Giao an nam hoc 20102011

- Ss read the questions in Task 2 carefully, listen to the tape for three times and answer the question 1.. The most important thing the groom’s family has to do on the wedding day [r]

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Sở GD&ĐT Bắc Giang Trờng THPT Lục Nam

Giáo án

Môn: Tiếng Anh Khi 12 - Hc k 1

Họ tên giáo viên : Tô Thị Giang

Tổ: TD - Ngoại Ngữ

Năm học 2010 - 2011

Period: ENGLISH 12 TEST ORIENTATION Teaching date… /…./20

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- To help students learn English 12 effectively To give students some supporting sources

B Objectives:

- Ss know the requirement of different tests within English 12 Students know how to learn English 11 effectively Students can find some useful sources to learn English 10

C Teaching aids:

- English 10, referent books

Teacher’s activities Students’ activities I Warm up:

Activity 1: individual work: answer the teacher’s question: - How are you?

- How can you learn English? II Presentation:

- Teacher: We have done a lot of tests Today we recall some test type and how to them effectively

III The main content of the lesson: A Listening tests.

1 Multiple choice questions True - False statements Open - ended questions

4 Grid - filling/ Completing charts with facts and figures Gap - filling

6 Identifying objects/people/speakers’ tones B Reading tests.

1 Multiple choice questions True - False statements Open - ended questions Grid - filling

5 Gap - filling/ Cloze

6 Matching (jumbled headings with paragraphs / written descriptions with pictures of the items or procedure they describe)

7 Transferring written information to charts, graphs, maps, etc Choosing the best summary of a paragraph or a whole text C Speaking tests.

1 Prompts / Picture prompts

2 Asking and answering questions (Interview) A set of topics

4 Role - plays

5 Information gap activities Decision - making activities

7 Using pictures for candidates to compare and contrast D Writing tests.

 Guided writing tests:

1.Gap - filling

- Work individual

- Answer the teacher’s questions - Listen to the teacher

- Listen to T’s explanation about six topics

- Listen and take notes in their notebooks

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2 Punctuating a text

3 Re - ordering words / sentences 4.Summary writing based on texts

 Free writing tests:

- Sentence writing (e.g a set of instructions for some common task)

- Paragraph writing (e.g writing leaflets / brochures) - Letter writing (e.g transactional letters)

- Essay writing (e.g writing compositions and stories) From above, with in the curriculum we have these kind of test for each term

- Oral test: you must have from - scores - Fifteen minute test: tests

- Forty - five minutes test: tests - Term test: test

IV Home Work:

- Summarize this lesson

- Work in pairs and make a small conversation with a friend

Goodbye!

Period: 2

INTRODUCTION AND REVISION

Teaching date… /…./20 A.OBJECTIVES:

By the end of the lesson, students will: - Review all of the knowledge of grade 11 - Know how to study and learn English 12 B TEACHING AIDS: Textbook, pictures, cassette, tape C PROCEDURE:

Method: mainly communicative

Teacher’s activities Students’ activities Greeting, introduce, get acquaintance with the students

A Revision

- Elicit all of the knowledge and language skills of grade 11

1.Verbs tenses ( present simple, past simple, past progressive, past perfect……….)

I HIỆN TẠI ĐƠN (Simple Present): Hình thức: Subject + V(es,s)

1 Diễn tả thói quen việc thường xuyên xảy Ex: - We come to school on time everyday

- My mother always gets up early (Mẹ thức dậy sớm) ■ Dấu hiệu thì:

a Cách dùng thường có trạng từ thường xun: • rarely: • usually: thường thường • sometimes: đơi • seldom: • never: khơng • always: ln ln

- Take notes

- Listen to the teacher

- Give some examples on the board

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• often: thường • occasionally: • hardly ever: • everyday: hàng ngày b Các kết cấu với every như:

• every week: hàng tuần • every month: hàng tháng

2 Diễn tả thật hiển nhiên, chân lý

Ex: - The Sun rises in the East (Mặt trời mọc phương đông) - The Earth moves around the sun (Trái đất xoay quanh mặt trời) Diễn tả thật tương đối bền vững

Ex: - Your sister speaks English well (Chị bạn nói tiếng Anh giỏi) - Dick writes novel (Dick viết tiểu thuyết)

- Children need love and affection (Trẻ em cần tình yêu ấp ủ) II HIỆN TẠI TIẾP DIỄN (Present Continuous)

Hình thức: Subject + am / is / are + V-ing

1 Chỉ việc xảy tại, lúc ta nói Ex: - The farmers are working in the fields now

- My mother is cooking in the kitchen at the moment ■ Dấu hiệu thì:

a Trong câu thường có phó từ: • now:

• at the moment: vào lúc • at present: vào lúc

b Trong câu bắt đầu từ gợi ý như: • Look! Coi

• Listen! Nghe • Hurry up! Nhanh lên

Ex: - Look! The boys are fighting (Coi kìa, bọn trẻ đánh nhau) - Listen! They are speaking English

- Hurry up! The bus is coming (Nhanh lên! Xe buýt tới kìa) c Trong câu có cụm chủ vị có từ WHILE (Trong lúc)

Ex: - I’ll think it over while I’m having my lunch Diễn tả việc xếp đặt xảy tương lai

Ex: - What are you doing this evening? (Chiều tối bạn định làm gì) - We are going to Paris on Friday

III HIỆN TẠI HỒN THÀNH (Present Perfect) Hình thức : Subject + Has / Have + Past Participle

1 Để diễn tả việc xảy khứ mà thời gian không xác định rõ

Ex: - He has lived in England before - We have gone to Dalat several times

- She has already seen that film (Cô ta xem phim rồi) - He’s never been there (Anh ta chưa đó)

- They haven’t finished their work yet (Họ chưa làm xong việc) - Have you ever spoken Russian before?

■ Dấu hiệu thì: Trong câu thường có

afternoon

2/ Lan often gets up early in the morning

3/ The earth moves around the sun

4/ I speak English very well - Write them on their notebooks

- Take notes

1/ I am looking for the latest newspaper now

2/ They are watching a sport game show at the moment

- Write them on their notebooks

- Take notes

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• already: rồi, • several times: vài lần

• never: chưa • never before: trước chưa • yet: chưa • ever:

• ever before: trước

2 Để việc bắt đầu xảy khứ xảy

Ex: - So far he has had no trouble - He has lived here for five years

- His father has been ill during the last two week ■ Dấu hiệu thì:

Trong câu thường có trạng từ thời gian:

• so far: • up to now: • up to the present: lúc • since then: kể từ lúc • since: kể từ • for: (khoảng thời gian) • in / during the last + khoảng thời gian

3 Để diễn tả hành động mà thời gian chưa kết thúc Ex: - He has smoked ten cigarettes today

- I haven’t seen her this week (Tuần không gặp cô ấy) ■ Dấu hiệu thì:

Trong câu thường có phó từ như: • today: hơm

• this week: tuần • this month: tháng • this term: học kỳ • this year: năm

4 Để việc vừa xảy so với Ex: - I have seen him lately (Gần tơi có gặp anh ấy)

- She’s just gone out (Cô ta vừa khỏi) ■ Dấu hiệu thì:

Cách dùng thường có từ như: • just: vừa

• recently: gần IV.Past continuous :

+ Form : Was / were + V-ing + Use :

* Use the past Continuous to indicate that a longer actoin in the past was interrupted The interrupted is a shorter action in the Simple Past or a specific time Remember this can be a real interruption or just an interruption in time

E g : - I was watching TV when she called - Last at PM , I was eating dinner

* When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening in the same time The actions are parallel

E.g: I was studying while he was making dinner V Home Work:

1/ We have learnt English for years

2/ Have you seen this movie before?

3/ She has just gone out

4/ I have already finished my homework

- Write them on their notebooks

- Take notes

1/ I was studying my lessons when he came

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- Summarize this lesson

- Ask Ss to prepare unit “Reading” walking along the street.3/ They were playing chess at o’clock yesterday

- Write them on their notebooks - Prepare unit “Reading”

Goodbye! Period: 3

Unit 1: HOME LIFE A: READING Teaching date… /…./20

A.OBJECTIVES:

By the end of the lesson, students will: - Understand more about home life

- Use vocabulary related to the topic of the lesson through exercise B TEACHING AIDS:

- Textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:

- Method: mainly communicative

Teacher’s activities Students’ activities I Warm up

- Ask Ss to work in groups and tell about their family

- Suggestions

1 How many people are there in your family? What is your father’s job?

3 What is your mother’s job? - Go around the class and control - Call on some Ss to present - Feedback

- Short introduction the types of family (show the pictures)

Nuclear family

- Nuclear family consists of the father, the mother, and the children

Extended family

- Extended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in-laws, (relatives through marriage)

SINGLE PARENT FAMILY

- A single parent family consists of the children and one parents either the father and the mother + In USA, single parent families are popular

- Group work

- Discuss

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+ In Viet Nam , there are more and more the type of single families

BLENDED FAMILIES OR STEPFAMILIES - A family in which both parents have been divorced, each with their own children they remarry and bring both sets children into the marriage

+ It consists of stepparents, stepsister, stepbrother, halfbrother and half sister II Before you read

Pairs work

- Have Ss to look at the pictures in the textbook and answer questions

1 Who you think they are? Where is the family?

3 What is each member doing? Is the family happy? Why/why not? Are there any pets? What are they? What are they doing?

7 Do you like having pets in your house? What pets you want to have?

Call some pairs to answer and give feedbacks - Introduce the text

Explain some new words:

- Introduce and explain the meaning of the new words

1 Caring (a): paying attention to the others To run the household

3 To be willing to st Household chores Responsibility (n):

 Responsible to sb for st

6 Mischievous (a) Obidient (a) Close-knit (a) Supportive (a) ~ of 10 Frankly (adv) 11 Secure (a) 12 confident (a)

 confidence (n)

- Read aloud and ask Ss to repeat

- Explain new words in Vietnamese if necessary III.While-reading:

- Ask Ss to listen to the tape

- Ask Ss to read the passage silently to understand about it

Answer

( In English or Vietnamese ) - Work in pairs

* Suggestion:

- Parents and children - At home

- The mother is helping the daughter with her study, the father is playing with the son

- Depend on Ss - Answer

- Listen to the tape

- Read the passage silently - Find out new words

- Read the passages

- Listen to teacher’s reading - Read the text by self - Read the task

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a Task : Choose the best answer

- Get Ss to read the requirement of task1 - Ask Ss to read through sentences and T helps them if necessary

- Ask Ss to work in pairs and choose the answer - Get Ss to share the answers with their groups - Call Ss of groups to write down the answers - Check and give feedbacks:

- Let Ss explain some sentences if necessary b Task : Answer the questions:

- Check if Ss can answer the comprehension Qs without reading the text again If Ss cannot, T gets them to read the Qs carefully and underline the key words to task

- Get Ss to check theirs answers and explain their choices

- Call some Ss to read theirs answers and explain their choices

- Comment and gives feedbacks

IV After you read

- Give some Ss handouts and ask them to fill in the table the missing information from the reading text (work in groups of 4)

What is your mother / father / you responsibility in your family?

Work father mother children - Washing

dishes - Cooking ………

- Check and give feedbacks

- Let Ss compare the family described in the text with your own family (basing on the handouts) - Tell each group to choose a secretary to note down all of others’ ideas

- Ask the secretary to report their ideas - Comment and corrects Ss’ mistakes V Homework:

- Ask Ss to learn the new words by heart, read and translate the text, the tasks again

- Prepare the section B (The Speaking part of Unit

- Share the answer

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

- Work in pairs

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 morning to 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 dishes and takes out the garbage 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 closed – knit and supportive of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly

Work in groups - Check

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one) - Learn the new words by heart, read and translate the text, the tasks again - Write down the homework

requirements

Goodbye!

Period: 4

Unit 1: HOME LIFE B: SPEAKING Teaching date… /…./20

A OBJECTIVES:

By the end of the lesson, students will:

- Understand more about home life, the relationship and responsibilities of family's members

- Develop speaking skills: discuss home life, the relationship and responsibilities of family's members

B TEACHING AIDS:

- Method: mainly communicative

Teacher’s activities Students’ activities I Warm up: Network

- Ask Ss to find out as many as possible words related to household chores

- Call some Ss to write on the board - Give comments

II Pre speaking:

Task 1: Read the following statements and tick the ones that apply to you and your family.

- Ask Ss to work in pairs, exchange the ideas - Walk around and help them

- Call some Ss to talk about their families in

Expected words: - Cleaning the floor - Cooking

- Doing the washing up - Washing clothes - Tidying the kitchen - Ironing clothes

- Hanging dry the clothes - Repairing / mending things - Taking care of the baby - Taking out the garbage - Work in pairs

- Present in front of the class Feedback:

In my family both my father and mother go to work Almost all members of my family share the household chores Washing the dishes and cleaning the house are what I often help my parents We all like watching films on TV when we have free time at weekends The person I often share my secrets with is my sister I always ask my parents for advice before making an

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front of the class, using the information in task

- Give feedback III.While speaking: Task two:

- Guide students how to practise - Ask students to work in pairs

- Help the students with new structures - Give some special expressions * Could you tell me who… ?

* By the way who in your family …… ? * What about your … ?

- Walk around and help them

- Call some pairs of student to stand up and report before the class

- Correct their mistakes

Task : Ask about your partner’s family - Ask Ss to study the table carefully

- Have the Ss to work in pairs, asking about the partner family life, noting down the answers in the table

- Call some pairs to act out in front of the class - Give comments

IV Post speaking :Report the information - Have Ss to work in pairs

- Call some Ss to report in front of the class - Correct and give comments

important decision - Work in pairs Expected questions :

1 Could you tell me who works in your family?

2 By the way who in your family does the washing up?

3 What about your brother ? Does he share the household chores?

4 What’s your responsibility in the family? What exactly you have to do?

6 How you share the household chores? What interests your family members share together?

8 What your family members often together in your free time?

Who you often share your secrets with?

10 Who you often talk to before making an important decision?

Sample dialogue :

A: Hi,…Could you tell me a bit about your family life ?

B: Sure, no problem

A: Who works in your family?

B: Both my parents My father is an engineer and my mother is a teacher They work hours a day

A: Do you help them with the household chores?

B: Of course I help my mother in the kitchen and wash the dishes

A: What about your father?

B: He cleans the floor and sometimes when my mom is out of on business he cooks for us

A: What interests your family members share closely?

B: Watching films We often watch films on TV on Saturday evening when everybody is free

A: Who you often share your secret with?

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V Homework:

- More practice the main topics at home - Prepare the section C (The Listening part of Unit one)

B: No, in fact both my parents help a lot when I have problems

A: You must be very happy in such a family Thanks for giving me time Bye B: Bye

Expected answer:

I’ ve just talked with B about her family life

She told me that both her parents go to work, so they are very busy So she has to shares the household chores She often helps her mother in the kitchen and washes the dishes after meals His father is also willing to help with the housework He cleans the house and sometimes when B’s mom is out on the business All the members of her family enjoy watching films together on Saturday evening She shares her secret with her mother because she thinks that her mother understand her well ;however, both parents help her make important decisions - Practice the main topics at home

- Prepare the section C (The Listening part of Unit one)

Unit 1: HOME LIFE C: LISTENING Teaching date… /…./20

A OBJECTIVES:

- Develop listening skills: listening for main ideas and specific information B TEACHING AIDS:

Method: mainly communicative

Teacher’s activities Students’ activities I Warm up: Jumbled word

- Rearrange the letters to make a meaningful word

RINENOU

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- Which word can go with “reunion”? II While you listen:

* Describing the picture.

- Ask students to work in pairs, look at and describe the picture (p16), using the cues:

1 What is happening in the picture?

2 How many pictures are there?/ Who are they?

3 How are they feeling? / How they look?

- Call some students to answers

- Give feedback and introduce the topic of the lesson:

 Lead- in: In today’s listening section, you’ll

hear the conversation between Paul and Andrea talking about their family

- Introduce some new words to students by using pictures or by using definitions in English

 Teacher asks students to repeat the words on

the black board

 Teacher has students pay much attention to

the words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well

* Vocabulary: Listen and repeat

- Play the tape and ask Ss to read after the tape twice

- Explain new words :

- Leftovers / `left әu vәz/ thức ăn thừa - Spread ( v) out /spred/ trải

1 To reserve: = to book sth in advance: đặc trước

2 Coach (n): xe chở khách đường dài To spread out: to cover a large area

- Look at the pictures

- Answer the teacher's questions + They are having a big… + Many people

+ Very happy

- Students repeat individually and in chorus

- Students listen to the tape carefully

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4 Leftovers: food that has not been eaten at the end of a meal

5 Flight (n): a journey made by air, especially in a plane: chuyeán bay

III While you listen:

Task 1: Listen to the conversation between Paul and Andrea and decide whether the statements are T or F and then correct the false statements

- Ask students to read through the questions - Play the tape two times

- Ask Ss to individually then compare the answer with a partner

- Play the tape again, have students listen and check the answers

- Call some Ss to give the answers - Checks and gives feedback

Task 2: Note down two things that are different about Paul’s and Andrea’s families. - Ask students to read through the questions - Let them the task without listening again - Play the tape twice

- Ask students to Task then compare the answer with a partner

- Play the tape again, have students listen and check the answers

- Ask some students to read the answers - Check and give feedback

IV After you listen: Discussing

- Ask Ss to work in groups, discuss the questions:

The importance of family in a person's life

- Ask some students to present their discussion

- Compare the answers Answer

1 T

2 F (They not a very close nit family, they rarely get together as a family any more) F (It is about 180 kilometers from they ….)

4 T (There are children in Paul’s family) T (There are too many people to cook for, they end up going out to dinner a lot)

- Read through the questions - Work individually to the task

- Try to the task without listening again - Compare the answers

- Listen again and check the answers Answer:

Paul Andrea

His family members are not very close

His family is a close - knit one The families often

eat the meal the mother cooks at home

The family often goes out to eat when they get together

- Work in groups, discuss the questions - Report their discussion

Answer:

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in front of the class - Give feedback V Homework:

- Ask Ss to summarise main points - Write about family reunion - Prepare Part D

- Summarise main points - Write about family reunion - Prepare Part D

Goodbye!

Period: 6

Unit 1: HOME LIFE D: WRITING Teaching date… /…./20

A OBJECTIVES:

- Develop writing skills: Writing for main ideas and specific information B TEACHING AIDS:

- Textbook, pictures, handouts and real objects C PROCEDURE:

Teacher’s activities Students’ activities I Warm up:

- Ask Ss to work in pairs and answer some questions Do your parents often let you go out in the evening ?

2 Are you allowed to use your family motorbike? Are you allowed to the household chores? - Call on some pairs to present their answer in front of the class

- Feedback

Lead in : In today’s lesson, you’re going to write a letter about your family rules

II Pre writing: Group work

Task 1: What rules you have in your family? + Have students revise the verbs

* Let sb + V * Allow sb + to V

* Have to + V (obligation) * Permit sb + to V

- Deliver Ss handouts (Task – Complete the following sentences)

1 During the school year, I am not allowed ……… I have to………

- Pair work

1 My parents don’t let me come home late

2 My father permits me to use the family motorbike I have to the household chores

- Ss work in groups

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3 My parents allow me……… My parents want me not………

- Ask some Ss to go to the board to write down their sentences

- Together with Ss finds out the mistakes and corrects them

III While writing:

Task 2: Write a letter to a pen pal about your family rules

- Ask Ss to work in groups and use the ideas they have written above to write a letter about their family rules

- Go around to offer help

- Call four representatives of four groups to go to the blackboard to write down their letters

- Together with Ss finds out the mistakes and corrects them

- Give feedback on Ss’ work

- Point out some common mistakes made by Ss when doing this writing task

IV Post writing:

- Ask Ss to make a conversation about the content of their letter

- Call some Ss to practice the conversation in the front of class

- Remark generally Ss’ written work V Homework:

- Ask Ss to rewrite at home

- Prepare the section E (The Language focus part of Unit one)

2 I have to clean my house / the washing

3 My parents allow me to watch TV / go out with my friends on Saturday or Sunday…

4 My parents want me not to stay up late / chat with my friends on the phone

- Ss work in groups Dear Mary,

Today, I have something interesting to tell you It’s my family’s rules Every family has its own rules Mine has a few First, during the school year I’m allowed to watch TV until I have finished my homework Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early Second, in my family everybody has to their share of the household chores And mine are doing the washing and preparing meals Third, my parents want me not to chat on the phone more than ten minutes How about your family rules? I am very happy with my family My parents really love me and take good care of me

Love, Daisy

- Work in pairs

A Do your parents let you go out in the evening? B Sometimes on Saturday or Sunday

A Are you allowed to watch TV? B …………

- Rewrite at home - Prepare the section E

Goodbye!

Period: 7

Unit 1: HOME LIFE E: LANGUAGE FOCUS Teaching date… /…./20

A OBJECTIVES:

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- Use correctly the Simple past, past continuous and present perfect B TEACHING AIDS:

Teacher’s activities Students’ activities I Warm up: Tongue twisters.

- Hang a poster on the B.B, Ask Ss to read the tongue twisters as quickly as possible If one read times he wins

- She sees Susie sitting in a shoe shine shop. - Where she sits she shines, and where she shines she sits

- Ask Ss to pick out the word containing the ending sounds / s, z / and put in the correct column

- Write on the B.B II Pronuciation: + Listen and repeat:

- Read and ask students to listen and compare the difference betweet / z / and / s /

- Let students listen again and to repeat

- Write some words on board and ask students to read them aloud

+ Practise these sentences:

- Read one before then read again and ask students to repeat

- Ask students to practise themselves - Walk around and help them

III Grammar: Tense revision 1 Tense revision :

- Hang a poster, Ask Ss to the exercise Poster : Use the correct tenses: simple past, past continuous or present perfect.

1 When you (buy) that car? - I (buy) it year ago

2 At this time yesterday we (play) football At p.m last Sunday we (visit) the zoo When I (have ) dinner, my friend (call) I (already / see )Titanic

- Call a student to on the B.B while the other

Read thetongue twisters

/ s / / z / sits sees shines

+ Listen and repeat: - Listen and practise + Pratise these sentences: - Listen and repeat - Practise in pairs

Do exercise individually -> did….buy ; bought were playing were visiting was having ; called have already seen - Take note

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practice individually - Correct and give feedback

- Ask Ss to remark the uses of these tenses, give comment

Remarks

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

* Past continuous is used to express action that was in progress at a specific time in the past; it is also used to express action that was in progress when something else happened

2, Practice: Exercises (p.18) ; Ex ( p.19) - Ask Ss to exercises provided in the books - Have them individually, and then compare the answers with the partners

- Call Ss to give the answers - Correct and give feedback

* Additional exercise: Choose the best answers

1 The man got out the car,… round to the back and opened the boot

A walking B walked C walks D walk

2 I saw Maggie at the party She … in several films

A wears B wore C was wearing D has worn

3 After I had had lunch, I… for my bag A looked B had looked C have looked D look

IV Homework:

- Ask Ss to the exercises again at home - Prepare Unit (The reading part of Unit 2)

- Do exercises

Exercises : Underline the most suitable…

1 Have you seen Have you enjoyed Has been married Did you give ; saw Didn’t listen Have you two met Did you meet

Exercises Which answer best fit each … B C

2 C B A 10 C A 11 B B 12 C B 13 C B 14 A 15 B B D

3.A

- Do the exercises again at home - Prepare Unit

Unit 2: CULTURAL DIVERSITY A: READING

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A OBJECTIVES:

- Understand some more about the senses and personal experiences directly related to the sense

- Improve their reading skills B TEACHING AIDS:

Teacher’s activities Students’ activities I Warm up: Network

Competition game – network

- Prepare a hand out with a network of the word’ a Marriage” and ask Ss the Question - What things make a marriage happy?

Marriage

- Divide the class into groups and give each group a hand out

- Ask Ss to complete the network

- The winner will be the group completing the network in the shortest period of time

- Ask students to look at the pictures and work in pairs to ask and answer the questions

- What can you see in the pictures? - What are the differences between them? - Call students to answer before the class - Feedback

- Lead to the lesson II Before you read: * Pair works:

- Ask Ss to work in pairs and discuss the question

+ Which of the following factors is the most important for a happy life? Why?

- Love a nice house / flat - Money, a good job

- Parents’ approval good health.

- Ask Ss to talk before the class and give the reason why The other can asks Questions

*Vocabulary:

- Give some main words to present using vocabulary technique to teach

Phycical attractiveness Confiding

Partnership of equals Trust built on love

Diversity (n) Diversify (v)

- Group work

Expected words: - romantic love - understanding - sharing

- partnership of equals ……

- Pair works - Answers

- Free answers

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Diverse (adj) Approval (n) Marriage (n)

- Read aloud and ask Ss to repeat - Correct mistakes

III While you read:

- Ask Ss to read the text silently to the tasks Focus on the phrases physical attractiveness; confiding; partnership of equals and trust built on love…

- Open the tape T can ask or good student to read the text aloud

*Task Explain the meaning of the word/ phrases:

- Ask Ss to read the sentences silently to understand what to

- If Ss have any problems, T might be able to help them by giving the instruction

- Give handouts Matching

1.Precede a happen or exist before Determine b tell some – one about something

very Private or secret

3.Confide c having a duty to something

Sacrific d find out

Obliged e willingly stop having something

y ou wan

- Go around for help

- Call on Ss to read aloud what they - Give feedback and correct answers

- Get Ss to read the sentences in task loud what they the other can translate them into Vietnamese pairs by pairs

* Task Answer the following questions:

- Get Ss to read the whole text silently to answers the question

- Ask them to work in pairs or groups ask and answer the questions

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

- Give feedback IV After you read:

- Divide class into small groups of or and ask them to discuss the question: What are the differences between a traditional Vietnamese family?

* Number of children

* The house they like to have * The head of the family * Who works?

* Who takes care of the housework and children?

- Read the passage silently

- Individual work/ group work and pair work Answers

1 – a; – d; 3- b; – e; 5- c

- Pair work/ group work and whole class - Answers

1 They are Physical attractiveness; Confiding; Partnership of equals; trust built on love

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

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* The income…

- Go around to help Ss if they have any problem

- Ask to talk before the class some pairs groups

V Homework:

- Ask Ss to learn the new words by heart, read and translate the text, the tasks again - Prepare the section B (The Speaking part of Unit two)

has to sacrifice more in a marriage than a man The American wife trusts her husband to the right thing because he loves her not because he has to

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

- Pairs work

* Number of children: more * The house they like to have : big * The head of the family: fathers …

- Learn the new words by heart, read and translate the text, the tasks again

- Prepare the section B Period: 9

Unit 2: CULTURAL DIVERSITY B: SPEAKING

Teaching date… /…./20 A OBJECTIVES:

- Understand more about differences among cultures

- Discuss information that relates to the differences between Vietnamese and American cultures

- To improve the students’ speaking skills B TEACHING AIDS:

- Give two tables and ask Ss to work in groups of three or four to complete the table

Give a picture

- Ask Ss to look at the picture and answer

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questions

1 What are they doing?

2 Can you guess where they are?

3 In Viet Nam, people often kiss in public? Why or Why not?

4 What about in America?

- Lead to the new lesson Today we will learn about the differences between Vietnamese and American cultures

II Pre - speaking: Task 1

- Ask Ss to open the book on page 22

- Ask Ss to read the sentences in the box in Task on page 22

- Can explain some special expressions if necessary

- Read aloud and instructs Ss how to use these expressions

- Some special expressions

I think / feel / believe… I don’t agree…… In my opinion …… It’s not true…… For me… That’s true / wrong /…

- Ask Ss to express their point of view on the following ideas, using the words or expressions in the box

● In Vietnam, there are three or even more generation may live in a nhome

● 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

- T can make a sample conversation with a student

Sample

T: I think a happy marriage should be based on love.

S: I quite agree with you Life will be terrible if there is not true love between a husband and a wife.

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

S: For me, I don’t think it’s true (What will happen if there is no true love even after marriage) How can two people who don’t love each other live happily in the same house?

1 They are kissing

2 In the public / In the street No, they don’t It’s impolite It is very common

- Ss open the book and look at the sentences in the box on page 22

- Ss listen to the teacher and write down the new expression in their notebooks - Ss read after the teacher

- Students choose some of these ideas and then use the expressions in the box to express their points of view

- Ss work in pairs

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- Go round the class and helps Ss if necessary - Can divide the class into the suitable groups III While-speaking:

Task 2

- Ask Ss to look at task on page 23 and tells them to read the typical features of the American culture in pairs, and then discuss and find out the corresponding features of the Vietnamese culture - Help Ss with the new words and the

pronunciation

- Give Ss some expressions to help them practice the conversation easily

- Some expressions

- Do you know that………? - It is said that……

- It is said that in the newspaper / on TV / radio that.

- Ask Ss to work in pairs to the task - Call on some pairs to give their ideas - Correct and give feedback

IV.Post speaking:

Task 3: Talk about the similarities and differences between Vietnamese and American in cultures

- Explain how to the task

- Ask Ss to read the answer of task again before doing the task

- Ask Ss to work in groups of four - Call on some pairs to give their ideas - Correct and give feedback

V Home work:

- Ask Ss to work the tasks again

- Ask Ss to write a short passage about the differences and similarities in celebrating a wedding ceremony in Vietnam and American - Prepare part C

- Ss write down some expressions in their notebooks

Answers

- Three or sometime four generations live under one roof

- Elders live with children and are taken care of by their sons

- Asking about age, marriage and income is acceptable

- A Vietnamese greets the head of the family or an older person first, then the younger ones

- Groceries are bought everyday

- Tet (Lunar New Year) is the most important

- Children often sleep with their parents Take note

There are differences and similarities between Vietnamese and American cultures In America, there are two generations live in the same house In Vietnam, two, three or even four generations live under on roof It’s tradiotional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam……

- Write a short passage about the differences and similarities in celebrating a wedding ceremony in Vietnam and American

- Prepare part C

Goodbye!

Period : 10

Unit 2: CULTURAL DIVERSITY C: LISTENING

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- Listen and understand the conversation about the wedding ceremony in Vietnam - Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam - Know some more new words about wedding ceremony

Teacher’s activities Students’ activities I Warm-up: Cross words

- Give the cross words on the additional board

- Read aloud each clue, get students say aloud the answers

*Cross word:

1

3

5

7 *Clues:

1 The woman that a man is married to Every marriages should be based on this

3 What we call a woman on her wedding day?

4 The man that a woman is married to People often choose this season to hold wedding ceremonies

6 To show that you are married, what you often wear?

7 What we call a man on his wedding day?

- Check and correct

- Ask Ss to guess the topic of the lesson today

- Lead to the new lesson II Before you listen - Ask Ss to open the book

- Ask Ss to look at the pictures on page 24 and discuss what is happening in each one

- Give some guide questions:

 Class work

- Each student with a correct answer will be given a present

Suggested answers:

1 W I F E L O V E

3 B R I D E H U S B A N D

5 S P R I N G R I N G

7 G R O O M

- Ss look at the pictures on page 24, work in groups and then discuss what is happening in each one - Ss answer the teacher’s questions

1 I see a wedding ceremony 2 A bride and a groom

3 They are bringing a lot of gifts

Answers 1 Yes, I have

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1 What you see in the pictures? Who are they?

3 What are they doing? - Check correct answers

- Ask students to discuss the two questions:

1 Have you ever attended a wedding ceremony?

2 What the bridge and the groom usually at the wedding ceremony? - Introduce the new lesson: You will hear two people talking about a wedding ceremony in Vietnam Listen and some listening tasks

* Vocabulary: Listen and Repeat - Teach some new words first and then play the tape for students to listen and repeat

Altar: bµn thê

Master of Ceremony: Banquet:

Groom: chó rĨ

Bride: cô dâu

Ancestor: ông bà tổ tiên

Tray: khay Schedule: lịch

Blessing: cầu chúc

III While you listen 1 Task 1

- Explain Task to the Ss

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

- Get Ss to read carefully five sentences before listening the tape to the task - Play the tapes twice

- (T can play the tape one more time if students have difficulty.)

- Ask Ss to work individually, then compare their answers with the other student

- Call on some Ss to give their answers, correct and give feedback

2 Task 2: Answering

- Ask Ss to read carefully the five

- Ss write down the new words in the notebook

- Ss repeat - Read - Listen - Compare

- Listen and check

- Expected answer: groom’s parents red paper altar

4 at the wedding banquet wedding cards/ money

- Ss read the questions in Task carefully, listen to the tape for three times and answer the question The most important thing the groom’s family has to on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper

2 They would pray, asking their ancestors’ permission to get married

3 After they pray and ask their ancestors’ permission to get married

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

5 They stop by each table to thank their guests - Ss read the question carefully and then discuss in groups

- Answers

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questions first, then let them try to answer before listening again to the task

- Play the tape twice, one for doing the task, one for giving feedbacks

IV After you listen:

- Explain the task and ask Ss to work in groups to discuss the question: What do families often to to prepare for a wedding ceremony?

- Suggestions

- The importantance of wedding ceremony to Vietnamese people

- The preparation for the wedding

- What groom and bride on their wedding day

- Banquet (place, food, drink….) guests (gifts, blessing, ….)

- Call on some groups to present their answers

V Homework:

- Ask Ss to write a short paragraph to introduces about the wedding

ceremonies in Vietnam

decide the place, the number of the guests and how to hold the banquet Not oly the bride and the groom but nearly all members in the two families have to be sure in their best clothes on that day The altars od the both families are cleaned and well decorated. Then comes the cars and the flowers They have to be ordered in advance so that everything will be available on that day Everybody is very busy but they all look forward to that important day.

- Write a short paragraph to introduces about the wedding ceremonies in Vietnam

- Prepare the new lesson

Goodbye!

Period: 11

Unit 2: CULTURAL DIVERSITY D: WRITING

- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat B TEACHING AIDS:

Teacher’s activities Students’ activities I Warm – up:

- Paint some pictures on the board :

- Look at the board

- Look at the pictures and answer: P1: A line / a slope

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P1 P2 P3 P4

- Ask Ss to look at the pictures and ask: What’s this?

- Ask Ss some questions

1 Where in Vietnam people often wear leaf hat?

2 Who wear it? What form is it?

- Lead to the new lesson → Describing the conical leaf hat.

II Pre-writing:

- Give Ss some new words: + Leaf (n) :

+ Rim (n): vành

+ Ribs (n) : g©n (lá )

+ Strap (n) : d©y(da , lơa , v¶i)

- Read once time and then ask Ss to repeat again

- Ask Ss to copy it down into their notebooks

1 TASK 1

- Can ask Ss to close the book and answer some questions

1 Have you ever worn a conical leaf hat? Have you ever seen a conical leaf hat? If yes, what does it look like?

- Now T asks Ss to open the book on page 25, look at Task

- Explain Task 1:

You are going to write about the conical leaf hat or “nãn l¸”, a symbol of

Vietnamese culture Look at the picture below, write Vietnamese equivalents for the English words

- Suggest useful expressions Useful expression

To be made from: đợc làm bằng

- Give some suggested questions

1 What is a symbol of Vietnamese girls and women?

2 What is considered as a part of the spirit of Vietnamese nation?

3 What is it made from?

P3: A triangle P4: A leaf hat

Expected answers: Vietnam, Hue city Girls, women Conical form

- Listen and repeat again - Copy

- Ss listen to the teacher’s questions and give the answers

- Ss look at the picture on page 25, work in pairs and finish Task

- The answer leaf ribs rim strap

- Ss answer the question

1 The conical leaf hat is a symbol of Vietnamese girls and women.

2 It is also considered as a part of the spirit of Vietnamese nation.

3 It’s made from a special kind of bamboo and young soft palm leaves.

4 It has a conical form.

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4 What does it look like? What is the diameter? How high is it?

6 How many ribs are shaped into a conical form?

7 What is it used for?

III While-writing: Following questions:

1 How many parts are there in your writing?

2 What are they?

3 What you include in the main body?

- Ask Ss to write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information below

- Ask Ss to work individually

- Go around the class to help Ss if necessary - After that, ask Ss to exchange their

writing

IV Post – Writing:

- Feedback to students’ writing - Collect some of Ss’ works to give feedback

- Should draw Ss’ attentions to the organization of description and the

and it is about 25 or 30 centimeters high.

6 Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves The leaves are sewn into rims.

Finally the hat is trimmed and painted with a coat of attar oil.

7 The conical leaf hat is used to protect people from the sun and the rain.

- Wearing this conical leaf hat in summer sunny days, girls look more charming.

- The hat also helps to protect their complexion and give them a cool feeling in such hot weather.

1 Three

2 Introduction – main body – conclusion Materials – shape and size – process Sample writing :

- The conical leaf hat is one of the typical features 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 and women but not also become a part of the spirit of the Vietnamese nation

- The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high The conical form is then covered with palm leaves which are sewn into all ribs Finally, the hat is trimmed and painted with a coat of attar oil - The conical leaf hat is used like an umbrella to protect people from the sun and the rain Beneath the broad rims of the leaf hat, the girls and women look more pretty and attractive Unfortunately they are now only used by pedestrians or those who ride bicycles

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language use, especially the verb tenses V HOMEWORK

- Ask Ss to write task page 19 in the student’s workbook

Goodbye!

Period: 12

Unit 2: CULTURAL DIVERSITY E: LANGUAGE FOCUS Teaching date… /…./20

A OBJECTIVES:

- Pronounce correctly the – ed endings sound of verb in the simple past

tense

- Review the usage of tenses

Hang a chart with 12 verbs (both regular verb and irregular verb) with the form: infinitive without “To”

For example

see, need, go, laugh, teach , eat, miss, paint, close, run , play, help

- Divide class into groups - Read loudly 12 verbs times

- Ask Ss to rewrite all verbs which they hear

- Call leader of each group to go to BB and write down

- Check and choose the winner

- Call some students read all verbs when adding “ed” at the end of each verb

- Ask Ss to give comment and note how to read “ed”

- Lead-in new lesson II Pronunciation: Activity 1:

- Give Ss the rules of pronouncing the verbs ending in -ed

There are three ways

1 ed → /d/ after voiced consonants and vowels

- Look at - Listen - Rewrite - Answer - Listen

- Ss change these verbs into past simple

saw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped

- Ss write down the rules in the notebook

Suggestion

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2 ed → /t/ after [ k , p , s , ∫ , t∫ , f ) ed → /id/ after / t, d/

- Ask Ss to look at the verbs on the board and then write them into the right column - Read aloud and ask Ss to repeat

- Ask Ss to open the book and look at the words on page 27

- Ask Ss to practice Activity 2:

-Ask Ss to practise reading sentences in textbook in pairs and then arrange the verbs into kinds: /t/ - /d/ - /id/

- Check and give feedback

- Play the tape (or read) and ask Ss repeat (note sentence stress

III Grammar: Tense revision

- Ask to look back the examples above and review the tense

- I have learned English for years - I visited my friends

- Check and give feedback

Exercise1: Use the correct form of the verbs…

- Ask Ss to work individually carefully and then work in pairs

- Explains how to use tense if necessary - Call some Ss to answer and ask class to give comment

- Give feedback

- Call some pairs read the conversation Exercise 2: Multiple choices

- Ask Ss to read exercise carefully

- Explain the meaning of the difficult words - Explain how to use tense of necessary - Ask Ss work in pairs

- Call on some Ss answer and ask class to give comment

- Give feedback

Exercise 3: Complete the letter with the correct form of the verbs in brackets - Guide students how to

- Do the first as an example - Ask students to to the exercise - Call Ss to on board

- Correct

IV Homework:

laughed missed helped

closed played

needed painted

- Ss repeat - Read - Arrange - work in pairs

- Remind (groupwork)

Answers:

1 Have you seen ; saw ; am going to see drank ; haven’t drunk ; drank

3 has written ; Did she write ; wrote have been cooking ; cooked ; cooked - Practise the conversation

Answers :

1 C C A A C C A A Answer:

1 moved moved have asked have not stopped study

6 will fail could talk -> A

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- Review tenses - / ? / Give handouts:

EX 1: Choose the best answer:

1 The wedding party … at the Rex Hotel A is B is being C will be D are By the end of next year Gorge … English for years

A will have learned B will learn C has learned D would learn We … English this time last week A learned B were learning C have learned D had learned The child … before the doctor arrived A died B had died C has died D was dying EX : Rewrite this sentences

1 He has been teaching for 20 years (He started…)

2 How long have you studied English ? (When)

3 They finished their work, then they drank in the pub (After…)

- Prepare Unit

-> B -> B

-> He started teaching 20 years ago -> When did you start to study English ?

-> After they had finished their work, they drank in the pub

Goodbye!

Period:13

Unit 3: WAYS OF SOCIALISING A: READING

- Read for specific information about The ways of socialising.

- Be able to talk some back ground information of The ways of socialising.

- Give the Vietnamese equivalents to the following words and phrases - Decide which of the three options below is the best title for the passage and

answer the questions of the lesson B TEACHING AIDS:

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I Warm-up: Jumbled words

- Write the words whose letters are in a random order on the board

- Divide the class into two teams Ss from two teams go to the board and write the correct words

- The team which writes correct words first will be the winner

1 Osiacsilgin Fo

3 Sawy

Answer : 1 socialising, 2 of, 3

ways

- Have Ss guess the phrase of words above ways of socialising

- Lead in: T asks Ss to open the textbook on page 31

T: Today we are going to learn Unit - Ways of socialising- A: Reading

II. Before you read:

- Ask students to look at the pictures, work in pairs to ask and answer the questions

1 What are the people in the picture doing? Can you guess what they say to each

other?

3 What will you / say if:

+ You want to get your teacher’s attention in class?

+ You need to ask someone a question, but they are busy talking to someone else? - Go around to offer help

- Call on some Ss to present their answers and elicits comments from other Ss Give feedback if necessary

* Teaching Vocabulary:

- Ask Ss to skim the passage and underline the new words

- Explain the new words

1 Attract (v) 2 Assistance (n) 3 Whistle (v) 4 Clap (v) 5 Attention: (n) 6 Acceptable (a)

- Whole class

- Go to the board and write the correct words

- The team which writes correct words first will be the winner

- Pairs work - Discuss - Answers

1 In the pictures, people are shaking hands and waving with each other.

2 They may be greeting each other

3 If we want to get our teacher’s attention in class, we can raise our hands slightly.

If we need to ask someone a question, but they are busy talking to someone else, we can…

- Skim the passage and underline the new words

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7 Compliment: (n): (synonym) 8 Decent: ( adj) (situation) 9 Appropriate: (adj) (translation) 10 Kidding(n) (situation)

11 Signal (n): (example)

12 Marvellous: (adj): (synonym)

- Ask Ss to give the Vietnamese equivalent (if necessary)

- Read a new word three times Ss listen and repeat after the teacher

III While you read: 1 Task 1

- Write these words on the board:

- Verbal (a) - Non - verbal (a)

- Attract someone’s attention - Impolite (a) # polite (a) - Rude (a) # polite

- Informality (adv) # formality - Approach (v)

- A slight nod will do

- Ask Ss to give the Vietnamese equivalent to the following words and phrases

- Instruct Ss to read the passage quickly and stop at the words to guess their meanings - Guess the meaning of the words based on the context in the sentences

- Check that Ss understand the word correctly - Call some students to give the answers - Ask others students to correct

- Give the true answers 2 Task 2

- Ask students to read the questions carefully - Ask students to read through the passage again

- Divide the class into pairs to - Call some students to give the answers - Ask others students to correct

- Give the true answers 3 Task 3

Questions and answers

- Ask Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage

- Give the Vietnamese equivalent to the following words and phrases

- Read the passage quickly and stop at the words to guess their meanings

Present answers

- verbal (a): b»ng lêi, hữu ngôn

- non - verbal (a); không lêi, phi ng«n

- attract someone’s attention: thu hut sù chó ý cđa ai

- impolite (a) # polite (a): không lịch sự

- rude(a) # polite: thô tục, thô bạo

- informality (adv) # formality: thân mật, không nghi thức

- approach (v): tiÕp cËn

- a slight nod will do: gật đầu nhẹ đủ

- Work in pairs

- Read the passage more carefully and choose the best title for it

Answers

A (Attracting Attention: Non- verbal Cues)

- Work in pairs and ask and answer the questions in the book basing on the information in the reading passage Answers

1 We can use either verbal or non - verbal communication

2 Because they are strong actions that can easily be seen

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- Ask Ss to read the text again and write down the answers to the following questions

- Move around class to give help

- Call on some pairs to present their answers in front of the class

- Give correct answers IV After you read: * Discussion

- Ask Ss to work in pairs to discuss the meaning of whistling and hand - clapping in Vietnamese culture

- Move around to help Ss

- Ask some pairs to act out their conversation - Give feedback

V Homework:

- Ask Ss to learn by heart the lesson

- Review the points that have been covered in the lesson and the exercise in the exercise book

- Prepare the next part: Speaking

his eye, nod slightly to let him know we would like him to come to our table Or we may raise our hand slightly to show that we need assistance

4 You can use a small friendly wave to attract his or her attention

5 Because it’s considered rude

- Work in pairs to discuss the meaning of whistling and hand clapping in Vietnamese culture

- Learn by heart the lesson

- Prepare the next part: Speaking

Goodbye!

Period: 14

Unit 3: WAYS OF SOCIALISING B: SPEAKING

- Practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary and structures that they have learnt in the lesson

- Make dialogues to practise giving and responding to compliments, based on the given information

Teacher’s activities Students’ activities I Warm-up:

Guessing word: T: What is it?

- Divide the class into two groups

- Say that he has a word in his mind and he going to give some information about the word

 Listen to the teacher

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Members of each group will listen and may stop at any information they hear to guess what the word is Each group has only two chances to gues the word The first group to tell exactly what the word is wins the game

- Give information about the word

1 It’s a noun.

2 It has got ten letters.

3 It is an expression by word or action, or admiration.

4 It shows one respect, give and respond your feeling about things which are beautiful, good, or interesting, etc.

What is the word? - Give the correct answer

Answer key: COMPLIMENT

II.Pre- speaking: Task 1:

- Introduces the task: You are going to work in your group to practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.

Elicit the new words by asking Ss Vocabulary:

- Compliment (n)

- Hairstyle (n)

- Terrific (a)

- Kidding (a)

- Ask Ss to take notes and practise reading vocabulary

- Ask Ss to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation

- Read once Ask Ss to listen

- Hang the table on the board Ask Ss to look at the information about compliments in the table

 Useful language:

Give compliments Respond to compliments

- beautiful

- perfect

- I’ve never seen…

- terrific

- better I think

- What a / an……you

- Thank you / Thanks

- That’s a nice compliment I think

I’m glad you like it Thank you I think /

- Listen and find out the answers

- Work in pairs

- Look at the table on the board

- Take notes

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have / have got! - How + adj / adv…………

- You really have………

- Your ……is / are…

thought……… Thank you That’s a nice compliment You must have got to be kidding

- Ask Ss to use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues

- Move around to give help III While- speaking: Task 2:

- Read the cues once Ask Ss to listen and look at the information in the task

- Explain the situations of each dialogues

- Guide Ss to use suitable compliments in each dialogues, using the cues

- Ask Ss to work in pairs, practise giving compliments to suit the responses

- Move around to give help

- Call on some pairs to act out their conversation in front of the class

- Give comments on their conversations

Task 3

- Read the cues once Ask Ss to listen and look at the information in the task

- Explain the situations of each dialogues

- Guide Ss to use suitable compliments in each dialogues, using the cues

- Ask Ss to work in pairs, practise responding compliments to suit the responses

- Move around to give help

- Call on some pairs to act out their conversation in front of the class

- Give comments on their conversations IV Post speaking:

Task 4:

- Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding compliments in Task

- Divide the class into small groups of or and get them to discuss the task

- Go around to check and offer help

- After checking that all the groups have finished,

- Work in pairs

- Listen and look at the information in the task

- Some pairs perform Others listen to

David: You really have a beautiful dress It is the most beautiful dress I have seen Hung: Your motorbike is really terrific Then…

Michel: I Though your badminton was a lot better … - Work in groups

- Listen to the teacher - Listen to the teacher

- Act out their conversation in front of the class

- Thank you, Phil I think you can it as well as I

- Thank you, Peter That’s a nice compliment

- You must be kidding I think it is acceptable

- Work in pairs

- Share with the other pairs - Present the dialogues

- Take note teacher’s feedback + A nice pair of glasses:

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T calls on the representative of each group to report their peer’ ideas T check if other groups would have the same or different ideas

- Listen and take note of their errors T provides corrective feedback after that

V Home work:

- Work with your friends: Make compliments and responses about something or performances of your friends in class

- Study

- Speaking English - Singing

- Briefcase/ a new pen/ a nice hat/

- Prepare the next part

really like them

B: Really, Peter I just bought it yesterday

+ A new and expensive watch;

A: You really have a new and expensive watch, ……… How did you get it?

B: Thank you, ……… My father bought it for me on my birthday

+ A new cell phone:

A: Your new cell phone looks great I have never seen such a nice one before B: Thanks I finally found a suitable one for me

- Make compliments and responses about something or performances of your friends in class

- Study, Speaking English, Singing, Briefcase / a new pen / a nice hat / - Prepare the next part

Goodbye!

Period: 15

Unit 3: WAYS OF SOCIALISING C: LISTENING

- Develop extensive listening skills

- Use the information they have listened to for other communicative tasks B TEACHING AIDS:

Jumbled words:

- Write the words whose letters are in a random order on the board

- Divide the class into two teams Ss from two teams go to the board and write the correct words - The team which writes

(37)

correct words first will be the winner Aniotuergl  Regulation

Oenetlehp  Telephone

Lacl  Call

Acidev  Advice II Before you listen:

T sets the scene: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family Listen to her talk and decide whether the statements are true(T) or false (F).

- Ask Ss to look at the pictures in the textbook and answer the questions

- Elicit the new words by asking questions, using the techniques suggested above Vocabulary:

- Argument (n) - Regulation (n) - Absolute (a) - Maximum (n,a) - Install (v) - Chitchat (n) - Starling (a)

Listen and repeat:

- Help Ss to pronounce the words in their book correctly

- Play the tape and then ask Ss to repeat after the tape in chorus and individually - Correct errors, if any

- Check that Ss know the meaning of these words

III While you listen: Task 1:

- Get Ss to read through the statements to understand them and underline the key words

- Guide students the requests of the task - Let students listen twice times

- Write on board from to and call some students to come and write their answers - Let them listen on again and correct - Correct

Task 2: Gap- fill

- Whole class

- Look at the pictures in the textbook and answer the questions

- Answer the teacher's questions + They are greeting…

+ They are saying goodbye…

- Take notes

- Listen to the tape and read in chorus and individually

- Individual work, pair work and whole class - Read through all the questions, identify the information they need to look for in each question (question word: what, where, when, how…) - Listen and answer the questions

(38)

T: Now listen to the rest of the listening text again and work in pairs to write the missing words You will listen to the tape twice.

- Check if Ss can answer the questions in task without listening again Play the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question - Play the tape again for Ss to listen and answer the questions

- Get Ss to check their answers with a partner

- Check with the whole class - Play the tape twice

- Call on some pairs to give the answers - Go over the answers with the class IV After you listen:

- Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1,

Suggested ideas:

- Length of time for each call - Time for calling

- Calling late at night - Calling at weekend

- Divide the class into small groups of or and get them to summarise the listening passage

- Go around to check and offer help

- After checking that all the groups have finished - Call on the representative of each group to report their peer’ ideas T check if other groups would have the same or different ideas

- Listen and take note of their errors T provides corrective feedback after that V Homework:

- Ask Ss to learn the new words by heart - Review the points that have been covered in the lesson and the exercise in the exercise book

- Prepare the next part

5 F T

- Individual work, pair work and whole class - Read through all the questions, identify the information they need to look for in each question

- Check their answers with a partner - Give the answers

- Answer:

1 agreed waking to avoid heart particular kindness adults to stick

- Individual work, pair work and whole class

- Summarize Ms Linda Cupple’s talk

- Learn the new words by heart

- Review the points that have been covered in the lesson and the exercise in the exercise book - Prepare the next part

(39)

Period: 16

Unit 3: WAYS OF SOCIALISING D: WRITING

- Can use the words to build complete sentences in Task 1,

- Put the jumbled sentences in their correct order and then rearrange them to write the complete paragraphs in Task

Teacher’s activities Students’ activities

I Warm –up: MATCHING

- Give the table on the board and ask Ss to match them in correct orders

a Pointing at someone

b Being late for class

c Making mistakes d Being into the farewell

1 saying goodbye admitting one’s wrongdoing

3 saying“I’m sorry I’m late ”

4 being rule and impolite

- Check mistakes

Pre-teach : Vocabulary

- Abruptly - (to) Apologize - Discourtesy - Gosh - Sorrow

- Pleasant and thoughtful

- Ask Ss to give the Vietnamese equivalent (if necessary)

- Read a new word three times Ss listen and repeat after the T

II Pre-writing:

Task1 : Use the words to make sentences Change the form of the verb (No addition or omission is required)

- Introduce the aims of tasks in writing lesson In task 1, T asks Ss to discuss how to use suggested words in sentences

- Ss think what T asks, give their key - Ss correct

Key: a + 4; b + 3; c + ; d +

- Look at the board, listen to the teacher and take notes

- Give the Vietnamese equivalent (if necessary) - Read a new word three times, listen and repeat after the

teacher

- Ss listen, repeat and copy them - Ss rewrite some words

- Ss know what they are going to learn

- Ss work in pairs and discuss how to make sentences with required words

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- Go around the class to help Ss if necessary - Ask Ss to show their key T gives key to check

III While writing:

- Ask Ss to work in pairs or in groups to read and discuss about the reordered paragraphs - Go around giving help

- Ask Ss to compare their answers in pairs and read aloud in front of the class

- Ask Ss to read their answers

- Listen to Ss and collect their mistakes for indirect correction

Checking - Correct with Ss

- Give feedback on Ss’ work

- Point out some common mistakes made by Ss

- Ask Ss to give comments on the others’ writing

Paragraph 2:

1 C E B A D

1 The simplest way to apologize is to say “ I’m sorry”.

2 Let’s take a common situation Tom is late for class and enters the classroom. 3 What does he do? The most polite actionis usually to take a seat as quitely as possible and apologize later.

4 But if the teacher stops and waits for him to say something, he could apologize simply “ I’m sorry I’m late”, ask permission to take his seat and sit down.

5 Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer.

IV Post-writing: Dicussion:

- Ask Ss to work in pairs to discuss the question:

- Ss correct Key:

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 In English it is necessary to prepare a person for 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 pairs or in groups to read and discuss about the reordered paragraphs

- Compare their answers in pairs and read aloud in front of the class

- Give comments on the others’ writing

Paragraph 1:

1 C E A B D

1 It is difficult to write rules that tell 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 An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.

4 It’s a way of expressing our regret or sorrow for something.

5 When we apologize, we admit our wrongdoing or discourtesy, usually a reason for it, and express regret.

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- In what ways people tell someone goodbye?

- Go around giving help

- Ask some Ss to give their answers

- Listen to Ss and collect their mistakes for indirect correction

V Homework:

- Ask Ss to learn by heart the lessson

- Prepare for the next part

- Learn by heart the lessson

- Prepare for the next part

Goodbye!

Period: 17

Unit WAYS OF SOCIALISING E: LANGUAGE FOCUS Teaching date… /…./20

A AIMS:

By the end of the lesson, students will be able to: - Distinguish the stress in two - syllable words

- Know how to use: Reported speech and transform direct speech into reported speech following correct rules B AIDS : - Textbook, workbook, pictures, cassette, (colored) chalks, table

C Methods : - Communicative approach & learner- centered approach

Teacher’s activities Students’ activities Presentation

Pronunciation: * Listen and repeat:

- Hang on a flipchart of the stress in two - sylable words on the board and introduce the pronunciation to the Ss - Teacher plays the tape, ask Ss to listen

attract waving signal polite discuss walking instance police suppose pointing student between * Repetition:

- Ask Ss to read the words aloud - Practice reading aloud the sentences

- Ask some Ss to read the aloud the sentences - Correct their mistakes if necessary

 GRAMMAR:

- Read the words aloud

- Read aloud the sentences

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T hangs the table on the board, ask Ss to look at it and listen to the teacher

Reported speech: statement

Present the notes in reported statements:

1 If the reporting verb is the past tense (e.g, said, told), it is usual for the verb in the reported clause to move “ one tense back”

Present => past

Present perfect => past perfect Past => past perfect

“ I’m going” => He said he was going

2 If the reporting verb is in the present tense ( e.g, says, asks), there is no tense change

The train will be late.=> He says the train will be late.

3 The one tense back rule also applies to reported thoughts and feelings

I thought she was married, but she isn’t.

Typical pronoun, time, place and modal verb changes 4.1 Pronoun changes

Direct speech Reported speech

I he/ she

we they

mine his/ her me/ you him/ her

us them

ours theirs

my his/ her

our their

myself himself / herself 4.2 Time and place changes

Direct speech Reported speech Time now

two days ago today

tonight tomorrow last night yesterday

then

two day before that day that night

the next / following day the night before

the day before

Place herethis place these places

there that place those places 4.3 Modal verb changes

Direct speech Reported speech

can could

will would

may might

- Give some examples and rewrite the sentences using the above structures

1/ He said : "I want to go to see An tomorrow"

=> he said that he wanted to go to see An the next day

2/ An said to me : "I will buy a car"

=> An told me that he would buy a new car

3/ She said : "I have worked here for one year"

=> She said (that) she had worked there for one year 4/ His father said to him : "You must study harder" => Hisfather told him that he had to study harder 5/ The doctor said to Nam : "You should stay in bed"

=> The doctor told Nam that he should stay in bed

- Work in pairs to Exercise

- Read the sentences aloud

(43)

Note: Other modal verbs don’t change.

Direct speech Reported speech should should

might might

must must/ had to

5 In formal situations, we can use that after the reporting verb

He told me (that) he would be home late

6 There are more than one reporting verb We can use many other reporting verbs beside say and tell, for example, think, announce, explain, interrupt, demand, insist, admit, complain, warn

2 Practice:

* Exercise 1:

- Ask Ss to work in pairs to Exercise - Give enough time for Ss to it

- Move around to help if necessary

* Feedback:

- Call on some Ss to read the sentences aloud + Key:

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 successful.

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

7 Thuan asked me how long I had been learning English.

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

* Exercise 2:

- Ask Ss to exercise in pairs - Move around to help if necessary

- Ask Ss to compare their answers together

* Feedback:

- Call on some pairs to read their answers aloud + Key:

2 was upset

3 was not interested

4 had promised to go to the cinema 5 hadn’t turned up

6 didn’t want to see you.

7 she didn’t believe you had tried. 8 she would talk to you later

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

- Do exercise in pairs Answers:

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 successful.

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

7 Thuan asked me how long I had been learning English.

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

- Compare their answers together - Read their answers aloud

- Whole class

- Do exercise in pairs Answers:

2 was upset

3 was not interested

4 had promised to go to the cinema 5 hadn’t turned up

6 didn’t want to see you.

(44)

school.

4 Consolidation:

Ask Ss to summarise the main points of the lesson

5 Homework:

- Ask Ss to make five sentences using reported speech

- Prepare the next part: TEST YOURSELF A

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

- Compare their answers together

- Summarise the main points of the lesson - Make five sentences using reported speech - Prepare the next part: TEST YOURSELF A

TEST YOURSELF A Teaching date… /…./20

A AIMS:

- To practise students’ listening, speaking, reading, and writing skills

- To help students to be able prepare for the 45 - minute test then the exercise given

B AIDS:

-Textbooks, pictures, colour chalks, hand-outs, tape, cassette player

C Teaching method: Communicative approach

Teacher’s activities Students’ activities I Listening:

- Ask students to read the questions carefully then try to guess the answers and discuss the answers with their friends

- Play the tape and ask students to listen to the the tape

- Ask students to listen to the tape then answer the questions given

- Ask some of them to give the answers orally - Ask the others to give comments

- Give suggested answers if necessary

- Ask students to copy the answers themselves II Reading:

- Ask students to read the reading then find the words which mean:

- Ask them to read the questions provided carefully - Ask them to read the passage again then answer the questions

- Ask them to compare their answers with those of their friends’

- Give suggested answers if possible

1 Listening

-Read the questions carefully then try to guess the answers and discuss the answers with their friends - Listen to the tape then answer the questions given - Discuss the answers with their friends then correct the mistakes themselves

Suggested anwers

1 T F F T T Reading

- Read the reading then find the words in the reading to the exercise given

- Read the questions provided carefully

- Read the passage again then answer the questions - Compare their answers with those of their friends’ - Give the answers orally

- Others to give comments

(45)

III Grammar:

- Ask students to read the open sentences carefully - Ask students to the exercise in pairs

- Ask students to compare the answers with their friends’

- Ask students to give their answers

- Ask other students to give comments on the amswers given

- Correct the answers the give the suggested answers IV Consolidation:

- Students discuss the wring exercise then ask their teacher for help if possible in order to write the wrting successfully at home

- Teacher can give some suggestion to help students to organize thei ideas,

V Homework :

- Ask Ss to learn the structures by heart and revise all tenses in English

- Prepare Unit - A Reading for next period

- Review the three units - - for the 45 minute -test

also through body language

2 They are our posture, facial expressions, and gustures If your posture is slumped and your head is down, this could mean that you are sad or you lack confidence A person who doesn’t look awy is expressing a challenge A person who doesn’t look at you is … Because that person might be angry at you or feel … Grammar

- Read the open sentences carefully - Do the exercise in pairs

- Compare the answers with their friends’

- Give their answers, others give comments on the amswers given

A/ A D B A B D

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

2 Bill promised to come to see me the next Sunday Tom apologized for not ringing me earlier

4 Miss White thanked Peter for giving her the present - Listen to the teacher’s explanation then take notes of the right answers if necessary

- Learn the structures by heart and revise all tenses in English

- Prepare Unit 4- A Reading for next period

- Review the three units 1-2-3 for the 45 minute-test

Goodbye!

Period: 19

TEST 45 MINUTES

Teaching date… /…./20 Period: 20

UNIT 4: SCHOOL EDUCATION SYSTEM A: READING

Teaching date… /…./20 A Aims:

By the end of the lessonSs will be able to:

- Understand some more about the English education system

- Use vocabulary related to the topic of the lesson through exercises B Teaching aids: Pictures, poster, handouts and real objects

C Teaching method: Communicative approach

(46)

Network

Ask Ss to find as many words related to schooling as possible

II Presentation. 1, Pre- reading: *Vocabulary:

- academic (adj) - parallel (adj) - category (n) - fee - paying (adj) - curriculum (n) -  curricula

- core (n) * Discussion

- Ask Ss to work in pairs to decide whether the statements are T or F

- Call some Ss to give their answers - Correct and give feedback

2, While reading :

Task1.Find words or phrases meaning

- Ask Ss to read the passage again to find out the words or phrases

- Have Ss compare with partners

- Call on some Ss go to the board and write the words or phrases

- Correct and give feedback Task 2 Answer the questions

- Check if Ss can answer the comprehension Qs without reading the text again If Ss cannot, T gets them to read the Qs carefully and underline the key words to task

- Get S to check theirs answers and explain their choices

- Call some Ss to read theirs answers and explain their choices

- T comments and gives feedbacks

- Work individually - Expected words : - terms

- grades - curriculum - subjects - examinations - pre – school - secondary school - high school

- Listen

- Work in pairs

feedback T F T F T

- Read the passage to find out the words or phrases - Work in groups

feedback

1 state schools primary education secondary education compulsory

5 The General Certificate of Secondary Education curriculum (n)

Feedbacks

- Read the passage and answer the questions From the age of

2 terms

3 The state school and the “independent” or “public” school systems

4 Yes

(47)

3, Post reading: Dialogue

A B May/ ask/ questions/? Yes You/ have difficulty/

studying /?/ Yes Which school subjects/ you

think/ the most difficult/?/ ( English) What/ you/ / improve /it/ ?/ practice every day/take part in English club/ ask teacher/

friends to help Your English

be better/ now Thanks - Show the cues on the board

Modal if necessary - Ask Ss to work in pairs - Go around for help

- Call on some pairs to present - Give comments

III Consolidation and Homework. - Ask Ss to learn vocabulary

- Prepare section B

5 There are core subjects (English, Maths, Science)

6 When the students finish the secondary school, they can take an examination called the General Certificate of Secondary Education

- Work in pairs Feedback :

A: May I ask you some questions ?

B: Yes, of course What you want to know ? A: Do you have any difficulties studying ? B: Yes, What about you ?

A: I find it difficult to study social subjects Which subjects you think the most difficult ?

B: Oh, English of course

A: What you to improve it?

B: I practice English every day, speak as regularly as possible I also take part in the English club in our school If I have any problems , I ask my teacher and friends to help They are always willing to help me A: I think your English is better now

B: Thanks

- Learn vocabulary - Prepare section B

Goodbye!

Period: 21

UNIT 4: SCHOOL EDUCATION SYSTEM B: SPEAKING

Teaching date… /…./20 A Aims:

By the end of the lesson, the students will be able to: - Talk about the school education system in Vietnam

- Talk about the similarities and differences between the school system in Vietnam and in England

B Methods: Communicative approach C Teaching aids : Textbook, posters….

Teacher’s activities Students’ activities I Warm – up:

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Kinds of school in Vietnam

2

6

- Ask Ss to put the following words in the right order from low to high

- “What you know about the school education systems in Vietnam?”

T introduces new lesson II Presentation:

pre-reading:

- Ask Ss to study the table in task then find out the new words

- Help Ss with the vocabulary and pronunciation * GCSE: General Certificate of Secondary Education

- Elicit some useful expressions:

+ When children in Vietnam go to school lower school ?

+ How old are children when they first go to school?

+ How long is the primary school? + Do all children have go to nursery?

- Read the model conservation then call on some students to read aloud it

2 While – speaking

Task Talk about the school education system - Ask Ss to work in groups

- Go around the class and give help if necessary - Call on some pairs practice in front of the class - Correct Ss’ mistakes and give feed back

Expected answers nursery,

2 kindergarten, primary school, secondary school, college,

6 university

- Work in groups Expected answers : - Many kinds of school - Ages of going to school - Compulsory subjects

- Work in pairs

- When children in Vietnam go to lower secondary education?

- When they are

- How long does the lower secondary education last?

- Four years

- Is pre – school compulsory in Vietnam? - No, it’s optional

- From which grade to which grade does the upper education last ?

- From 10 to 12

- Listen - Group works feed back:

1 In Vietnam, children can go to the nursery when they are only or years old

2 After nursery, they go to kindergarten and stay there until they are

3 At the age of 6they move to primary school All primary schools in Vietnam are coed – male and female students together in the same class room It take them years to finish high school Children leave high school at the age of 17

(49)

Task 3: Talk about the similarities and differences between the school systems in Vietnam and England.

- Ask Ss to work in groups and compare - Call on some Ss to present their answers - Give comments and feedback

III Consolidation and Homework: - Ask Ss to prepare for part C

- Work in groups suggested answers: Similarities:

- Both countries have to follow the national curriculum set by the government

- After secondary schools, Ss all have to take the national examination known as GCSE

Differences:

In Vietnam In England - Start primary school

at the age of and finish at 10

- School is compulsory until the age of 14

- Subjects studied

- Start primary school at and finish at 10 - School is compulsory until the age of 16 - Do the exercises again

- Prepare for part C

UNIT 4: SCHOOL EDUCATION SYSTEM C: LISTENING

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

- Get information from conversation Jenny and Gavin about their studying at school

- Improve their listening skill B Methods: Communicative approach C Teaching aids : Textbook, posters….

Teacher’s activities Students’ activities I Warm – up: Finding words

- Ask Ss to work in groups, writing down things that they in school days

- Call some Ss to write on the board - Correct and give comments -> school days

II Presentation. 1 pre-listening * Pair works

- Ask Ss to work in pairs

- Discuss and answer these questions in the book

(50)

- Call some pairs to act out in front of the class - Give comments

* Vocabulary

1 Tearaway (n) :impetuous, irresponsible person (tướng tá, hư hỏng)

2 Disruptive (adj) /dis'rʌptiv/ = unquiet Methodical (adj) / mi'θɔdikәl/

- Ask Ss to listen to the T’s pronunciation and repeat

2, While – listening

*Task 1: Put a tick (√ ) to the question - Ask students to read through the questions - Play the tape two times

- Ask Ss to individually then compare the answer with a partner

- Play the tape again, have students to listen and check the answers

- Call some Ss to give the answers - Check and give feedback

*Task 2: Answering

- Ask Ss to read carefully the five questions first, then let them try to answer before listening again to the task

- Play the tape twice, one for doing the task, one for giving feedbacks

3 Post – listening: Talk about the results - Ask Ss to work in pairs

- Go around and offer help if necessary - Call some Ss to present in front of the class - Correct and give comments

- Pair works

- The answers may vary

- Write down - Repeat

- Read through the questions - Work individually to the task - Compare the answers

Feedback:

Questions Jenny Gavin

1 √ √

2 √

3 √

4

5 √ √

6

Feedback:

1 When he enjoyed the subjects He found it very difficult

3 Because they were difficult for him to it in a short time

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

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III Consolidation and Homework.

- Write about your school days in secondary school ( grade )

I didn’t well in the last exam period I was content with my math, physics, and chemistry result but my history result wasn’t very good I misunderstood the questions , so I barely passed it

I think I have to spend more time in studying history to get a higher grade in the coming exam

Period: 23

CORRECT MISTAKES IN THE TEST

Teaching date… /…./20

A.OBJECTIVE:

I-Knowledge: Helping students to correct ONE PERIOD TEST II-Skill: Reading, speaking, listening and writing skill

B.PROCEDUCE:

I-Settlement: Greeting the class & checking students’ attendance II-Checking: Sharing papers with Students

III- New lesson: Correcting ONE PERIOD TEST

Teacher’s activities Students’ activities I/ READING:

- Ask Ss to read the passage - Ask Ss to answer the questions

1 What should you bring if you are invited to someone’s house for dinner?

2 What will the host if he/she doesn’t like the present? Why shouldn’t you arrive exactly on time if you are invited to a dinner at a particular time?

* Choose true or false

4 Americans can’t open a gift in front of you

5 Americans aks you to arrive at a particular, you shouldn’t arrive exactly on time

- Corrects them

II/ Write compliments to suit the responses

- Ask Ss to work in pairs to speak the compliments to suit the responses

- Corrects them

John: ……… (a nice pair of glasses) Peter: I’m glad you like it I bought it at a shop near my house a few days ago

Phil: You’re a great dancer, Tom I wish I could half as well as you

Tom: ………

Michael: ……….(badminton) Colin: You must be kidding! I thought the game was terrible

- Read the passage - Answers:

1 If I am invited to someone’s house in America for dinner, I should bring a gift, such as a bunch of flowers or a box of chocolates

2 if the host doesn’t like it, he/she will tell a “white lie” and say how much they like the gift to prevent the guest from feeling bad

3 Because this is considered to be potentially inconvenient and therefore rude, as the host may not be ready

* Choose true or false F

5 T

- Work in pairs to speak the compliments to suit the responses

John: I have never seen such a nice pair of glasses Peter: I’m glad you like it I bought it at a shop near my house a few days ago

Phil: You’re a great dancer, Tom I wish I could half as well as you

Tom: Thank you for saying so

Michael: Could play badminton so well

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John: I didn’t know you could play the guitar so well, Tom Your tune was lovely!

You: ……… III/ Writing:

- Introduction:

- symbol of Vietnamese girls and women. - part of the spirit of the Vietnamese nation.

- Main body:

- special kind of bamboo and young and soft palm leaves - conical form

- diameter: 45 – 50 cm; 25 – 30 cm high.

- covering the form with leaves and sewing leaves around ribs.

- Conclusion:

- protecting people from the sun or the rain. - girls and women look pretty and attractive.

IV TRẮC NGHIỆM

- Ask Ss to choose the best answer - Correct them

V Consolidation: - What have you learnt in Unit 1,2 and

VI Homework: - Ask Ss to review all grammatical points and vocabularies - Prepare Unit lesson 1: READING

John: I didn’t know you could play the guitar so well, Tom Your tune was lovely!

You: Thank you, I’m glad you like it

- Write a passage of about the conical leaf hat of Vietnam

- The conical leaf hat is one of the typical features 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 and women but not also become a part of the spirit of the Vietnamese nation

- The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high The conical form is then covered with palm leaves which are sewn into all ribs Finally, the hat is trimmed and painted with a coat of attar oil

- The conical leaf hat is used like an umbrella to protect people from the sun and the rain Beneath the broad rims of the leaf hat, the girls and women look more pretty and attractive Unfortunately they are now only used by pedestrians or those who ride bicycles

- Answers:

1 10 11 12 - Review all grammatical points and vocabularies - Prepare Unit lesson 1: READING

Goodbye!

Period: 24

UNIT 4: SCHOOL EDUCATION SYSTEM D: WRITING

Teaching date… /…./20 A.Aims :

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

- Write a short paragraph about the education system in Vietnam - Improve the Ss’ writing skills

B Methods : Communicative approach and leaner- centered approach C Teaching aids : Pictures, textbooks, handouts

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I Warm – up

Network

- Ask Ss to find as many words as possible - Call some Ss to write on the board

-> Describing school educationsystem in Vietnam II Presentation.

1/ Pre – writing : * Elicit structures: + Tenses : Simple present + Vocabulary :

1 The academic year runs from to A school year consists of terms Children start grade when they Duration of the academic year A national examination for GSCE

6 University / college entrance examination * Outline :

- Ask Ss to work in groups to write outline, using the information in Speaking Task to give ideas for their writing

- Call a student to write on the board - Correct and give feedback

2/ While – writing

Write a paragraph on the formal school education in Vietnam

- Ask Ss to use the outline to write about education system in Vietnam

- Work individually Suggested words : - nursery

- kindergarten - pre – school - primary school - secondary school - high school - training center

- vocational training center trường dạy nghề - technical college

- secretary college - community college - university

- Work in groups Outline :

1 Introduction : - levels of education in Vietnam: primary and secondary education

* Primary school : - at the age of

* Secondary school : - at the age of 11, years in lower secondary, years in higher secondary; finish secondary at 17

2 Main part :

* Duration of the academic year: - 35 weeks (9 months) - terms : 1st term : from September to late December; 2nd term : starts in the early January ends in May National examination for GCSE: in June for all students finish high school

* university / college entrance examination: held in July

- Write abouteducation system in Vietnam Sample writing :

There are two levels of education in Vietnam: Primary

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3, Post – writing (correction)

- Ask two students to write on the board

- Correct mistakes and give feedback for the whole class

- Collect student’s papers, give comment and correct some serious mistakes

III Consolidation and Homework - Ask Ss to rewrite in the notebooks - Prepare part D

and secondary education

Children in Vietnam go to primary school at the age of six and move to secondary school when they are 11 Then they spend four years in lower secondary and years in upper secondary They usually finish secondary school at the age of 17

Schooling is compulsory for Vietnamese children until they finish lower secondary It take years for the children to finish compulsory education

The duration of the academic year is 35 weeks or months It runs from September to May and is divided into two terms The first term is from the beginning of September to late December and the second term starts in early January and ends in May

A national examination for GCSE is usually held in June for all students who finish high school And then those who pass the GCSE exam are able to sit for the university or college entrance examination in July Probably, students will take only an examination for finishing high school and for university or college - Rewrite in the notebooks

- Prepare part D

UNIT 4: SCHOOL EDUCATION SYSTEM E: LANGUAGE FOCUS

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

- Pronounce correctly the main stress in three – syllable words - Use the passive voice appropriately

B Methods : Communicative approach and leaner- centered approach C Teaching aids : Pictures, textbooks, handouts

Teacher’s activities Students’ activities I Warm – up.

Jumble words.

- Ask Ss to rearrange the letter to make right words 1 YHOTSIR

2 CHIREMSTY 3 SITPOLIC 4 NGOCUPMIT

- Correct and give feedback -> What’s common about them? -> Stress in three – syllable words II Presentation.

- Work individually

- Rearrange the letter to make right words Excepted answers :

HISTORY CHEMISTRY POLITICS COMPUTING

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A Pronunciation * Listen and repeat

- Read the model some words and ask Ss to repeat - Get some Ss to pronounce these words

- Correct pronunciation (if any)

- Ask Ss to put these words in the correct column - Add some more words, engineer, lemonade, entertain, employee, Vietnamese, cigarette

- Correct and give feedback

Remarks : Words ending in ade, ain, ee, eer, -ese, - ette has the main stress on these syllable (3rd syllable)

* * Practice reading the sentences - Play the tape

- Ask Ss to read after the tapes

- Call some Ss to read and correct mistakes B Grammar

* Lead – in: Asking questions - What is the table made of ? - What are the windows made of ? - Do you know who make these things ? -> Our lesson is the passive voice * Explanation:

- Hang on a poster

- Ask Ss to pay attentions to the sentences and point out the rules

Poster :

A: My mother has made these cakes S V O

->S: These cakes have been made by my mother S V O A: My friend can answer this question

S V O

->S: This question can be answered by my friend S V O

Practice :Exercises 1, 2,3

- Ask Ss to exercises provided in the books

- Have them individually, and then compare the answers with the partners

- Call Ss to give the answers - Correct and give feedback

- Read the words aloud

Poster:

Stress on 1st

Stress on 2nd

Stress on 3rd algebra

carefully politics physical chemistry academic primary cinema

statistics computing September compulsory

engineer lemonade entertain employee Vietnamese cigarette Reading aloud the sentences

- Listen and repeat - Read

- It is made of wood - They are made of glasses - No, I don’t

Basic rules

- A: S + V + O

-> P: S + be + V3/ed + by O

* can, may, must will, shall, have to, used to,… S + can, may,… + be + V3/ed

- Work individually Feedback :

Exercise : Simple present passive voice is divided

is separated is set

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III Consolidation and Homework. - Passive voice

- Ask Ss to prepare for unit

are selected - Work individually

Exercise : Rewrite ,using the passive voice. This school was built in 1997

2 This dictionary was first published in 1870

3 A surprise party is going to be organized by the students 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 built in my village

7 A new primary school has just been built in my village

8 English will be spoken at the conference The floor hasn’t been cleaned yet

10 The house will be repainted soon

Exercise 3: Fill with correct tense in passive was built can be used were sold is kept has been made 8.are done are used must be told are used 10 can be done - Do the exercises again

- Prepare for unit

Goodbye!

Period: 26

Unit 5: HIGHER EDUCATION A: READING

A Aims: To help students to practice:

 Guessing words’ meanings in contexts

 Reading for details of information about application process for universities in the

UK

 Reading for gist and answer comprehension question B Aids: textbooks, pictures, board, chalks

C Methods : Communicative approach and leaner- centered approach

- Ask Ss to answer some questions:

1 What are you going to after you finish high school?

2 Which university would you like to attend? Where will you live if you study at a university far from your house?

- Work in pairs, discuss and answer the questions - Stand up and tell the class the answers

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- Get feedback

- Lead Ss to the new lesson: higher education II Before you read :

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

1 How you say in English the names of these universities?

2 What university would you like to apply for and why?

- Get feedback

- Give Ss suggested answers III While you read :

- Ask students to look through the passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

Vocabulary

 applicant (n): người xin học  application from (n): đơn xin học  blame (v): đổ lỗi

 daunt (v): làm nản long  mate (n): bạn bè

 scary (v): sợ hãi

 undergraduate course: khóa học đại học Task :

- Introduce the task: Complete the following sentences, using the right forms of the words in the box

- Ask Ss to complete the following sentences, using the right forms of the words in the box - Go around class and help Ss if they need - Call on Ss to give their answers

- Correct mistakes Task 2:

- Introduce the task: Find out who:

a attended a party on the first weekend at college

b didn't get on very well with the roommate c was not used to meeting different people every day at college

d liked having a chance to be creative e was very excited about going to college

- Work in pairs, ask and answer the questions Hue University

2 Hanoi University of Architecture Hanoi University of Natural Science

4 I would like to apply for Hanoi University of Natural Science

- Read the text in silence

- Find out new words

- Understand the aim of the text - Do the tasks that follow

Task1:

- Study the task carefully

- Choose the right word to fill in the blanks - Exchange their answers for peer correction - Tell the class the answers

1 campus blamed scariest challenges amazing

- Look at the task, read the text again to give the answers

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f enjoyed the first year at college

- Go around class and help Ss if they need - Call on Ss to give their answers

- Introduce the task: Answer the following questions

1 What did Sarah on the first weekend? Why did Sarah feel so lonely at the party? What problems did Ellen have with her roommate?

4 What did Brenden think about his first year at college?

5 What does the social calendar of the colleges provide him?

- Guide Ss to answer

- Go around the class to help Ss if necessary - Call on some Ss to give their answers - Correct mistakes

IV Consolidation and Home work: - Ask students to read the passage again

- Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

Ellen: 3- b didn't get on very well with the roommate c was not used to meeting different people every day at college

Brenden: 5- d liked having a chance to be creative 6- f enjoyed the first year at college - Understand the task

- Read the text again, answer the questions on the text She went out with her new friends, walking around

the campus

2 Because at the party everyone was busy playing some games and no one seemed to noticed her Her roommate left the window open when it was

cold outside She went to 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 non-engineering students as well as other engineers and many of them have become his best friends

- Do Reading exercise of Unit in workbook and prepare Part B : Speaking at home

Unit 5: HIGHER EDUCATION B: SPEAKING

A Aims: To help students to practice:

 Talking about application process to tertiary study in Vietnam

 Asking and answering about time of application process to tertiary study in

Vietnam

B Aids: Textbooks, pictures, board, chalks

Teacher’s activities students’ activities I Warm-up: What is my job?

- Show Ss some documents requiring for tertiary institutions and ask them what they are

- Call on some Ss to answer

- Ss go to the board, choose a job that he / she wants to in the future and mime a typical activity which it involves

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II Pre-speaking

- Call on an S to go to the board and ask him / her to choose a job that he / she wants to in the future and mime a typical activity which it involes

- Ask the whole class to look at their friend’s activity then ask him/her yes/no question to guess his/her job - Observe students playing game and stop when there is a winner

- The S ask the other :

- What is my job?

- The others watch his/her activity and make yes / no questions to guess the job

Possible questions:

- Are you mending something? - Are you typing?

- Do you work outside?

- The S answer the questions using only yes or no The game is over if an S guess the job

III While speaking: Task 1

- Call an Ss to read aloud the request of the task - Ask the whole class to task

- Ask students to exchange their answers with their friends

- Call some students to read aloud their answers to the class

- Give corrections and remarks

- The teacher elicits the meaning of these application process for students to guess

Task 2

- Ask students to work in pairs ,reading thee information in their books, asking and answering the question about the application process to tertiary study in Vietnam

- Walk around to observe students talking and help them if necessary

- Call some pairs to stand up and ask & answer Ask other pairs to listen and comment

- Make necessary correction and comments

- One S reads aloud the request of the task

- Do task individually Put the ticks on those which are obligatory for whom to be admitted to a university in Vietnam

- Exchange their answers with their friends - Some students to read aloud their answers to the class; others listen and comment

Expected answers: an application form an identify card

a copy of the originals of school certificate a birth certificate

a copy of records of your performance ay school scores of the required examination

Possible problems:

- Students may don’t know the meanings of some application process

- Work in pairs

- Read information in their books and practise asking and answering questions about the application process to tertiary study in Vietnam

- Ask T if necessary

- Some pairs to stand up and ask and answer; other pairs to listen and comment

Expected pair work:

S1: When you fill in and send the application form?

S2: In March

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Task 3:

- Introduce the task to the students ask them to work in groups of four

- Ask students to make discussion and take note - Go around and help them if necessary

- Call some groups to handle their notes among the groups and check

- Call on some groups to stand up and make discussion in front of the class Ask other groups listen and give comments

- Give T’s own comments

- T goes around to remind students to use English and suggest some difficult structures

S2: in May …

- Listen to the instruction and form groups of four - Discuss and write the process of applying to a tertiary institution in Vietnam

- Ask T if necessary

- Handle their notes among the groups and check - Some groups in turn stand up and make their discussion in front of the class; other groups listen and give comments

Expected group work:

S1: I think the first process of applying to a tertiary institution in Vietnam is to fill in and send the application form.

S2: Yes, then we must take the GCSE examination S3: Only when we pass the GCSE examination, can we take the entrance exam It often takes place in July.

…

Possible problems:

- Students may speak Vietnamese while discussing IV Post-speaking:

- Ask students to write a paragraph about the process of applying to a tertiary institution in Vietnam

V Homework:

- Ask students to write about the process of applying to a tertiary institution in Vietnam

- Work in groups Discuss the process of applying to a tertiary institution in Vietnam

Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying During March, they have to fill in the application form and send it to the university they choose in March After passing the GCSE

examination held in May, all students are able to sit for the entrance examination in July Successful candidates will be sent a letter of acceptance from the university All students have to now is to prepare all required papers to be officially accepted of that university.

- Take note their home work - Do homework

- Prepare part C listening

Goodbye!

Period: 28

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A Aims: Students should know about the problems they may have when studying in a new school

 Develop the ability to get details from listening text to true/false and multiple

choice exercises

 Get detailed information on some problems students may have when studying in a

foreign country

- Give Ss a question to discuss: “Talk about the problems you may have when studying in a new school.”

Interview

- Imagine that in each pair, one of you is a Vietnamese student studying in a foreign country; the other ask her/him problems facing students when studying in a foreign country

II Pre-listening:

- Ask students to look at the part: Before listening - Read loudly the words:

Proportion; majority; tutorial; international; available; appointment; Agricultural; rural; thoroughly

- Walk around, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation III While - listening:

Task 1

- Introduce the task: Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences - Ask students to read the questions quickly

- Guide students the requests of the task - Read the conversation twice

- Call some students to give their answers

- Read the conversation the third time for Ss to correct Key: 1-C; 2-A; 3-C; 4-A; 5-B

Task 2:

- Ask all students to spend mins to read the questions and options in the task

- Play the record once again and ask students to the task

- Ask students to work in pairs to exchange their

- Students form pairs and listen to T’s instructions - Work in pairs, asking and answering the problems facing students when studying in a foreign country - Work in pairs; discuss the problems they may have when studying in a new school

Possible questions:

S1: What problem you have to face when studying in America?

S2: There are many problems such as: food, accommodation, living cost…

- Listen to T and guess the meanings of these words - Practise reading the words in chorus and individually

- Read loudly the words: - Understand those words

- Read the questions quickly - Listen to the listening script

- Listen again and tick true or false in their books - Check their answers with their friends

- Answer the questions 1-C; 2-A; 3-C; 4-A; 5-B

- Read the questions and options in the task in mins

- Listen to the record again and choose the best option

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answers

- Ask some students to read aloud their answers

- Listen and give remarks T can play the record again if students cannot give correct answers

IV After-listening:

- Ask Ss to work in pairs Ask and answer the question: "Would you prefer to an undergraduate course abroad or in your country?” Explain your choice - Guide Ss to

- Call some Ss to practice asking and answering the question

E.g.

A Would you like to an undergraduate course abroad or in your country?

B I would like to an undergraduate course in my country

A Why?

B Because my English is not very good and I cannot afford tuition fees and accommodation for studying overseas

V Homework: - Assign homework

- Prepare the section C (The Writing part of Unit 5)

- Some students read aloud their answers ; others listen and give comments

Expected answers:

1

C C B

- Work in pairs Ask and answer the question: "Would you prefer to an undergraduate course abroad or in your country?”

- Stand up and speak out

E.g.

S1: Would you like to an undergraduate course in Vietnam or abroad?

S2: I’d like to an undergraduate course in Vietnam

S1: Why so?

S2: Because my English is not good enough and I cannot afford tuition fees and accommodation for studying overseas

- Prepare the section C (The Writing part of Unit 5)

Unit 5: HIGHER EDUCATION D: WRITING

Teaching date… /…./20 A Aims: To help students:

 Practice writing short passage about the problems that Vietnamese students may

encounter when studying abroad

 Using main ideas from discussion to write a passage B Aids: Textbooks, board, chalks

- Ask students some questions about how to write a letter of request

- Do you want to study abroad? Why or why not? - Call some students to answer then give remarks - Give feedback and lead Ss to new lesson II Pre-writing:

- Listen to the T’s question

- Some students answer T’s question Students can exchange their opinions with their friends

Possible answers :

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- Teacher introduces the task: You want to apply for an undergraduate programme in a university in England Write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 and 56 You may follow the outline below: - Guide Ss to write outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme / the universities / )

b) Request:

- State what information you would like them to provide: tuition fee, accommodation, exams,

d) Further information:

- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study,

c) Conclusion:

- End with a polite closing

- Walk around the class to give Ss assistance III While-writing:

- Ask Ss to write

- Call on some Ss to read out their writing in front of the class

- Ask Ss to exchange their writings for peer correction

- Correct mistakes

Suggested answer

475/57 Le Ton St District Ho Chi Minh City

March 15th, 2008 Dear Sir or Madam,

I’ve read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there Now I am in the last year of the high school and will finish secondary education in months I am very much interested in an undergraduate course in economics in Bermingham University Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary

- No I don’t want to study abroad because the cost of studying and living there is much higher in Vietnam - Study the task carefully

- Work in pairs to give outlines

- One S read aloud the request of task

- Form groups of four and discuss and take notes the problems they may face when studying abroad

- Some groups make discussion in front of the class; others listen and give comments

Possible discussion:

S1: I think English language is the first problem we will face while studying abroad We learn English in our country but we don’t have chance to speak English with native people

S2: The second problem is learning styles at tertiary level We are not familiar with independent learning and modern study facilities

- Use main ideas in the outline to write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university

- Exchange their writings for peer correction - Correct mistakes

- One S read aloud the request of task

- Do task 2: write a passage about the problems that Vietnamese students may encounter when studying abroad basing on the idea in task

- or students write his/her passage directly on the board

- Ask if necessary

- Pay attention to such linking words as first, second, etc

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I look forward to hearing from you soon Yours faithfully,

Hoang Thanh Nam IV Post- writing:

- Ask Ss to read the letter again - Give remarks on the writing V Homework:

- Rewrite the letter at home

- Prepare the section D (The Language focus part of Unit 4)

- Give corrections or comments to the writings on the board

- Read the letter again - Correct mistakes

- Rewrite the letter at home - Prepare the section D

Unit 5: HIGHER EDUCATION E: LANGUAGE FOCUS Teaching date… /…./20

A Aims:

 Pronunciation: Students practise pronouncing stress of more than three - syllable

words

 Grammar: Students study the structure as well as the usage of conditional

sentences

 Vocabulary: Students learn to use words relating to the topic application process

to tertiary study and some abbreviations of some main high school exams B Aids: Textbooks, board, chalks

- Write some more than three - syllable words

on the board, and then pronounce those words aloud

- Pay attention to its stress - Ask Ss to read after

o Economics

o Psychology

o Philosophy

o Engineering

o Sociology

o Mathematics

o Geographical

o Archeology

- How we pronounce these words?

- Read again these words and lead to the lesson - Today, we learn how to pronounce more than three - syllable words

- Listen to teacher - Read aloud

- Pay attention to its stress

- Understand the aim of the new lesson - Listen and repeat from - times

- Some of them stand and read words aloud - Practise in groups

- Some groups compare with their results and read the words in sentences aloud

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II Pronunciation

a Give Ss some rules of word stress in more than three - syllable words

- Help students how to pronounce those words correctly by reading first as model

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups - Listen and remark each group

III Grammar:

a) Review some grammar structures: conditional sentences

- Give some examples

- Ask Ss to make sentences with the structures b Practice:

* Exercise 1:

- Introduce the task: Complete the sentences using conditional sentence type I

- Guide Ss to

- Ask Ss to complete the sentences using conditional sentence type I

- Correct mistakes

* Exercise 2:

- Introduce the task: Express these situations using conditional sentence type II

- Guide Ss to

- Ask Ss to express these situations using conditional sentence type II

- Correct mistakes

- Listen and give more questions in pairs - Read the sentences in chorus aloud

- Understand the task

Answers

1 If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university

2 You won't be able to get into the exanimation room if you are 10 minutes late

3 If you don't send the application form on time, you will not be able / allowed to take the entrance exam If you don't have a reference letter, you won't be able / allowed to submit your application form

5 Unless you show your identity card you won't be able / allowed to get into the examination room - Understand the task

- Do the exercise - Correct mistakes

Answers

1 She doesn't have a car She doesn't go out in the evening

If she had a car, she would go out in the evening Sarah doesn't study hard She hates school If Sarah liked school, she would study hard I can't the test It is too difficult

I would / could the test if it was / were not too difficult

4 Peter doesn't read a lot He can't find the time Peter would read a lot if he found the time/had more time

5 I can't translate this I don't speak Korean If I spoke Korean, I could translate this

6 They don't travel far a lot They are afraid of flying If they weren't afraid of flying, they would travel far a lot

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Exercise 3.

- Introduce the task: Complete the sentences with the correct form of the verbs in brackets

- Guide Ss to

- Ask Ss to complete the sentences with the correct form of the verbs in brackets

- Correct mistakes

IV Homework:

- Assign homework

- Do exercise ‘part E - language focus in work

book

- Prepare Unit 6: FUTURE JOBS

- Correct mistakes

Answers

1 If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university

2 If you had sent the application on time, they might have called you for an interview I can't understand why you didn't

3 If John had installed an alarm, the thieves wouldn't have broken into his house

4 I would have made a film with him if I had been a famous director, but I was not

5 If you had told me earlier I would have given it to you

6 We would have sent you a Christmas card if we had had your address

- Do exercise ‘part E - language focus’ in work book - Prepare Unit 6: FUTURE JOBS

Goodbye!

Period: 31

Unit 6: FUTURE JOBS A: READING Teaching date… /…./20

A Aims: To help students to practicse:

 Guessing words’ meanings in contexts

 Reading for details of information about job interview

B Aids: Student’s book and pictures showing farmers’ daily routines, etc C Methods : Communicative approach and learner - centered approach

Guessing game

- Call on an Student to go to the board and give a picture to him/her Don’t let the others see it

- Tell the class the rules of the game

- Everybody makes yes / no questions to guess the answer of your friend’s question

- Observer students playing game + Lead-in:

- Ask students to look at the pictures in their books and work in pairs to answer the question:

- What they do?

- One Student goes to the board, gets the picture and doesn’t let others see it

- The Student leads the game by asking the others:

- Which university is it in the picture?

- The others make yes/no questions Possible questions:

- Are students in this university trained to be teachers? - Is the university in Hanoi?

- Is it…university?

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- Ask students to work in groups of four to tick the factors that they think would help them succeed in a job interview

- Ask some groups to report their answers - Give T’s own comments

II Before you read :

- Ask Ss to work in groups Tick () the factors that

they think would help them succeed in a job interview

• Wearing casual clothes • Giving clear, honest answers • Feeling self - confident • Feeling nervous

• Having a good sense of humour • Avoiding difficult questions - Get feedback

- Give Ss suggested answers III While you read :

Task :

- Introduce the task: These words are from the passage Look back to the text and circle the best meanings A, B or C

- Ask Ss to circle the best meanings A, B or C - Go around class and help Ss if they need - Call on Ss to give their answers

- Introduce the task: Work in pairs Decide whether the following statements are true (T) or false (F) Try to reduce the feeling of pressure and make a good impression on your interviewer

- All the students look at the picture to check

- Work in pairs and look at the pictures in their books to answer the questions

Expected answers: 1 He is a waiter 2 He is a mechanic 3 She is a farmer 4 She is a teacher 5 He is a doctor

- Form groups of four and tick the factors that they think would help them succeed in a job interview - Some groups report their answers; others listen and comment

Possible answers:

 giving clear, honest answers  feeling self-confident

 having good sense of humor

- Work in groups Tick () the factors that they

think would help them succeed in a job interview E.g

- Avoiding difficult questions - Giving clear, honest answers - Feeling self - confident

- Read the text in silence - Find out new words

- Understand the aim of the text - Do the tasks that follow Task1:

- Read the task carefully

- Choose the right option to finish the task - Exchange their answers for peer correction - Tell the class the answers

6 B C A B

- Look at the task, read the text again to give the answers

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2 Find out as much information as you can about the job and the vacancy

3 Bring with you a letter of application and your resumes to the interview

4 Take all your certificates and letters of recommendation with you

5 Remember to dress neatly and formally Your voice should be clear and polite

7 Tell the interviewer about your shortcomings Remember to say goodbye to the interviewer before leaving the interview

- Correct mistakes IV Post reading:

- Introduce the task: Work in groups Discuss the question: Which pieces of advice given in the passage you find most useful and least useful? Why?

- Guide Ss to answer

- Go around the class to help Ss if necessary - Call on some Ss to give their answers - Correct mistakes

V Home work:

- Ask students to read the passage again

- Ask students to reading exercise of Unit in workbook and prepare Part B : Speaking at home

Suggested answers:

1.F 2.T 3.F 4.T 5.T 6.F 7.F 8.T

- Answer the following questions:

1 What you prepare for a job interview? What should we and shouldn’t before,

during and after an interview?

- Do reading exercise of Unit in workbook and prepare Part B : Speaking at home

Goodbye!

Period: 32

Unit 6: FUTURE JOBS B: SPEAKING Teaching date… /…./20

A Aims: To help students to:

 Practise talking about characteristics of some future jobs: teachers, doctors,

farmers…

 Develop students’ ability through discussing and giving personal opinions on

some kinds of jobs

 Provide students with some knowledge about job interview and raise their

awareness about future job

C Methods : Communicative approach and learner- centered approach

Teacher’s activities Students’ activities I Warm-up:

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1 Would you like to work as a teacher?

2 What you think about teaching job?

- Get feedback

- Lead Ss to new lesson II Pre-speaking :

Task 1

- Introduce the task: Work in pairs Match a job in A with at least two descriptions in B.

A B

- A doctor - A farmer - A tourist guide

- A writer

• Take care of people's health • Create imaginary characters and events

• Find good and safe hotels for customers

• Take people to places of interest • Construct irrigation systems • Apply new farming techniques • Help save people's lives • Tell stories through pictures - Ask Ss to match a job in A with at least two descriptions in B

- Correct mistakes III While-speaking : Task 2

- Introduce the task: Task2. Work in pairs Discuss which of the jobs in column A you would/would not like to Explain why/why not? You can use the cues in column B

A B

Pilot Waiter Taxi driver Electrician Policeman Journalist

Hotel receptionist Computer programmer

Boring Rewarding Difficult Interesting Fascinating Dangerous Challenging Fantastic - Guide students how to practise - Ask students to work in pairs

- Help the students with new structures - Walk around and help them

- Call some student to stand up and report before the

- Discuss the question

- Stand up, answer the questions

- Work in pairs

- Match a job in A with at least two descriptions in B

Example:

A: A doctor

B: - Take care of people's health - Help save people's lives - In turn, stand up and practice

- Work in pairs Discuss which of the jobs in column A they would/would not like to Explain why/why not? use the cues in column B

Example:

I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health

Possible discussion:

S1: Do you like to be a journalist?

S2: Yes, I would like to work as a journalist. S1: Why?

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class

- Correct their mistakes

Example:

I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health

IV Post-speaking : Task 3

- Teacher introduces the task: Task3. Work in groups Talk about a job you may after you finish school, using the following cues

• Where you will work • Who you will work with • The salary you may get paid • The working conditions - Let them work in groups

- Ask some students to stand up and tell loudly - Walk around and help them

- Listen and correct mistakes

- Ask students to prepare Part C- Listening and homework

- Work in groups Talk about a job they may after they finish school

Example: I would like to work as a tourist guide It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me

- Listen to the teacher - Write down the homework

Unit 6: FUTURE JOBS C: LISTENING Teaching date… /…./20

A Aims: To help students to practise:

 Listening to a passage for missing words to fill in the boxes  Listening for gist and true/false exercises

 Summarizing information in a job a job advertisement B Aids: Textbooks, cassettes, record, board, chalks

- Give Ss a question to discuss: Which is the most popular job in Vietnam?

- Get feedback

- Lead Ss to new lesson

E.g. Accountant; nurse; lawyer; teacher; computer programmer…

II Pre-listening:

- Ask students to look at the part: Before listening - Read loudly the words:

- Discuss and answer the questions

E.g. Accountant; nurse; lawyer; teacher; computer programmer…

- Read loudly the words:

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workforce manufacturing retail service category goods job market economy wholesale

- Walk around, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation III While-listening:

Task 1

- Introduce the task: Task Listen to the passage and fill in the missing words in the boxes

- Ask students to read the questions quickly - Guide students the requests of the task - Call some students to give their answers

- Read the passage the third time for Ss to correct Key:

1- manufacturing 2- service 3- transportation 4- finance 5- service Task 2

- Introduce the task: Task Listen again and decide whether the statements are true (T) or false (F) American workers have changed from manufacturing jobs to service jobs

2 Manufacturing jobs are jobs in which workers make something

3 Personal services are one of the five service jobs 70% of workers produced goods one hundred years ago

5 80% of workers will work in the service sector by the year 2020

- Read the passage again

- Ask Ss to decide whether the statements are true (T) or false (F)

- Go around the class, give help to Ss if they need - Call some Ss to give the answers

- Read the passage the last time to check their answers

Suggested answers:

1- T 2- T 3- T 4- F 5- F IV After-listening:

- Ask Ss to work in groups and summarize the passage using the information in Tasks and - Guide Ss to

- Call some Ss to summarize the passage

- Understand those words

- Read the questions quickly - Listen to the listening script - Answer the questions

Expected answers: 1- manufacturing 2- service 3- transportation 4- finance 5- service

- Read the statements quickly - Listen to the listening script - Answer the questions

Answers:

1- T 2- T 3- T 4- F 5- F

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- Prepare the section C (The Writing part of Unit 6) - Prepare the section C (The Writing part of Unit 5)

Goodbye!

Period: 34

Unit 6: FUTURE JOBS D: WRITING Teaching date… /…./20

A Aims: To help students to

 Understand the main information in job advertisement  Write a letter applying for the job in the advertisement B Aids: Textbooks, pictures, board, chalks

Teacher’s activities Students’ activities I Warm-up :

- Raise a picture of a beauty spot (Keo Pagoda in Vu Thu Thai Binh) and ask Ss some questions: Where is it?

2 What is it famous for?

3 Do you want to work as a tourist guide here? What qualification you need?

- Get feedback

- Lead Ss to the new lesson: “Writing a formal letter of job application”

II Pre-writing:

- Teacher introduces the task: Task Work in pairs Read the following advertisement and fill in the notes

English - speaking Tour Guides Wanted

We are a travel company managing holiday tours We need English - speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi Telephone No: 04 824 0139

• Type of job: ………

• Level of education needed: ……… • Work experience: ……… • Character and interests: ………

- Work in pairs, answer the questions - Understand the aim of the lesson

- The new lesson: “Writing a formal letter of job application”

- Work in pairs Read the following advertisement and fill in the notes

English - speaking Tour Guides Wanted

We are a travel company managing holiday tours. We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma………….

Answers:

1 Tour guide

2 High school diploma

3 Experience as a tour guide, fluent English A good manner, willing to work hard for long

hours

- Read the task carefully - Work in pairs to give outlines

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- Guide Ss to fill in the notes

- Walk around the class to give Ss assistance III While-writing:

- Teacher introduces the task: Task Write a letter to Vinatour, applying for the job mentioned in the advertisement in Task Your letter should include the following details

• Your name, address and date of writing • 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

- Guide Ss to write outlines - Ask Ss to write

- Call on some Ss to read out their writing in front of the class

- Ask Ss to exchange their writings for peer correction

- Correct mistakes

Suggested answer IV Post- writing:

- Ask Ss to read the letter again - Give remarks on the writing

V Homework:

- Ask Ss to rewrite the letter at home

- Prepare the section D (The Language focus part of Unit 6)

applying for the job mentioned in the advertisement in Task

- Exchange their writing for peer correction - Read out the letter

- Correct mistakes

Flat 3,324, Ly Thuong Kiet Street, Hanoi 16, October, 2004

Hanoi Vinatour

250, Nguyen Du Street, Hanoi Dear Sir or Madam,

I am writing in reply to your advertisement in the Vietnam News for experienced English - speaking local guides to accompany foreign visitors on trips throughout Vietnam

I think I meet all of the qualifications that you specify I was awarded High School Certificate two years ago After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam arid have a basic knowledge of Vietnamese culture, history and geography I speak English fluently In addition, I am a sociable and confident person and can work hard for long hours I would like to work for you and would appreciate the opportunity to discuss this position with you in person

I am looking forward to hearing from you at your convenience.

Yours faithfully, Nguyen Quoc Anh

- Rewrite the letter at home - Prepare the section D

Goodbye!

Period: 35

Unit 6: FUTURE JOBS E:LANGUAGE FOCUS Teaching date… /…./20

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 Pronunciation: Students practice pronouncing weak form and strong form words:

and, but, at, for, of, to, from

 Grammar: Students study the relative clauses

 Vocabulary: Students learn to use words relating to the topic job application B Aids: Textbooks, board, chalks

- Write some words on the board, and then

pronounce those words aloud

- Pay attention to its weak / strong forms - Ask Ss to read after

II Pronunciation

- Ask Ss to look at this table

- Read the words and their weak and strong

form

- Ask Ss to read after - Call some Ss to read seats

Conjunctions Prepositions

Strong

form Weakform Strongform Weakform And

But

/ „nd/ /bt/

/әnd/; /әn/ /bәt/

At For Of To From

/„t/

/f / / v/ /tu:/ /fr m/

/әt/

/f ә/ /әv/ /tә/ /frәm/

- Help students how to pronounce those words correctly by reading first as model

- Practice: Practise reading these sentences What are you looking at?

2 I want to go but I don't know when She bought a book and two pens Thanks for coming

5 Where is it from? I'm from Hanoi

7 She's the one I'm fond of

8 First of all, I want to thank you for coming The letter was to him, not from him

10 I want to ask you a question - Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed - Let students read the sentences and work in groups - Listen and remark each group

III Grammar:

a) Review some grammar structures: Relative clauses

Whom; who; which; whoever; whose………

- Listen to teacher - Read aloud

- Pay attention to its weak / strong forms - Understand the aim of the new lesson

- Listen and repeat from - times

- Some of them stand and read words aloud - Practise in groups

- Some groups compare with their results and read the words in sentences aloud

- The answers can be various

- Listen and give more questions in pairs - Read the sentences in chorus aloud

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- Give some examples

- Ask Ss to make sentences with the structures b Practice:

* Exercise 1:

- Introduce the task: Exercise Add who, whoever, whose, whom or which to complete the following sentences

- Guide Ss to

- Ask Ss to fill each blank with who, whoever, whose, whom or which

- Correct mistakes Suggested answers:

1 whom which Whoever which Which Who

7 Whose who which 10 whom * Exercise 2:

- Introduce the task: Exercise Join the following sentences in two ways

Example:

1 Look at the man He is teaching in the classroom a) Look at the man who is teaching in the classroom b) Look at the man teaching in the classroom

- Guide Ss to

- Ask Ss to rewrite the following sentences using the passive voice

- Correct mistakes

1 I read a 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 people 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 your office who want to talk to you

- There are a lot of people in your office 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 ms

- Ask T if there is any trouble

- Compare compare their answers with their friends’ - Some students read out the answers; other give corrections

Suggested answers: 1.whom 6.who which 7.whose Whoever 8.who which 9.which which 10.whom

- Read the request of task carefully and the task - Ask T if there is any trouble

- Compare compare their answers with their friends’ - Some students read out the answers; other give corrections

Answers:

1 I read a 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 people 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 your office who want to talk to you

- There are a lot of people in your office wanting to talk to you

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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

IV Homework:

- Assign homework

- Do exercise ‘part E - language focus in work

book

- The cowboy wounded by an arrow fell off ms horse 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

- Do exercises again and prepare the new lesson

Goodbye!

Period: 36

TEST YOURSELF B Teaching date… /…./20

A AIMS: To help students

- To practise students’ listening, speaking, reading, and writing skills

- To help students to be able prepare for the 45- minute test then the exercise given

B AIDS:

- Textbooks, pictures, colour chalks, hand-outs, tape, cassette player C Methods : Communicative approach and learner- centered approach

Teacher’s activities Students’ activities I Listening

- Ask students to read the questions carefully then try to guess the answers and discuss the answers with their friends

- Play the tape and ask students to listen to the the tape

- Ask students to listen to the tape then answer the questions given

- Ask some of them to give the answers orally

Listening

- Read the questions carefully then try to guess the answers and discuss the answers with their friends

- Listen to the tape then answer the questions given

- Discuss the answers with their friends then correct the mistakes themselves

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- Ask the others to give comments - Give suggested answers if necessary

- Ask students to copy the answers themselves

II Reading

- Ask students to read the reading then find the words which mean:

- Ask them to read the questions provided carefully

- Ask them to read the passage again then answer the questions

- Ask them to compare their answers with those of their friends’

- Give suggested answers if possible

III Grammar

- Ask students to read the open sentences carefully

- Ask students to the exercise in pairs

- Ask students to compare the answers with their friends’

- Ask students to give their answers

- Ask other students to give comments on the answers given

- Correct the answers the give the suggested answers

IV Writing:

- Ask Ss to discuss the writing exercise then ask their teacher for help if possible in order to write the writing successfully at home

- Teacher can give some suggestion to help

1 In the past, teachers made students sit for hours and memorize all sorts of things Today many teachers wonder if it is not possible to make children learn at all They say you must let students learn and discover things for 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

Reading

- Read the reading then find the words in the reading to the exercise given

- Read the questions provided carefully - Read the passage again then answer the questions

- Compare their answers with those of their friends’

- Give the answers orally - Others to give comments

- Take notes of the suggested answers if possible

1 Final requirements when courses subjects qualification

7 graded equivalent count 10 who

Grammar

- Read the open sentences carefully - Do the exercise in pairs

- Compare the answers with their friends’ - Give their answers, others give comments on the answers given

A The windows have been cleaned A supermarket is going to be built in this area

Lan is said to have won a specail prize If you listen carefully, you will know what to

If I had a car, I could give you a lift If we had brought a city map, we wouldn’t have got lost

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students to organize their ideas, V Homework:

- Ask Ss to learn the structures by heart - Review the three units - - for the 45 minute-test

The chair that was broken two days ago has now been repaired

I saw some people whose car had broken down

I recently went back to my hometown where I was born

- Discuss groups

- Write the letter on the board - Learn the structures by heart

- Review the three units - - for the 45 minute-test

Goodbye!

Period: 37

TEST 45 MINUTES (No 2) Teaching date… /…./20

Period: 38

Unit 7: Economic reforms A: READING

A AIMS: To help students

- To help students gain some knowledge about economic reforms in Vietnam - To help students improve their reading skills: scanning and skimming, guessing

the meaning of words in context

- Students learn words and phrases in terms of economics and policies

B AIDS:

- English textbook for students - English textbook for teachers - Pictures

C Methods : Communicative approach and learner - centered approach

Aims: To introduce the topic of the lesson and to raise students' interest.

- Tell the class the the differences between schools (hospitals, houses) now and the past ten years

- How farmers transport their farming products now and how did they ten years ago?

- What make all of these changes? II Before you read :

- Ask students (to work in pairs) to open their books, look at the pictures, and the tasks that follow

- Now: beautiful buildings, good facilities, past: …

Now: tractors, motorbikes, …

Past: Human’s force or animal’s force - the development of economic

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1 What can you see in the picture?

2 Do you think that the people in this picture lead a rich or poor life?

3 What, in your opinion, should be done to improve the situation?

- Ask them to work in minutes, meanwhile the teacher moves around to help if necessary

- Ask some pairs to report - Give some remark if necessary III While you read :

Task :

- Ask students to read through the text once to find out some new words, guess the main idea

- Explain new words (give the Vietnamese equivalents), guide the Ss to get the main contents of the reading text

- Ask students to work individually in minutes to this task

- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively

- Give students some more words that may be new / unfamiliar to them

- Guide the students to read the word in chorus and individually

Task 2:

- Ask students to read the passage again and choose whether the statements given are true (T) or false (F) - Ask them to work individually to the task and give the evidence to prove the keys

- Move around to make sure that all students are working and to help them if necessary

- Ask some students to report and give feedback Task 3:

- Ask students to read the passage again then work in pairs to ask and answer the suggested questions

- Walk around the class to give help if necessary

- A poor village, of course the farmers lead a poor life

- Build a new road, change the cultivation methods, …

- Listen to the teacher then read the passages - Ask some new words if necessary

- Read through the text find the new words, try to guess the meanings of those words in contexts: + National Congresses: Đại hội toàn quốc + Renovation (n): đổi

+ Under - developed (pp): chËm ph¸t triĨn + Inflation (n): lạm phát

+ Stagnant (adj): trì trệ

+ Government subsidies (n): sù bao cÊp cña chÝnh phñ

+ Government commitment (n): cam kÕt cña chÝnh phñ

+ Dissolve (v): tan r·

+ Substantial (adj): lớn lao, đáng kể

- Get the meaning of some more words:

+ Eliminate (v):…

+ Intervention (n):…

+ Vietnamese Communist Party + Measure (n):……

+ Promote (v):…

+ Economic reforms (n):… + Land Law

+ Enterprises Law

- Work individually to read the text then choose whether the statements given are true (T) or false (F)

- Share the key with other Ss

1 F F T F T - Find in the text the evidence to prove the keys - Do the task in pairs:

A: When and by whom was …?

B: in 1986 by the Vietnamese Communist Party A: What was the aim…?

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- Give suggested words, phrases or useful suggestions - Correct the students’ work

IV After you read :

- Ask students to work in groups to scan the text again - Ask them to work in small groups of three or four to talk about the text based on the suggested points - Encourage them to use their own words

- Ask one or two pairs to report V Home work:

- Write a passage to say what changes you’ve seen in your village since the year 1986 compare to the past

Raise the living standard of the people. A: Name the renovation measures…?

B: eliminated government subsidies shifted economic priority… of export reduced state intervention in business open trade relation… the world.

encourage foreign……investment. A: How has Vietnam changed…?

B: productivity and agricultural export farmers have enjoyed workers have worked harder. children, especially from, training.

A: What we believe?

B: We believe that with the …

VN before DM: economy under - developed country and poor people – production stagnant – shortage of schools, hospitals – inflation.

Renovation measures:

eliminated government subsidies - shifted economic priority…of export - reduced state intervention in business open trade relation…the world -encourage foreign……investment.

VN since DM: productivity and agricultural export -farmers have enjoyed…workers have worked harder children, especially from …, … training.

- Write down the homework to at home

Unit 7: Economic reforms B: SPEAKING

Teaching date… /…./20 A AIMS:

- Students can ask and answer about some World Cup - Students learn more words and phrases in term of music

B AIDS:

- English textbook for students - English textbook for teachers

- Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively

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II Pre-speaking : Task 1

- Explain the requirements clearly in English “in your textbook, there are four pictures Now, what I would like you to is to look at them carefully and say what they are about”

- Ask students to work in pairs to discus the three questions and find the answers

- Correct the students’ work and give remark

III While-speaking : Task 2

- Explain the requirements “The country of Fantasia started its overall reforms…”

- Divide the class into groups, ask each group to discuss a section: Education; Health care; Agriculture - Guide the students how to speak by giving them useful suggestions:

+ They have………… so …… + Due to the ………

+ Thanks to the……… + By applying………

- Walk around from group to group to give help if necessary

- Encourage students to speak out what they think even a phrase or a singular word

 Disadvantaged (adj): in a bad social or economic situation; poor

 Method (n): a way of doing sth

 Qualified (adj) having passed an exam or having the knowledge, experience, etc in order to be able to do sth

 Insurance (n): an arrangement with a company in which you pay them regular amounts of money and they agree to pay the costs if, for example, you die or are ill, or if you lose or damage sth

 Irrigation (n): bringing a supply of water to a dry area, especially in order to help crops to grow  Drainage (n): a system used for making water, etc.

flow away from a place

 Fertilizer (n): a natural or chemical substance that

- Work in pairs to discus the three questions and find the answers

A: What does each pair of picture tell you? B: It tells us the contrast between the present and past situations.

A: What changes can you see in each pair of…? B: The new school and factory are much bigger and more beautiful than the old ones. A: What you think …to achieve these…? B: They must have taken some renovation measures.

- Correct the answers oneself Group 1: Education

S1: The government of Fantasia has changed the curriculum and textbooks.

S2: They also provided schools with more equipment and facilities.

S3: They build more schools and raised the teachers’ salaries.

S1: It is obvious that they…… Group 2: Health care

S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised. S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health.

Group 3: Agriculture

S1: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems.

S2: They’ve also applied new and advanced farming techniques, more facilities and equipment.

S3: They use fertilizers, pesticides and insecticides to protect their crops.

S1: The government of Fantasia has changed the curriculum and textbooks They also provided schools with more equipment and facilities They build more schools and raised the teachers’ salaries…

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is put on land or soil to make plants grow better  Pesticide (n): a chemical substance that is used for

killing animals, especially insects, that eat food crops

- Insecticide (n): a substance that is used for killing insects

IV Post-speaking : Task 3

- Ask students to work individually to summarize what they’ve discussed in their own words

- Move around to check the activities and to make sure that students are working effectively

- Ask one or two students to report in front of the whole class

- Check and give remarks V Homework:

- Ask Ss to give name some measures we’ve made to promote our economic system

they have built more dykes and damps, irrigation and drainage systems They’ve also applied new and advanced farming techniques, more facilities and equipment They use fertilizers, pesticides and insecticides to protect their crops.

S1: What have the government and the people of Fantasia done to improve education?

S2: They have built more schools and have equipped more equipment and facilities.

S3: They also give more scholarships to poor of disadvantage students.

Unit 7: ECONOMIC REFORMS C: LISTENING

Teaching date… /…./20 A Aims

- Students can improve their listening skill: they can catch detail information from

the passage

- Students can summarize the passage

B Aids

- English textbook for students - English textbook for teachers - Tapes and cassette

- Handouts

- Let students play crosswords to revise the vocabulary in Reading lesson

- Call some pairs to give the answers

- Ask students to task 1: discuss the question: Do you think that drug - taking should be banned? Why and Why not?

- Ask one pair to report what they have discussed.

- Listen to the teacher - Play the game - Do task in pairs

S1: Do you think that drug - taking should be banned?

S2: Yes, I think so. S1: Why so?

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II Before you listen:

- Ask students to work in pairs to ask and answer the given questions

- Guide the students to answer if necessary - Give further information

- Explain the words that will appear in the listening text

- Ask students to read in chorus then individually

III While you listen: Task 1:

- Ask students to read the statement at least once first - Ask them to guess the answers

- Play the tape once then check how many answers can students find

- Play the tape again - Check and give remarks

- Call some students to say out their answers and the evidences they get to prove their answers

Task 2:

- Ask them to guess the answers

- Play the tape once then check how many answers can students find

- Play the tape again - Check and give remarks

- Call some students to say out their answers and the evidences they get to prove their answers

IV After you listen:

- In group, ask students to discus the guided question, find the answer

- Move around to help if necessary

health.

- Work in pairs:

S1: Should drug-taking be banned?

S2: Yes, because it brings the users many harm on not only their physical but also mental health. S1: Drug - taking is totally a social evil.

- Listen and repeat:

Tango Discourage Drug - taker Rationally Ruin Solution Unfortunately Measures Islanders

- Read the statement once to get the main contents Listen to the tape and the task

Find evidences to each of the answers Represent if being asked

- Answers:

1. F (in the Atlantic Ocean)

2. F (a plant which contained a powerful drug) 3. T

4. T

5. F (on TV)

6. F (nobody took any notice) 7. T

8. T

9 F (other countries)

- Listen to the teacher’s explanation then correct the answers oneself

- Read the questions once to get the main contents - Listen to the tape and the task

- Find evidences to each of the answers Represent if being asked

1 They 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 measure: introduced a law to make the drug illegal, put the drug - takers into prison, and exported the drug to other

countries.

5 Eventually they decided to export the drug to other countries.

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- Give remarks or even suggestions

V Homework:

- Imagine you are an MP of Tango what would you to solve the problem

answers oneself

- In groups, ask and answer the question

S1: Do you think that the Government of Tango……?

S2: I don’t agree with that solution because when they export the drug to other countries the other peoples will suffer from the drug-taking problems, and other government will face the same problems as theirs.

- Listen to the teacher’s guide to correct oneself - Listen to the teacher and write down homework to at home

CORRECT MISTAKES IN THE TEST

A.OBJECTIVE:

I-Knowledge: Helping students to correct ONE PERIOD TEST II-Skill: Reading, speaking, and writing skill

B.PROCEDUCE:

I-Settlement: Greeting the class and checking students’ attendance II-Checking: Sharing papers with Students

III- New lesson: Correcting ONE PERIOD TEST

Teacher’s activities Students’ activities I/ READING:

- Ask Ss to read the passage - Ask Ss to answer the questions

1 What did Sarah on the first weekend? Why did Sarah feel so lonely at the party? What did Sarah on Saturday night?

* Choose true or false

4 Sarah didn’t attend a party on the first weekend at college: ……

5 She was very excited about going to college:

II/ Write a passage on the formal school education system in Vietnam, using the information below: (2.5 ms)

+ Levels of education:

- primary (5 years; start from the age of 6) - lower secondary (4 years)

- upper secondary (3 years)

I/ READING: - Read the passage - Answers:

1 On the first weekend Sarah went out with her new friends, walking around campus

2 Because the people at the party were busy playing some game, and no one seemed to noticed her existence

3 On Saturday night, she followed her roomate to a party

* Choose true or false F

5 T

II/ Writing

- Discuss group works - Write them on the board

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- Compulsory education: years (primary and lower secondary)

- The academic year: 35 weeks (9 months, from September to May)

- School terms: terms: term (September to December), term (January to May)

- Time of the national examination for GCSE (early June)

III TRẮC NGHIỆM

- Ask Ss to choose the best answer - Correct them

IV Consolidation:

- What have you learnt in Unit 4,5 and V Homework:

- Ask Ss to review all grammatical points and vocabularies - Prepare Unit lesson 1: READING

Children in Vietnam go to primary school at the age of six and move to secondary school when they are 11 Then they spend four years in lower secondary and years in upper secondary They usually finish secondary school at the age of 17 Schooling is compulsory for Vietnamese children until they finish lower secondary It take years for the children to finish compulsory education The duration of the academic year is 35 weeks or months It runs from September to May and is divided into two terms The first term is from the beginning of September to late December and the second term starts in early January and ends in May

A national examination for GCSE is usually held in June for all students who finish high school And then those who pass the GCSE exam are able to sit for the university or college entrance examination in July

Probably, students will take only an examination for finishing high school and for university or college

III Multiple choice

1 B B B D A A D C D 10 C 11 A 12 A 13 C 14 B 15 A 16 B 17 A 18 19 20

- Review all grammatical points and vocabularies - Prepare Unit lesson 1: READING

Goodbye!

Period: 42

Unit 7: ECONOMIC REFORMS D: WRITING

- Students can write a report basing on the information given in the Table of Tango’

economic development in two decades

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B AIDS:

- Free talk about the changes in one’s home village during the renovation process

II Pre-writing:

- Explain as clearly as possible the requirements “The table below presents the results the Government…” - Ask students to look at the table page 76

This table presents the achievements the government and the people of Tango have gained in some braches of the economy after two decades of their economic reform.

- Introduce some new words (eliciting, give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

 Fishery: the catching, processing, or selling of fish, including the industries and occupations involved in these activities

 Forestry: the science or skill of planting and growing trees or managing forests

- Let the whole class read the new words twice or three times

- Call - students to read new words again III While - writing:

Task 1

- Ask students to look at Task

- In pairs, ask students to ask and answer the questions - Move around to give help

- Check and give remarks

Task 2

- Explain the requirements: Writing a report

- Ask students to Task individually: write a report of 150 words on the economic development of Tango It must conclude details such as:

 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)

- Do as required

- Exchange the ideas with others - Listen to the teacher

- Get the task

- Look at the table page 76 - Listen to the teacher

- Guess the meaning of the new words - Fishery : ng nghiÖp

- Read the words

- Work in pairs to the task

S1: What was the economic situation in Tango before 1980?

S2: It was really bad The country was under-developed.

S1: What can you say about the economic situation in Tango from 1980 to 200?

S2: Many positive changes has made The economic situation in 2000 is much better than the one in 1980.

S1: What you think the ….?

S: They have taken positive measures….

- Listen to the teacher to correct oneself - Work in groups to the task

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they have made as a result of the reform.

What words you often use to express changes in economy?

+ The economic situation of Tango before 1980

+ The measures taken by the Government and the people of Tango overcome the problems

+ The achievement (as presented in the table) they have made as a result of the reform

- Ask students to work in groups to write report - Walk around to give help if necessary

IV Post-writing:

- Ask some groups to represent their work, ask other to give remark

- Choose some good writing to read in class and give remark

V Homework:

- Ask students to rewrite the task at home and preapare part Language Focus at home

people of Tango … After all, they have received greater and greater achievements…

- Compare the result to the other groups - Listen to the teacher’s explanations

- Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked - Read the writing to get others’ remarks

The Government and the people of Tango started their overall economic reform in the mid 1970s. Before that time the economy of the country was in ruins…… The Government of Tango has taken a lot of measures in order to promote the national economy such as……Despite all difficulties, the people of Tango …After all, they have received greater and greater achievements…

- Do as the teacher asked

- Listen to the teacher and write down

homework

Goodbye!

Period: 43

Unit 7: ECONOMIC REFORMS E: LANGUAGE FOCUS

1 Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced

with /s/ and /z/ Grammar:

- Students know how to use “to infinitive” to talk about purposes - Students revise information questions

- Students practice using past tense to talk about people’ autobiography

B AIDS:

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- Introduce the lesson to the students

Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.

- Read the auxiliaries both strong and weak forms for students to recognize the difference

- Read the second time for the students to repeat

- Ask 2-3 students to repeat, correct their mispronounce II Pronunciation:

- Explain the way to use strong form (emphasis, positive, stressed cases), weak form (interrogative, unstressed cases)

- Help students to know the pronunciation - Practice:

A: Can you speak English? B: Yes, I can.

A: Must we go now? B: I think we must. A: Have you met Quang? B: Yes, I have

A: Has she gone? B: Yes, she has. A: Shall we go now? B: I think we ought to. A: Will you come tomorrow? B: Yes, I will.

A: Do you really have time for it? B: Yes, I do.

III Grammar and vocabulary: - Ask students to Exercise

complete the sentences, use “although” + a sentence from the box.

- Read the example to illustrate - Go around to supervise them

- Ask students to discuss the answers in pairs

- Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers

- Explain once again the “Clause of concession” Though

Although S + V, S + V Even though

Guide the students how to the exercises

Divide the class into groups, ask them to the exercises

- Walk around to give help if necessary

- Read the sound

- Get the teacher’s explanation

Can /kæn/ (str) /kәn/ (w)

Could /kud/

Must /mst/ (str) /mәst/ (w) Have /hæv/

Has /hæs/

Do /du/

Does /dz/ Is /iz/

Am / æ m/

Will /wil/

Shall /∫æl/

- Practice reading in chorus or individually

- Discuss the answers in pairs - Give the answers

Exercise1:

1 Although it rained a lot, we enjoyed our vacation. 2 Although we had planned everything carefully, a lot of things went wrong.

3 Even though/ Although the doctor has advised him to quit, Bob (still)….

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 …….

6 I didn’t go to bed early although I was … Exercise 2:

1 Although I was very tired

2 Although I had never seen her before 3 although it was pretty cold

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Correct the students’ work if necessary

IV Homework:

- Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare unit at home

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 …… Exercise 3:

1 we forget many things 2 they were very happy

3 he could speak/ read the language… 4 Although he had revised everything… 5 it is pretty cold/ there hasn’t been…

- Listen to the teacher and write down homework to at home

Unit : LIFE IN THE FUTURE A: READING

A AIMS:

- To help students improve their reading skills: scanning and skimming, guessing

the meaning of words in context B AIDS:

1/ What are the people going to do? 2/ Does it look like a normal airplane? 3/ How is it different?

4/ Do you think that life in the future will be like this? Aims: to introduce the topic of the lesson and to raise students' interest.

- Introduce the lesson

- Ask students to look at the questions in Before you read, page 80, working in pairs to discuss the question in Before you read:

1 Do you think life will be better in the future? Why / Why not?

2 List three things that might happen in the future. II Before you read :

- Ask students to look at the picture ask and answer the questions

- Listen to teacher

- Look at the picture and answer the questions:

1/ They are going to fly. 2/ No

3/ It looks more modern than a normal airplane It has no wings.

4/ Yes, No

Possible answers

S1: Do you think life will be better in the future?

S2: Yes S1: Why?

S2: Because of the development of science and technology

(90)

III While you read :

- Corporation(n): a large business company

- Chore(n): a job that is not interesting but that you

must do

- Burden(n): something that is heavy and difficult to

carry

- Influence(v): to have an effect on or power over

sb/sth so that he/she/it changes

- Methane(n): a gas without color or smell, that burns

easily and that we can use to produce heat

- Responsibility(n): a duty to deal with sth so that it is

your fault if sth goes wrong Task 1 :

- Ask students to read through the text once to find out some new words, guess the main idea

- Explain new words (give the Vietnamese equivalents), guide the Ss to get the main contents of the reading text - Ask students to work individually in minutes to this task

- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively

- Give students some more words that may be new/ unfamiliar to them

- Guide the students to read the word in chorus and individually

Task 2:

- Ask students to read the passage again then work in pairs to ask and answer the suggested questions

- Walk around the class to give help if necessary - Give suggested words, phrases or useful suggestions - Correct the students’ work

- Look at the picture, listen to the teacher then ask and answer the questions in the book

- Work in pairs

- Listen to the teacher then read the passages - Ask some new words if necessary

- Give Vietnamese equivalents

- Corporation(n): - Chore(n): - Burden(n): - Influence(v): - Methane(n):

- Responsibility(n):

- Read the words

- Read the passage in silence

- Work individually to read the text then choose the the words and phrases in the passage:

- Share the key with other students:

Keys

1 Pessimists: nhung nguoi bi quan 2 Optimists: nhung nguoi lac quan 3 Economic depression: suy thoai kinh te 4 Terrorism: khung bo

5 Wiped out: xoa sach 6 Space shuttle: tau vu tru

- Listen to the teacher then the task - Work in pairs:

Keys:

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 terrorism, as terrorist groups will become more powerful and more dangerous.

3 People will be living in much cleaner environment, breathing fresher air and eating healthier foods They will also be better looked after by a modern medical system Domestic chores will no longer be a burden thanks to the interventions of labor- saving devices.

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technology-Task 3:

- Ask students to read the questions carefully - Ask students to read through the passage again - Ask the class to

- Call some students to give the answers - Ask others students to correct

- Give the true answers

IV After you read :

- Ask students to work in groups to scan the text again - Ask them to work in small groups of three or four to discuss the Advantages and disadvantages of Robots - Encourage them to use their own words

- Ask some students to report V Home work:

- Review the reading and prepare the speaking at home

computerand telecommunication

- Work individually to read the text then choose the words and phrases in the passage:

- Share the key with other students:

Keys:

1 Work: factories will be run by robots, offices will go electronic, many people will work from home.

2 Travel: travel by space shuttle very fast, at 15000 kms per hour; cars could run on electricity or methane gas and fitted with computers

- Listen to the teacher then the task

- Some students stand up to report their discussions - Work in groups

Advantages: save labor, difficult jobs so that men have more time to enjoy life or more creative work.

Disadvantages: replace human beings in many fields so many people will lose their jobs or go jobless

Goodbye!

Period: 45

Unit : LIFE IN THE FUTURE B: SPEAKING

- Students can ask and answer about changes of people and the world in the future B Aids:

C Procedures:

Teacher’s activities Students’ activities Warm-up:

- Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively

+ Ask students the question:

How can we get some clean water?

+ Give the answer: Bring the water from the river and wash it

- Listen and give one’s own ideas or story if being asked

- Listen to the riddle - Answer the question

+ We buy clean water from the shop + We ask our parents for it

+ ………

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- Introduce the lesson:

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- to be declared open: to be stated publicly and

officially

- holiday resort: a place where a lot of people go to

on holiday

- a cure for: a medicine or treatment that can cure

an illness, etc.

- holiday maker: a person who go on holiday. - running on: the action or sport of running - cold war: the war against common cold.

- Call - students to read new words again Pre-speaking :

Task 1

- Guide students how to practise - Ask students to look at Task - Ask students to Task 1:

Look at these newspaper cuttings from the future, They were written on 1st of April Say what will have

happened and what people will be doing by the end of the 21st century.

- Revise the use of future tense:

+ When we want to say about an event going on at a particular time or over a period of time in the future, which tense we use?

+ When we want to talk about something that will be ended, completed or achieved by a particular point in the future, which tense we use?

+ Look at the example, this action will be completed by the end of the 21st century, so we use will+ have+ P.II.

- Ask one student to read the example

- Ask Ss to work in pairs to say what will have happened and what people will be doing by the end of the 21st century.

- Walk around the class to guide or supervise them and give them help if necessary

- Ask some pairs to report what they have talked

- Give comments; correct the common mistakes after they finish

While-speaking : Task 2

notebooks

- Guess the meaning of the new words

- to be declared open: đợc công b rng rói

- holiday resort: nơi nghỉ mát

- a cure for: phơng thức chữa

- holiday maker: khách nghỉ

- running on: - cold war:

- Read the new words - Look at Task - Do Task

We use “will + be + V_ing ”

- Read the example - Do Task in pairs - Work in pairs

- Report what they have talked

(93)

- Guide students how to practise - Ask students to work in pairs

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- Living standard: the quality of life

- Fatal disease: disease causing or ending in

death.

- Call - students to read new words again

How can we say if we want to make prediction? What else?

-> We often base on something to make prediction, you have to give reasons for your prediction.

Could you tell me how we say to give reason for something?

If we mean that the reasons are negative, what should we use

If the reasons are positive, what should we use? Give some expressions of reasons:

-…because living standards will be/ have been improved.

- …the cures for fatal diseases will be/ have been found.

-… it’s (Jupiter/Mars/moon) too far.

-… It’s (Jupiter/Mars/moon) too cold/ hot there. -… there’s no water there./ The atmosphere is too thin there.

-…It’s too costly/ just impossible to that.

- Ask one student to read the example

- Ask some Ss to recall the way to show opinion - Give example:

In my opinion, it’s unlikely that by the end of the 21st

century people will be living to the age of 150 because there will be more and more diseases.

- Ask students to Task in pairs, discussing which of the predictions are likely/ unlikely to happen Give at least two reasons for each

- Call one student to repeat the instruction to check whether they are clear about what they have to - Go around to supervise them Note down serious and common mistakes

Post-speaking :

- Read the new words

It is likely that+ clause It is unlikely that+ clause It is possible that+ clause It is impossible that+ clause Because + clause

Because of + Noun phrase Since/As + clause

For + Noun phrase As a result of

Thanks to + Noun phrase

In my opinion

from my point of view As far as I am concerned. I think

I believe

- Do Task in pairs

(94)

Task 3

- Guide students how to practise

- After about minutes of discussion, call some pairs to report what they have done

- After students finish, give them comments: correct some pronunciation mistakes they have made

- Read aloud the words and ask the whole class to repeat

- Ask students to Task 3: : making some more predictions about what life will be like one hundred years from now.( work in groups of 4)

- After about minutes of discussion, call some groups to report what they have done

- Correct their mistakes Homework:

- Ask the students to prepare the listening at home

- The others listen to their friends to make clear about what they have to

- Some pairs report

- Repeat after the teacher

- Work in groups to Task

- Some groups report what they have discussed:

I think it is likely by the end of 2106, scientists will have found a cure for AIDS thanks to the developments of science and technology

- Listen to the teacher - Repeat after the teacher

Unit : LIFE IN THE FUTURE C: LISTENING

- Students can improve their listening skill : they can understand the passage about

life expectancy B Aids:

- Handouts

C Procedures:

Teacher’s activities Students’ activities Warm up:

- Let students play a game - Introduce the game rule:

This is Lucky number game We have four teams I will give a definition, and you have to give the word it refers to You have to raise your hand to answer the question Who raises the hand first will have the right to answer the question

If your answer is right, you will get one point If not, the other team will answer the question The team which gets the true answer can choose the next

(95)

question, if it is a lucky number, that team will get points

- Let Ss play Pre- listening

- Ask students to Task 1:

Discuss the question: Which of the following factors you think might help people have a long and healthy life?

+ No smoking? Why? + Love a lot? Why?

- Ask one pair to report what they have discussed - Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- Incredible (adj): impossible or very difficult to

believe

- Centenarian (adj): belong to the century, 100

years

- Eradicate (v): to destroy or get rid of sth

completely

- Life expectancy (n): the number of years that a

person is likely to live

- Eternal life (n): life without beginning or end;

existing or continuing for ever

- Mushroom (v):rise quickly

- Curable (adj.): (used about a disease) that can be

made better While - listening Task 1

- Call - students to read new words again - Ask students to read the statements in Task - Ask students to listen to the passage the first time: Listen to an interview about people’s life expectancy in the future, listen and decide whether the statements are true or false

- Play the tape or read the passage twice

- Ask some students to give their answers Ask them to give reason for their answers If their answers are right, repeat them; if not give the correct answers

Task 2

- Ask them to listen again the second and the third time to finish Task 2: answer the questions

- Ask students to discuss the answers to the questions in pairs

- Do Task in pairs

S1: Which factors you think might help people to have a long and healthy life

S2: I think they are no smoking, eating healthy food, laughing a lot, and doing exercise because by doing so, we can improve our health

- Read the statements in Task

- Listen to the passage and answer the questions F (Some scientists can predict)

1 F (Because we look after ourselves, eat more healthily, cut down on things like butter, alcohol and cigarettes)

2 F (80) T T

- Listen again the third time to finish the Task - Discuss the answers to the questions in pairs - Answer the questions, and correct the wrong answers

(96)

- Go around to supervise students if necessary

- Call some students to give the answers If their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students not catch the information for the questions, let them listen again to the passage once more

1 What are factors that help people have longer life expectancy according to Dr Davis?

2 Which factor is the most important one? Why? What will we have been able to about AIDS

in ten years’ time? Post- listening

- Ask students to After you listen in groups

Work in groups and the advantages and disadvantages of having a very long life

- Eliciting some ideas from the students:

What are the advantages of having a very long life? What are the disadvantages of having a very long life (write the answers on the board)

- Go around to supervise them Note down serious and common mistakes

- Ask one group to report what they have discussed - Give comments after they finish

- Call another group if there is enough time

- Give feedback and correct serious or common mistakes

Homework:

- Ask the students to prepare writing at home

things like butter, alcohol and cigarettes The development in medical science

3 In ten years’ time AIDS will also be brought under control / We’ll have been able to bring AIDS under control

- Do After you listen in groups Advantages:

- Do many things they want to do/ enjoy life

more

- See their children and grandchildren grow up - Help their children and grandchildren

- Children and grandchildren are happy with

them Disadvantages:

- Too weak to things and often ill

- Feel lonely when children have grown up

and busy with their own lives, and friends are dead

- Do the task in groups

- Report what they have discussed

- Listen to the teacher and correct the mistakes

Unit : LIFE IN THE FUTURE D WRITING

- Students can write about the ideal world in which they would like to live in the

year 2020 B Aids:

C,Procedures:

Teacher’s activities Students’ activities Pre- writing

(97)

- Write on the board the title of the lesson: Unit 8: Life in the future

Part D Writing

- Introduce some new words and expressions

- Under the threat of terrorism: đe doạ chñ nghÜa khñng bè

- Live in harmony: sèng hoµ thuËn

- Live in clean healthy environment: sèng môi trờng sạch, lành mạnh

- My main desire is …: mong íc, kh¸t väng chÝnh cđa

- Materialistic (a): theo chủ nghĩa vật chÊt, nỈng vỊ vËt chÊt

- Call - students to read new words again

- Ask students to read the passage to analyze it

- Call some students to give the answers If their answers are right, repeat the answers, if they are wrong, give them the answers:

1.What are the student’s concerns about? World peace?

Employment? The environment? The people ?

2 Are your concerns similar to those?

3 Do you have other concerns? What are they? While - writing

Task 2

- Ask students to Task individually

- Write about the ideal world in which you would like

to live in the year 2020 using the ideas you have discussed in Task

Post - writing

Try to use the expression like: my main desire is to…., I would also wish…

- Show and correct some common mistakes - Ask students to exchange their work to check

- Read the words

- Read the passage to analyze it

- Discuss the answers to the questions in pairs - Answer the questions, and correct the wrong answers

- World peace: peaceful world, no war, no conflicts, no threat of terrorism, people love in harmony - Employment: everyone has a job

- Environment: clean and healthy, less noise, less pollution, larger parks, wildlife is protected

- People: less materialistic, less selfish, less violent, and more loving

Yes, they are

Yes, I wish people can the job that they like, and they no longer suffer from fatal diseases

- Do Task individually

- Write the description

- Listen to the teacher and correct the mistakes - Exchange the writing

(98)

- Ask students to revise their description - Ask students to hand in their work to mark Homework:

- Ask students to rewrite the task at home and prepare

part Language Focus at home - Listen to the teacher and write down homework

Unit : LIFE IN THE FUTURE E LANGUAGE FOCUS Teaching date… /…./20

A Aims:

1 Pronunciation

- Students can pronounce correctly the contracted forms of auxiliaries (have and

has) Grammar

- Students know how to use articles and

- Students know how to use some preposition phrases

B Aids:

C Procedures:

Teacher’s activities Students’ activities Pronunciation

- Pronounce the auxiliaries both contracted forms and full forms for students to recognize the difference - Pronounce the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce - Read times the sentences, and then let the whole class read the sentences twice or three times

- Put stress mark for them to practice

- Call 2-3 students to read the sentences again

- Ask them to read the sentences in pairs, go around to supervise them

Grammar and vocabulary Exercise 1

- Explain how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to the exercise suggested

- Ask students to discuss the answers with their friends - Ask some of the students to the exercise orally - Ask others to give comments

- Call some students to give their answers If students’

- Read after the teacher

- Read the sentences twice or three times - Read the sentences again

- Read the sentences in pairs

- Do Exercise

(99)

answers are right, repeat them, if not, give the right answers

- Give the suggested answers if necessary

Exercise 2

- Revise the use of articles - Ask students to Exercise

Put a/an , the or No article ( #) in each space.

- Go around to supervise them

Homework:

- Ask students to revise the strong form and weak form of auxiliaries, the use of prepositions and articles, redo all the exercises and prepare Test yourself C at home

doesn’t go with “for” or “to”) 2 of

3 on (in business = being a businessman, on business = to go on business).

4 At 5 to 6 in 7 about 8 for

9 between, opposite 10 to

A/an is used before an indefinite single noun, “the” is used before a definite noun, “the” is also used before an musical instruments We use zero article before a proper noun or some structures such as by+ (means of transport) and last+ (time)…

- Do Exercise

1 # 2 #, #, # 3 #, the, the 4 the, # 5 the, # 6 the, # 7 The, # 8 an , the, the 9 #, the 10 A, a

- Listen to the teacher and write down

homework to at home

Goodbye!

Period: 49

TEST YOURSELF C Teaching date… /…./20

A Objectives: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself

B Method: Integrated, mainly communicative

(100)

D Procedures:

Teacher’s activities Students’ activities Warm-up:

- Greeting

- Ask students something about the test yourself C * Have you prepared it at home?

* Have you got any difficulties? Test yourself

I Listening:

- Present the task: Listen and complete the table below - Tell students the topic of the table

- Get students to look through the table - Explain the meaning of new words

- After that turn on the tape of the passage aloud twice - Let students fill in the blanks with the words they have just heard

- Go around the class to control the work

- Then turn on the tape of the passage the last time for students to check their results

- Correct mistakes II Reading:

- Present the task: Read the passage and choose the statements are True or False

- Get students to work in groups, discuss about the passage

- Go around the class to control the discussion - State the best option

- Correct mistakes III Grammar:

- Recall the grammar of articles - Guide students how to - Give them some new words: - Do the first as an example - Ask students to the exercise - Call the to on board

- Go around the class to control the set’s activities - State the keys

- Correct mistakes IV Writing:

- Guide students how to write

- Give students some models and structures to writes - Ask students to write

- Call the to on board

- Go around the class to control the students’ activities - Correct mistakes

Homework:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task - Understand the task

- Listen to the tape carefully

- Fill in the blanks with the words they’ve just heard - Correct mistakes

Keys:

1.B, C, A, B, C

- Look at the textbook and listen to the teacher then read the passage and choose the statements are True or False

- Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and correct

Keys:

1 F, F, T, T, F - Listen to the teacher

- Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes

Keys: A

1 The, An, Ø The, A, 6. Ø.

B

1 Although Nam worked very hard, he didn't pass the exam

2 Although I was very tired, I couldn't sleep Even though she had all the ……

4 Although the traffic was bad, we arrived on time - Listen to the teacher carefully

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- Ask students:

+ To study all the lessons again

+ To get ready for the 45 minute-test in the next period

- Study all the lessons again

- Get the knowledge ready for the coming test

Goodbye! Period:

UNIT : DESERTS A READING Teaching date… /…./20

A Aims: To help students gain some knowledge about deserts To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context Students learn words and phrases in terms of deserts

B Aids: English textbook for students English textbook for teachers Pictures C Procedures:

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I Before you read

- Ask students to look at the picture page 91 and ask Ss to answer some questions:

1/ What are they ? (Camel , cactus) 2/ Where they live ? (desert )

3/ name some of deserts : Sahara , Simpson desert … 4/ What you know about desert ? For example : dry or wet , much or little , or no water , many or few people and animals live in desert

5/ What you know about deserts?

6/ What kinds of plants and animals live in a desert. 7/ Name some of the countries which have eserts

- Call a pair to report their discussion - Introduce the topic:

II While you read Deserts

- Teach some new words: ask students whether they know the words, if they not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- strech - sandy

- aerial survey

- Royal Giographical Society of Autralia

- dune

- sloping - hummock - crest - spinifex

- Call 2-3 students to read new words again - Ask students to read the passage in silence Task 1

- Ask students to Task 1: Give Vietnamese equivalent words to ones given in the passage

-Ask students to discuss the answers in pairs Check Ss’ answer

- Write down the answers on the board

- Call 2-3 students to read new words again Task 2

- Ask students to task in pairs

- Ask representatives of pairs to give the answers If

- Greet teacher

- Listen to the teacher and think about the topic - Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence - Do task

- Write down the answers and read the words - Do task in pairs

- Give the answers: F

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students’ answers are right, repeat them, if not, give the right answers

Task 3

- Ask students to task in groups

- Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers

III After you read

- Ask students to After you read in pairs, scanning the text to find information to complete the note

- Go around to supervise them Note down the serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or common mistakes

- Do the Task in pairs * Suggested answers:

- Listen to the feedback and correct their mistakes

Goodbye!

Period:

UNIT : DESERTS B SPEAKING Teaching date… /…./20

A Aims

- Students can ask and answer about some deserts - Students learn more words and phrases about deserts

B Aids

C Procedures

Teacher’s activities Students’ activities Warm up: Jumbled words

hmmoukc fsinipex csrte sdyan

key: hummock ; spinifex ; crest ; sandy Pre- speaking

- Introduce the lesson:

Today, we learn Unit 9: part B Speaking (Write on the board the title)

- Listen to the teacher and write the title in their notebooks

Task 1

- Ask students to look at Task - Ask students to Task

- While students discuss, walk around the class to guide or supervise them and give them help if necessary

- Ask Ss to check the trees and animals which can live in deserts

- Give comments, correct the common mistakes

- Look at Task - Do Task

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after they finish words explanation

eucalyptus date palm

While- speaking Task 2

Ask Ss to find out as many natural features of adesert as possible Then compare your note with the other pairs using the given cues

eg : It is very hot in summer and it is cold in winter

Work in pairs

- Do Task in groups - Call one student to repeat the instruction to check

whether they are clear about what they have to - Go around to supervise them Note down serious and common mistakes

Present perfect tense

- One student repeats the teacher’s instruction

- The others listen to their friends to make clear about what they have to

- Do Task Post- speaking

Task 3

- After about minutes of discussion, call some groups to report what they have done

- Ask the others to listen to their friends

- Listen to students attentively and pay attention to the mistakes they have made

- Call one pair to role play in front of the whole class

- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions - Call another group if there is enough time

- Give feedback and correct serious or common mistakes

Home work

- Prepare a presentation about the information about other deserts

- Some groups report what they have discussed

S1 : I choose : food , water , camel , knife, blanket, S2 : Ichoose : wter ,car food, camel , blanket.

- Repeat after the teacher

- One pair to role play in front of the whole class

- Listen attentively to their friends’ dialogue and give comments or ask questions

- Listen to the teacher and correct the mistakes

- Listen to the teacher and note down homework

UNIT : DESERTS C LISTENING Teaching date… /…./20

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- Students can improve their listening skill: they can catch detail information from

the passage

- Students can summarize the passage

B Aids

- Handouts

C. Procedures

Teacher’ activities Students’ activities I Before you listen

Warm up:

- Ask Ss to answer the questions What is a desert ?

2 How is a desert formed ?

3 Can human beings make a desert ?

Work in pairs

II While you listen Task 1

- Ask students to listen to the passage the first time - Read the passage twice

- Ask some students to give their answers If their answers are right, repeat them; if not give the correct answers

- Listen to the passage and answer the questions * Answers:

9. T 10. T 11. F 12. F 13. T Task 2

- Ask them to listen again the second and the third time to finish task 2:

- Go around to supervise students if necessary - Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students not catch the information for the questions, let them listen again to the passage once more

Task Ask Ss to listen again and fill in the missing words

- Listen again the third time to finish the task - Discuss the answers to the questions in pairs

- Answer the questions, and correct the wrong answers Key:

1 It examines deserts , what they are and how they are formed

2 It is a hot , dry , sandy place The sun shines , the wind blows , and time and space seem endless

3 Nature and humans

4 By eating every plant they can find This makes the land become desert

5 People cut trees down When the trees are gone , the smaller phants die , and the land becomes desert Key:

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III After you listen

- Ask students to After you read in groups

- Discuss the questions in the book

- Ask one group to report what they have discussed - Give comments after they finish

- Call another group if there is enough time - Give feedback and correct serious or common mistakes

- Work in groups

Goodbye!

Period:

UNIT : DESERTS

D Writing

Teaching date… /…./20 A Aims

- Students can write a report basing on the information given in the Table of Tango’

economic development in two decades

- Students can improve their writing skill

B Aids

C Procedures

Teacher’ activities Students’ activities Warmer.

- Ask Ss to look at the picture and ask some questions: What is the name of this desert ? Is it large? Can you say some things about the Sahara desert? Lead in: We'll learn to write about the main features of

the Sahara desert Pre- writing

- Write on the board the title of the lesson: Unit Part D Writing

- Ask students to look at the table page 96

This table presents the information about the Sahara

- Look at the picture

- Answer these questions

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resert

- Introduce some new words (eliciting, give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

arid moisture elevation acacia Gazelle jackal

- Look at the table page 96 - Listen to the teacher

- Read the words While- writing

Questions

1 Where is the Sahara derest ? 2 How large is it?

3 What is the climate like?

4 Name some of the natural features of the Sahara. 5 What kind of animals and plants can live in the desert? - Land

- Climate - Sand - Table land

What kinds of trees can live in the Sahara desert ?

- Go around to supervise them if necessary

- Call some pairs to give the answers If their answers are right, repeat them; if not give the correct answers

Suggested passage

The Sahara is the lagest desert It is in (northern) Africa.This desert is very big and very dry It is very hot in summer and extremely cold in winter

The Sahara is on a tableland with an elevation of 400 to 500 meters It is a sandy land with few oases but many large sand dunes

The main trees which can be found there are cacti, the date palms, and a form of acacia Only animals like gazelles, antelopes, foxes, jackals and camels are found in the desert

- Show and correct some common mistakes

- Write the description

- Listen to the teacher and correct the mistakes Post- writing

- Ask students to revise their description

- Ask students to hand in their work to mark - Revise their description

- Hand in their work

UNIT : DESERTS

E LANGUAGE FOCUS

A Aims:

Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced

2 Grammar:

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- Students practice using past tense to talk about people’ autobiography

B Aids:

C Procedures:

Teacher’s activities Students’ activities - Introduce the lesson:

Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.

- Read the auxiliaries both full and contracted forms for students to recognize the difference

- Read the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce

- Listen to the teacher - Listen to the teacher

- Read the sound

Practice these sentences

- Read times the sentences, and then let the whole class read the sentences twice or three times

- Read the sentences twice or three times - Read the sentences again

- Read the sentences in pairs

Exercise 1

Explain how to use so or but

Can you tell me what the difference so and but ? Give me some examples

It began to rain, so I open my umbrella

It began to rain, but he didn’t open his umbrella Note : Before " so , but " there is a comma

Exercise 2

Underline the correct altrmative in the sences Note : explain how to use however

- Go around to supervise them

Exercise 3

Add so , therefore , or however Note The use of therefore

- Call some students to give their answers If students’ answers are right, repeat them, if not, give the right

- Give the answers

1 so 2 but 3 so 4 but 5 so 6 but 7 but 8 so

- Give the answer 1 but

2 however 3 yet 4 so 5 but 6 however 7 however 8 but - Answer

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answers

Go around to supervise them - Ask students to exercise - Go around to supervise them

4 therefore 5 however 6 therfore 7 so

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