue - Listen for specific details

II Materials

- Teacher: Textbook, handouts, and CD player

- It’s difficult for Ss to hear the tape because of the speed

B- Procedure:

I Warm-up: Game: (5’) Scrambed words

- Divide the class into groups then ask them Tell them here are some problems that Ss may get when they go abroad the first end the last letter are given The first group have the most correct words is the winner of the game

1 W_ _ _ _ _ r L_ _ _ _ _ _ e H_ _ _ _ h M_ _ _y F_ _ d

Lead-in: These are some of

problems Ss may encounter while studying overseas Today you will listen to the coversation between John and Christ talking about their study abroad

II Before you listen: (7’)

- Introduce some new words in the listening lesson:

proportion (n): phÇn, tû lƯ rural (a): thc vỊ n«ng th«n

- Work in groups

Answers:

1 Weather 2 Language 3 Health 4 Money 5 Food

(72)

agriculture (n): n«ng nghiƯp agricultural (a): thc vỊ n«ng nghiÖp

qsasxsxsxcvbv x xdccxzgbgtutor (n): gia s

appointment (n): cuéc hÑn

- Play the tape and ask Ss to repeat

III While you listen: (20’) Task 1: True or false

- Deliver handouts to Ss with the following sentences:

1 Christ has just finished his Master of Science (MSc)

2 He studied with many international students.

3 He thought the students from other countries got on well on the course.

4 Some of the overseas students were ready to take questions or problems to tutors

5 He gave some pieces of advice to international students

- Play the CD two times then ask them to tick T or F

- Ask Ss to compare the results with the partners

- Call on some Ss to give the answers

- Play one more time to check - Give feedback

Task 2: Multiple choice

- Let Ss listen to the CD again and choose the best options (A, B, C or D) to complete the sentences

- Have Ss compare their answers in pairs

- Go over the answers with the class

IV After you listen: (10’)

- Ask Ss to discuss the questions: “ Would you prefer to an

undergraduate course abroard or in your country?”

- Ask Ss to give the advantages and disadvantages about going abroad and in country

Answers:

1T 2T 3T 4F 5T

Answers:

1C 2A 3C 4A 5B

- Work in groups

Diologue:

A: Would you prefer to an

undergraduate course abroard or in your country?

B: I’d like to an undergraduate course in my country?

A: Why?

B: Because my English is not very good enough and I can’t afford tuition fees and acommodation, the second is food I’m not familiar with the food there Moreover it is far from my house so I’m always lonely.

(73)

- Ask them to make a short diologue Suggested answers:

In country Abroad - have enough

money to pay fees

- don’t have to live far from the family - Everythings are cheap - It is easy to get on well on the friends

- can’t afford tuition fees and acommodation - far from the family

- Everythings are expensive - English is not good enough. - Always lonely - Food is

problem

V Consolidation: (2’)

- Ask Ss to retell the main idea of the listening lesson

VI Homework: (1’)

- Ask Ss to write ashort paragraph about the advantages and

disadvatages of going broad to study or studying in a country

- Retell the main idea of the listening lesson

- Write down

Period 29

Lesson 4

Date of teaching Higher education

Writing

A Preparation:

1.Knowledge: - Study about the higher education 2.Language: - Vocabulary: Words relate to the title

- Grammar: present perfect tense and simple present 3.Skill: - Writing

- Express their ideas about how to write a letter of request - Write a letter of request

II Materials

(74)

- It’s difficult for Ss to express their ideas in English because of their vocabularies

B- Procedure:

I Warm-up: (3’)

Ask Ss a question ( Ask Ss to work in groups )

- What informations you want to know if you want to attend a course in a university?

Lead-in: Writing a letter of request to the UCAS

II Before you write: (10’)

Ask Ss to scan the outline in the book ( explain new words if have )

- Introduce the main content in the letter

* Introduction * Request

* Further information * Conclusion

- Give the requirement of the formal letter

- Adress of the writer at the right corner

- Adress of the person who receive the letter at the left corner

- Saying hello: Dear Mr…

- Saying goodbye: - Yours faithful - Yours sincerely - Sincerely yours

* Outline:

Introduction: - I am writing this letter to

- I am interested in applying to a course in……

- I would like to apply…

Request:

- I would be greatful if you would provide me information about ……

Further information:

- I have recently graduated… - I have a good command of

English

- Work in groups

Answers:

Tuition fees, accommodation, exams, curriculum, requirement.

- Scan the outline - Take- note

(75)

- I believe that my academic background and language skills would help me…

Conclusion:

- I look forward to hearing from you

- Would you please let me know as soon as possible whether…

II While you write: (25’)

- Ask Ss to work in groups to write basing on the outline

- Go around and help if necessary - When Ss have finished, get the groups to read aloud their letters - Pick out the best one

III After you write: (6’)

- Pick out the best one then correct mistakes: grammar, structures…

IV Homework: (1’)

- Ask Ss to complete their writing lesson

Susggested answer:

Dear Sir / Madam,

My name is Nguyen Thuy Trang I have just graduated from a senior high school and I plan to continue my education at a University in England. I am interested in apply an

undergraduate course in Computer Science at the University in England so I am writing this letter to ask what the requirements are obligatory for the course.

I would be greatful if you would provide me information about tuition fees, accommodation, exams,

curriculum and requirement.

I have passed GCSE with the average score 8,72 and my English is very good.

Would you please let me know as soon as possible so that I can start the course next year ?

I look forward to hearing from you soon

Thank you,

Nguyen Thuy Trang.

-Write down

Period 30

Lesson 5

Date of teaching Higher education

(76)

A Preparation:

1.Knowledge: - Study about the higher education 2.Language: - Vocabulary: Words relate to the title - Grammar: Conditional sentences 3.Skill: - Writing

- Get some rules of the stress in more than three syllable words - Use conditional sentences

II Materials

- Teacher: Textbook, handouts, and the vice-board

- It’s difficult for Ss to get the rules of stress, and using the conditional sentence Type III

B- Procedure:

I Pronunciation: Stress in more than

three syllable words

- Ask Ss to put the stress on the words in

Listen and repeat

- Give some rules of the stress in more than three syllable words:

* Stress on the third syllable ( from the right to lelf )

eg: elephant, company

* Words ending with ITY, IC, URE, ICAL -Stress on the previous syllable ( nhan len van lien truoc ):

eg: equality, plastic, departure, medical political

* Stress on the syllable that contains “ ADE, ATE, EE, EEN, ISE, OON SELF, ERE

eg: separate,engineer, emphasize, himself, cartoon

* Stress on the second and third syllable with the words ending Y and ING

- Guide Ss to read the words, then ask them to practise in sentences

- Call on some of them to read loudly

II Grammar: Conditional sentences

- Ask Ss to retell the forms of conditional sentences and how to use them

- Write on the board the forms: * Type I ( Real conditional)

If + S + V(s,es,ies)/ is, am, are, S +

- Workin pair to stress on the words

Answers:

economic, philosophy, sociology, geography, psychology, engineering, mathematics, archeology

(77)

will(not)/ Can + V

If = Unless

eg: If it rains, I will stay at home

* Type II (Unreal conditional at present )

If + S + Ved/ V-2nd / were, S + Would (not)/

Could + V

eg: If I were you, I wouldn’t tell him the truth * Type III ( Unreal conditional in the past)

If + S + had VpII, S + Would (not) have + VpII

eg: If he had left home mins earlier, he wouldn’t have had an accident

Exercise 1: Complete the sentences using conditional sentences:

Exercise 2: Express these situations using conditional sentences

- Ask Ask Ss to work individually then work in pairs

Exercise 3: Choose the word or phrase which best suits each gap of the sentence.

1 If Tom … tell him I will phone him back A rings B rang C has

Answers:

2 you come late/ don’t have identity card.

3 You will not be allowed to take the entrance exam. 4 you will not take the entrance exam

5 Unless you show the identity card, you won’t be able to get into the

examination room.

2 If Sarah liked school, he would study hatd.

3 I could the test if it were not too difficult

4 Peter would read a lot if he had more time.

5 If I spoke Korean, I could translate it.

6 If they weren’t afraid of flying, they would travel far alo

(78)

rung

2 If there is not much wine, I…….go to buy some

A will B would C wouldn’t

3 He would lend it to you if you… everything

A lost B didn’t lost C had lost If he… my advice, he wouldn’t have ended up in prison

A had taken B takes C took If I… my coat, I wouldn’t have been so cold

A bring B brought C had brought

6 If the storm gets worse, we ……come back

A come B will come C would

comeIII Consolidation:

- Ask Ss to retell the forms and how to use the conditional sentences ( Type1, …………

work in pairs to compare the answers

Answers:

1A 2A 3B 4A 5C 6B

- Retell the forms and how to use the conditional sentences ( Type1, Type and Ty

Period 31

Lesson 1

Date of teaching

future Jobs Reading A Preparation:

1.Knowledge: - Study about the future job

2.Language: - Vocabulary: Words relate to the title - Grammar: Relative clause

3.Skill: - Reading

4.Ojectives: By the end of the lesson, students will be able to - Read for specific information

- Know some factors that would help them suceed in a job interview Educational aim: - Help Ss have chance to choose their job in the future

II Materials

- Teacher: Textbook, handouts, picture, the vice-board and projector - Student: Textbook, notebook, pen and prepare the lesson

There may be too many new words in the text, teacher should help them with the important ones

B Procedure:

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I Warm-up: (5’)

- Divide the class into groups In just two minutes write down on a piece of paper a list of jobs you know The person who has the most words about jobs will be the winner - Call on each groups stick their answers on the board

- Watch and correct

- Ask Ss: What job would you like to be in the future? Why?

- Ask Ss to look at the picture in the book then ask: What is her job? What’s his job ? - Lead-in : Future Jobs

II Before you read: (5’)

Ask Ss to look at the before you read then ask them to ( Tick the factors that you think would help you suceed in a job interview)

Pre-teaching vocabulary:

- Read the passage then teaches the words that not appear in task

recommendation (n): sù tiến cử, lời giới thiệu.

qualification (n): văn b»ng, b»ng cÊp candidate (n): øng cư viªn

concentrate on (v): tập chung vào make an efford : nỗ lực

enthusiasm (n): nhiệt tình responsibility (n): trách nhiệm

- Guide Ss to read them

III While you read:

Task 1:( 10’) - Ask Ss question: How

many stages are the text divided in the job interview?

Answers: 3 stages: Before the interview, During the interview and After the interview

Situation presenting: You are going to read a passage about the job

interview While you are reading, the tasks in the text book

Instruction: these words are from the passage Look back to the text and circle the best meanings A, B or C

- Work in groups

Answers:

teacher, waiter, doctor, farmer, lawyer, tourist guide, tailor, worker, officer, policeman, nurse….

- She is a farmer/ she is a waiter, he’s a worker, she is a teacher, he is a dentist

- Work in pairs

Answers:

-wearing casual clothes: ăn mặc tuỳ tiện

-giving clear, honest answers -feeling self- confident

-having a good sense of humour

- Work in pairs

- Read the text- guess the meaning of the words

Answers:

1B 2C 3A 4B

vacancy (n ): vị trí hay chức vụ còn bỏ trống

resume (v): lý lịch

(80)

- Write the words on the board: vacancy, resume, keeness, jot down Ask Ss to scan the passage then underline as well as guess the meaning of the words that occur in task

- Check Ss’ understanding by asking them to provide the Vienamese equivelents to the words

- Read through the sentences

provided in the task to make sure that Ss can understand them - Ask Ss to work in pairs

- Call on some Ss to give their choice

- Listen and correct, give the meaning of the words in task

Task 2: (15’) Situation presenting:

You are going to read the passage again and decide whether the

following statements are true (T) or false (F)

+ Ask Ss to scan the statements then try to guess which statements may be true and false (explain new words if needed)

+ Call on some Ss to write their answers on the board and ask them to explain their choices

+ Call on some Ss to say whether they agree or disagree

+ Give feedback and correct the answers

IV After you read: (9’)

- Ask Ss to work in groups (5) - Hang on the chart with the

following thing:

1 The type of cloth you wear 2 Arriving at least 15 minutes

before the interview.

3 Preparing what you want to say before the interview. 4 Showing the best side: your

-Work individually then work in pairs - Write on the board

Answers:

1f (…help you reduce the feeling of…)

2t ( line in the Before the interview )

3f ( Before interview, you have to send letter of applicationand your resume…)

4t (line in Before the interview) 5t ( line 11-12 in Before the interview: don’t forget….)

6f ( line in During the interview: Be clear, polite and honest )

7f ( not mention)

8t ( line inDuring the interview)

- Work in groups

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keeness to work and your sense of responsibility. 5 Talking about your hobby. 6 Asking the interviewer

personal questions

- Tell Ss to indicate if the above things are useful or not useful during an interview and give the reason why

- Assign each group to discuss one thing

- Ask Ss to write their ideas on the posters and stick them on the board

- Invite the representative from the groups to speak out

- Ask Ss to learn by heart new words and read the passage

- Write down

Period 32

Lesson2

Date of teaching Date of teaching future Jobs

speaking

A Preparation:

2.Language: - Vocabulary: Words relate to the title - Grammar: Structure: Would like to st

3.Skill: - Speaking

(82)

- Give their opinion about jobs - talk about the jobs of their choice

5 Educational aim: - Help Ss have chance to choose their job in the future

II Materials

- Teacher: Textbook, handouts, picture, the vice-board - Student: Textbook, notebook, pen and prepare the lesson

- Ss don’t speak because they are lack of vocabularies and they are often shy to express their ideas

B Procedure:

I Warm-up: ( 5’)Game- What’s

my job?

Divide the class into groups - Read sentences that farmers,

doctors, teachers,… often say - Tell Ss to listen and guess the job - The first group to speak out the

name of a job get the one point - The group with more point is the

winner

1 Take two tablets a day after meal

2 You will have test next week 3 We have bumper crop this year 4 What would you like to order ? 5 Here are your keys Room 245

Lead-in: Today we cotinue talking and giving opinions about jobs

Task 1: Matching( 10’)

- Tell Ss to work in pairs to match the job in A with at least two description in B

- Ask them if there are new words - Call on some Ss to give the answers

Task 2: Discussion (20’)

Ask Ss to work in pairs to dicuss which of the following job they would like or you wouldn’t like to and give the reasons for their choice :

pilot, waiter, taxi driver, electrician, policeman, journalist, hotel

receptionist, computer programmer.

eg: I wouldn’t like to work as a waiter Working as a waiter would be a boring job I wouldn’t have chance to improve my skills

- Work in groups

Answers:

1 doctor 2 teacher 3 farmer 4 waiter 5 receptionist

- Work in pairs

Answers:

1a- g 2e- f 3c- d 4b- h

- Work in pairs

Answers:

1 I would like to work as a hotel receptionist Working as a hotel receptionist would be interesting I would have chance to meet a lot of people and my English will improve thanks to constant communication to them.

2 I would like to work as a pilot

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Task 3: Personalization (9’)

- Ask Ss to work in groups of or - Talk about a job you may after

you finish high school, using the cues below:

Where you work Who you work with

The salary you may get paid The working conditions -Invite the groups’ ideas

- Make comments on what Ss have

II Homework: (1’)

- Ask Ss to write about the job they may when they finish high school

challenging job I would have chance to have extremely good health and good skills.

3 I would like to work as an

electrician Working as an electrician would be a dangerousjob Because you may be kiiled by electricity.

4 I would like to work as a jounalist Working as a jounalist would be a fascinatingjob Because you would have a lot chances to talk to many famous people.

- Do the same

- Work in groups

-Writedown

Period 33

Lesson 3

Date of teaching

future Jobs Listening

A Preparation:

2.Language: - Vocabulary: Words relate to the title - Grammar: Structure: Would like to st

(84)

4.Ojectives: By the end of the lesson, students will be able to - Listen for general ideas

- Listen for specific information

5 Educational aim: - Help Ss have chance to choose their job in the future

II Materials

- Ss may not listen because they are lack of vocabularies and the speed B Procedure:

I Warm-up: Game: (5’)

- Devide the class into groups - Give the papers contains some sentences sothat Ss can guess the job from them

- Ss from the groups pick the papers then speak out their jobs

- Group has the most correct answers are winner

1 I play music 2 I fly a plane

3 I protect the country

4 I help people when they are sick 5 I advise people about the law 6 I direct traffic at the crossroad

Lead-in: These jobs are the most

popular in the US Which job you think the most popular in Vietnam? Today you’ll get to know about some of the recent changes in the US market jobs

II Before you listen: (5)

workforce (n): lực lợng lao động manufacturing (n): chế tạo, sản xuất

retail (n): bán lẻ

wholesale (n,a): bán sỉ, bán buôn category (n): hạng, loại

goods (n): hàng ho¸

- Guide Ss to read and explain the meaning

III While you listen: (28’)

Task 1: Ask Ss to listen to the

passage then fill in the missing words in the boxes.( page 67- text bbook)

- Work in groups

Answers:

1 You are a musician 2 You are a pilot 3 You are a soldier 4 You are a doctor 5 You are a lawyer

6 You are a traffic warden / policeman

- Note down

(85)

- Ask Ss to read through the information in the boxes

- Play the CD player and let Ss listen to the passage

- Play the CD player the second time - Check the answers

Task 2: True (T) or False (F)

- Let Ss read the sentences for about or minutes

- Play the CD player again - Call on some Ss to give the

answers

- Give feedback

IV After you listen: (6’)

- Ask Ss to answer the questions: What jobs has been the most important in the US ?

2 How many the service jobs are grouped in the category?

- Ask Ss to learn by heart new words - Summarizing the passage

Answers:

1 manufacturing 2 service

3 transportation 4 finance

5 service

- - Work individually then work in pairs

Answers:

1T, 2T, 3T, 4F (80 % of worker ) 5F (90 % of worker will work in the service )

-Work in groups

Answers:

1 manufaturing jobs and service jobs 2 Service jobs are grouped into categories:

- Transportation companies - Whosale companies

- Retail companies - Finance companies

- Personal service, such as hotel, cars repair, accounting, education and medicine.

-Write down

(86)

Lesson 4

Date of teaching future Jobs

Writing

A Preparation:

2.Language: - Vocabulary: Words relate to the title

- Grammar: Structure: Would like to st, should do,

3.Skill: - Writing

4.Ojectives: By the end of the lesson, students will be able to - Write a formal letter of job application

Educational aim: - Help Ss have chance to choose their job in the future

II Materials

- Ss may not write because they are lack of vocabularies B Procedure:

I Warm-up:5’

1 Do you want to work as a tourist guide?

2 In order to be a tourist guide, what qualifications you need?

Lead-in: Today we will learn how to write a letter to apply for the job metioned in the advertisements

Task 1. -10’

- Ask Ss to work in pairs, read the advertisement and fill in the note

English-speaking Tour Guides wanted

- Call on some Ss to answer

- Correct and give the answer keys

Task 2: 23’

- Instruction: - write a letter to Vinatour, to apply for the job mentioned in the advertisement in Task Your letter should include the following details:

- Work in groups

Possible answers:

1.Yes, I do/ No, I don’t

2 Good English, good-looking, having a good knowledge about History and Geography

- Work in pairs

Answers:

+ Type of the job: Tour Guide + Level of education needed: high school diploma.

+ Work experience: Experience as a tour guide, fluent English

+ Character and interests: good manner, willing to work hard for long hours.

Answer:

Nguyen Hai Anh, 115 Tran

(87)

- Your name and address - Name and address of the company

- Greeting

+ Introduction: say where you saw the advertisement and why you are writing the letter of application + Body: mention your education, work experience and your character/ interests

+ Conclusion: express your willingness to work for the company and when you are available for interview

+ Closing

- Go around and help - Correct mistake

II Consolidation: 5’

- Ask Ss to retell the structure of a formal letter

III Homework: 2’

Ask Ss to complete their writing lesson

15 October, 2008 Dalat Vinatour

450 Nguyen Du street, Hanoi Dear Sir,

I saw your advertisement in the local newspaper and would like to apply for the post of an experienced English- speaking local guide to a company foreign visitors on trips throught out Vietnam.

I think I meet all of the qualifications that you specific I had high school diploma and graduated a training course on tourism at Hanoi Tourism University years ago I had one year of experience as a tour guide so I know many tourist areas in Vietnam and have a basic knowledge of

Vietnamese culture, history and geography Moreover I speak English fluently, I can work hard for long hours I would like to work for you. I am looking forward to hearing from you.

Thank you,

Nguyen Hai Anh

(88)

Period35

Lesson 5

future Jobs Language focus

A Preparation:

2.Language: - Vocabulary: Words relate to the title

- Grammar: Structure: Would like to st, should do,

3.Skill: - Writing

- Distinguish between the strong and weak forms of some conjunctions and prepositions

- Revise relative clauses and use reduced relative clauses Educational aim: - Educate Ss to love this subject

II Materials

- Ss may not know about the weak or strong form B Procedure:

I Pronunciation:10’

Hang on the chart with following sentences then ask Ss to decide which of the following prepositions or conjunctions from the box can fit into the space of each sentences:

and, but, at, for, from, of, to

1 What is this in the bottom ….the bag

2 I’m looking forward……seeing you

3 I’ll see you … lunch What’s he shooting……

4 A: He phoned me …… oversea everyday

B: Where from?

5 A: How long have I come… ? B: … a month

6.This letter is… him This is good… expensive Come … see

- Pay attention and look at the chart and fill in the space

- Work in pairs

Answers:

1 of 2 to 3 at - at 4 from - from 5 for - for 6 from - to 7 but 8 and

(89)

- Ask Ss to read the sentences then underline the words with strong form ( Ask Ss to look at the book to see the table about weak and strong form) - Read the words and explain weak

and strong form

 AND & BUT are usually pronunced in their weak form

 FOR: weak form (before consonants)

 TO: weak form (before consonants)

 strong form (before vowels)

- Read the sentences and ask Ss to read after

- Call on some Ss to read - Listen and correct

II Grammar: Relative clauses

- Write sentences on the board:

1.Look at the man He is teaching in the classroom.

2 Look at the man who is teaching in the classroom.

3 Look at the man teaching in the classroom.

1 Look at the the 1st sentence Are they simple sentence or complext ones?

2 Look at the the 2nd sentence Is it a simple sentence or a complext one? - Explain: We use a relative pronoun to combine two simple sentences into a complex one So which sentence is shorter ? Are they similar or diffirent in meanings ?

- So we have two ways to write them - Review how to use relative clauses: * We can leave out who, that,which when they are the objects in defining relative clause

* A present participle phrase can be

- Pay attention and note down

- Read loudly in front of the class

- Pay attention

- Whole class answer

1 They are simple sentence 2 It is complex one

- Retell how to use the relative clauses

(90)

used to replace a relative clause when the verb in the clause is active

* A past participle phrase can be used to replace a relative clause when the verb in the clause is passive

Eg: I don't like the film which was shown on TV last night.

I don't like the film shown on TV last night.

Exercise 1:

Ask Ss to complete the sentences using who, whoever, whose, whom or which

- Ask Ss to work individually then work in pairs to compare the answers - Check the answers with the class

Exercise 2:

- Ask Ss to work individually then work in pairs to join the following sentences in two ways then compare the result

Eg: Look at the man He is teaching in the classroom

2 Look at the man who is teaching in the classroom.

3 Look at the man teaching in the classroom.

- Call on some Ss to write on the board

- Check the answers with the class

Answers:

1 whom 2 which 3 whoever 4 which 5 which 6 who 7 whose 8 who 9 which 10 whom

- Work individually then work in pairs to join the following sentences in two ways then compare the result - Pay attention to the example

Answers:

1 I read book that was written by a friend of mine

I read a book written by a friend of mine

2 A man who was carrying a lot of money in a box got on the bus. A man carrying a lot of money in a box got on the bus.

3.In the street there were several peopl e who were waiting for the shop to open

In the street there were several people waiting for the shop to open. 4 Britain imports many cars

which/that were made in Japan Britain imports many cars made in Japan

5 There are a lot of people in the office who want to talk to you

(91)

III Consolidation:

- Ask Ss to retell how to ues the relative clauses ( present participle phrase, past participle phrase )

IV Homework:

- Ask Ss to the exercises again

wanting to talk to you

6 The cowboy who had been wounded by an arrow fell off his horse

The cowboy wounded by an arrow fell off his horse

7 Most of the people who were injured in the crash recovered quickly.

Most of the people injured in the crash recovered quickly.

8 John, who wished he hadn't come to the party, looked anxiously at his watch

John, wishing he hadn't come to the party, looked anxiously at his watch 9 The children who were playing football in the schoolyard were my students

The children playing football in the schoolyard were my students

10 Vietnam exports a lot of rice which is grown mainly in the south of the country.

Vietnam exports a lot of rice grown mainly in the south of the country.

- Write down

Period 36

Date of preparation

(92)

A Preparation:

1.Knowledge: - Study about the title of Unit , and Unit 2.Language: - Vocabulary: Words relate to the titles

- Grammar:

3.Skill: - Writing and reading

4.Ojectives: By the end of the lesson, students will be able to - Review their knowledge and grammar

- Ss can know their weak or strong point Educational aim: - Educate Ss to love this subject

II Materials

- Teacher: Textbook, the vice-board

- Ss may not know about the weak or strong form B Procedure:

I Listening (2.5 points )

- Ask Ss to listen to the passage about children education and complete the following sentences

- Play the CD player at the 1st time - Play the CD player at the second time

(check up the answers)

- Play the CD player the last time then give the answers

II Reading (2.5 points)

- Read the passage and fill in each blank with a suitable word from the board

- Ask Ss to in 10 minutes

- Explain some new words if needed - Ask Ss to read their answers

- Give the answers

III Grammar (2.5 pints )

- Work individually

Answers

1 In the past, teachers made Ss sit for our and memorize all sorts of things.

2 Today many teachers wonder if it is not possible to make children learn at all.

3 They say you must let students learn and discover things of themselves.

4 Children are at school only because their parents make them go

5 The law does not let them work until they reach a certain age - Work individually

Answers

1 final

2 requirements 3.when

4 courses 5 subjects. 6 qualification 7 graded 8 equivalent 9 count 10 who

- Work individually

(93)

A Finish each of the following sentences in such a way that it is similar in meaning to the original sentence ( 1.5 points)

- Ask Ss to work individually - Call on some Ss to write on the board

- Watch and correct

B Join the sentences, using relative clauses ( point )

- Ask Ss to work individually - Call on some Ss to write on the board

- Watch and correct

IV Writing ( 2.5 points )

Suppose you are looking for a part time job as a librarian during the summer holiday at a university in the UK In about 150 words, write a letter of application for the

University's Emloyment Service The following cues may help you

- Ask Ss to at home

V Homework

- Ask Ss to the exercises again and prepare the written test

1 The windows have been cleaned 2 A supermarket is going to be built in this area.

3 Lan is said to have won a special prize

4 If you listen carefully, you will know what to do.

5 If I had a car, I would give you a lift

6 We brought along a city map, we couldn't have got lost

- Work individually

Answers

1 The girl who answerd the phone told me I were out.

2 The chair that was broken days ago has been repaired.

3 I saw some people whose car had been broken.

(94)

Period 37

Date of preparation

Written test 2

A Preparation:

1.Knowledge: - Study about the title of Unit , and Unit 2.Language: - Vocabulary: Words relate to the titles

- Grammar:

3.Skill: - Writing and reading

4.Ojectives: By the end of the lesson, students will be able to - Review their knowledge and grammar

- Ss can know their weak or strong point Educational aim: - Educate Ss to love this subject

II Materials

- Teacher: Lesson plan, coppies tests

- Student: pen, pencil and prepare the lesson

- Ss may not review their knowledge

B Procedure:

No1

I Pick out the word which has the stress diffirent from that of the others (1 point)

1 A interview B particular C possible D concentrate A responsible B vacancy C company D interest A polite B instance C suppose D reply A finish B require C prefer D apply

II Give the correct form of the verbs (2 points)

1 If she (have) enough time, she would have finished her test Someone knocked the door while I (sleep )

3 Last night I ( not go ) to the cinema with John because I (have) a headache

4 Sorry, I ( not answer ) the telephone I (have) a shower now

5 John ( meet ) this man several times before

(95)

1 My house next week

A painted B is painted C paint D will be painted Math and English are subjects in the course

A compulse B compulsing C compulsory D compulsed The table three days ago has been repaired

A which was broken C was broken

B which has been broken D that has been broken Students always concentrate teacher's lectures

A at B on C of D to

5 The restaurant has just opened has a famous chef

A which B who C whose D it

6 I am interested applying for your company

A at B in C to D of

7 If you wait a minute, I with you A go

C would have gone

B will go D would go Mary said, " I'm studying English alot at the moment " A Mary said she was studying English alot at that moment B Mary said she was studying English alot at the moment A Mary said she is studying English alot at the moment A Mary said I am studying English alot at that moment

9 A letter of may help you when you are looking for a job A recommend B

recommendation

C recommending D recommends 10 I won't study abroad I have USD 5,000

A if B as or D unless

III Rewrite the following sentences that it is the similar in meaning to the original sentenses.(2 points)

1 Someone has stolen my bicycle My

bicycle

2 He didn't concentrate on the lecture so he couldn't this exercise

If

3 " Don't open the book " teacher said to me Teacher

told I don't travel a lot so I can't learn a lot of thing

If

IV Read the passage and tick True ( T ) , False ( F ) or No infomation ( NI ) about the statement in the passage ( points )

Employment in Japan

(96)

hunting for job Dressed decently, they run from one interview to another, hoping to find good job oppotunities

Large companies in the Japan tend to give employment for a lifetime They select applicants with potential and train them to become competent employees Because of this system of training, employees seldom try to finde new jobs with new companies Salaries are determined according to educational background or initial field of employment

The average age of retirement is between 55 and 60 While most Westerners eagerly await the time when they retire in order to travel or to take up some hobbies, many Japanese simply cannot get used to the idea of retirement, and they look for ways of constructively using their time Many look for new jobs, feeling that if they not work they will be left out of the society

In Japan, companies often take in new employees after the summer holidays

Many job oppotunities are found in big cities

Japanese people tend to move from one company to another during their lifetime

Japanese women retire at the age of 50

Old people in Japan always look forward to their retirement so that they can travel

Many people in Japan want to have new jobs after their retirement

IV Homework:

- Ask Ss to prepare the new lesson Unit 7: Economic reform

No 2

I Read the passage and tick True ( T ) , False ( F ) or No infomation ( NI ) about the statement in the passage ( points )

Employment in Japan

In Japan, recruitment of new graduates and school leavers often begin in September or October every year Japanese students flood to major cities hunting for job Dressed decently, they run from one interview to another, hoping to find good job oppotunities

Large companies in the Japan tend to give employment for a lifetime They select applicants with potential and train them to become competent employees Because of this system of training, employees seldom try to find new jobs with new companies Salaries are determined according to educational background or initial field of employment

The average age of retirement is between 55 and 60 While most Westerners eagerly await the time when they retire in order to travel or to take up some hobbies, many Japanese simply cannot get used to the idea of retirement, and they look for ways of constructively using their time Many look for new jobs, feeling that if they not work they will be left out of the society

(97)

Many job oppotunities are found in big cities

Japanese people tend to move from one company to another during their lifetime

Japanese women retire at the age of 50

Old people in Japan always look forward to their retirement so that they can travel

Many people in Japan want to have new jobs after their retirement II Pick out the word which has the stress diffirent from that of the others (1 point)

1 A interview B particular C possible D concentrate A responsible B vacancy C company D interest A polite B instance C suppose D reply A finish B require C prefer D apply

III Rewrite the following sentences that it is the similar in meaning to the original sentenses.(2 points)

1 Someone has stolen my bicycle My

bicycle

2 He didn't concentrate on the lecture so he couldn't this exercise

If

3 " Don't open the book " teacher said to me Teacher

told I don't travel a lot so I can't learn a lot of thing

If

IV Choose the best option (3 points)

1 My house next week

A painted B is painted C paint D will be painted Math and English are subjects in the course

A compulse B compulsing C compulsory D compulsed The table three days ago has been repaired

A which was broken C was broken

B which has been broken D that has been broken Students always concentrate teacher's lectures

A at B on C of D to

5 The restaurant has just opened has a famous chef

A which B who C whose D it

6 I am interested applying for your company

A at B in C to D of

7 If you wait a minute, I with you A go

C would have gone

(98)

8 Mary said, " I'm studying English alot at the moment " A Mary said she was studying English alot at that moment B Mary said she was studying English alot at the moment A Mary said she is studying English alot at the moment A Mary said I am studying English alot at that moment

9 A letter of may help you when you are looking for a job A recommend B

recommendation

C recommending D recommends 10 I won't study abroad I have USD 5,000

A if B as or D unless

V Give the correct form of the verbs (2 points)

1 If she (have) enough time, she would have finished her test Someone knocked the door while I (sleep )

3 Last night I ( not go ) to the cinema with John because I (have) a headache

4 Sorry, I ( not answer ) the telephone I (have) a shower now

5 John ( meet ) this man several times before Answer keys No 1

I 0.25 p* sentences = P

1B 2A 3C 4A

II 0.4 P * sentences = P

1 had had was sleeping didn't go/ had

4 don't answer/ am having

III 0.3 * 10 sentences = P

1D 2C 3A 4B 5A 6B 7B 8A 9B 10D

IV 0.5 * sentences = 2P

1 My bicycle has solen by someone

2 If he had concentrated on the lecture, he could have done this exercise Teacher told me not to open the book

4 If I traved a lot, I could learn a lot of things

V 0.34 * = P

1 T T F NI F T

(99)

I 0.34 * = P

1 T T F NI F T

II 0.25 p * sentences = P

1B 2A 3C 4A

III 0.5 * sentences = 2P

1 My bicycle has solen by someone

2 If he had concentrated on the lecture, he could have done this exercise Teacher told me not to open the book

4 If I traved a lot, I could learn a lot of things 1D 2C 3A 4B 5A 6B 7B 8A 9B 10D

Period38

Lesson 1

Economic reforms reading

A Preparation:

1.Knowledge: By the end of the lesson, students will be able to - read for specific information

- express their ideas about changes in Vietnam since Doi Moi 2.Language: - Vocabulary: Words relate to the title

- Grammar: Structure: simple present, simple past, and present perfect tense

3.Skill: - Reading

Educational aim: - Educate Ss to be aware of the Vietnamese Party's leading

II Materials

- Teacher: Textbook, picture, the vice-board

- Ss may not know about the information about Doi Moi B Procedure:

(100)

- Ask Ss to work in groups (4 groups) - Ask them to look at the pictures in the book and tell the differences between them

- Call on some groups to report their ideas

- Listen and give feedback

- Lead-in: What you think people have done to achieve these changes?

The schools, houses, farming have been developed and improved thanks to

economic reforms

Today you will read about the changes of economy of Vietnam since Doi Moi ( renovation)

II Before you read: (7')

- Read the passage then ask Ss a question:

How many paragraphs can the passage be divided?

- Teach the words in the passage that don't appear in Task

+eleminate (v) = get rid of : loai bo +subsidy (n): bao cap

+intervention (n): su can thiep +substantial (a): lon, dang ke +illigal (a): bat hop phap

+commitment (n): cam ket, loi hua

- Guide Ss to read new words then ask them to take note

II While you read:

Task1: (5') - Ask Ss to scan the words in

task then read the passage again to guess the meaning of them

- Call on some Ss to read their answers - Listen and correct

Answers:

- The school is larger and better now than it was in the past - Houses were small with thatched roofs in the past now there are a lot of two storey buildings

- In the past farmers worked on the field with their buffalos

Bundles of rice are now collected by machines

- Whole class

Answers: There are paragraphs

1." One of " to "standards of people".

2 " Before " to " investement". 3 " The subsequent " to " investement"

4 " Since Doi Moi " to " training" 5 "We believe " to " our people."

- Pay attenion

(101)

- guide Ss to read

Task 2: ( 10') T/ F

- Ask Ss to scan the statements then guess those are True or those are False - Ask Ss to read the passage again and find the answers

- Call on some Ss to tell their answers and explain

- Listen and feedback

Task 3: ( 10' ) Answer the questions

- Ask Ss to underline the key words in the sentences then read the passage again to answer the questions

- Call on some Ss to give the answers - Listen and correct

III After you read (7')

pairs

Answers:

National Congress: họp quốc hội renovation (n): đổi mới

under-developed: kÐm ph¸t triĨn dominate (v): chi phèi

stagnant (a): trì trệ inflation (n): lạm phát

government subsidies : sù bao cÊp cña chÝnh phñ

government commitment: sù cam kÕt cña chÝnh phñ

dissolve (v): giải tán, giải thể substantial(a): lớn, đáng kể

Answers:

1.F ( one of the most ) 2.F ( Vietnamese Communist Party )

3.T

4.F ( namely, production of food )

5.T

Answers:

1 It was officially initiated in 1986 by our Vietnam Communist Party.

2 Its aim was to restructure the economy of vietnam and to raise the living standards of the people. 3 The mesures the Government introduced to implement Doi Moi were as follows :

- eleminated government subsi dies

(102)

- Ask Ss to scan the passage then collect the information and make a brief note of the following points:

* Vietnam before Doi Moi

* The Government's innovation measures * Vietnam since Doi Moi

- Call on some Ss to give the answers - Give feedback

IV Homework:(1')

- Ask Ss to learn the new words by heart and prepare for the next lesson

foreign investement.

4 Since Doi Moi, Viet nam has undergone they are:

- productivity and agricultural export

- the farmer has enjoyed - the workers have

- the children 5 We believe that

- Work in groups Answers:

*Before Doi Moi

- Economy: under-develope, dominated by traditional argriculture

- Country and people: poor - Production: stagnant - Shortages of schools and hospitals

- Inflation

* The Government's innovation measures

- Eliminated government subsidies

- Shifted economic priority from heavy industry to three major economic programmes; - Reduced state intervention - Opened trade in the world - Encouraged

foreign investement

Since Doi Moi

- Productivity and agricultural export

- The farmer has enjoyed - The workers have

- The children: enjoyed education and training.

Period 39

Lessond 2

(103)

speaking

A Preparation:

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

-talk about changes the new economic reform has brought about - express their ideas about mesures in economic reforms

2 Language: - Vocabulary: Words relate to the title

3 Skill: - Speaking

Educational aim: - Educate Ss to be aware of the Vietnamese Party's leading

II Materials

- Teacher: Textbook, picture, the vice-board

- Ss may not speak fluently B Procedure:

I Check up the old lesson: (7')

- Call on students to write new words on the board and other student read the first paragraph then answer the question:

When and by whom was Doi Moi officially innitiated?

Suggested answer:

It was officially initiated in 1986 by our Vietnam Communist Party

Task1: ( 5')- Ask Ss to look at the

picture and answer the following questions

1 What does each pair of picture tell you?

2 What changes can you see in each pair of pictures?

-Write new words on the board, read the passage and answer the question

eleminate (v) = get rid of : loai bo subsidy (n): bao cap

intervention (n): su can thiep substantial (a): lon, dang ke illigal (a): bat hop phap

commitment (n): cam ket, loi hua National Congress: họp quốc hội renovation (n): đổi mới

under-developed: kÐm ph¸t triĨn dominate (v): chi phối

stagnant (a): trì trệ inflation (n): lạm ph¸t

government subsidies : sù bao cÊp cđa chÝnh phñ

government commitment: sù cam kÕt cña chÝnh phñ

dissolve (v): giải tán, giải thể substantial (a): lớn, đáng kể

- Work in groups

Answers:

1 The pictures tell us the differences the act or result of renovation

2 I can see the changes such as : The school is larger and better now than it was in the past

(104)

3 What you think people have done to achieve these changes?

Lead-in: We will talk about the changes and positive effects in education, health care and agriculture of the country of

Fantasia after the economic reform

Task 2: (30')

Give the situation: The country of

Fantasia started its overall reform in the early 1970s The reform has brought about positive effects in many factors of the economy, particularly in education, heath care and argriculture

- Ask Ss to work in groups basing on the cues in the text book

- Help Ss to pronunciate

- Give some structures to help them speaking:

I think they have + VpII/ could have + VpII

The changes in prove that they have + VpII/ must have + VpII

They have + VpII/ might have + VpII

- Ss may choose the title

education, health care or agriculture

- Invite some groups to report their ideas

now they work by machine

3 I think people can make the changes through the economy

- Pay attention

- Work in groups

- Scan the suggested phrases

Answers:

Education:

A: We all see that education has change a lot.

What have the government and the people of Fantesia done for education? B: They have rewritten the

curriculumns and textbooks have been revised

C: Teachers have been trained on how to change the learning and the teaching methods.

D They have offered more scholarships to poor or disadvataged children.

A: Teachers' salary has been raised to improve their living conditions.

.

Health care:

A: We all see that health care has improved What have they done for health care?

B: They have built more hospitals and imployed more highly qualified doctors. C: Hospitals have been upgraded with more medical equipment and facilities. D: They have increased doctors' and nurse' salary.

(105)

II Consolidation: (2)

- Review some structures that usind to speak such as, I think they have + VpII/ could have + VpII The changes in prove that they have + VpII/ must have + VpII They have + VpII/ might have + VpII

III Homework: (1')

- Ask Ss to write a few sentences about the mesures the Government and the people of Vietnam have taken to develope the country - Prepare the next lesson:

Listening

Agriculture:

A:We all see that argricultural

production has increased a lot What have they done for agriculture?

B:They have applied appropriate policies to encourage farmers to work more effectiently New and advanged ferming techniques have been

introduced.

C: Fertilisers, pesticides and

insecticides have been used to increased production.

D: They have built more dykes and dams to improve the irrigation and drainage system.

A: Farmers have bought more advanced farming facilities and equipment.

-Write down

Period 40

Date of preparation

(106)

Unit

Lesson 3

Economic reforms Listening A Preparation:

1 Knowledge: By the end of the lesson, students will be able to - Listen for understanding of the passage

- Listen for specific information Language: - Vocabulary: Words relate to the title

3 Skill: - Listening

Educational aim: - Educate Ss to be aware of the bad effects of taking drug

II Materials

- Teacher: Textbook, CD - player, the vice-board

- Ss may not listen detail B Procedure:

I Warm- up: (5') Guessing game: What is it?

- Hang the chart and ask Ss to work in groups, read and guess what it is - award good marks to the first

student to successfullyguess the word

Charts:

1 It is a white substance used as a pain-killer

2 It is also illigal substance that some people take because of its pleasant effects

3 It contributes to violence and crime among the people who use it

4 A few people are buying and selling it illigally

Lead-in: Do you think drug-taking should be banned?

We all know the negative effects that drugs bring about Today we will listen to apassage about the people of Tango, who found a drug plant and what they did with the plant

II Before you listen: (5')

- Teach the new words: inhabitant (n): dan cu

discourage (v) >< courage (v):

- Look at the charts - Work in groups

Answer: DRUG

(107)

drug-taker (n): nguoi su dung ma be in ruin: hu hai, nat

islander (n): dan dao run short of(v): thieu

take measures to st: ap dung bien phap lam gi

solution(n): giai phap

- Guide Ss to repeat the CD- player

III While you listen:

- Intoduce the situation: You will hear Dr Brown, a world population expert, talk about the world population Listen to the interview and the task that follow

Task 1: T/F (10')

- Ask Ss scan the statements then guess the information which are T or F, ask Ss to listen the CD-player the 1st time

- Play the CD- player the 2nd tØme - Call on some Ss to write the anwers on the board

- Play the CD -player the last time then stop the answers to check - Give feedback

Task 2: Sentence completion (15')

- Ask Ss to work individually then work in pairs to compare the answers - Ask Ss to listen the CD- player two times

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

- Give feedback

- Repeat the CD-player

- Scan the statements then listen to the passage

Answers:

1F( Atlantic Ocean)

2F( They grew the plant which contained a powerful drug) 3T

4T

5F( The P M made speeches on the TV )

6F( forced the Government to take measures)

7T 8T

9F( They exported drug to other countries)

Answers:

1 Thepeople of Tango discovered a plant which contained a powerful drug

2 They grew it all over the island 3 The negative effects the drug brought about were: workers and farmers became lazy, children did not want to go to school, and the whole population began to run short of food.

4 The Government took three

measures: introduced a law to make a drug illigal, put the drug-takers

(108)

IV After you listen: (5')

- Ask Ss to tell the negative effects of taking drug

- Call on some groups to give their ideas

- Review the main content of th listening lesson

+ How the people in Tango use the drug?

+ The bad effects on the country's economy

+ Government's measures

- Ask Ss to write about the bad effects of taking drug

other countries

5 Eventually they decided to export

the drug to other countries.

- Work in groups

Answers:

Workers and farmers became lazy,

children did not want to go to school, and the whole population began to run short of food It contributes to violence and crime among the people who use it The health become poor due to drug People can get the dangerous disease such as, HIV/ AIDS

- Write down

Period41

Lesson 4

Economic reforms Writing A Preparation:

1 Knowledge: By the end of the lesson, students will be able to - Describe information in a table

(109)

3 Skill: - Writing

Educational aim: - Educate Ss to love this subject

II Materials

- Ss may not write because of the vocabularies B Procedure:

I Warm- up: ( 5')

- Draw on the board graphs then ask Ss to match the phrases to the

corresponding information in each graph

a a drop/ fall/decrease/decline b to rise steadily

c a dramatic increase

d to remain constant/ unchanged - Call on some Ss to

Lead-in: These phrases are

commonlyused in describingthe informationin a table or graph Today we will write a description of

information in the table

II Before you write: (5')

- Ask Ss to look at the table presenting the achievements the Government and the people of Tango have gained in some branches of the economy after two decates of their economic reform And the Tasks that follow

* New words:

fishery (n): Ngành thuỷ sản forestry (n): Lâm nghiệp industry (n): Công nghiệp

construction (n): ngành xây dựng export (n): xuất khÈu

economic situation (n): t×nh h×nh kinh tÕ

II While you write:

Task 1: (10') Answer the questions

- Ask Ss to work in groups to answer

Listen to the Teacher; - Work in pairs

- Look at their books

(110)

the questions

- Call on some Ss to answer - Listen and correct

Task 2: ( 17') Write a report basing on the information given in the table.

Cues:

- The economic situation of Tango before 1980

- The measures taken by the

Government and the people of Tango to overcome the problems

- The achievements ( as presented in the table ) they have made as a result of the reform

Conjuntions: and, then, thanks to, because, not only but also

Grammar: Present perfect and passive voice

- Call on the representative to read their answers

III After you write: (5')

- Ask Ss to read their report in front of the class and ask others to take note

IV Consolidation: (2')

- Review some new words and the outline basing on task1

- Ask Ss to complete their writing lesson

- Wroup work

- write down

Period 42

Date of preparation

(111)

Unit

Lesson 5

Economic reforms Language focus A Preparation:

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

- Distinguish between the strong and weak forms of auxiliaries - Use the adverbial clause of concession with although and even though

- Grammar: the adverbial clause of concession with Skill: - Writing

II Materials

- Ss may not the exercises

B Procedure:

I Pronunciation: (10')

- Write some sentences on the board and ask Ss to listen and distinguish the weak or strong form

1 Can you this exercise? Have you learned it yet? Must you study it this year?

4 I can't this exercise but she can? - Lead -in the lesson strong and weak forms of auxiliaries

- Ask Ss to look at the table in the book and read them

- Ask Ss to practise the diologues - Listen and correct

II Grammar and vocabulary: (30')

The adverbial clause of concession with although and even though

Although

Though + clause Even though

Eg: Although it rains, she goes out

Exercise 1: Combine the sentences

with although/ even though

- Ask Ss to work individually then work in pairs to compare the answers - Call on some Ss to write on the board

- Look at the board - Pay attention

- Work in pairs to practise

- Take note

Answers:

(112)

Exercise 2: Complete the sentences. Use although + a clause from the box

- Ask Ss to scan the phrases and sentences in the box

- Call on Ss to read their answers - Listen and correct

Exercise 3: Use your own ideas to complete to followingsentences

- Ask Ss to scan the phrases and sentences in the box

- Call on Ss to read their answers - Listen and correct

III Consolidation: (4')

- Review how to use the adverbial clause of concession with although

and even though

IV Homework: (1')

- Ask Ss to the exercises again and prepare the new lesson

2 Although we had planned

everything carefully, a lot of things went wrong.

3 Even though the doctor has advised him to quit, Bob smokes 20 cigarettes a day.

4 Although it was cold and rainy, we managed to go to class in time.

5 Although Luong has studied English only for six months, he can speak English very well.

6 I didn't go to bed early although I was really sleepy.

Answers:

1 Although I was very tired 2 Although I had never seen her before.

3 although it was pretty cold 4 although we don't like them 5 Although I didn't speak the language

6 Although the heat was on

7 although I'd met her twice before 8 although we have known each other for a long time

- Work in dividually and work in pairs

Answers:

1 we forgot many things 2 .theywere very hungry 3 he could speak well 4 Although he had revised everything

5 it is pretty cold

- write down

(113)

Date of preparation

Date of teaching Date of teaching Corecting Test 2

A Preparation:

1 Knowledge: By the end of the lesson, students will be able to - Reconige their weak or strong point in learning

2 Language: - Vocabulary: Words relate to the titles from Unit to Unit - Grammar: conditional sentences, tenses

3 Skill: - Writing and reading

II Materials

- Teacher: Lesson plan, coppied tests

- Ss may not the exercises B Procedure:

Pronunciation: ( 5')

- Ask Ss to review the stress in three and more than three syllable words - Give how to stress the syllable

1 parti'cular 2 respon'sible 3 su'ppose 4 'finish

Give the correct form of the verbs (10')

- Ask Ss to review the tenes: 1.conditional sentences (Type 3) past continuous tense

3 past simple

4 simple present/ am having past perfect

Choose the best option (10')

- Ask Ss to retell the structures and grammar

1 passive voice word form relative clauses

4 preposition ( structure) relative clauses

6 preposition ( structure)

7 conditional sentences (Type 1)

- Review the stress in three and more than three syllable words

I 0.25 p* sentences = P

1B 2A 3C 4A

III 0.3 * 10 sentences = P

1D 2C 3A 4B 5A 6B 7B 8A 9B 10D

IV 0.5 * sentences = 2P

1 My bicycle has solen by someone If he had concentrated on the lecture, he could have done this exercise

3 Teacher told me not to open the book

4 If I traved a lot, I could learn a lot of things

V 0.34 * = P

(114)

8 reported speech word form

10 conditional sentences (Type using Unless )

Rewite the sentences that is similar in meaning (10')

1 passive voice

2 conditional sentences type III reported speech

4 conditional sentence type II

Reading comprehension (7')

1T ( begin in September)

2T ( flood to major cities hunting for job )

3F ( Large companies for a lifetime)

4NI

5 F ( they look for ways of using their time)

6T ( many look for of the society)

Consolidation: (2')

- Ask Ss to review the strucures and grammar ( tenses, conditional

sentences, reported speech )

Homework: (1')

- Ask Ss to the test again and prepare the new lesson Unit 8: Reading

4 NI F T

-Write down

Period 44

Date of preparation

UNIT 8

Lesson1

LIFE INTHE FUTURE

READING A Preparation:

(115)

1 Kowledge: By the end of the lesson Ss will be able to:- understand some more about the changing of people and the earth in the future.

- use vocabulary related to the topic of the lesson through exercises

2 Language: : - Vocabulary: Words relate to the title

- Grammar: Contracted forms of auxiliaries , but, so, however

and therefore.

3 Skill: - Reading

Educational aim: - Educate Ss to love their life

II Materials

Teacher: Lesson plan, textbook, posters and pictures Student: Textbook, notebook, pen and prepare the lesson

B Procedure:

I Warm-up ( mins.)

- Discuss the questions below What was the life in the past like?

2 What was the life at our present like?

(focus: travel, roads, houses, education, living condition…)

 Do you think life will be better

in the future? Why / Why not?

 List three things that might

happen in the future

* Introduce the title of the lesson

1 Before you read:(5')Get the

meaning of some words * Vocabulary:

depression (n): phường, hội

corporation (n): cong ty kinh doanh

domestic chore (n,a): viec nha Labor-saving device (n): thiet bi tiet kiem suc lao dong

Disappear (v): bien mat burden (n): ganh nang to be bound to: co xu huong have in fluence on : co anh huong run on (v) = use (v)

* Rub out remember

2 While you read: (25')

Task1: Find words and phrases

in the passage which have the following meaning

- Ask students to read through the

- Work in groups

* Discuss and answer the questions

Answers' suggestion:

1 In the past:

 Traveling on foot.  The roads were narrow  The houses were small and

covered with thatch

 The children didn’t go to school

2 At the present:

 Traveling by motorbikes, cars,

planes…

 The streets are very large  Tall buildings

 The children go to school.

 Yes, I think Life will be better in the

future thanks to modern technology. - Ss pay attention and answer the questions.

- Ss pay attention and take notes

- Ss work in pairs to the Task 1, 2, - Present on the extra board & then tick on the board

- Others give feedback and correction

- Silent reading

Task 1:

1 pessimists(n): nguoi bi quan 2 optimists:(n) nguoi lac quan

3 economic depression(n): kinh te tri tre

(116)

text once to find out some new words, guess the main idea

- Asks Ss to read the passage silently, stop when they meet a new word or a phrase and find words or phrases in the passage which have the following meaning given in the Task

- Gives feedback

Task2: Answer the following

questions

- Asks Ss to read the passage silently and answer the questions individually

- Asks Ss to work in pairs to compare their answers

- Calls on some Ss to write the answers on the board

- Checks with the class - Gives feedback

Task 3:

- Asks Ss to work in groups to discuss then complete the chart about LIFE IN THE FUTURE

1 Works: ……… travel: ……… Food: ……… Environment: ……… Security: ………

3 After you read: (9')

* Discuss the advantages and

5 wipe out(v): xoa so

6 space shuttle(n): phi thuyen

Task 2:

1 Many large corporations will be wiped out and millions of jobs will be lost.

2 The security of the earth will be threatened by terrorist groups will become more powerful and more dangerous.

3 People will be living in much cleaner environment, breathing fresher air and eating healthy foods They will also better looked after by a modern medical sy

Task 3: LIFE IN THE FUTURE

Fields optimists pessimists Work Micro

technology,

factories run by robots, offices go electronic, work at home, computers linked to head office

Economic depression, large

corporations wiped out, jobs lost

Food More delicious and healthier

Not enough food because of population Travel Traveling by

space shuttle at 15,000kph; cars could run on electricity or methane gas and fitted with computers

Cars, trains give smoke

Enviro nment

Fresh air pollution Securit

y

Safe Threatened by terrorism

* Advantages and disadvantages of robots

Advantages Disadvantages - Save labor,

lighten our work.

(117)

disadvantages of robots - Show the cues on the board - Ask Ss to work in pairs - Go around for help

- Call on some pairs to present - Give comments

III Consolidation and homework:

-Ask sts to prepair the next lesson

- Do difficult / hard jobs so that men have more time to enjoy life or do more creative work.

or go jobless.

- People become more independent on robots we can’t work properly when the power is off or when robots stop working.

Date of preparation

UNIT 8

Lesson2

speaking A Preparation:

1 Kowledge: Help students improve their knowledge about the life in the

future, especially the role of science and technology

- Grammar: Contracted forms of auxiliaries , but, so, however, therefore and tenses

3 Skill: - Speaking

II Materials

B Procedure:

I Warm- up: ( 5mins.)

- Ask Ss to find out as many as possible words related to Life in the future

 Introduces the new lesson

-Work in pairs

(118)

"In today’s speaking section, you will practice talking about what will have happened by the end of 21st century and

discuss predictions about life in the future"

Before you speak: (5')

- Ask Ss to study the requirements in task then find out the new words - Help Ss with the vocabulary and pronunciation

- Elicit some useful expressions:

Rub out and remember

2 While you speak: (25')

Task 1: Look at the newspapers

cuttings from the future, and say what will have happened by the end of the 21st century

- Stick word cards on the board Chinese astronauts land on the Mars

New moon city opened

A cure for a common cold found 150th birth day party

Holiday resort on Jupiter Car on sea water

- Elicit the tense used after “By the end of the 21st century, ….”

The Future Perfect Tense

S + Will- have - PP - Have students look at the word cards and say what will have happened by the end of the 21st century.

- Invite some students to red aloud their sentences

- Correct mistakes if necessary

Task 2: Which of these predictions are

likely/ unlikely to happen? Give at least two reasons for each.

- Guide Ss to Task 2, gives instructions & models

Example:

- I think it's very unlikely that by the end

-Work in pairs

-Group work

(119)

of the 21st

century Chinese astronauts will have landed on Mars, because it is too far from the earth

Likely Unlikely

R

ea

so

ns - Thank to

developments of science &

technology

- Living standard will be improved - Cures for fatal diseases will be founded

- Too far - No water - Thin atmosphere - Too costly - Too cold/hot - More diseases - Asks Ss to work in pairs

- Feed back: Give marks to better pairs

3 After you speak:(9')

Task 3: Make some more predictions

about what life will be like one hundred years from now

- Ask students to work in group to discuss the question: "Do you agree people in 2009 will be the “lucky generation”? Why? Why not?

- Invite some groups’ representatives to report their ideas

- Give feed back and make comments

III Consolidation and homework: (1')

-Write the application process again - Prepare for part C - LISTENING

-Work in pairs

(120)

Period 46

Date of preparation

UNIT 8

Lesson

Listening A Preparation:

1 Kowledge: Help students improve their knowledge about the life in the

future, especially the role of science and technology

- Grammar: Contracted forms of auxiliaries , but, so, however, therefore and tenses

3 Skill: - Listening

II Materials

B Procedure:

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