Giao an 12 CB

Get Ss to read carefully five sentences before listening the tape to do the task. can play the tape one more time if students have difficulty.).. - Ask Ss to work individuall[r]

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Preparation: 21/08/2009

Period 1: Híng dÉn häc vµ kiĨm tra (P1) A.OBJECTIVES:

- Introduce the ways to study, the tests in English 12 B TEACHING AIDS: Textbook, pictures, cassette, tape

Method: mainly communicative C PROCEDURE:

1 Class oganization:

Day Date Period Class Number Absentees

12A5 12A7 2 The oral test:

3 New lesson: Stages/

Time

Teacher’s activities Students’

activities Warm up

5’

Presentation 30’

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……….)

Q: What’s the form & uses of the simple present ? I HIỆN TẠI ĐƠN (Simple Present)

Use:

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

- My mother always gets up early

2 Din t mt s tht hin nhiên, mt chân lý Ex: - The Sun rises in the East

- The Earth moves around the sun Diễn tả thật tương đối bền vững Ex: - Your sister speaks English well

- Dick writes novel

- Children need love and affection

II HIỆN TẠI TIẾP DIỄN (Present Continuous) Form: Subject + am / is / are + V-ing USE:

1 Chỉ việc xảy

Ex: - The farmers are working in the fields now

- My mother is cooking in the kitchen at the moment a ADVs:

• now:

• at the moment: • at present:

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b Sau câu mƯnh lƯnh: • Look!

• Listen! • Hurry up!

Ex: - Look! The boys are fighting - Listen! They are speaking English

- Hurry up! The bus is coming

III HIỆN TẠI HOÀN THÀNH (Present Perfect) IV simple past

V.Past continuous :

. Introduce the Englisn 12 to students. + Introduce the Englisn 12 to students.: - Guide students about the new book - Giude them:

+ How to learn each lesson

+ How to learn each section of the lesson + How to study at the class

+ How to prepare the lesson at home…

Demand students to master: The grammar of the test The main content of the English 12

3 Master the learning methods

4 Consolidation: Retell the tenses revised?

Hiện Quá khứ Tơng lai

Đơn T.D H.T HTTD Đơn T.D H.T HTTD §¬n T.D H.T HTTD 5 Homework: Prepare new lesson

6 Feedback:

……….……… ……….……… ……….………

Period 2: Híng dÉn häc vµ kiĨm tra (P2)

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Review some knowledge Ss learned in the 11th form. B TEACHING AIDS: Textbook, pictures, cassette, tape

Method: mainly communicative C PROCEDURE:

1 Class oganization:

3 New lesson: Stages/

Time

Teacher’s activities Students’

activities Warm up

5’

Presentation 30’

Greeting, introduce, get acquaintance with the students

Choose the best answer

1 The music ………… we are listening is very wonderful a which b to which c with which d who 2.They warned us against ……… that car

a buying b buy c to buy d bought His mother prevented him………coming to see me a in b of c on d from

4 The girl ………… with Ann is very beautiful

a worked b working c work d be

worked

5 The kind of music ………… my group plays is hard to describe

a that b who c whose d whom The ………… tells us the days of the week and the months of the year

a calendar b dictionary c exercise book d notebook Both the boss and his colleagues ………… robbed last night a is b are c wered was

8 Neither you nor I………… here yesterday a am b are c was d were

9 He admitted ……… that vase

a broke b breaking c to break d for breaking 10 He did well in ………… Maths and history

a either b or c both d and 11 It is the door that needs …………

a replacing b replacementc to replace d replaced 12 It ………… who saw the ghost

a is us b was us c was we d were we

13 The book ………… I give you is very interesting a which b that c  d all are correct

14 The man ………… the bank is a millionaire

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a is entering b entering c to be entered d enters 15 Tom was the last person ………… the classroom yesterday a to leave b leaving c left d leaves

4 Consolidation: Retell the grammar: - Gerund

- Relative clause -

5 Homework: Prepare new lesson 6 Feedback:

Period 3: Unit 1: HOME LIFE

Lesson 1: Reading A.OBJECTIVES:

Reading the text about the life of a happy family, Ss get to know some related vocab and inprove their reading skill

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textbook, pictures, cassette, tape, handouts and real objects Method: mainly communicative

C PROCEDURE: 1 Class oganization:

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Time Teacher’s activities Students’ activities 5’

10’

I.warm up

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

1.How many people are their in your family? 2.What is your father’s job?

3.What’s your mother’s job?

……… -go round 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)

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? 2.Where is the family?

3.What is each member doing? 4.Is the family happy? Why/why not? 5.Are there any pets? What are they? 6.What are they doing?

7.do you like having pets in your house? 8.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 Caring(a): paying attention to the others

2 to run the household to be willing to st

Group work

Discuss Present

Answer

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4 Consolidation: 5’ 5 Homework:

- Learn the new words by heart, read and translate the text, the tasks again - Prepare the section B (The Speaking part of Unit one)

6 Feedback:

Unit 1: HOME LIFE Lesson 2: Speaking

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 B TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects C PROCEDURE:

Method: mainly communicative

Time Teacher’s activities Students’ activities

5’

10’

20’

I Warm – up ( min.): 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 front of the class, using the information in task

- Give feedback III.While – speaking Task two:

- Guide students how to practise

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 important decision

- Work in pairs Expected questions :

1 Could you tell me who works in your family?

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10’

- 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 pair to act out in front of the class - Give comments

IV.Post – speaking :Report the information - Have Ss to work in pair

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

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?

B: - Mother I think she understand me well A: - So she is the person you often talk to before making an important decision?

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:

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Homework: - More practice the main toppics at home

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

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

Unit 1: HOME LIFE Lesson 3: listening A

.OBJECTIVES:

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

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

Method: mainly communicative

I.Warm – up: Jumbled word

Rearrange the letters to make a meaningful word RINENOU

- 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? 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

-> REUNION -> Family reunion

Look at the pictures

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

+ Very happy

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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: coach (n):

3 to spread out: to cover a large area

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:

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 - Checks and gives feedback

o Students listen to the tape carefully

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

answer T

2 F ( They not a very close – nit family, they rarely get together as a family any more.)

3 F ( It is about 180 kilometers from they ….)

4 T ( There are children in Paul’s family)

5 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

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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 in front of the class

- Give feedback

Homework:

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

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:

Family is very important It’s a place where people can share their secrets and find solutions to problems that arise Only in family, we can enjoy love and comforts We are sure to be welcome back when we have disappointments or failures in life

Unit 1: HOME LIFE Lesson 4: Writing

A.OBJECTIVES:

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

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

Method: mainly communicative Tim

e

Teacher’s activities Students’ activities

5’ I. Warm up

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

evening ?

2 Are you allowed to use your family motorbike? 3.Are you allowed to the household chores? -call on some pairs to present their answer in front of the class

-feedback

Pairs work

1 My parents don’t let me come home late

2 My father permits me to use the family motorbike

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15’

20’

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

II.Pre-writing: groups 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

- T delivers Ss handouts (Task – Complete tthe following sentences)

1 During the school year, I am not allowed

2 I have to……… My parents allow me……… My parents want me not………

- T asks some Ss to go to the BB to write down their sentences

- T 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

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

T goes around to offer help

- T calls four representatives of four groups to go to the BB to write down their letters

- T together with Ss finds out the mistakes and corrects them

T gives feedback on Ss’ work

T points out some common mistakes made by Ss when doing this writing task

IV.Post-writing

T asks Ss to make a conversation about the content of their letter

T calls some Ss to practice the conversation in the front of class

- Ss work in groups

1.During the school year, I am not allowed to come home late / watch TV …

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

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5’

- T remarks generally Ss’ written work Homework: - Rewrite at home

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

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 …………

Unit 1: HOME LIFE Lesson 5: language focus A.OBJECTIVES:

- distinguish and pronounce correctly the ending sounds / s, z / - use correctly the Simple past, past continuous and present perfect B TEACHING AIDS:

………

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

+ Pratise these sentences:

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

- Askk 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.

Read thetongue twisters

/ s / / z / sits sees shines

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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 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 2( 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 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

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

Remarks

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 …

1 B C C B A 10 C A 11 B B 12 C B 13 C B 14 A 15 B

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D look Homework:

- Redo the exercises at home

- Prepare Unit (The reading part of Unit 2)

3.A

Unit 2: Cultural diversity Lesson 1: reading A.OBJECTIVES:

- understand some more about the senses and personal experiences directly related to the sense - improve their reading skills

B TEACHING AIDS:

………

5’

15’

I Warm – up ( min.) :Network Competition game – network

- Prepares a hand out with a network of the word’ a Marriage” and asks Ss the Question

- What things make a marriage happy?

Marriage

- Teacher divides the class into groups and gives each group a hand out Teacher asks 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?

Group work Expected words: -romantic love - understanding - sharing

- partnership of equals ……

Pairs works Answers

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20’

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

- Parents, approval good health.

- T asks 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

1.Phycical attractiveness Confiding

Partnership of equals Trust built on love 5.diversity (n)

6.diversify (v) 7.diverse (adj) 8.approval (n) 9.marriage (n)

-read aloud and ask Ss to repeat -correct mistake

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

2 Determine b tell some – one about something Very Private or secret

3.Confide

4 Sacrifice c having a duty to something Obliged d find out

e willingly stop having something you want

-Goes 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

Pair work/ group work

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

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5’

- Ask them to work in pairs or groups asks and answers the questions

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

IV.After you read:

- T divides class into small groups of or and asks them to discuss the question: what are the differences between a tradition 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? * The income…

T goes around to help Ss if they have any problem - T asks to talk before the class some pairs groups Homework:

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

- Prepare the section B (The Speaking part of Unit two)

2 The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness

When choosing a wife or a husband The Indian students agree that a woman has to sacrifice more in a marriage than a man

4 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 …

Unit 2: Cultural diversity Lesson 2: speaking A.OBJECTIVES:

- understand more about differences among cultures

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

………

.

………

time Teacher’s activities Students’ activities

5’

10’

I Warm - up ( min.)

Gives two tables and asks Ss to work in group of three or four to complete the table

Give a picture

-Ask Ss to look at the picture and answer questions 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

T asks Ss to open the book on page 22

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

- T can explain some special expressions if necessary

- T reads 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 /…

- T ask Ss to express their point of view on the

Do the task

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

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15’

following ideas, using the words or expressions in the box

● In Vietnam, there are three or vevn 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?

- T goes round the class and helps Ss if necessary - T 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 gives feedback

Ss read task

- 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

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10’

5’

III. 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 group of four - Call on some pairs to give their ideas - Correct and give feedback

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

- 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……

Unit 2: Cultural diversity Lesson 3: listening A.OBJECTIVES:

- 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

………

5’ I Warm-up ( MIN.): cross words -Give the cross words on the additional board

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

*cross word:

1

 Class work

Each student with a correct answer will be given a present

suggested answers:

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15’

2

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 -checks 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

- gives some guide questions: 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? T introduces the new lesson: You will hear two people talking about a wedding ceremony in Vietnam Listen and some listening tasks

* Vocabulary: Listen and Repeat T teach some new words first and then plays the tape for students to listen and repeat

Altar: bµn thê

Master of Ceremony: Banquet:

Groom: rể Bride:cô dâu

Ancestor: ông bà tỉ tiªn

2 L O V E

3 B R I D E

4 H U S B A N D

5 S P R I N G

6 R I N G

7 G R O O M

5 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?

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

2 they usually …………

Ss write down the new words in the notebook

(22)

15’

Tray: khay Schedule: lịch Blessing: cầu chúc

III.While you listen 1.TASK 1

- T explains 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 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

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

IV.After you listen

-explains the task and asks Ss to work in groups to discuss the question:

What 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….)

- 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

(23)

10’

guests ( gifts, blessing, ….)

-call on some groups to present their answers

Homework

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

everything will be available on that day Everybody is very busy but they all look forward to that important day.

Unit 2: Cultural diversity Lesson 4: writing A.OBJECTIVES:

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

………

5’

15’

I Warm – up ( )

-Paint some pictures on the board :

P1 P2 P3 P4

-Asks Ss to look at the pictures and asks: What’s this?

-Asks Ss some questions:

1 Where in Vietnam people often wear leaf hat?

2 Who wear it? What form is it?

leads to the new lesson → Describing the conical leaf hat.

II.pre-writing

Gives Ss some new words: + leaf (n) :

+ rim (n): vành

+ ribs (n) : g©n (lá ) + strap (n) : dây(da , lụa , vải)

Look at the board

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

P2:A conical form P3: A triangle P4: A leaf hat

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

(24)

20’

Reads once time and then asks Ss to repeat again - Ask Ss to copy it down into their notebooks TASK 1

- T 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

T explains 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

- T suggests useful expressions Useful expression

To be made from: đợc làm

- T gives 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? What does it look like? What is the diameter? How high is it?

6 How many ribs are shaped into a conical form? What is it used for?

III.While-writing following questions:

1 How many parts are there in your writing? What are they?

3 What you include in the main body? -Ask Ss to write a passage of about 150 words

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

The answer is optional

- 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.

5 The diameter is about 45 or 50 centimeters 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.

(25)

5’

about the conical leaf hat of Vietnam, using the out line and information below

-ask Ss to work individually

- T goes round the class to help Ss if necessary -After that, asks Ss to exchange their writing

IV Post - Writing

- Feedback to students’ writing

- Collects some of Ss’ works to give feedback -Should draw Ss’ attentions to the organization of description and the language use , especially the verb tenses

HOMEWORK

- T asks Ss to write task page 19 in the student’s workbook

2 Introduction – main body – conclusion

3 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

(26)

- Pronounce correctly the – ed endings sound of verb in the simple past tense - Review the usage of tenses

………

5’

10’

I. Warm up

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”

- leads-in new lesson II pronunciation Activity 1:

- T gives Ss the rules of pronouncing the verbs ending in -ed

There are three ways

1 ed → /d/ after voiced consonants and vowels ed → /t/ after [ k , p , s , ∫ , t∫ , f )

3 ed → /id/ after / t, d/

- T asks Ss to look at the verbs on the board and then write them into the right column

- T reads aloud and asks Ss to repeat

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

- T asks Ss to practice Activity 2:

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

- look at

- listen - 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

/ t/ / d / / id /

laughed missed helped

closed played

needed painted

(27)

25’

5’

- /id/

-Check and gives feedback

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

III.grammar: tense revision

-asksss 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

- calls 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 asks class to give comment

-give feedback

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

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

- Correct

homework ( min.): - 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

2 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

- remind (groupwork)

answers:

1 Have you seen ; saw ; am going to see

2 drank ; haven’t drunk ; drank 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: moved moved have asked have not stopped study

6 will fail could talk -> A

-> A

->B -> B

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

(28)

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…) How long have you studied English ?

( When)

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

- Prepare Unit

Extra exercises

Choose the best answer a, b, c or d

1.You aren’t concentrating on your work What ……… about? a are you thinking b were you thinking

c did you think d did you thought

2 My brother never ……… the washing up

a b does c makes d make

3 Perhaps people don’t like ……… tourists in their country

a so much b too much c so many d a lot

4 ……… four years in the Olympic Games, we see people from warring countries shake hands

a for b in c after d every

5 I ……… of learning how to fly a plane now

a am thinking b think c thought d have thought

6 My car’s old but it never ………

a breaks down b break down c get down d gets down Lots of tulips ……… grown in Holland

a is b are c have d has

8 This room is used ……… meetings

a for b by c to d as

9 Sister Wendy not only loves God and art but also ……… good food and wine

a hates b dislikes c enjoys d prefers

10 I ……… what you mean

a am not understand b didn’t understand

c don’t understand d haven’t understood

11 About 1,000 people are ……… in that factory

a employed b worked c lost their jobs d redundant 12 Look ……… that strange man over there! What’s he doing?

a after b for c at d up

13 They didn’t tell the policeman ……… they had taken the money

a if b that c whether d Ø

14 Last summer, my family ……… a four day holiday on Sam Son beach

a spent b went c had gone d had spent

15 Picasso showed his truly exceptional talent ……… a very young age

a in b from c at d during

16 After his mother died, Scott ……… home to seek his fortunate in St Louis

a left b was leaving c had left d has left

(29)

a took b made c was making d was taking 18 I ……… wash my hair It’s too dirty

a have to b should c will d must

19 He ……… take this medicine three times a day

a can b has to c must d will

20 We aren’t ……… to smoke and chew gum in class

a allowed b managed c able d possible

21 I don’t think you ……… take anything valuable

a have to b should c can d must

22 The more I learn, the more I realize ……… know

a how little I don’t c how little I

c how few I d how few I don’t

23 Tom doesn’t like dancing, but Mike ………

a does b did c d doesn’t

24 Listen! Somebody ……… for help

a are screaming b scream c is screaming d has scream

25 I have a test tomorrow, so I ……… sit up late tonight to study

a will have to b can have to c have d have to

26 Ann agreed to stay behind, she was used to ……… late

a work b working c worked d works

27 Have you booked your holiday? – Yes, we have We ……… to Italy

a will go b can go c are going d must go

28 I haven’t got enough money to pay for my ticket - It’s Ok I ……… you some

a will lend b am lending c am going to lend d lend 29 I think it’s interesting ……… in London

a to go shopping b go shopping c going shopping d in going shopping 30 Have you got toothache again?

- Oh! It’s agony! But I ……… the dentist this afternoon

a see b am seeing c will see d have to see

31 None of them knows very much about the places they ………

a visit b visited c are visiting d going to visit 32 Is it possible ……… rooms with a sea view?

a having b have c to have d to having

33 She really annoys me I can’t stand people ……… her

a with b like c as d the same

34 Why did I agree ……… with you?

a work b working c to work d to working

35 We would like ……… our holiday on the beach

a spend b to spend c spending d to spending

36 I want ……… more careful with your homework in future

a you be b you to be c that you re d you will be

37 I wasn’t allowed ……… out unless my parents knew where I was going

a to go b going c to going d go

38 We don’t like living in ……… towns

a young b capital c excited d busy

39 We have been good friends ……… we were at university

(30)

40 Nearly 30 people ……… in the earthquake this morning

a have been injured b were injured c have injured d injured 41 I really look forward ……… you again

a meet b meeting c to meet d to meeting

42 I first met my husband …… 1995

a for b ago c in d since

43 I’ll give you a ring when I ……… the time of the train

a know b am knowing c will know d am know

44 If I ……… the national lottery ticket, I would buy a bigger house

a win b won c get d got

45 We live in the city We wish we ……… in the country

a are living b live c have lived d lived

46 If I ……… travel around the world, I would go to Hawaii

a can b could c may d want

47 If the teacher ……… me extra homework tonight, I will not go out with you

a makes b gives c helps d lets

48 Do you know where ……… my glasses?

a I put b I put c have I put d I have put

49 You won’t tell anyone about the truth, ……… ?

a will you b won’t you c you will d you won’t

50 I have know idea ……… the biggest office in the world is?

a why b what c how d when

51 I’m not sure how many babies ……… every hour

a are born b born c were born d will be born

52 You can use a word processor, ……… you?

a have b don’t c can’t d can

53 I wonder how ……… to celebrate his birthday

a he is going b is he going c he will d will he 54 I don’t know where my husband gets the money ………

a to b from c at d in

55 Our train ……… at 7,00, doesn’t it?

a has left b have left c leaves d leave

56 He made me believe that they ……… the district

a had left b left c will leave d are leaving

57 John is not at home He ……… his doctor about his sore throat

a sees b is seeing c saw d has seen

58 They were too late The plane ……… off ten minutes earlier

a took b had taken c has taken d was taking

59 When the teacher speaks, we have to keep quiet, ……… ?

a don’t we b musn’t we c won’t we d.doesn’t he

60 Paper money ……… for over 1,000 years

a has been used b has used c.was used d used

61 The weather has been bad this week Next week it ……… probably be even worse

a is b will c is going d must

62 She finally decided ……… her children alone in the house a to not leave b not to leave c not leaving d not leave

63 She ……… her children to close all the windows It’s raining hard outside

(31)

64 We always ……… lots of photos while we are on holiday

a make b take c catch d

65 Can you explain to me ……… so many people think Dolphins are very clever

a why b what c how d whether

66 We are really looking forward to ……… home at the weekend

a to go b gone c going d go

67 I’ ……… exhausted after a hard day

a really b very c rather d quite

68 “I have never been to America”, she ……… to me

a told b said c asked d begged

69 I thought the film ……… interesting

a would be b will be c is d has been

70 “I ……… for the meal”, Mark asks

a will pay b would pay c pay d will be paying

Unit 3: Ways of socialising

Lesson 1: Reading

A.OBJECTIVES:

- 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

………

5’ 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

Whole class

go to the board and write the correct words

(32)

15’

7’

- Lead in: T asks Ss to open the textbook on page 31 T: Today we are going to learn Unit 3- 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? 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:

- T asks Ss to skim the passage and underline the new words

- T explains the new words

1 attract (v) 2 assistance(n) 3 whistle (v) 4 clap (v) 5 attention (n) 6 acceptable (a)

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 Task 1

T writes these words on the board:

- verbal (a) - non-verbal (a)

- attract someone’s attention - impolite (a) # polite (a) - rude(a) # polite

- informality (adv) # formality

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

give the Vietnamese equivalent listen and repeat after the teacher Copy down

(33)

5’

10’

- 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

Task 2

-Ask students to read the questions carefully - Ask students to read through the passage again - Devide the class into pairs to

- Call some students to give the answers - Ask others students to correct

- Give the true answers

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

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

- T moves around class to give help

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

read the passage quickly and stop at the words to guess their meanings

Present answers

- verbal (a): lời, hữu ngôn - non-verbal (a); kh«ng b»ng 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 thøc

- approach (v): tiÕp cËn

- a slight nod will do: gật đầu nhẹ đủ

Work in pairs

read the passage more carefully & 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 eitherverbal or non- verbal communication

Because they are strong actions that can easily be seen

We can wait until he passes near us, catch 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

(34)

3’

-give correct answers IV.After you read: * Discussion

- Ask Ss to work in pairs to discuss the meaning of whisling and hand- clapping in Vietnamese culture - Move around to help Ss

- Ask some pairs to act out their conversation - T gives feedback

Homework:

-asks Ss to learnt 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

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 whisling and hand- clapping in

Vietnamese culture

Unit 3: Ways of socialising Lesson 2: Speaking A.OBJECTIVES:

- 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

(35)

………

10’

I.Warm-up:

Guessing word: T: What is it?

Divide the class into two groups

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

T gives 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?

T gives 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 Ps Vocabulary:

- compliments(n) - hairstyle(n) - terrific(a) - kidding(a)

Ask Ps to take notes and practise reading vocabulary Ask Ps to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation

T reads once Ask Ps to listen

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

 Useful language:

Give compliments Respond to compliments

- beautiful - Thank you/

 Listen to the teacher Work in groups

Listen and find out the answers

Work in pairs

- Look at the table on the board

- Listen to the teacher

- Take notes

(36)

7’

8’

- perfect

- I’ve never seen… - terrific

- better I think

-What a/an……you have/ have got!

-How +

adj/adv………… -You really have……… -Your ……is/are…

Thanks - That’s a nice

compliment I think

I’m glad you like it

Thank you I think/

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

and play the roles in the dialogues to practise the dialogues

- 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 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

(37)

10’

-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 & gets them to discuss the task

-Go around to check and offer help

-After checking that all the groups have finished, 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 & take note of their errors T provides corrective feedback after that

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

acceptable

Work in pairs

Share with the other pairs

Present the dialogues

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

A: Your pair of glasses are really nice I 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

(38)

Lesson 3: Listening

A.OBJECTIVES:

By the end of the lesson, students will: - Develop extensive listening skills

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

time Teacher’s activities Students’ activities

5’

10’

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

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 Ps 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:

Pairs work Rearrange

Whole class

Listen to the teacher

look at the pictures in the textbook and answer the questions

Answer the teacher's questions + They are greeting…

(39)

10’

-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

- T corrects 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 time

- 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

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

Play the tape again for Ps to listen & answer the questions

Get Ps to check their answers with a partner Then T checks 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 1,2

Suggested ideas:

Take notes

Listen to the tape and read in chorus & individually

Individual work, pair work & 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 answers

1 T F T F F T

Individual work, pair work & 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

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10’ - Length of time for each call - Time for calling

- Calling late at night - Calling at weekend

-Divide the class into small groups of or & gets them to summarise the listening passage -Go around to check and offer help

-After checking that all the groups have finished, 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 & take note of their errors T provides corrective feedback after that

.Homework:

- 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

Individual work, pair work & whole class

summarize Ms Linda Cupple’s talk

Lesson 4: Writing

A.OBJECTIVES:

-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

5’ I. Warm –up MATCHING

-give the table on the board and asks sts 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 2.admitting one’swrongdoing 3.saying“I’m sorry I’m late ”

4 being rule and impolite

-check mistakes

Pre-teach : Vocabulary - abruptly

Sts think what T asks , give their key Sts correct

Key: a+4; b+3; c+2 ; d+

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15’

20’

- (to) apologize

- discourtesy

- Gosh

- sorrow

- pleasant and thoughtful

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

- Read a new word three times Ps 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 sts to discuss how to use suggested words in sentences

- go around the class to help sts if necessary - ask sts to show their key.T gives key to check

III.While writing

-Ask Ps to work in pairs or in group to read and discuss about the re-ordered paragraphs

- Go around giving help

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

- Ask Ps to read their answers

- Listen to Ps and collect their mistakes for indirect correction

Checking

- T correct with Ps

- T gives feedback on Ps’ work

and take notes

give the Vietnamese equivalent (if necessary)

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

Sts listen, repeat and copy them Sts rewrite some words

Sts know what they are going to learn Sts work in pairs and dis -cuss how to make senten -ces with re -quired words

Sts compare their key and show them Sts 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

3.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 group to read and discuss about the re-ordered 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

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5’

- T points out some common mistakes made by Ps - Ask Ps 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 Ps to work in pair to discuss the question: - In what ways people tell someone goodbye? - Go around giving help

- Ask some Ps to give their answers

- Listen to Ps and collect their mistakes for indirect correction

Homework:

- Aks Ps to learnt by heart the lessson

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

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.

work in pair to discuss the question give their answers

UNIT FOUR : SCHOOL EDUCATION SYSTEM A : READING

A THE AIMS :

- To practise Ss on reading skill and listening skill

- To introduce Ss to School Education System in England B PREPARATION :

Teacher :

- English 12 textbook - English 12 teacher’s book Students :

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Classroom procedure : ( minutes ) - greeting

- checking the attendance 2 Checking the previous lesson :

* Teacher : _ To appoint two Ss to check the writing given _ To give some remarks

3 New lesson : Estimated

Time

Teacher’s activities Ss’ activities

BEFORE YOU READ - To explain the meaning

- To show Ss to complete the task given

- To show Ss to guess what the meaning of passage is

WHILE YOU READ - To read the passage twice - To introduce new words :

* Academic / / (adj) of education in school , universities , ect … -The academic year :năm học , toàn thời gian năm việc giảng dạy tiến hành ỡ trường học

* Educate / / (v) to teach sb over a period of time at school , university ect………

Ex : She was educated in France * Certificate / / (n) an official written or printed statement that may be used as proof or evidence of certain facts Ex :an examination certificate (ie proving that sb has passed an examination )

* Curriculum / / (n) the subjects included in a course of study or taught at a particular school , college , ………

Ex : Is Spanish on the curriculum at your school ?

- To listen to the teacher * WORK IN PAIRS

- To ask pairs of to complete the task given , choosing True or False : (1) T

(2) T (3) T (4) F (5) T

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TASK - To show Ss to complete the task given - To remind Ss to read the passage learned once more before doing the task supplied - To help Ss to finish the task given , going around whole class

- To correct Ss’ pronunciation

_ TASK - To

- To use answer key on page 46 , English 12 teacher’s book

-To help Ss to complete the task given , going around whole class

_ TASK - To explain its meaning

- To show Ss to complete the task given

- To help Ss to finish the task given , going around whole class

- To use cues supplied on page , English 12 teacher’s book

- To have Ss read all new words in chorus Each word is read twice

- To have Ss read the passage in silence

- To listen to teacher

- To appoint Ss to complete the task given by oral drill :

(1) State school (2) Primary school (3) Second school (4) Compulsory

(5) The General Certificate of Second School

(6) Curriculum

(7) The General Certificate Of Education Advanced Level or The GCSA

“A Level”

- To listen to the teacher * WORK IN PAIRS :

- To have pairs of Ss answer the questions supplied by oral drill

- To write down answer key given into their notebooks

- To listen to the teacher

-To have Ss complete the task supplied by oral drill

- To write down the answer key into their notebooks

4 Consolidation :

AFTER YOU READ - To show Ss to finish the task given - To explain the meaning of words supplied

- To listn to the teacher

- To wrie down those words into their notebooks :

(45)

(2) TOEFL : Test Of English as a Second Language

(3) FCE : First Certificate English (4) KET : Key English Tests

(5) PET : Preliminary English Tests

5 Home assignment :

- To remind Ss to practise reading the passage learned several times

- New lesson : Ss prepare new lesson : B SPEAKING , from page 47 to page 48 , Unit Four , English 12 textbook

UNIT FOUR : SCHOOL EDUCATION SYSTEM B : SPEAKING

A THE AIMS :

- To practise Ss on speaking skill and reading skill

- To show Ss to askl and answer the questions about the School Education System in Vietnam

B PREPARATION : Teacher :

_ English 12 textbook _ English 12 teacher’s book Students :

_ English 12 textbook C THE TEACHING STEPS :

1 Classroom procedure : ( minutes ) - greeting

- checking the attendance

2 Checking the previous lesson : ( minutes )

* Teacher :- appoints two Ss to check the reading , the vocabulary in the passage School Education System

- gives some remarks 3 New lesson :

Estimated Time

TASK _ - To show Ss to complete the task given - To help Ss to practise , going around whole class

- To encourage pairs of Ss to well

* WORK IN PAIRS - To listen to the teacher

(46)

_ TASK - To explain the meaning

- To show Ss to finish the task supplied - To help Ss to talk about the topic given -To go around whole class

* WORK IN GROUPS - To listen to the teacher

- To have Ss talk about the school education system in Vietnam , using the

information from Task 4 Consolidation :

_ TASK _ - To show Ss to complete the task supplied

- To encourage Ss to give some

similarities and differences between the school system in Vietnam and in England _ asks students to notice some points:

1 time terms

3 the National curriculum subjects taught in school age

_ asks some students to present their talks to the whole class

_ ask some of them to give comments on their friends’ talks

* WORK IN GROUPS : - To listen to the teacher

- To have Ss talk about similarities and differences between the school system in Vietnam and in England

_ work in groups of fours to find the information they need to complete the task given

_ some of them present their talks to the whole class

_ some of them give comments on their friends’ talks

5 Home assignment :

- To remind Ss to continue to write about the topic discussed at home

- New lesson : Ss prepare new lesson : C LISTENING , on page 46 , Unit Four , English 12 textbook

UNIT FOUR : SCHOOL EDUCATION SYSTEM C : LISTENING

A THE AIMS :

- To practise Ss on listening skill and speaking skill B PREPARATION :

Teacher :

- English 12 textbook C THE TEACHING STEPS :

1 Classroom procedure : ( minutes ) - greeting

(47)

* Teacher :- appoints two Ss to talk about some similarities and differences between the school system in Vietnam and in England

- gives some remarks 1C81-A0K5-19E5-MAAX-400F-NGFB-480X 3 New lesson :

Estimated Time

BEFORE YOU LISTEN - To explain the meaning

- To show Ss to ask and answer the

questions supplied on page 46 , Unit Four English 12 textbook

- To show Ss to read all words supplied on page 46 , Unit Four , English 12 textbook

WHILE YOU LISTEN

- To show Ss to complete the task provided

- To read whole passage given from page 49 to page 50 , English 12 teacher’s book three times

- To help Ss to complete the task given , using answer key on page 49 , English 12 teacher’s book

TASK - To read whole passage supplied once more

- To show Ss to complete the task given - To use answer key on page 50 , English 12 teacher’s book

- To help Ss to complete the task given , going around whole class

* WORK IN PAIRS - To listen to the teacher

- To have pairs of Ss ask and answer the questions supplied on page 46 , Unit Four , English 12 textbook

- To read all words supplied on page 46 , Unit Four , English 12 textbook Each word is read twice

- To have Ss read all questions supplied on page 46 , Unit Four , English 12 textbook in silence

- To have Ss complete the task given

- To write down answer key into their notebooks

- To have Ss answer the questions supplied on page 46 , Unit Four , English 12

textbook by oral drill

4 Consolidation :

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AFTER YOU LISTEN - To show Ss to finish the task given

-To encourage pairs of Ss to finish the exercise well

page 50 , English 12 teacher’s book into their notebooks

* WORK IN PAIRS :

- To have Ss complete the task given , using ideas in Task done

- To remind Ss to practise talking to classmates about the studying at school several times

- New lesson : Ss prepare new lesson : D WRITING , on page 47 , Unit Four , English 12 textbook

UNIT FOUR : SCHOOL EDUCATION SYSTEM D : WRITING

A THE AIMS :

-To practise Ss on writing skill and speaking skill B PREPARATION :

1 Teacher :

- English 12 textbook C THE TEACHING STEPS :

1 Classroom precedure : ( minutes ) - greeting

* Teacher : - appoints two Ss to check the reading , the vocabulary : the passage - School Education System

- gives some remarks New lesson :

Estimated Time

- To show Ss to finish the exercise supplied

- To help Ss with the writing , going around whole class

- To apoint groups of Ss to write their

* WORK IN GROUPS : - To listen to the teacher

- To have groups of Ss complete the exercise given

- To write rough draft

- To have groups of Ss to finish the writing , using cues given on page 47,

(49)

own ideas on the blackboard - To correct Ss’ writing

TASK _ -To explain the meaning

-To show Ss to achieve the task provided

- To suggest choosing three ideas supplied to write the passage

- To help Ss to finish the task provided , going around whole class

- To have Ss complete the task given , using ideas done

- To choose three ideas to complete the writing

4 Consolidation :

- To appoint Ss to express their own passage

- To correct Ss’ writing - To give some remarks

- To ask Ss to write their own passage on the blackboard

UNIT FOUR : SCHOOL EDUCATION SYSTEM E: LANGUAGE FOCUS

A THE AIMS :

- To practise Ss on writing skill and reading skill - To show Ss how to use the passive voice B PREPARATION :

Teacher :

-English 12 textbook C THE TEACHING STEPS :

Classroom procedure : (2 minutes ) - greeting

* Teacher : _ appoints two Ss to check the writing given last period _ gives some remarks

(50)

Estimated Time

TASK PRONUNCIATION

- To show Ss to read all words provided on page 47 , Unit Four , English 12 textbook

- To show Ss to practise reading the sentences provided from page 47 to page

48 , Unit Four , English 12 textbook - To correct Ss’ pronunciation

_ TASK _ GRAMMAR

* Exercise 1:

-To explain the meaning

- To show Ss to complete the exercise given - To remind Ss to the exercise with

Simple Present Passive form :

S + is / are / + P.P of main verb +……

TASK * Exercise :

- To explain the meaning

- To show Ss to finish the exercise provided - To use answer key supplied on page 52 , English 12 textbook

To help Ss to finish the exercise given , going around whole class

- To write answer key on the blackboard _ TASK * Exercise :

- To explain its meaning

- To show Ss to finish the exercise proviede - To use answer key on page 53 , English 12 t teacher’s book

- To help Ss to finish the exercise given , going around whole class

- To have Ss read all words provided on page 47 , Unit Four , English 12 textbook

Each word is read twice

- To have Ss read the sentences provided on page 47 to page 48 , Unit Four , English 12 textbook Each sentence is read twice

- To appoint Ss to finish the exercise given by oral drill :

(1) is divided (2) is separated (3) is set

(4) is made up (5) is paid (6) are selected

- To write down answer key into their notebook

- To appoint Ss to achieve the exercise supplied by oral drill Each sentence is read twice

- To write down answer key into their notebook

- To listen to the teacher _ To read the text in silence

- To appoint Ss to finish the exercise by oral drill

(51)

notebooks

4 Consolidation : _ Grammar note :

* Teacher asks Ss to write down grammar note into their notebook PASSIVE VOICE ( Thể thụ động )

A Cách thành lập :

……….+ Be + P.P + …………

B Các thể bị động : Passive tense

Simple Present

Structure

am/ is / are + P.P+………

Example English is spoken here Present

Continuous

am/ is / are being + P.P +…… The house is being painted Simple past was / were + P.P +…… I wasn’t invited

Past continuous was / were being + P.P +…… I was being watched Present perfect have / has been +P.P +

…………

Has Mary been told ? Past perfect had been + P.P +……… I has been forgotten Will future will be +P.P +……… You will be told soon Future perfect Will have been + P P +

…………

Everything will have been done by Tuesday

Going to future Am / is / are going to be + P.P+ Who’s going to be invited ?

C Cách đổi câu từ thể chủ động sang thể bị động :

- To remind Ss to learn grammar note given by heart and practise the exercises supplied several times

- New lesson : Ss prepare new lesson : Unit Five _ Higher Education ,

Unit 5: higher education A :Reading

I Aims: To help students to practice:

Active : S V O

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 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

II Aids: textbooks, pictures, board, chalks III Procedure

stages &time teacher’s activities students’ activities

Pre-reading (7 mins)

+Warm-up : Guessing game

( - Motivate students and arouse their interest through the game

- Using picture to catch students’ attention)

-Call on an S 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 pictures in their books and work in pairs to answer the questions:

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

-Which of them would you like to apply to?

- One S goes to the board, gets the picture and doesn’t let others see it

-The S 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?

-The S answers the questions using only yes or no The game is over if an S guess the right university

-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.Hue University

2.Hanoi University of Natural Science 3 Hanoi University of Architecture

Possible answers:

-I would like to apply to Hanoi University of Science because I like studying

mathematics.

While reading (30 mins)

-Ask students to spend mins reading the text silently, trying to catch the main ideas of the text

-Ask students to read the text again and underline words and phrases that

describe the requirements and application process to the universities in the UK Task 1:

-Ask students to work in pairs and guess the meanings of some new words in task basing on the contexts in the reading

-Read the text carefully in mins and catch its main ideas

-Read the text again and underline words and phrases that describe the requirements and application process to the universities in the

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text, then fill in the blanks

-Call some students to read aloud their answers and ask the others to listen and comment

-Give T’s own remarks and corrections if necessary

Task 2:

-Ask the whole class to read through the sentences then choose the best options trying not to refer to the text as much as possible

-Ask them to work in pairs, comparing their answers

-Call some students to read aloud their answers

-Listen to students’ answer and give remarks

Task 3:

-Ask the whole class to read carefully all the application process to tertiary study in the UK then task individually -Ask students to work in pairs, exchange their answers with their partners

-Call some students to give their answers -Listen to students’ answers and correct or comment if necessary

-Work in pairs, guessing the words’ meanings and fill in the blanks with their correct forms

-Some students read aloud their answers, others listen to their friends and comment correct if necessary

Expected answers:

1.applications 6.required applied 7.requiremennts applicants 8.decided prefer 9.decision preference 10.decisive

-Read through the sentences then choose the best options trying not to refer to the text as much as possible

-Work in pairs and compare their answers -Some students read aloud their answers; others listen and give their comments Expected answers:

1 2 3 4 5

C C B B A

- Read carefully all the application process to tertiary study in the UK then put a tick if the information mentioned in the text or put a cross if not

-Work in pairs and exchange their answers -While some read their answers aloud; others listen and give their corrections or comments

1 2 3 4 5 6

D C A E F B

Post-reading (8 mins)

-Ask the whole class work in groups of four and discuss the question:

+How importance is tertiary study to you?

-Walk around to encourage students to express their opinions and give some

-Form groups of four and discuss the

question of how importance tertiary study is to them

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Homework

suggestions to students :

+It is important in gaining knowledge +It is important in your future jobs - Ask some groups to make discussion on the question in front of the class

-Give comments

-Ask students to write paragraph on how important tertiary study is to them

- Some groups make discussion on the question in front of the class; other give comments

Expected opinions:

-I think that tertiary study is very important to us because we can widen our knowledge through

-I think that tertiary study is a good preparation for us to get a good job in the future

-Take note the homework

B :Speaking

I 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

stages &time

Teacher’s activities students’ activities

Pre-speaking (5 mins)

Warm-up: what is my job?

-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 involves

-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

- One S goes to the board, chooses a job that he/she wants to in the future and mime a typical activity which it involves

-The S asks the others :

- 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?

(55)

speaking (38 mins)

-Call an S 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

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

-One S read 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



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 & answer; other pairs to listen and comment

Expected pair work:

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

S2: In March

S1: When you take the GCSE examination?

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

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-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

-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

Post-speaking (2 mins)

-Ask students to write a paragraph about the process of applying to a tertiary institution in Vietnam

-Take note their home work

C :Listening

I Aims: To help students:

 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

II Aids: textbooks, cassette, tape recorder, board, chalks III Procedure

Pre-listening (7 mins)

Warm-up: interview

-Ask students form pairs and give them instructions:

-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

-Call some pairs to report their interviews

- 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

Possible questions:

S1: What problem you have to face when studying in America?

S2: there are many problems such as: food, accommodation, living cost…

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-Give remarks and leads to listening task +Pre-teach

-Introduce the new words that will appear in the listening task and elicit the meanings

-Read these words aloud and ask students to read them in chorus and individually

-Listen to T and guess the meanings of these words

-Practise reading the words in chorus and individually

While listening (25 mins)

task1

-Ask students to carefully read all the statements silently in minute

-Play the record and ask students to listen for main ideas of the text

-Play the record again and ask them to the task

-Ask students to compare their answers with their friends

-Call some students to give their answers -T listen to and correct or comment

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 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

- Read all the statements carefully in minute

-Listen to the record for the main ideas of the text

-Listen again and tick true or false in their books

-Check their answers with their friends -Some students give their answers; others listen and give comments

1 2 3 4 5

T T T F T

-Read the questions and options in the task in mins

-Listen to the record again and choose the best option

-Work in pairs and exchange their answers -Some students read aloud their answers ; others listen and give comments

Expected answers:

1

C C B

Post-listening (13 mins)

-Ask students to read the request aloud -Ask them to work in pairs again ,asking and answering the questions of the task -Go around and help students if

necessary

-Call some pairs to perform their dialogues

-One student read the request aloud -Work in group again and practise asking and answering the questions of the task -Ask T if necessary

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Homework

-Listen and give remarks or good marks if students well

-Ask students to write a paragraph about whether they like to an undergraduate course in Vietnam or abroad and the reasons for that choice

class; others listen and give comments Possible dialogue:

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

-Take note their homework

D :Writing

I 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

II Aids: textbooks, board, chalks III Procedure

teacher’s activities students’ activities

Pre-writing (5 mins)

Lead-in: -Ask students:

-Do you want to study abroad? Why or why not?

-Call some students to answer then give remarks

-Listen to the T’s question

- Some students answer T’s question Students can exchange their opinions with their friends

Possible answers :

-Yes, I want to study abroad because the learning environment there is better than in Vietnam

-No I don’t want to study abroad because the cost of studying and living there ix much higher in Vietnam

While writing

(37 mins)

Task 1:

-Ask one S to read aloud the request of task

-Ask students to work in groups of four discussing and taking notes the problems they may face when studying abroad -Walk around to observe students’ activities and help them if necessary

-Call some groups to make discussion in front of the class

- 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

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-Give corrections if necessary and remarks

Task 2:

- Ask one S to read aloud the request of task

-Ask all students to write a passage about the problems that Vietnamese students may encounter when studying abroad basing on the idea in task

-T may call or students to write his/her passage directly on the board

-Walk around help students if necessary Ask them to pay attention to such linking words as first, second, etc

-Ask all students to look at the board and correct their friend’s writings

-Give T’s own comments and corrections

- Some groups make discussion in front of the class; others listen and give comments Possible discussion:

S1: I think English language s 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

…

-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

-1 or students write his/her passage directly on the board

-Ask if necessary

-Pay attention to such linking words as first, second, etc

- Look at the board and correct their friend’s writings

-Give corrections or comments to the writings on the board

post-writing

(3 mins)

Homework

-Ask students to correct their writing at home

-Take note homework

E :Language focus I 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

Pronun ciation

1.Listen and repeat

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(10 mins) the record once or twice

-Read and ask students to repeat in chorus then individually or in pairs

-Call some students to read the words aloud

-Listen and correct if necessary 2.Practice reading the sentences -Read the sentences once or twice then ask students to practise reading in pairs -Call some students to read the sentences aloud

-Listen ,correct if necessary and ask students to practise more at home

-Listen and then repeat in chorus then individually

-Some students read the words aloud; others listen and correct if there are

mispronunciation

-Listen to the teacher and practise reading the sentences in pairs

-Some students read the sentences aloud; others listen and correct if necessary Grammar

and

vocabulary (35mins)

Exercise 1:

-Ask students to read the request of task carefully and the task

-Walk around to help students if necessary -Ask students to compare their answers with their friends’

-Call some students to read out the answers

-Give correction or comments if necessary

Exercise 2:

-Read 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

Suggested answers:

1 If you fail the GCSE exam, you will not be able to take the en trance exam to the university

2 You won’t be able to get into the exam room if you are 10 minutes late

3 If you don’t send the application form on time, you will not be able to take the entrance exam

4 If you don’t have a reference letter, you won’t be able to submit your application form

5 Unless you show your identify card, you won’t be able to get into the exam room -Read read the request of task carefully and the task

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Exercise 3:

friends’

1 If she had a car, she would go out in the evening

2 If Sarah liked school, she would study hard

3 I would/could the test if it were not too difficult

4 Peter would read a lot if he had more time

5 If I spoke Korean, I would translate it If they weren’t afraid of flying, they would study abroad

1 If John had passed the GCSE exam, he would have been able to take the entrance exam to the university

2 If you had sent me the application on time, they might have called for you 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

5.Had you told me earlier, I would have given it to you

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Unit 6: Future jobs A :Reading

I Aims: To help students to practicse:

 Guessing words’ meanings in contexts

 Reading for details of information about job interview  Reading for gist to make discussion

II Aids: textbooks, pictures, board, chalk III Procedure

pre-reading (7 mins)

Warm-up: Guessing game

-Call on an S 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 S goes to the board, gets the picture and doesn’t let others see it

-The S 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?

-The S answers the questions using only yes or no The game is over if an S guess the right university

-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:

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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

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 While

reading (25 mins)

-Ask students to spend mins reading the text silently, trying to catch the main ideas of the text

-Ask students to read the text again and underline words and phrases that help people to succeed in job interviews Task 1:

-Ask students to work in pairs and guess the meanings of some new words in task basing on the contexts in the reading text, then circle the options

-Call some students to read aloud their answers and ask the others to listen and comment

-Give T’s own remarks and corrections if necessary

Task 2:

-Ask the whole class to read through the sentences then decide whether the statement are true or false

-Ask them to work in pairs, comparing their answers

-Call some students to read aloud their answers

-Listen to students’ answer and give remarks

-Read the text carefully in mins and catch its main ideas

-Read the text again and underline words and phrases that help people to succeed in job interviews

-Work in pairs, guessing the words’ meanings and circle the options

-Some students read aloud their answers, others listen to their friends and comment correct if necessary

1 2 3 4

B C A B

-Read through the sentences then decide whether the statement are true or false -Work in pairs and compare their answers -Some students read aloud their answers; others listen and give their comments suggested answers:

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5.T 6.F 7.F 8.T

Post-reading (13 mins)

Home- work

-Ask the whole class work in groups of four and discuss the question:

+Which pieces of advice given in the passage you find most useful and least useful? Why?

-Walk around to encourage students to express their opinions and give some suggestions to students

- Ask some groups to make discussion on the question in front of the class

-Give comments

-Ask students to write paragraph on how important tertiary study is to them

-Form groups of four and discuss the

question of the usefulness of the advice given in the passage

- Some groups make discussion on the question in front of the class

Expected opinions:

-I think that trying to reduce the feeling of pressure and a good impression on your interview is the most useful advice because you will get a high mark after the interview and stand a good chance to get the job -Take note the homework

B:Speaking

I 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

Pre-speaking (7 mins)

Warm-up: whisper game

-Divide the class into groups then give them the instructions of the game

-Each group chooses a representative!

-Give each representative a piece of paper that describe a job

-Observe students playing the

game and stop it when the game is over

- Form groups and listen to the instruction -Choose a representative

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-The last member of each group in turn stand up and tell the whole class the sentence that (s) he was whispered and guess the job

While speaking (38 mins)

Task 1:

-Ask students to read the request and the information in the columns carefully -Ask students work in pairs, talking about some descriptions of the jobs given in column A

-Go around and observe students’ speaking activities or help them if necessary

-Call on some pairs to stand up and talk about the descriptions of the jobs - Listen and give comments

Task 2:

-Ask students to read the request and the information in the columns carefully -Ask students work in pairs, discussing the jobs that they like or dislike to and the reasons why

-Call on some pairs to stand up and make discussion

- Listen and give comments

- Read the request and the information in the columns carefully

-Form pairs and talk about some

descriptions of the jobs given in column A -Ask T if there is any trouble

- Some pairs stand up and talk about the descriptions of the jobs; others listen and give comments

Expected answers



A teacher is the one who has to change teaching and learning methods and/ or carries out education reform



A doctor is the one who takes care of sick people and helps save people’s lives



A farmer is the one who constructs

irrigation system and applies new farming techniques



A tourist guide is the one who finds good and safe hotels for customers and take people to place of interest



A writer is the one who tell stories through pictures and create imaginary characters and events

- Read the request and the information in the columns carefully

-Form pairs, discussing the jobs that they like or dislike to and the reasons why -Ask T if there is any trouble

- Some pairs stand up and talk about the descriptions of the jobs; others listen and give comments

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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Task 3:

-Call one S to read aloud the request -Ask students to work in groups of four, discussing the jobs they may after finishing school

-Call on some pairs to choose representatives to report the result - Listen and give comments

journalist would be a fascinating job, and I’d like to have a chance to travel all over the world and meet many interesting people

-One S read aloud the request

-Students form groups of four, discussing the jobs they may after finishing school -Ask T if there is any trouble

- Some pairs choose representatives to talk about the descriptions of the jobs; others listen and give comments

possible description:

-After finishing school, I’d like to work for a foreign company I will have a chance to work with foreigners I think that I will get a high salary and the working conditions are good

Home-work ( mins)

-Ask students to write a paragraph about the job they would like to after finishing school

-Take note their homework

C :Listening I 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

II Aids: textbooks, cassettes, record, board, chalks III Procedure

Pre-listening (7 mins)

-Ask the students to look at their books then work in pairs, discussing to rearrange the job in order of degree in Vietnam

-Call some pairs to report their results -Listen and give comments

+Pre-teach

-Introduce the new words that will appear in the listening task and elicit the meanings

-Read these words aloud and ask

- Look at their books then work in pairs, discussing to rearrange the job in order of degree in Vietnam

-Some pairs report their results ; others listen and give

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students to read them in chorus and

individually -Practise reading the words in chorus and individually

While listening (30 mins)

task1

-Ask students to carefully read all the boxes silently in minute

-Play the record and ask students to listen for main ideas of the text

-Play the record again and ask them to the task

-Ask students to compare their answers with their friends -Call some students to give their answers

-T listen to and correct or comment

Task 2:

-Ask students to spend mins to read all the statements

-Play the record once again and ask students to the task

-Ask students to work in pairs to exchange their 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

- Read all the boxes carefully in minute

-Listen to the record for the main ideas of the text

-Listen again and fill in the boxes -Check their answers with their friends -Some students give their answers; others listen and give comments

Expected answers: 1.Jobs

2.service 3.trasportation 4.companies 5.service

-Read all the statements

-Listen to the record again and decide which statement is true, which one is false

-Work in pairs and exchange their answers -Some students read aloud their answers ; others listen and give comments

1 2 3 4 5

T F T F F

Post-listening (8 mins)

-Ask students to work in pairs retelling the content of the listening passage -Walks around to help students if necessary

-Call some pairs to retell the content of the listening passage

-Listen and give comments

-Students work in pairs retelling the content of the listening passage

-Ask T if necessary

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D :Writing I Aims: To help students to

 Understand the main information in job advertisement  Write a letter applying for the job in the advertisement

Pre-writing (5 mins)

-Ask students to read the advertisement in their books carefully

-Help students if there is any new works

-Read the advertisement in their books carefully

-Ask T if necessary While

writing (37 mins)

Task 1:

-Ask one S to read aloud the request of task

-Ask students to work in pairs and task

-Walk around to observe students’ activities and help them if necessary -Call some pairs to give their answers -Give corrections if necessary and remarks

Task 2:

- Ask one S to read aloud the request of task

-Ask all students to write a letter applying for the job mentioned in the advertisement in task

-T may call or students to write his/her passage directly on the board

-Walk around help students if

necessary Ask them to pay attention to such linking words as first, second, etc -Ask all students to look at the board and correct their friend’s writings

-Give T’s own comments and corrections

- One S read aloud the request of task - Work in pairs and task

-Ask T if necessary

- Some pairs to give their answers; others give corrections

Possible answers: -Type of job: tour guide -Level of education needed

-Work experience: experience as tour guide, fluent in English

-Characters and interests: Good manner, willing to work hard for long hours

-One S read aloud the request of task -Do task 2: write a letter applying for the job mentioned in the advertisement in task -1 or students write his/her passage directly on the board

-Ask if necessary

-Pay attention to such linking words as first, second, etc

- Look at the board and correct their friend’s writings

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writings on the board

Home- work

(3 mins)

-Ask students to correct their writing at home

-Take note homework

E :Language focus

I Aims:

 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

Pronunciat ion

(10 mins)

1.Listen and repeat

-Read the words in the textbook or play the record once or twice

-Read and ask students to repeat in chorus then individually or in pairs

-Call some students to read the words aloud

-Listen and correct if necessary 2.Practice reading the sentences -Read the sentences once or twice then ask students to practise reading in pairs -Call some students to read the sentences aloud

-Listen, correct if necessary and ask students to practice more at home

-Listen to the pronunciation of the words -Listen and then repeat in chorus then individually

-Some students read the words aloud; others listen and correct if there are mispronunciation

-Listen to the teacher and practise reading the sentences in pairs

-Some students read the sentences aloud; others listen and correct if necessary Grammar

(35 mins)

Exercise 1:

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Exercise 2:

Exercise 3:

1.whom 6.who which 7.whose Whoever 8.who which 9.which which 10.whom

1 I read a book written by a friend of mine

2.A man carrying a lot of money in a box got on the bus

3 In the street there were several people waiting for the shop to open

Britain imports many cars which/that were made in Japan

5 There are a lot of people in your office waiting to talk to you

6 The cowboy wounded by an arrow fell off his horse

7 Most of the people injured in the crash recovered quickly

8 John, wishing he hadn’t come to the party, looked anxiously at his watch -Read read the request of task carefully and the task

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just moved out

3 Noticing the door was open; I decided to go in, which turned out to be a mistake Pauline asked me a question to which I had no reply

5 Shouting at the top of his voice, he rushed out of the room, which was a typical

6.By the end of the week, which was the deadline, everyone who wanted travel scholarships had applied (for them)

Unit : Economic reforms A Language skills

1 Reading:

- 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 Speaking:

- Students can ask and answer about a picture

- Students can ask and answer about the measures that the government and people of Fantasia have done in carrying out economic reforms

- Students learn more words and phrases in term of economy Listening:

- Students can improve their listening skill : they can understand the passage and then they can summarize the passage that they have listened to

- Students learn more words and phrases in term of music Writing:

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B Language focus 1 Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/

2 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

A Reading Aims

- To help students gain some knowledge about economic reforms in Vietnam

- Students learn words and phrases in terms of economics and policies

Aids

- English textbook for students - English textbook for teachers - Pictures

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Stages Teacher’s activities Students’ activities

Pre-reading (4min)

While-reading ( 30 min.)

- Greet Ss

- Ask students to look at the picture page 70 and ask Ss to answer some questions:

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?

- Call a pair to report their discussion - Introduce the topic:

“Economic reforms in Vietnam”

- 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

- initiate(v): start sth

- shift(v): move or be moved from one

position or place to another

- sector(n): a part of the business activity of

a country

- priority(n): the state of being more

important than sb/sth or of coming before sb/sth else

- intervention(n): the act of intervening,

especially a deliberate entry into a situation or dispute in order to influence events or prevent undesirable

consequences

- subsequent(n): coming after or later - inefficient(adj): not working or producing

results in the best way, so that time or money is wasted

encourage(v): give hope, support or confidence to sb

- Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again - Ask students to read the passage in silence - 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

-Greet teacher

- Listen to the teacher and think about the topic

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- initiate(v): bắt đầu, đề xớng - shift(v): chuyển đổi

- sector(n): ngµnh, lÜnh vùc - priority(n): qun u tiªn

- intervention(n): sù can thiÖp

- subsequent(n): tiÕp theo

- inefficient(adj): không hiệu quả

encourage(v): khuyn khớch, ng viờn

- Read the words

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Task 1 ( min.)

Task 2 ( 10 min.)

Task 3 ( min.)

- Write down the answers on the board

- Call 2-3 students to read new words again - Ask students to task in pairs

- Go around to supervise students if necessary - Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the right answers

- Ask students to task in groups

- Go around to supervise students if necessary - Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers

- Discuss the answers in pairs.

National Congress:

Đại hội toàn quốc Renovation: đổi mới

Under-developed:

Cha ph¸t triĨn / ph¸t triĨn thấp Dominate: Chi phối, thống trị Stagnant: Trì trệ

Inflation: Lạm phát Government

subsidies:

Những bao cÊp cña chÝnh phñ Government

commitment:

Sù cam kÕt cña chÝnh phñ Dissolve: Tan r·

Substantial: Lớn lao, đáng kể

- Write down the answers and read the words

- Do task in pairs

- Give the answers: F

2 F T F T - Do task

* Answers:

1 It was officially initiated in 1986 by our Vietnam Communist Party.

2 Its aim was to restructure the economy of Vietnam and to raise the living standards of the people. 3 The measures the Government introduced to implement Doi Moi were (as follows):

- eliminated government

subsidies,

- shifted economic priority from

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Post- reading ( 11 min.)

- 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

exports,

- reduced state intervention in

business,

- opened trade relations with all

countries in the world,

- encouraged foreign and

domestic private investment. 4 Since Doi Moi, Vietnam has undergone substantial changes They are:

- productivity and agricultural

exports have constantly increased,

- the farmers have enjoyed land

use rights and have had greater choice on How to use their agriculture land,

- the workers have worked

harder,

- the children, particularly those

from ethnic minorities have had more opportunities to enjoy education and training. 5 We believe that with the strong commitment of our Party and

Government to Doi Moi, we will attract more foreign capital investment and build a better life for our people.

- Do the Task in pairs * Suggested answers:

Before Doi Moi:

Economy: under-developed, dominated by traditional agriculture

Country and people: poor Production: stagnant

Shortage of schools, hospitals Inflation

Government’s renovation measures: Eliminated government subsidies, Opened trade relations with all countries in the world,

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production of exports,

Reduced state intervention in business, Encouraged foreign and domestic private investment.

Since Doi Moi:

Productivity and agriculture exports: increased

Farmers: enjoyed land rights, had greater choice to use their land Workers: worked harder

Children: enjoyed education and training.

- Listen to the feedback and correct their mistakes

B Speaking I Aims

- Students can ask and answer about some World Cup - Students learn more words and phrases in term of music

II Aids

- English textbook for students - English textbook for teachers III Procedures

Pre-speaking

( min.)

- Introduce the lesson:

Today, we learn Unit 7: Economic Reforms, 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 1- Ask students to Task 1

- While students discuss, walk around the class to guide or supervise them and give them help if necessary

- Ask one pair to report what they have talked

- Look at Task - Do Task

- Work in pairs and discuss in about minutes

S1: What does each pair of pictures tell you?

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- Give comments, correct the common mistakes after they finish

S1: What changes can you see in each pair of pictures?

S2: The school in 1b is larger than it is in 1a; it consists of three two-floor buildings The factory in 2b is larger and better equipped than it is in 2a. S1: What you think people have done to change them?

S1: I think people have invest more money in the school and the factory.

While-speaking ( 28 min.) Task 2

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

 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 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 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

- Guess the meaning of the new words

 disadvantaged: thiƯt thßi

- method: Phơng pháp

qualified: dủ t cách, giỏi chuyên môn

insurance: bảo hiểm

- irrigation: viƯc tíi níc - drainage: viƯc th¸o níc - fertilizer: ph©n bãn

- pesticide: thuốc trừ sâu

- insecticide: thuốc diệt côn trïng

- Call 2-3 students to read new words again

- Ask students to Task in groups

- Read the new words

- Do Task in groups

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education, health care and agriculture Work in groups, suggesting What the government and the people of Fantasia have done to improve their economy in these sectors.

+ Which tense we use When talking about recent changes?

- 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 ( 10 min.) Task 3

Home work ( min.)

- 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

- After students finish, give them comments: correct some pronunciation mistakes they have made

- Read aloud the words and ask the whole class to repeat

- Call 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

- Prepare a presentation about the development of Vietnam after Doi Moi

- Some groups report what they have discussed

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.

- 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

C Listening I Aims

- Students can improve their listening skill: they can catch detail information from the passage - Students can summarize the passage

II Aids

- English textbook for students - English textbook for teachers - Tapes and cassette

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Stages Teacher’ activities Learners’ activities

Pre-listening (6min.)

Warm up:

- 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.

- rationally(adv): contrary to or lacking in

reason or logic

- unfortunately(adv): not lucky - discourage(v): stop sb doing sth,

especially by making him/her realize that it would not be successful or a good idea

- ruin(v): damage sth so badly that it loses

all its value, pleasure, etc.

- measure(n): an action that is done for a

special reason

- drug- taker(n): a person who use drugs - solution(n): a way of solving a problem,

dealing with a difficult situation, etc. islander(n): a person who lives on a small island

- 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?

S2: Because taking drug is harmful to people’s health.

- rationally(adv): cã lÝ trÝ

- unfortunately(adv): kh«ng may mắn - discourage(v): làm nản lòng

- ruin(v): phá hại - measure(n): giải pháp - drug- taker(n): nghiện - solution(n): cách giải quyết

- islander(n): ngi đảo

While-listening (29min.)

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:

1. F(in the Atlantic Ocean)

2. F(a plant which contained a powerful drug)

(80)

5. F(on TV)

6. F(nobody took any notice) 7. T

8. T

9 F(other countries)

Task 2

- Ask them to listen again the second and the third time to finish task 2:

- Ask students to discuss the answers to the questions in pairs

- 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

1 What did the people of Tango discover? 2 What did they with the plant?

3 What negative effects did the drug bring about?

4 How many measures did the Government take and what were they?

5 What did the Government of Tango decide to eventually?

- 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

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.

Post-listening (10min.)

- Ask students to After you read in groups

_ discuss the question: Do you think that the government of Tango’s decision to export the drug to other countries was a better solution? Why/ Why not?

- Ask one group to report what they have discussed

- Give comments after they finish

- Call another group if there is enough time

- Do After you read in groups - Suggested expression:

In my opinion… I think…

I believe… I not think… From where I stand…

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- Give feedback and correct serious or

common mistakes - Listen to the teacher and correct the

mistakes Handout

1

1 D O M I N A T E

2 I N F L A T I O N I

S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

7 E D U C T I O N

Fill in the box with the words which means… Down:

1 to become or to make sth become liquid

2 a soft silver-white metal that is often mixed with other metals

3 a large area of land in the countryside that is owned by one person or family Across:

1 to be more powerful, important or noticeable than others a general rise in prices; the rate at which prices rise

3 not flowing and therefore dirty and having an unpleasant smell a person who buys things or uses services

5 bring something such as a building back to a former better state by means of repairs, redecoration , or remodeling

6 to find an answer to a problem

7 the teaching or training of people, especially in schools Answers:

1

1 D O M I N A T E

2 I N F L A T I O N I S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

(82)

D.Writing I 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

II Aids

- English textbook for students - English textbook for teachers

I Procedures

Pre-writing (7min.)

- Write on the board the title of the lesson: Unit 7: Economic reforms

Part D Writing

- 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

- Write down in the notebooks the title

- Look at the table page 76 - Listen to the teacher

- Fishery :ng nghiÖp

- Forestry: l©m nghiƯp

- Read the words

While- writing (28 min.)

Task 1

- Ask students to answer the questions in pairs

- 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

- Answer the questions in pairs

* Give the answers:

S1: What was the economic situation in Tango before 1980?

S2: Before 1980, Tango was in ruins, starvation was popular because of the lack of rice and foods.

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S2: From 1982 to 2000, Tango’s economy has developed quickly.

S1:What you think the government and the people of Tango have done to achieve these result?

S2: I think they have borrowed money from other countries to boost the economy.

Task 2

- 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) they have made as a result of the reform.

What words you often use to express changes in economy?

- Show and correct some common mistakes

- Do Task individually

stagnant

underdeveloped increase

decrease steadily by…percent gradually…

- Write the description

Post-writing

( 10 min.)

- Ask students to revise their description - Ask students to hand in their work to mark

- Revise their description - Hand in their work

E.Language focus I Aims

Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/

2 Grammar:

- Students know how to use “to infinitive” to talk about purposes - Students revise information questions

-II Aids

(84)

- English textbook for teachers - Pictures

III Procedures

Pronuncia tion (7min.)

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

- 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

- Put stress mark for them to practise

I’ve got something for you. You’ve got something for me? We’ve failed and they’ve passed.

I haven’t always lived in this cottage, you know.

Haven’t you? You’ve not been here long, of course.

I haven’t But I’ve grown to love it already.

He’s left, and she’s gone to work, too. Hasn’t the doctor come yet?

No The doctor hasn’t been called.

- Call 2-3 students to read the sentences again

- Ask them to read the sentences in pairs, go around to supervise them

- Read the sentences twice or three times

I’ve got something for you. You’ve got something for me? We’ve failed and they’ve passed.

I haven’t always lived in this cottage, you know.

Haven’t you? You’ve not been here long, of course.

I haven’t But I’ve grown to love it already. He’s left, and she’s gone to work, too. Hasn’t the doctor come yet?

No The doctor hasn’t been called.

- Read the sentences again - Read the sentences in pairs Grammar

(38min.)

Exercise 1

- Introduce some prepositional phrases

Can you tell me what the difference between in the end and at the end is? Give me some example.

in the end : refers to time and means ‘finally’

We were too tired to cook, so in the end we decided to eat out At the end of sth refers to the last part of a book, film, class, etc., at the point where it is about to finish:

At the end of the meal, we had a row about who should pay for it.

(85)

-About in time and on time?

Among and between?

- Ask students to exercise - 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

Exercise 2:

- Ask students to Exercise 2_

complete the sentences, use “ although” + a sentence from the box.

- Read the example to illustrate - Go around to supervise them

the end house • the end seat

in time: (for sth/to sth) not late; with enough time to be able to sth

on time :not too late or too early; punctual Between is usually used of two people or things However, between can sometimes be used of more than two when the people or things are being considered as individuals, especially when the meaning is that of number (above) Among is always used of more than two people or things considered as a group rather than as individuals - Do Exercise

- Discuss the answers in pairs

- Give the answers

1 in (in time for = early enough)(“on time” 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

- Do Exercise

- Give the answers

1 Although I was very tired, I couldn’t sleep.

2 Although I had never seen her before, I recognized her from the distance.

3 She wasn’t wearing a coat, although it was pretty cold.

4 We thought we’d better invite them to the party, although we don’t like them very much.

5 Although I didn’t speak the

language, I managed to make myself understood.

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Exercise 3

- Ask students to Exercise individually

- Go around to supervise them

- Go around to supervise them if necessary

wasn’t very warm.

7 I didn’t recognized her although I’d met her twice before.

8 We’re not very good friends

although we have known each other for a long time.

- Do Exercise

- Give the answers:

1 Although we had packed our bags the night before, we forgot many things.

2 They didn’t eat anything although they were very happy.

3 Although Luong hadn’t studied English before, he could speak/ read the language very well/ make himself understood.

4 Although he had revised

everything /studied very hard, he failed the exam.

5 Although summer has come, it is pretty cold/ there hasn’t been any rain.

Unit : Life in the future A Language skills

1 Reading:

2 Speaking:

(87)

- Students can improve their listening skill : they can understand the passage about life expectancy Writing:

- Students can write about the ideal world in which they would like to live in the year 2020

- Students can pronounce correctly the contracted forms of auxiliaries(have and has)

2 Grammar:

- Students know how to use articles and

- Students know how to use some preposition phrases A Reading I Aims

II Aids

III Procedures

Stages Teacher’s activities Students’ activities

Pre-reading (4 min.)

- Ask students to look at the picture, page 80 and ask:

What are the people going to do? Does it look like a normal airplane? How is it different?

Do you think that life in the future will be like this?

- 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.

- Call a pair to report their discussion

- Look at the picture and answer the questions:

They are going to fly. No

It looks more modern than a normal airplane It has no wings.

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

S1: List three things that might happen in the future

S2: I think in the future, people can live in the Mar, people will be healthy without any diseases, and they can travel by plane to work everyday.

While-reading (30 min.)

- Teach some new words: ask students whether they know the words, if they not know them, explain in English

(88)

Task 1

Task 2

then ask them to give Vietnamese equivalents to check their

understanding

- 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

- Ask students to read the passage in silence

- Ask students to Task 1:

Find the words in the passage that can match with the definition on the right column.

-Ask students to discuss the answers in pairs

- Ask individuals to the Task - Write down the answers on the board

1 Pessimists 2 Optimists

3 Economic depression 4 Terrorism

5 Wiped out 6 Space shuttle

- Check students’ understanding of the words by asking them to give the Vietnamese equivalents

- Ask students to task in groups:

- Corporation(n): doanh nghiep - Chore(n): chuyen vat vanh

- Burden(n): ganh nang

- Influence(v): anh huong, tac dong

- Methane(n): chat metan

- Responsibility(n): trach nhiem

- Read the words

- Read the passage in silence - Do the task

- Discuss the answers in pairs - Give the answers

- Write down the answers

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

- Read the words - Do task in groups

- Answer the questions

(89)

Task 3

Answer the questions according to the passage.

- Go around to supervise students if necessary

- Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers

1 What will happen in an economic depression?

2 Why, according to pessimist, will security of the earth be

threatened?

3 What will life be in the future, according to optimists? 4 What are the most important

factors that will bring about dramatic changes in different aspects of out lives?

- If students’ answers are right, repeat them, if not, give the right answers

- Ask students to After you read in pairs:

Scan the text to find information to complete the note.

- Call some pairs to read their note - If students’ answers are right, repeat them, if not, give the right answers

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.

4 They are developments in micro technology- computer and telecommunication

- Do the Task in pairs

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.

Post-reading (10min.)

Home

What are the advantages of robots? What are the disadvantages of robots?

(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

- Do After you read 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

- Report what they have discussed

(90)

work

( min) - Read the passage again

- Emphasize words and structures in the passage

(91)

- Students can ask and answer about changes of people and the world in the future

II Aids

Warm up ( min.)

While-speaking (28 min.)

Task 1 (13 min.)

- Tell students a riddle + Ask students the question:

How can we get some clean water?

+ Give the answer: Bring the water from the river and wash it

- 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. - Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again - Ask students to look at Task

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

- Listen to the riddle - Answer the question

+ We buy clean water from the shop + We ask our parents for it

+ ………

- to be declared open: đợc công

bè rộng rÃi

- holiday resort: nơi nghỉ mát - a cure for: phơng thức chữa - holiday maker: khách ®i nghØ - running on:

- cold war: cuoc chien chong lai

benh cam

(92)

Task 2 (16 min.)

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 do 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

- Living standard: the quality of life

- Fatal disease: disease causing or

ending in death.

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.

- Read the example - Do Task in pairs

- Work in pairs

- Report what they have talked - Listen to the teacher and correct the mistakes

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

(93)

Post-speaking ( 15 min.) Task 3:

-… 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

- 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

- 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)

In my opinion

from my point of view As far as I am concerned. I think

I believe

- Do Task in pairs

- The others listen to their friends to make clear about what they have to - Some pairs report

- 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

(94)

(95)

- Students can improve their listening skill : they can understand the passage about life expectancy

II Aids

- Handouts

III Procedures

Stages Teacher’ activities Learners’ activities

Warm up ( min.)

Pre-listening

- 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 question, if it is a lucky number, that team will get points - Let Ss play

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

- incredible(adj ): impossible or very

- Listen to the instruction

- 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

(96)

While-listening

( 28 min.) Task 1

( 16 min.)

Task 2 ( 12 min.)

Post-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

- 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

- Ask them to listen again the second and the third time to finish Task 2: answer the questions

- 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:

1 What are factors that help people have longer life expectancy according to Dr Davis?

- Read the statements in Task - Listen to the passage and answer the questions

1 F(Some scientists can predict) 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

1 Eating more healthily, cutting down on things like butter, alcohol and cigarettes The development in medical

(97)

listening ( 10 min.)

2 Which factor is the most important one? Why?

3 What will we have been able to about AIDS in ten years’ time?

- 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)

- Call another group if there is enough time - Give feedback and correct serious or common mistakes

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

Games

Lucky number

1 Pessimists: a person who always thinks that bad things will happen or that sth will be not be successful

2 Lucky number

3 Economic depression: a period when the economic situation is bad, with little business activity and many people without a job

4 Terrorism: the killing of ordinary people for political purposes 5 Lucky number

(98)

9 Chore(n): a job that is not interesting but that you must 10 Burden(n): something that is heavy and difficult to carry

11 Influence(v): to have an effect on or power over sb/sth so that he/she/it changes 12 Lucky number

13 Methane(n): a gas without colour or smell, that burns easily and that we can use to produce heat 14 Responsibility(n): a duty to deal with sth so that it is your fault if sth goes wrong

D Writing

I Aims

II Aids

III Procedures

Pre-writing

( 10 min.) Task 1:

- 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: sù ®e

do¹ cđa chđ nghÜa khđng bè - Live in harmony: sèng hoµ thuËn - Live in clean healthy environment: sèng

trong môi trờng sạch, lành mạnh - My main desire is …: mong íc, kh¸t väng

chÝnh

- Materialistic (a): theo chủ nghĩa vËt chÊt, nỈng vỊ vËt chÊt

(99)

While-writing ( 20 min.) Task 2

Post-writing

( 15 min.)

- Call 2-3 students to read new words again - Ask students to read the passage to analyze

it

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? - Ask students to Task individually ¦rite about the ideal world in which you would like to live in the year 2020 using the ideas you have discussed in Task

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 - Ask students to revise their description - Ask students to hand in their work to mark

- Read the passage to analyze it - Discuss the answers to the questions in pairs

- 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

- Exchange the writing - Revise their description

E Language focus

I Aims

1 Pronunciation

Grammar

(100)

II Aids

III Procedures

Stages Teacher’s activities Students’ activities

Pronun ciation ( min.) Listen and

repeat

Practice

Grammar and vocabular

y (38 min.) Exercise 1

(20 min.)

- Pronounce the auxiliaries both contracted forms and full forms for students to recognize the difference - Pronounce the second time for the students to repeat

- 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

- Ask students to look at examples in exercise

- Ask students to exercise 1: combine the sentences with although / even though

- Read after the teacher

- Read the sentences again

- Read the sentences in pairs

- Do Exercise

- Give the answers

1 in (in time for = early enough)(“on time” doesn’t go with “for” or “to”)

2 of

businessman, on business = to go on business).

(101)

Exercise 2 (18 min.)

- Revise the use of articles - Ask students to Exercise

Put a/an , the or No article ( #) in each space.

6 in 7 about 8 for

9 between, opposite

10.to

11

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

(102)

Unit : Deserts

A Language skills Reading:

- 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

Speaking:

- Students can ask and answer about a picture - Sts know the deserts in Autralia

Listening:

- Students can improve their listening skill : they can understand the passage and then they can summarize

the passage that they have listened to

- Students learn more words and phrases in term of deserds

Writing:

- Students can write a report basing on the information given in the Table of the Sahara desert

- Students can use full and contracted forms of auxiliaries

2 Grammar:

- Students know how to use so, but ,howrever, and therefore

A Reading Aims

- To help students gain some knowledge about deserts

context

- Students learn words and phrases in terms of deserts

Aids

(103)

Pre-reading (4min)

While-reading

( 30 min.)

Task 1 ( min.)

Task 2 ( 10 min.)

Task 3 ( min.)

Post-reading

( 11

- Greet Ss

1 What you know about deserts?

2 what kinds of plants and animals live in a desert. 3 Name some of the countries which have eserts

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

Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again - Ask students to read the passage in silence - 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

- Go around to supervise students if necessary

- Ask representatives of groups to answer the questions

- Greet teacher

- Read the words

- Read the passage in silence

- Do task

- Do task in pairs - Give the answers: F

(104)

min.) If students’ answers are right, repeat them, if not, give the right answers

- 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

6 T

* Suggested answers:

- Students can ask and answer about some deserts - Students learn more words and phrases about deserts

II Aids

Pre-speaking

( min.)

Today, we learn Unit 9: part B Speakin g(Write on

the board the title)

Task 1 - Ask students to look at Task 1- Ask students to Task 1

- While students discuss, walk around the class to guide or supervise them and give them help if necessary

- Ask sts to check the trees and animals which can live in deserts

words explanation

eucalyptus date palm

- Work in pairs and discuss in about minutes

While-speaking

( 28 min.)

Task 2

Ask sts 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

(105)

whether they are clear about what they have to - Go around to supervise them Note down serious and common mistakes

- 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

( 10 min.)

Task 3

Home work

( min.)

- Ask the others to listen to their friends

- Listen to students attentively and pay attention to

the mistakes they have made

- After students finish, give them comments: correct some pronunciation mistakes they have made - Read aloud the words and ask the whole class to repeat

- Call 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

- 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.

- 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

C.Listening

I Aims

II Aids

- Handouts

III Procedures

Pre-listening

(6min.)

Warm up:

ask sts to answer the questions What is a desert ?

2 How is a desert formed ?

3 can human beings make a desert ?

Work in pairs

While-listening

(29min.)

Task 1

- Ask some students to give their answers If their answers are right, repeat them; if not give the

- Listen to the passage and answer the questions * Answers:

9. T

10. T

(106)

correct answers 12. F

13. T

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:

Task Ask sts 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

1 90 percent smaller plants prevent speading capital canals

Post-listening

(10min.)

- Ask students to After you read in groups _ discuss the questions in the book

wor in groups

- Students can write a report basing on the information given in the Table of Tango’ economic development in two decades

II Aids

(107)

Pre-writing (7min.)

- 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 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 (28 min.)

- 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

.

Questions

1 Where is th Sahara desert ? 2 Whwt is its total area / 3 How long is it ? 4 How wide is it?

5 What is its natural feature ? - Land

- Climate - sand -Table land

Wal kinds of trees can live in the Sahara desert ?

Post-writing

( 10 min.)

(108)

E.Language focus

I Aims

Pronunciation:

- Students can use the full and contracted forms of theauxiliaries pronunced

2 Grammar:

- Students know how to use “ so , but, however and therefore - Students revise information questions

-II Aids

III Procedures

Stages Teacher’s activities Students’ activities Pronuncia

tion

(7min.)

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

- Read the sound

- Read the sentences twice or three times - Read the sentences again

Grammar

(38min.)

Exercise 1

Explain how to use so or but

Can you tell me what the difference so and

but ? Give me some example

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 : xplain how to use however

- Give the answers

1 so 2 but 3 so 4 but 5 so 6 but 7 but 8 so

- give the answer 1 but

(109)

Go around to supervise them

Exercise 3

Add so , therefore , or however Note The use of therefore

Go around to supervise them - Ask students to exercise - 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

5 but 6 however 7 however 8 but Answer 1 therefore 2 so 3 so 4 therefore 5 however 6 therfore 7 so 8 howerver .

Unit 10 : Endangered species

A Language skills Reading:

- To help students gain some knowledge about endangered species

Students learn words and phrases in terms of plants and animals Speaking:

- Students can ask and answer about a picture

(110)

- Students learn more words and phrases in term of plants and animals Writing:

- Students can write a report basing on the information given in the Table of the Sahara desert

- Rhythm

2 Grammar:

- Students know how to use Modal verbs : may , might, must mustn't , needn't A Reading

Aims

- To help students gain some knowledge about endangered species 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 endangered species

Aids

(111)

Pre-reading

(4min)

Task 1 ( min.)

Task 2 ( 10 min.)

Task 3

- Greet Ss

1 Which of the folloing animals and insects are found in Vietnam ?

2 Which of them is / are in danger ?/

Endangered species

- 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

- rhinoceros - leopard - parrot - impact - enact -vulnarable - poriority - derive from - habitat

- Call 2-3 students to read new words again - Ask students to read the passage in silence - 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

- Let the whole class read the new words twice or

-Greet teacher

- Read the words

- Read the passage in silence - Do task

Answer : 1- d 2 e 3 a 4 b 5 c

(112)

( min.)

Post- reading

( 11 min.)

three times

- Go around to supervise students if necessary - Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers

- Ask students to After you read in pairs, scanning the text to find information to complete the note

- Give the answers: d

2 b a 4a d

- Students can ask and answer about endangered animals - Talking about the information of some endangered animals

II Aids

Pre- speaking

( min.)

Today, we learn Unit 10: part B Speakin

g(Write on the board the title)

Task 1 - Ask students to look at Task 1- Ask students to Task 1; Ask and answer the

questions

1 How you call ;Gau truc, Te Giac , Ho , Voi ,in English

2 Where does each of them live ?

(113)

3 Which of animals can use as pets or for food or medicine ?

4 Which of them is/ are in dangered ?

5 Can you guees the population of each species ? - Give comments, correct the common mistakes after they finish

While-speaking

( 28 min.)

Task 2

Ask sts to study the information in the box Word explanation

decline swamp bark

Work in pairs

-Ask sts to work in pairs to ask and answer questions about them

- Read the new words - Do Task in groups

S1 Where giant pandas live ? S2 In bamboo forests

S1 What is the population of pandas in the world?

S Only about 600 - Call one student to repeat the instruction to

check whether they are clear about what they have to

Post- speaking

( 10 min.)

Task 3

- Ask the others to listen to their friends

- Listen to students attentively and pay attention

to the mistakes they have made

- Call pair to role play in front of the whole class

- Ask the others listen attentively to their friends’

Work in groups : Take turn to give an oral report on the animals mentioned in task 2.

(114)

Homework

( min.)

dialogue and give comments or ask questions - Call another group if there is enough time - Give feedback and correct serious or common mistakes

- Prepare a presentation about the information about animals

- Listen to the teacher and note down homework

C.Listening

I Aims

II Aids

- Handouts

III Procedures

Pre-listening

(6min.)

Warm up:

Ask sts to dicuss and choose the best answer Aek sts to listen to the teacher and repeat some new words in the book

Work in pairs A

2 B D B C

While-listening

(29min.)

Task 1

- Listen to the passage and answer the questions

* Answers: A

2 B D B C

Task 2

Ask sts to complete the chart in the book - Go around to supervise students if necessary - Eliciting the answers from students, if their

- Listen again the third time to finish the task 1peaceful

2 plant-eating

(115)

answers are right, repeat the answers, if they are wrong, give them the answers:

5 in trees in grasses

7 forests being cut down

Post-listening

(10min.)

- Ask students to work in pairs to summarise the main ideas of the passage using the information intask and

work in groups

- Students can write a report basing on the information given to write about measures to protect endangered species and possible results

II Aids

III Procedures

Pre-writing

(7min.)

ask sts to speak something about some rare animals which are in dangered

-Ask some questions ; Why are they in dangered ? -what about their habitats ? - Are they in danger ofvanishing?

- Why are they in dangered of in nanishing?

Listen and answer the quetions

While- writing

(28 min.)

Task1

Ask sts to read task carefully and then suggest possible measures that should be taken to solve the broblems

- In troduce the Red-List

-Raise people's wareness of conversation needs

Ask sts to tak

.work in pairs

(116)

- Develop wildlife habitat resernes

-Stop people from throwing rubbish in to forests , cutting down trees, hunting animals for food, fur, skin or otherproducts

Task Ask sts to read the given sollutions again and then write a paragraph about measures for protecting endangered animals ( using the ideals discussed in Task Begin your paragaph with

There are anumber of measures tht should be taken to protect endangered animals

Post-writing

( 10 min.)

- Revise their description - Hand in their work

I Aims

Pronunciation:

- Rhythm

2 Grammar:

- Students know how to modals verbs: may , might , must , mustn't , needn't

II Aids

III. Procedures

Stages Teacher’s activities Students’ activities Pronunci

ation

(7min.)

Ask sts to practise reading the sentences in the book (paying attention to the stressed syllables )

- Read the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce

(117)

Gramma r

(38min.)

Exercise 1

Explain how to use may,might, must't needn't - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers

.

Exercise 2

Underline the correct altrmative in the sences Note : xplain how to use however

Go around to supervise them Exercise 3

Add so , therefore , or however Note The use of therefore

Go around to supervise them - Ask students to exercise - Go around to supervise them

- Give the answers

2 may, might wake 3 may , might bite 4 may, might need 5 may ,might slip 6 may ,might break

.

Unit 11 : Books A Language skills

Reading:speci

- To help students gain some knowledge about reading books habits

Students learn words and phrases in terms of plants and animals Speaking:

- Students can ask and answer about reading habits

- Students learn more words and phrases in term of reading habits

(118)

- Students learn more words and phrases in term of reading books

Writing:

- Students can write a passage describing abook

- Rhythm

2 Grammar:

- Students know how to use Modal verbs in pasive voice A Reading Aims

- To help students gain some knowledge about reading habits 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 reading habits

Aids

(119)

Pre- reading (4min)

Task 1 ( min.)

Task 2 ( 10 min.)

- Greet Ss

1 Do you often read books?

2 what kind of books you enjoy reading most ?

3 How you read books /

books

swalllowed digest reviewer chew

- Call 2-3 students to read new words again - Ask students to read the passage in silence - 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 - Let the whole class read the new words twice or three times

- Ask students to task in pairs - Go around to supervise students if necessary

- Ask representatives of pairs to give the

-Greet teacher

- Listen to the teacher and think about the topic - Answer teacher’s questions in pairs

- Read the words

- Read the passage in silence - Do task

Answer : nt chưng chÊm vµo nÕm khó tiêu hoá nhai

7 đặt xuống

- Do task in pairs - Give the answers: 1NI

(120)

Task 3 ( min.)

Post- reading ( 11 min.)

answers If students’ answers are right, repeat them, if not, give the right answers

- Ask students to task in pairs

- Go around to supervise students if necessary - Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers Ask sts to work in pairs or groups Find the names of types of boks in the square

- Go around to supervise students if necessary - Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers - Ask students to After you read in pairs, scanning the text to find information to complete the note

Give the answer a thriller

b romance c novel d science e craft f fiction g comic h biography

- Students can ask and answer about endangered animals - Talking about the information of some endangered animals

II Aids

Pre- speaking

( min.)

Today, we learn Unit 10: part B Speakin

g(Write on the board the title)

While-speaking

Task 1

- Ask students to look at Task

- Ask students to Task : complet the following conversation

-What sort of books you like reading ? - How you read books?

- When you often read books?

(121)

( 28 min.)

Task 2

Ask sts to ask and answer about each other's reading habits , using the questions in the conversation

Work in pairs

- Work in pairs and practise reading in about minutes

-Ask sts to work in pairs to ask and answer

questions about them - Do Task in groups

S1 Where giant pandas live ? ( 10 min.)

Task 3

Task

Homework

( min.)

- Ask students to Task : complet the following conversation

-What are you reading at the moment ? -Who is the main character?

- What is he like?

Ask sts to ask and answer about the book you are reading or you have read Note down the answer

Ask sts to work in groups

Report the resultto the group

Work in pairs.

Work in pairs

Work in groups

C.Listening

I Aims

II Aids

- Handouts

III Procedures

Pre-listening

(6min.)

Warm up:

Aek sts to listen to the teacher and repeat some new words in the book

listen to the teacher and repeat the words given in the book

While-listening

(29min.)

Task 1

- Ask students to listen to the passage the first time - Read the passage twice

(122)

1 B C A A A Task 2

Ask sts to complete the chart in the book - 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:

- Listen again the third time to finish the task family

2 strenghth humans journey pet

Post-listening

(10min.)

- Ask students to work in pairs to summarise the main ideas of the passage using the information intask and

- Ask one group to report what they have discussed - Give comments after they finish

work in groups

Writing I Aims

- Students can write a report basing on the information given to write about books - Students can improve their writing skill

II Aids

While-

writing Task1

Ask sts to read the questions in the books and put them under the correct headings

-General introduction

- Summary

(123)

-Conclution

Task

Ask sts to read task carefully and then ask and answer above quetons about a book you have read

Ask sts to tak work in pairs

Task Ask sts to read the given sollutions again and then write a paragraph about the book you have read recently baed on the results of task and task some sugggetions

- I've just read……… - It is ……… - It was written by……… - It is about………

- ………is / are the main charactr(s) -It is set in………

- Write the report

Post-writing

( 10 min.)

- Revise their report - Hand in their work

I Aims

Pronunciation:

- Rhythm

2 Grammar:

- Students know how to modals verbsin passsive voice

II Aids

(124)

III Procedures

Stages Teacher’s activities Students’ activities Pronun

ciation

(7min.)

Ask sts to practise reading the sentences in the book (paying attention to the stressed syllables ) - Read the second time for the students to repeat - Ask 2-3 students to repeat, correct their mispronounce

- Read the sentences

Gramma r

(38min.)

Home work

Exercise 1

Explain how to use modals verbs in passive voice - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers

.

Exercise 2

Ask sts to complete the given conversation with the suitable passive form of the verb in brackets - Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers

Go around to supervise them

Ask sts to exercised in the workbook

- Give the answers will be prepared

is food going to be cooked…….? will be pre-pacaged

4 can be wared

5 should food be chosen have to offered could be selected ought to be made

(125)

Unit 12 : Water sport A Language skills

Reading:

Speaking:

- Students can ask and answer about sports

Listening:

- Students can improve their listening skill : they can understand the passage about water sports

Writing:

- Students can write about instructions

- Elision

2 Grammar:

- Students know how to use Transitive and intransitive verbs

A Reading I Aims

context II Aids

Pre-reading (4 min.)

- Ask students to look at the picture, page 119and ask:

-Can you name the sport in the picture? -Where is it played ?

- How people play it ?

- Introduce the lesson

- Ask students to look at the questions in Before you read, page 119, working in pairs to discuss the question in Before you read:

- Call a pair to report their discussion

- Look at the picture and answer the questions:

(126)

While-reading

(30 min.)

Task 1

Task 2

- vertical

- cap

- sprint

- opponent

- punch

- Call 2-3 students to read new words again - Ask students to read the passage in silence - Ask students to Task 1:

Find the words in the passage that can match with the definition on the right column.

-Ask students to discuss the answers in pairs - Ask individuals to the Task

7 eject 8 sprint 9 foul 10 penalize 11 tie 12 opponent

- Check students’ understanding of the words by asking them to give the Vietnamese equivalents - Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again - Ask students to task in groups:

Answer the questions according to the passage.

- Go around to supervise students if necessary - Ask representatives of groups to answer the

questions If students’ answers are right, repeat them, if not, give the right answers

5 Where can people play water polo? 6 Where is the ball when the game start / 7 How can the ball be advanced?

8 Which players are allowed to hold the ball with both hands?

9 What happens to the player who commits five personal fouls/

10 How long does the game of water polo usually ?

- Read the words

- Read the passage in silence - Do the task

- Write down the answers

- Read the words - Do task in groups

- Answer the questions

(127)

Task 3

- Ask students to After you read in pairs:

Scan the text to find information to complete the note.

Ask

.

Post-reading

(10min.)

Home work

( min)

What are the advantages of robots? What are the disadvantages of robots?

(write the answers on the board)

- Ask one group to report what they have discussed - Give feedback and correct some serious or common mistakes

- Read the passage again

- Emphasize words and structures in the passage

- Do After you read 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

- Report what they have discussed - Listen to the feedback and correct their mistakes

(128)

B Speaking

I Aims

- Students can ask and answer about changes of people and the world in the future

II Aids

III Procedures

Warm up

( min.)

While-speaking

(28 min.)

Task 1 (13 min.)

- Tell students a riddle + Ask students the question:

-Do you like sport ?

- What kind of sport you like ?

- scuba-diving

- -windsurfing

- synchronized swimming - rowing

- Call 2-3 students to read new words again - Ask students to look at Task

Ask sts to work impairs : Look at the pictures and match the names with the appropriate water sports 1- swimming

1- water polo

3- synchronized swimming 4- windsurfing

6-rowing

- 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

- Ask students to Task in pairs, k at the table and talk about each of water sports

Example ;Water polo is played in a pool It is

- Listen to the riddle - Answer the question

(129)

Task 2 (16 min.)

Post-speaking

played with aball and people play it in a team

- 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)

-Read the example - Do Task in pairs

- Work in pairs

- Report what they have talked - Listen to the teacher and correct the mistakes

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

- Listen to the teacher - Do Task in pairs

- The others listen to their friends to make clear about what they have to

- Some pairs report - Repeat after the teacher

(130)

( 15 min.) Task 3:

- 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

(131)

- Students can improve their listening skill : they can understand the passage about life expectancy

II Aids

- Handouts

III Procedures

Stages Teacher’ activities Learners’ activities

Warm up

( min.)

Pre-listening

- 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 question, if it is a lucky number, that team will get points

- Let Ss play

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

- incredible(adj ): impossible or very difficult to believe

- Listen to the instruction

- 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

(132)

While-listening ( 28 min.)

Task 1 ( 16 min.)

Task 2 ( 12 min.)

Post-listening ( 10 min.)

- 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

- 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

- Ask them to listen again the second and the third time to finish Task 2: answer the questions

4 What are factors that help people have longer life expectancy according to Dr Davis?

5 Which factor is the most important one? Why?

6 What will we have been able to about

- Read the statements in Task - Listen to the passage and answer the questions

2 F(Some scientists can predict) F(Because we look after

ourselves, eat more healthily, cut down on things like butter, alcohol and cigarettes)

6 F(80) T T

- Listen again the third time to finish the Task

4 Eating more healthily, cutting down on things like butter, alcohol and cigarettes The development in medical

science

(133)

AIDS in ten years’ time?

- 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)

- Ask one group to report what they have discussed - Give comments after they finish

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

Games

Lucky number

15 Pessimists: a person who always thinks that bad things will happen or that sth will be not be successful

16 Lucky number

17 Economic depression: a period when the economic situation is bad, with little business activity and many people without a job

18 Terrorism: the killing of ordinary people for political purposes

19 Lucky number

20 Wipe st out: to destroy sth completely 21 Corporation(n): a large business company

22 Lucky number

23 Chore(n): a job that is not interesting but that you must 24 Burden(n): something that is heavy and difficult to carry

25 Influence(v): to have an effect on or power over sb/sth so that he/she/it changes

26 Lucky number

(134)

D Writing

I Aims

II Aids

III Procedures

Stages Teacher’s activities Students’ activities

Pre-writing

( 10 min.) Task 1:

- 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: sù ®e do¹

cđa chđ nghÜa khđng bè

- Live in harmony: sèng hoµ thuËn

- Live in clean healthy environment: sống môi trờng sạch, lành m¹nh

- My main desire is …: mong íc, khát vọng

- Materialistic (a): theo chđ nghÜa vËt chÊt, nỈng vỊ vËt chÊt

- Call 2-3 students to read new words again - Ask students to read the passage to analyze it - Ask students to discuss the answers to the questions in pairs

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? - Ask students to Task individually

¦rite about the ideal world in which you would like

- Read the words

- Read the passage to analyze it

- 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

(135)

While-writing

( 20 min.) Task 2

Post-writing

( 15 min.)

to live in the year 2020 using the ideas you have discussed in Task

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 - Ask students to revise their description - Ask students to hand in their work to mark

- Do Task individually - Write the description

- Exchange the writing - Revise their description E Language focus

I Aims

1 Pronunciation

Grammar

- Students know how to use some preposition phrases

II Aids

III Procedures

Stages Teacher’s activities Students’ activities

Pronun ciation

( min.)

Listen and repeat

Practice

Grammar and

- Pronounce the auxiliaries both contracted forms and full forms for students to recognize the difference

- Pronounce the second time for the students to repeat

- 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

- Ask students to look at examples in exercise

- Read after the teacher

- Read the sentences again

(136)

vocabulary

(38 min.) Exercise 1

(20 min.)

Exercise 2 (18 min.)

- Ask students to exercise 1: combine the sentences with although / even though

- Revise the use of articles

- Ask students to Exercise

Put a/an , the or No article ( #) in each space.

- Do Exercise

12 in (in time for = early enough) (“on time” doesn’t go with “for” or “to”)

13 of

businessman, on business = to go on business).

15 At 16 to 17 in 18 about 19 for

20 between, opposite

21 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

UNIT 13 : THE 22nd SEA GAMES Lesson 1: Reading

I Aim: By the end of the lesson, ss will be able to - Scan for specific information

(137)

II Teaching aids : pictures, posters

III Stages

Time Contents T’s acts Ss’acts

4’

14’

I Warm up : Chatting

(Picture)

1.What event was it ?

2.Where you think the event took place ?

3.Which sports you think are the strongest of Vietnam?

II Pre –reading

 Vocabulary to host

to compete

 competitor (n) to impress

energetic (adj) composed (adj) facility (n) Checking R & R

* Task 1 Matching

A

1.The 22nd SEA Games were held in Vietnam from

2.Thailand was ranked second with

3.Singapore and Vietnam had participants who were awarded the Most Outstanding Athlete tiltes in

4.A plan has been proposed for Vietnam to host the Asia Sports Games at

B a.90 gold medals

b.the Swimming and Shooting Events

c.the 5th to 13th December,2003.

d.some point in the future

e.a big sports event Keys : 1c-2a-3d-4d

III.While –reading

 Task

Give the vietnamese equivalents to the following words and phrases.(p140) Keys: 1.Nguoi say me the thao

-showing the picture of the 22nd SEA Games and Asking some qs

-leading in

-providing the new words

-showing the poster

-asking ss to close the book -asking ss to work in pairs

-asking ss to open their book to read and check the predictions

-giving the direction -asking ss to work in pairs -feed back

-asking ss to work in groups -feed back

-taking part in

-listening & repeating

-looking -closing the books

-pairworking

-predicting

-opening the books to read and check

-groupworking

(138)

20’

6’

2.Doan ket 3.Danh hieu 4.The duc the hinh 5.Tinh than cao 6.Dong bao

* Task 3

Answer the questions (p140) Keys :

1.It was solidality,cooperation for peace and development

2.444 gold medals were won at the S.G

3.The Vietnamese Women’s Football team successfully defended the SEA Games tilte

4.The Thai Men’s Football team won the gold medal

5.It was because firstly, to prepare for the 22nd SEA Games,Vietnam carried out an intensive programme for its athletes,which included training in facilities,both home and abroad; secondly with the strong support of their countrymen ,the Vietnamese athletes competed in high spirits

IV.Post-reading (Exhibition)

Name some of the Vietnamese athletes you love.Say what they are famous for,and what aspects of sportmanship you admire (fairness, respect, generosity )

V.Homework

Revise voc and the main ideas Prepare next part ( Speaking)

-asking ss to work in groups and take notes their ideas

-giving comments

-giving the direction -helping

-asking each group to choose the MC -giving comments

-discussing to answer the qs

-saying out the answers -writing on the board

-copying down

-discussing -writing on the posters

-showing on the board -going around to look over

UNIT 13:THE 22nd SEA GAMES

(139)

I Aims : At the end of the lession , ss wil be able to be expected to report some of the records at the 22nd SEA Games the sports results of the match.After that, they can use it in the real life

II Teaching aids : pictures , wallchart ,

Teaching method :

III Stages:

Tim

e Contents T’s activities Ss’activities

8

10

20

7

I.Warm up Pyramid

( each picture = 10 ms )

II.Pre-speaking Listen and repeat

Athletics Marathon Boonthung Erni Amri Ruphai Yurita Maria Dannal Febri

III.While-speaking LUCKY STARS Task 2

( These are some sports got the records at the 22nd Sea Games.Here is the table of the records.)

Example : Boonthung, the Thai,won the men’s 200 metres.He ran 200 metres in 20.14 seconds….

IV.Post-speaking

Task Step by Step

(Make a report on the sports results,using the

-dividing the class into groups -asking the presentative of each group to pick one picture -declaring the winner

-asking ss to work in groups of ss

-running through the table -giving the direction -giving the model -going around to help ss -asking some ss to report -giving

Comments

-asking ss to work in groups of ss

-running through the table -giving the model

-giving the direction -checking

-giving ss minutes to work -calling some ss to report in front of the class

-giving comments

(140)

information in the scoreboard.)

Example: Vietnam and Myanmar played in the Women’s Football Final The Vietnamese team won the gold medal.The result (The score ) was 2-1.

…………

V Homework

Unit 13 THE 22nd SEA GAMES

Lesson 3: Listening

I Aim: By the end of the lesson, students should know more about the athletes’ record in the 22nd Southeast Asian Games as well as their jobs when the Games are over

II Skill: Listening and answering questions; deciding on True/False statements

Method: Communicative approach

III Teaching aids: textbook, tape, cassette player, pictures,

IV Procedure.

Time Contents Teacher’s activities Ss’ act

3’

4’

7’

4’

10’

* Warm – up:

Tell some games which are competed in the 22nd Sea Games

* Pre - listening

Work in pairs Ask and answer the following questions

 Vocabulary clear (v) (picture) break (v) (explanation) be over : end (synonym) deal (n) (translation)  Listen and repeat (P.142)

* While – listening.

Task 1: Listen to the first newspaper article about Amnat, the winner in the 22nd Southeast Asian Games Pole Vaulting competition, and choose the correct answer

- says

- introduces new lesson

- gives instruction - explains

- calls ss to answer

follows steps to present new words

- reads firstly and asks ss to repeat or times

- corrects mistakes if necessary - runs through the words - gives instruction

- asks ss to read the sentences

listen speak

listen pairwork speak listen repeat copy

(141)

1 Amnat won gold medal(s) in the Pole Vaulting competition

A ten B one C three D four He comes from

A Singapore B.Indonesia C ThailandD Malaysia

3 He cleared metres

A.4.40 B.4.18 C.4.08 D 4.80 4.The Sea Games record was

A 5,50m B 5,15m C 5,05m D 5,35m

Key: 1B 2C 3D 4C

- plays the tape times - calls ss to give answers - gives feedback

- read - listen speak

Time Content Teacher’s acts Ss’ acts

10’

1’

Task 2: P 143

Key: 1T 2F 3T 4T 5F

* Post listening: P 143

Work in groups Discuss the following question: Which Vietnamese footballer(s) you like best ? Why ?

* Homework:

Prepare writing

- explains

- asks ss to read the statements and guess whether they are True or False in pairs

- plays the tape times - calls ss to give answers - gives feedback

-explains

- goes around to check

- call ss to present in front of class

read guess pairwork listen speak

speak groupwork

Unit 13 THE 22nd SEA GAMES

Lesson : Writing.

I) Aims: Describing a Sporting event (a football match)

II) Teaching aids: teacher’s book, text book

III) Stage:

Time Contents Teacher’s activities Ss’ act

5’ I) Warm up: “Hat magic”

This is a kind of Sport that is well-known in the world

- Gives the introduction to play this game

- Divides class into proups

- Asks students to guess the name of the Sport

- Shows the picture of a football team and asks “who are they?”- How many people are there in a football team? - To have a match what must we do?

- listen - A B - Guess

(142)

5’

10’

15’

8’

2’

II) Pre – writing

* Task 1: Arrange these questions in the suitable sections

A) Introduction

4

B) Details of the match

6 10.

C) Conclusion

2

* Task 2: Ask and answer the above questions

* Useful language

III) While writing:

* Task 3: Write a description of the football match mentioned above

IV) Post – writing:

V) Homework:

- Have you ever seen football match? - How is the football match process? - Asks students to work in groups of four - Writes these questions in the cards and gives each group a card

- Asks students to discuss in groups and decide section

- Checks

- Asks students to work in proups of three (talk about the match you saw) - Goes around for helping

- Calls one of these groups to go to the board and write the anwers

- Checks

- Helps students to understand clearly about meaning of these words or phrase of words

- Asks students to write individually Using the answers and language in the box, or in task

- receives the writing

- exchanges the writing each other to correct

- Gives the explaination to correct + Ideas

+ Contents + Grammar + Spellings

- Asks students to rewrite the description and prepare language focus

(invite another team, give reason, time, place …) - Answer - Answer - Group work - receive

- Discuss and stick in the section that they think it suitable - take note

- work group - One asks, one answers and one takes note

- write on the board

- take note - listen and ask

- Individual student writes

(143)

- Rewrite the description of the football match at home

- Prepare langguage focus

correct - Correct

- listen and take note

Unit 13: THE 22nd SEA GAME

Lesson : LANGUAGE FOCUS * Objective:

I Aim: - Sts can practise linking

- Sts review and practise: Double comparison

II Teaching aids: Text book, projector, pictures (if possible)

III Procedures:

Time Content Teacher’s activities Sts’ activities

4’

5’

15’

I/ Warmer: using pictures Where does she come from? She comes fromVAustralia What is she doing?

à She is taking partVin an English speaking club

II/ New lesson:

1/ Pronunciation: Linking - ThinkVof you!

- GiveVup smoking!

* Form: -Consonant + vowel -Vowel + vowel * Practice: (page 145) ……lookVat……… …… tookVoff…… …… quiteVold…… …… fromVAustralia…… 5………friendsVin……… 6……… 2/ Grammar:

* Pre-vocabulary:

One syllable Many syllables Tall

Fat Hot Warm Cold

Comfortable Studious Intelligent Beautiful a/ Situation 1: Using sub- board * What will happen with Mai?

Everyday, “ I eat loaves of bread, I have

-Stick picture -Call a good student -Checking

-Read linking

-Using the picture (card) -Explaining

-Running through

- Read each sentence or times - Explain the difference of “one or two syllable”

- Stick

-Look at the picture -Answer the question -Listening

- Choral - Group - Individual

- Repeat - Individual

- Look - Read - Individual

(144)

15’

meat, chicken and a little rice for lunch I drink a lot of milk in the evening I don’t like fruit and vegetables”

* Mai will get fat

àMai is getting fatterandfatter

àThe more she eats, the fatter she will become

b/ Situation 2:

* How is the prize of travelling?

“Two years ago, I went to HaNoi by plane I spent 600.000 dong for the return ticket Now, everything is different It takes me nearly 1.000.000 dong to fly there”

* Travelling by train is becoming more and more expensive

- The more expensive travelling is, the more boring passengers become

*Form: - Short adj:

short adj + er and short adj + er -Long adj: more and more + adj -Short adj:

the adj + er, the adj + er - Long adj:

the more + adj, the more adj * Examples:

-The weather gets warmer and warmer -He is more and more studious -The darker it gets, the colder it is

-The more difficult the lesson is, the more dispirited the students

3/ Practice:

a/ Exercise 1: Matching (page 146)

* Keys: – c ; 2- e ; – a; – b; – d; – g; – f

b/ Exercise 2: Using the structure comparative and comparative

* Keys:

1……shorter and shorter 2……more and more expensive 3……worse and worse

4……more and more complicated 5…….better and better

6…….more and more active 7……more and more difficult ….closer and closer c/ Exercise 3:

Using the structure the + comparative, the +

- Cues - Explaining - Correcting - Cues

- Explaining - Correcting

- Explaining

- Call sts go to the board

-Using sub-board -Running through - Checking the right

- Call sts go to the board -Correcting

-Call sts go to the board -Checking

-Call sts go to the board

- Pay attention - Put the sentence on the board

- Pay attention

- Go to the board

- Copy

-Give example

-Copy down

-Working in pairs

-Open the book -Write the sentences

(145)

5’

1’

comparative *Keys:

1 ….the better I feel

2……the faster you will learn 3…….the more impatient he became 4……the higher your bill will be 5……the better the service 6…….the more I liked him ….the more you want

III/ Complete each of the following sentences:

1 Mr Nam / faster / drives / and / faster / Jane / beautiful / become / more and more / They / get / the fatter / the weak / they / feel /

4 The lesson / is / the more difficult / we try / the harder /

IV/ Homework:

- Learn by heart “Double comparison” - Prepare the next lesson

-Checking

-Using the sub-board -Call sts practice -Correcting

-Write on the board

-Working in group of

-Stick on the board

-Copy and carry out

Unit 14 INTERNATIONAL ORGANIZATIONS Lesson 1: READING

I Aims

 To help students gain knowledge of some international organizations and

their roles in the world

 To enable students to read for gist and to scan for specific details

II Method and teaching aids: Integrated, mainly communicative

Pictures of the logos of relevant international organizations III Procedure:

Time Teacher’s Activities Students’ Activities

Warm-up (5 mn)

Teacher (T) guides students (Ss) to look at the logo of the United Nations and those of some other organizations and answer the guiding questions

1 What organizations these logos represent?

What roles they play in the world?

Students look at the pictures and answer the questions based on their background

knowledge

1 The United Nations, the United Nations Children’s Fund, World Trade

Organization, World Health Organization, etc

(146)

Pre-reading (20 mn)

a) T has Ss work in pairs, match the logos with corresponding names and then read the names of the organizations aloud b) T has Ss discuss in pairs and find out the difference in meaning between ‘abbreviation’ and ‘acronym.’

Ss sit in pairs and the task assigned by T

Answer

D E F A C B

Students work in pairs and task b)

Answer

 acronym: a word formed from the first letters of the words that make up the name of something

Example: World Health Organization = WHO, pronounced / hu: /

 abbreviation: short form of a word Example: UN, pronounced /ju: ‘en /

1 United Nations: UN (abbr.) /ju: ‘en / (Liªn hiƯp qc)

2 United Nations Children’s Fund: UNICEF (acr.) /ju:nisef/ (Quỹ Nhi Đồng Liên Hiệp Quốc)

3 Food and Agriculture Organization: FAO /,ef ei ‘ou / ( Tổ chức lơng thực Nông nghiệp giíi)

4 World Health Organization:WHO /hu:/ World Trade Organization:

WTO / ,d blju: ti: ou/ (Tæ chức th-ơng mại giới)

6 International Civil Aviation Organization: ICAO /ai si: ei ou/ ( Tỉ choc hµng không dân dụng Quốc tế)

While-reading(45 mn)

a) Find the words in the reading which mean: T has Ss work individually, the task by looking through the text and find the meanings of the words in context,

then the matching task

Ss work individually, then compare their answers in pairs

Answer

permanent (par A) eligible (par A) promote (par B) regulations (par B) mandate (par D) originate (par D) regulate (par F) b)

T has Ss work in pairs, read each paragraph to scan for specific information, then write the names of the corresponding international organization

Students task b)

Answer

Paragraph A: UN Security Council

Paragraph B: International Civil Aviation Organization

(147)

Paragraph D: Food and Agriculture Organization

Paragraph E: World Health Organization Paragraph F: World Trade Organization

Ghi chuự: UN Security Council = Hội đồng Bảo an Liên hiệp quốc

c)

T has Ss work in pairs, read the functions or activities listed in the left column, then write the corresponding international organizations in the right column

Students task c)

Answer

1 UN Security Council ICAO

3 UNDP WTO FAO WHO Post-reading (18 mn)

T has Ss sit in groups of four and discuss what the above mentioned

international organizations have done in Viet Nam

Homework: (2 mn)

Ss discuss the roles of the above mentioned international organizations in Viet Nam

Unit 14 : INTERNATIONAL ORGANIZATIONS Lesson 2: Speaking

I Aims

- To help students gain knowledge of some international organizations and their roles in the world - To enable students to talk about international organizations

- Report on discussion results

II Method and teaching aids: Integrated, mainly communicative

Pictures of the logos of relevant international organizations III Procedure:

Teacher’s Activities Students’ Activities

Warm up: (5mm) Use the Photos:

- Makes the questions & ask SS to answer - lead to the new lesson

- Look at the photos - Answer the questions

Pre-speaking: (10 mm) a Vocabulary:

- establish (v) - (to) build

- attainment (n): accomplishment & achievement - carry out (v):

- advocate (v): to recommend or support sth - endanger (v): to cause danger to sb/sth

(148)

b Checking: ROR

* Discuss the questions (page 155) What does WHO stand for?

2 When was WHO established? What is its major objective? What are its main activities?

-Individuals

Students work in pairs and task 1)

Answer

1 Who stands for the World Health Organization It was established on April 1948

3 Its major objective is the attainment by all peoples of the highest possible level of health Its main activities are carrying out research on medical development and improving international health care

While-speaking: (20 mm) Task 2:

- Ask SS to ask and answer about the International organizations.(UNICEF & WWF)

Task 3: Tell a partner what you know about one of the above mentioned international organization Use the information from Task and

- Work in pairs & task (P.156) able to base on task

- Work in groups - Give feed back Post-speaking: (8 mm)

Report to the class

-Ask Ss to tell what they discuss

- Report in front of class Homework: (2 mm)

Rewrite the international orgainizations

-Do at home

Unit: 14: INTERNATIONAL ORGANIZATION

Lesson: Listening

I Aims

- By the end of the lesson, Ss will able to get information about the United Nation - Developing skills : Multiple – choice questions and Gap – filling

-II Method and teaching aids : Textbook, pictures, cassette player, tape III Procedure :

Time Stages Teacher ‘s Activities Students’ Activities

3’

10’

I/ Warm- up: (Picture on P 156) Questions

1/Where is building?

2/ How popular is the United Nations ?

II/ Pre- listening:

- Ask questions - Help Ss answer the question

- Follow the steps for

- Give their answers - Take some notes

(149)

10’

15’

5’

2’

Vocabulary: Listen and repeat: (P 157) - leader (n)

- goals and purposes (n) - to work together for - be at war

III/ While- listening: (P 157)

Task 1 : Listen and circle the best answer: Key :

C D C

Task 2: ( P 157) Key:

solve international problems the UN

3 in its goals at war independence IV/ Post- listening:

- UN: United Nations

- UNICEF: United Nations International Children’ s Emergency Fund

- WHO: World Health Organisation V/ Homework:

Writing:

What you know about the United Nations ?

presenting vocabulary

- Play tape or times - Play tape one more times

- Call some Ss to answer - correct

-Explain some new words - Play tape times - Correct

- Help - Explain

- Give assignment

- repeat

- Give meaning - Write down - Copy down

- Read or minutes - Correct the answers with their classmates

- Give their decision - Take notes

-listen - Do the task - Give the answer

-work - Take notes

- Copy

Unit: 14: INTERNATIONAL ORGANIZATION

Lesson : Writing

I Aim : By the end of the lesson, Ss will able to write a short description of an international organisation II Method and teaching aids : Textbook, pictures

III Procedure :

Time Stages Teacher ‘s Activities Students’ Activities

(150)

3’

10’

15’

5’

2’

P 152)

II/ Pre- Writing:

Vocabulary:

- have an opportinities (v.ph) - research on (v.ph) - be good at (v.ph) - charity (n)

Task 1 : Discuss the question ( p 158) Model :

Ss 1: Which international organisations would you like to work for , WWF, WHO, UN ?

Ss2: I like to work for WHO

Ss3: Why you choose to work for WHO ? Ss2: Because I like biology and I’m very good at it If I work for WHO , I will have a chance to much medical research and help improve

international health care I will meet people from difference countries in the world and I will speake English at work

III/ While- Writing: (P 157)

Task : ( P 158) Model :

I like to work for the WHO for the number of reasons First, I really like biology and I’m very good at it If I work for WHO , I will have a chance to much medical research and help improve international health care Second, I will meet people from difference countries in the world and I will speake English at work Third , ……

……… ……… ………

IV/ Post- writing:

V/ Homework:

Write a paragraph of about 100 words expressing the reasons why you choose the organisation ( WWF,WHO, UN,ASIAN )

related to - Help Ss

- Follow the steps for presenting vocabulary

- Ask Ss to work in group

- Go around for help voc , grammar

- Call some Ss to make conversation

- correct

- Give instruction - Make a model - Go around for help

-Call some to check - Correct

- Remark

- Give assignment

- Take some notes

-Listen - repeat

- Give meaning - Write down - Copy down

- Work in group of

- Discuss

- Take notes

-listen - Take notes - Do the task - Practise writing - compare their writing

Present - Take notes

- Copy

(151)

Unit 14: INTERNATIONAL ORGANIZATION Lesson : Language focus

Aim: Intonation : The falling tune

Gram / Structure : Phrasal Verbs

Aids: Textbook, lesson plan

Procedure:

Time Content Teacher’s activities Students’ activities

WARM-UP :

INTONATION :

Eg : - What you think of it ? - What does ASEAN stand for ?

The falling tune

GRAMMAR : Eg :

after chăm sóc for tìm kiếm up tra từ từ điển

look into nhìn vào out nhìn ra,

- giving some examples related to the intonation and reading them as the samples, then asking Ss the question “What intonation can I use in here : the falling tune or the rising tune ?”

- giving the introduction

- reading from sentence to as models

- listening to Ss exactly, then correcting them

- giving some examples related to the PHRASAL VERBS

- giving the introduction and definition

- listening to T carefully,then nswering T’s questions

- listening to T carefully, then repeating them individually

(152)

nhận biết

at nhìn, ngắm down nhìn xuống

 Phrasal Verbs : cụm động từ theo sau giới từ định để có nghĩa khác (learn by heart)

Answer keys : Exercise :

give up look up fill in Turn off turn on fill in take off go on wash up 10 Put on Exercise

up

out down around away on down up 10 on Exercise :

look after

takes after try out got over went off held up HOMEWORK :

- supplying Ss the meanings of the given phrasal verbs in the box before asking Ss to exercise 1, 2,

- writing Ss’ answers on bb, then correcting them

- asking Ss to learn by heart the phrasal verbs and preparing Unit 15 – READING

- taking notes, then completing,

comparing and answering them

Unit 15: WOMEN IN SOCIETY

Lesson : Reading

I Aim: By the end of the lesson, students can:

+ use dictionaries to look up the meanings of the words + make intensive reading to find out information in the lesson + practice reading skills such as skimming, clustering

(153)

III Aids: Lesson plan, textbook, available pictures, prepared pictures, other materials

IV Procedures:

Time Content Teacher’s activities Students’

activities 3’ 3’ 8’ 8’ I:WARM-UP:

Short conversation with a school girl about her/her mother’s daily routines, activities at home and in society.

II: PRE-TEACHING:

A: Pre-reading:

Look at the pictures and answer the questions that follow: (page 162)

a) How many roles does this woman have? b) Is her life typical of a Vietnamese woman’s

life? Why / Why not?

c) In your opinion, what is a typical Vietnamese woman like?

B: Pre-teaching vocabulary:

 civilization (n)  civilize (v)

 deep-seated (adj): ăn sâu (vào tiềm thức),

lâu đời.

 involvement (n)  involve (v)

 Age of Enlightment (n.p): Thời đại khai

sáng

 philosopher (n) : nhà triết học

 pioneer (n): a person who is the first to

something.

 advocate (v): agree, support: tán thành  disciminate (v) discrimination (n)

III: WHILE-READING:

Read the passage and the tasks as orders below:

Task 1: Read the passage quickly and give the Vietnamese equivalents to the words and phrases. (page 163)

*(Students can use dictionaries to look up the words’ meanings)

Key:

1: văn minh nhân loại 2: việc sinh con, việc mang thai 3: tham gia

4: thời đại khai sáng

5: niềm tin ăn sâu vào tiềm thức 6: việc chăm sóc gia đình

7: lực trí tuệ

8: hội việc làm bình đẳng

Task 2: Read the passage carefully and choose

Making questions

1 Showing the pictures Asking

2 Asking students to look at the pictures at page 162 making questions. Translation Translation Translation Translation Translation Explantions Synonym Translation Giving instructions

Asking students to individually.

Calling students to give the key

Giving the suggested key.

Giving instructions Asking students to in pairs.

Calling students to give

Giving answers

Looking at the pictures and answering the questions made. Following Listening and repeating Copying. Listening Reading Doing the task 1.

Giving the key.

(154)

Time Content Teacher’s activities Students’ activities 8’

4’

5’

1’

the best option for each question (page 164) Key:

1:C 2:D 3:C 4:B 5:A

Task 3: Read the passage quickly and choose the

best title for the passage (page 165)

Key: C: Women’s Rights.

IV: POST-READING:

A: Work in groups Summarise the reading passage by writing ONE sentence for each paragraph

Suggested key:

1 In the past, women were restricted to the role of mothers and wives due to the widespread doubt about their intellectual ability.

2 The struggle for the women’s rights began in the 18th century as European political

philosophers believed that women should be treated equally.

3 Women now enjoy important legal rights such as equal work opportunities and equal pay, the right to vote and to gain education.

B: Suggest a typical Vietnamese woman by your own thoughts.

V: HOMEWORK:

 Study by heart vocabulary.  Preview the next part (Speaking).

 Write a short passage about your thought of

your female idol

answers

Giving instructions Asking students to in groups of or 4.

(Teacher’s explanations)

Giving instructions Asking students to in groups of or 4.

Giving command Giving comment

Giving assignment

Reading.

Giving answers. Following and taking notes.

Reading. Choosing the title for the passage

Reading. Writing

Giving answers.

Listening and taking notes

UNIT 15 : WOMEN IN SOCIETY

LESSON 2: SPEAKING

I Aims : By the end of the lesson, students will be able to improve their speaking skill and know some expressions to give the opinions

II Skill : speaking

III Vocabulary: noun, verb, adjective

IV Teaching aids : pictures, posters, textbook…

(155)

Time Content Teacher’s activities SS’activities

4’

10’

15’

I. WARM-UP : Matching game

A B C

D E 1.Washing the dishes Washing the clothes Cleaning the house Cooking the meal

Going to the supermarket

* Keys: 1.E 2.D 3.B A C II. PRE -SPEAKING:

* Pre – teach Vocabulary:

+ neglect (v): l·ng + rear (v): nu«i dìng + slave (n) : n« lƯ +nonsense(n) : sù v« lí

+ rubbish (n): vËt vô giá trị

* Task : Study the expressions and practise saying them aloud ( p 165)

+ Giving your opinion + Strongly agreeing + Partly agreeing + Disagreeing

+ Strongly disagreeing III.WHILE – SPEAKING :

Task : Read and respond to these

statements Begin your responses with one of the expressions in Task (p 164)

- Dividing class into2 groups.

- Giving the instruction

- Checking and correcting

- Deciding the winner

-Eliciting new words - Situation

- Example - Picture

- Translation - Synonym

-Giving some expressions to express the opinions

- Explaining

-Asking ss to practise saying them aloud

- Asking ss to work in pairs and respond to these statements in 10’ - Calling some pairs to demonstrate

-Listening to T’s instruction

- Matching the picture with the number - Checking

-Listening T’s instructions.

- Giving Vietnamese meaning.

- Copying down

- Listening and repeating

- Listening to T ‘s explanation -Copying down

- Practising

- Working in pairs in 10’ - Expressing

(156)

15’

1’

IV.POST – SPEAKING:

Task : Discuss whether you agree or disagree with the following statement and give explanation (p166)

V HOMEWORK:

- Review the learnt lesson - Prepare the next lesson

- Explaning the task & giving example

- Asking ss to work in groups of and discuss the statement

-Calling some ss to demonstrate in front of class

-Writing on the blackboard

- Listening T’s explanation

-Working in groups of 4 - Discussing

-Demonstrating

-Taking note

Unit 15: WOMEN IN SOCIETY

Lesson : Listening

I. Aims: by the end of the lesson, SS will be able to get a general view about a day of African Women

and improve listening-skill.

II. Skills : listening,Writing and Speaking

III. Vocabulary : saying,hold-up,agricultural,firewood,respect and africa IV. Teaching aids : cassette,picture,poster and text

Procedures

Time Contents Teacher’s activities Student’s activities 3’

12’

I/Warm-up(some picture)

Matching

a. 1.Vacuum cleaner b. 2.Washing Machine c. 3.Electrict cooker d. 4.Gas stove

II/ Pre-listening Discuss the question

Is the life of a city woman easier than that of a village woman nowadays ? why ?

* Pre teach-Vocabulary -saying

-hold-up -argricultural -firewood -Africa -respect

- T sticks poster on the board

- Asking ss to devide the class into teams

-T corrects & decides what team is the winner

- T asks Ss to work in pairs and answer the question

-T asks Ss listen and repeat -T explains fast meanings and use of it

-Ss look at the board -Ss match

-Work in pairs and answer question

-Ss listen & repeat

(157)

15’

13’

2’

-two-thirds -three-fourths

III/ While-listening Task 1.(page 167) Key:

1 2 3 4 5

B C C A B

Task : Listen again then answer (poster)

Key :

1 40 %

2 They earn nothing for doing their domestic work

3 They produce more than half of the food

4 80 % 5 At 4.45 am 6 At 9.30 pm

IV/ Post-Listening(poster)

Complete the table about a day work

An African woman A Vietnamese woman

FOOD % %

FARMWORK % % TIME BEGIN % % TIME FINISH% %

V/ Homework

- Learn by heart vob & expression -Practice listening again

-Prepare the writing

-T explains the request of the task & asks Ss to it - T plays the cassette player two times

-T asks Ss to answer by oral talk

-T correct

-T guides Ss to look into the task and guess the answer before listening

-T plays the cassette player two times

-T plays the cassette one more time and stop after each question

-T go around to help ,if necessary

-T corrects

-T asks Ss to look at the poster & works in pairs to compare about a day work of An africian woman with A vietnamese woman -Who work harder than?

-T asks Ss to at home with contents in home work

-Ss look into the task before listening

-Ss listen and share the answers with a partner -Ss answer

-Ss take notes

-Listening & guessing them

-Ss work in individually ,listen and take note

- Listen carefully

-work in groups & compare with friends

- Take note

-Ss look at the poster & work in pairs

-Compare who work harder than ?

(158)

Unit 15:WOMEN IN SOCIETY

Lesson :Writing

I Aims :

By the end of the lesson,the students will be able to write a report describing the information shown in the column chart

II Skills: writing ,reading ,speaking

III Teaching aids:textbook , poster ,pictures

Procedures :

Time Contents Teacher ‘s

activities

Students’acti vities

5’

10 ‘

15 ‘

Warm up:jumpled word

- mairedr :  married

- child baeirng : childbearing

- househlod : house hold

- nmuber : number

- child crae: child care I – Pre writing

task 1

a Work in pairs :

- percentage of married men and married men - roles of women and men in society - housework hours per week

b answer the questions : Keys:

1 In general ,married women more housework than men 2 They have to less house work when they have more children 3 Married men have to less house work when they have more children

4 Married men and women without children spend 20 and 30 hours on their housework per week respectively

5 It takes men and women with one or two children 15 and 50 hours respectively to their house work every week

6 They are 10 and 55

7 Married men should spend more time sharing the housework with their wives

II While –writing Task

Write a report describing the information shown in the column chart in task begin your report

The column chart illustrates the average hours of housework per week done by married women in comparison with married men

-T giveS the rule of the game -T corrects -T gives the suggested answers on the board

T asks sts to work in pairs

T elicits the questions Correcting the answers

T asks sts to work in group

Group A-B Play game Individual of each group gives right word

ss work in pairs

ss predict & answer the questions

(159)

14’

1’

III post –writing Correction

Married women more housework than men

They have to less house work when they have more children Married men have to less house work when they have more children

Married men and women without children spend 20 and 30 hours on their housework per week respectively

Talking roles of women

IV Home work

Write a correct report at home

Study language focus at home

corrects at least 4 reports

T sugests some sentences

T helps to talk

T asks sts to at home

Ss note and write down

Sts note

Sts retell

Ss must it at home

UNIT 15 : WOMEN IN SOCIETY

LESSON : Language Focus

I Aim : - By the end of the lesson, the students are able to use intonation in yes / no question - By the end of the lesson, the students are able to use and make the sentences with

preposition

II Skills : speaking ,reading ,writing

III Grammar / Structure : verbs, preposition

IV.Teaching Aids : Textbook, posters, chalk and board.

Procedures

Time Stages and Content T’s activities Ss’activities

3’

12’

Warm up :

Matching column A with B 1 explain a to 2 ask b at 3 talk c about 4 glance d for 1 Intonation

Are you students ? Yes ,I’m

Practise reading the following sentences with the

-T writes on board

- T checks and gives points

T asks ss to work individually T checks intonation

-Sts guess and give the answer

- Sts observe

(160)

10

10’

9 ‘

1’

rising tune Work in pairs

Practise reading these conversations 1 and

2 Grammar Setting the sence

What does he ? You look at him What does it mean ? you explain it to me

 verbs go with preposition

Ex choose one of the following verbs + the correct preposition page 170

Key :

1 glanced at invited to 3 listen to throw at 5 staring at speaking 7 wrote to point to Ex : page 171

Fill in each of the planks with an appropriate preposition if necessary

Key :

1 for for to 4 for about 7 about _ for 10 for

* complete the sentences with a proper preposition

1 we wait …… The bus

2 They live ………a small village 3 she arrives ………the air post 4 I ‘m interested …… reading 5 Tom talks …… her

* Homework

- learn words verbs go with prepositions - prepare unit 16

T divides into group and then goes around to help

T sets the sence

What is it ? underlined word

T asks ss to go to the board

T Corrects form and check meaning

T asks ss to fill in the blank

T corrects it

T sticks poster on the board and asks ss to fill preposition

T asks ss to

Ss work in group and practise reading

Ss look and predict

Ss write it on the board

Ss write down on the board

Sts note

Fill preposition in the gap

Ss must at home

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS

Lesson 1: READING

I Aims: -By the end of the lesson, students will be able to know the Association of Southeast Asian Nations -Know how to guess the meanings of the words from the contexts

-Know how to skim for main ideas

-Know how to scan for specific information

II Lexical items: Words and phrases about the Association of Southeast Asian Nations

III Teaching aids: textbook, teacher’s book, posters, and pictures

IV Procedure:

Time Content T’s activities STS’ activities

(161)

10’

23’

Brain storming:

Southeast Asian countries →Vietnam

→Thailand →Laos → →

II Pre-reading

1. Pre-questions: Pairwork What does ASEAN stand for?

2 When did Vietnam join this association?

2. Pre-teach vocabulary

-to accelerate: to cause to move faster →acceleration (n)

-to stabilize: làm ổn định →stability (n)

→stable (adj)

-justice (n) sù c«ng b»ng

-diverse (adj) gồm nhiều loại khác -to forge

forgeability (n) →forgeable (adj)

-to integrate: héi nhËp, hoµ nhËp →integration (n)

→integrative (adj) -enterprise (n) *Checking: R.O.R

III.While-reading

1 Task 1: Fill in each blank with a suitable word Keys:

1 justice GDP diverse integration accelerate enterprises

2 Task 2: Decide whether the following statements are true (T) or false (F)

Keys:

1 T F F T F F

3 Task 3: Comprehension questions→lucky stars games

Keys:

1 The five original member countries, namely, Indonesia, Malaysia, the Philippines, Singapore and Thailand

2 The two main goals of the Association are to accelerate the economic growth, social progress and

Explain

Lead sts to the point

Ask questions before sts read

Explanation Translation

Translation Translation Translation

Translation

Explanation

Ask sts to fill in the blanks by guessing from the contexts

Ask sts to say T or F and explain

Ask sts to play game by choosing stars and answering given questions

Correct sts’ answers if necessary

Give comments to encourage sts’

Play game

Answer questions by guessing

Guess the meanings of new words

Contribute what they know to T’s

presentation

Work individually

Say T or F and explain for their choices

(162)

7’

2’

cultural development; and to promote peace and stability through respect for justice and the rule of law in the relationship among countries in the region

3 It was about US$ 1405 billion It was adopted in 1998

5 It includes trade, investment, industry, services, finance, agriculture, rural development, forestry, energy, transportation and communication, science and technology, small and medium enterprises, and tourism

IV.Post-reading

Group work: summarise the passage, based on the years: 1967, 1995, 1997, 1998, 1999, 2007, 2020

V Homework

-Write a paragraph about what you like or dislike about the Association of Southeast Asian Nations -Be ready for Section B: Speaking

participation

Ask sts to summarise the reading passage

Ask sts to speak up Ask sts to work at home

Work in groups Choose representative to present

Individual work

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS LESSON 2: SPEAKING

I OBJECTIVE:

-By the end of the lesson, Ps will be able to tell the name, the capital and the basic information about the facts of the ASEAN countries

II TEACHING AIDS:

- Book, pictures, flags, posters…

III PROCEDURE:

Time content T’s actions Ss’ actions

3’

8’

A.WARMER:

A group photo of the ASEAN leaders -Set the scene of the lesson

* VOCABULARY:

- Buddhism ( n ): đạo Phật

- Catholicism ( n ): Thiên chúa giáo La Mã - Christianity ( n ): đạo Cơ Đốc

- Islam ( n ): đạo hồi - currency ( n ) : tiền tệ

- Baht( n): đồng bạt( đơn vị tiền Th¸i Lan ) - Peso ( n ) : đồng Pê-sô ( đơn vị tiền Phi-lip- pin)

- Ringgit ( n ) : đồng ring-git ( đơn vị tiền Ma-

-show a group photo of the ASEAN leaders - Ask students to guess what the photo means

- Follow the steps for presenting

vocabulary - Check ROR

the photo of the ASEAN leaders

- Listen & answer - Repeat

(163)

8’

15’

lay-xia)

B.PRE-SPEAKING:

Matching each national flag with the name of the country and its capital.

FLAG COUNTRY /CAPITAL

1.VIETNAM A Thailand

-Bangkok MALAYSIA B VIETNAM

- HANOI THE PHILIPPINES C.Malaysia - Kuala Lumpur 4.THAILAND D The Philippines - Manila

5.SINGAPORE E Laos - Vientiane 6.INDONESIA F.Indonesia - Jakarta 7.BRUNEI G.Singapore - Singapore 8.LAOS H Cambodia - Phnom Penh 9.CAMBODIA I Myanmar - Naypyidaw 10.MYANMAR J- Brunei

- Bandar Seri Begawan

C WHILE-SPEAKING:

-Work in group: Discuss and use the information in task and facts below to ask and answer about some of the ASEAN countries

MALAYSIA

Area: 330,252 sq km Population: 27,174,000 Official language(s): Malay, English, Tamil

Religion(s): Islam, Buddhism Currency: Ringgit (Malaysian dollar)

PHILIPPINES

Area: 300,000 sq km Population: 88,875,000 Official language(s): Filipino, English

Religion(s): Christianity ( mostly Roman Catholic)

- Ask ss to match each national flag with the name of the country and its capital

- Correct

(164)

10’

1’

Currency: Peso

THAILAND

Area: 513,120 sq km Population: 65,694,000 Official language(s): Thai

Religion(s): Buddhism Currency: Baht

SINGAPORE

Area: 704 sq km Population: 4,589,000

Official language(s): Malay, English, Tamil, Chinese

Religion(s): Islam, Buddhism, Hinduism, Christianity

Currency: Singapore dollar

D.POST-SPEAKING:

Talk about one of the ASEAN countries.

Malaysia has a total area of 330,252 sq km Its capital is Kuala Lumpur It has a population of 27,174,000 The official languages used in Malaysia are Malay, English and

Tamil………

E HOMEWORK:

- Ask ss to work in group and make questions and answer about some of the ASEAN countries - Correct

- QUESTIONS: What’s a total area of Malaysia?

2 What’s its capital? What’ its population? What’s the official language used in Malaysia?

5 What’s the main religion in Malaysia? What’s the currency unit used in Malaysia? Ask ss to talk about one of the ASEAN countries on bb

-Work in group -Make questions and answer in pairs

ANSWERS

-Malaysia has a total area of 330,252 sq.km

-Its capital is Kuala Lumpur

-It has a population of 27.174,000

- The official languages used in Malaysia are Malay, English and Tamil -The main religions in Malaysia are Islam, Buddhism -Ringgit is local currency in Malaysia

Talk about one of the ASEAN countries

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson 3: Listening

I Objectives: by the end of the lesson, students are able to know more about the using of English and religions in ASEAN nations

II Language content: vocabulary on religions

III Teaching aids: IV Stages:

Time Content Teacher’s activities Sts’ Activities 1 Warmer: Brainstorming

Vietnam laos

- Asking sts to play the game

- Checking

- Playing the game in groups

(165)

* Key: Vietnam, Laos, Cambodia, Thailand, Philipines, Malaysia, Indonesia, Singapore, Brunei, Myanmar

2 Activities:

* Activity 1: Pick out the countries in which English is used as the second language:

Vietnam, Laos, Cambodia, England, The USA, Thailand, Philipines, Malaysia, Indonesia, Singapore, Brunei, Myanmar

Key:

* Activity 2: Listen to the tape and write out religions mentioned in the dialouge

Key:

Buddhism, Islam, Catholicism

* Activity 3: Listen to the tape and choose the best answer A, B or C to complete each sentence Nga asked her father about _

A the English language spoken in the US B people who speak English in the UK

C.The number of people who speak English in the ASEAN countries

2.The ASEAN countries include A about a quarter of a billion Muslims B 25 million Muslims

C half a billion Muslims

3 Muslims mostly live in A the Philipines

B Indonesia and Myanmar C Indonesia and Malaysia

4 The main religion in Vietnam is A Buddhism

B Islam C Catholicism

5 Mr Hung thought that

A he himself would wake up late the next morning

B Nga would get up late the next morning C both of them would wake up late the next

- Making handouts and asking sts to complete the task

- Playing the tape, asking sts to call out the religions they hear

- Giving the correct answers

- Playing the tape times - Asking sts to look at their book and listen to the tape

- Asking Sts to share the answers to a partner - Checking

- Giving the answers

to write

- Looking at

handouts and discuss with a partner - Giving the answers

- Listenning to the tape

- Write out the religions

- Giving the answers - Looking at the book and listenning to the tape

- Choosing the best answer

- Sharing with a partner

- Giving the correct answer

Philipines, Malaysia, Singapore, Brunei

(166)

morning Key:

1

C A C A B

*Activity 4: Listen to the tape again and answer the questions:

1 When will Nga sudmit the essay to her teacher?

2 What country has the large number of English speakers?

3 How many people speak English in the ASEAN region?

4 Is English mostly spoken in Philipines?

Key:

1 Tomorrow( the next day) The US

3 Around 50 million Yes, it is

* Activity 5: Listing religions in Vietnam: Key: Buddhism, cao dai, Phat giao Hoa hao, Catholicism, Islam…

3 Homework: summarize the content of the dialogue between Nga and Mr Hung

- Playing the tape sentence by sentence - Asking Sts to work in groups

- Checking the answer

- Asking sts to work in groups

- Giving homework

- Listenning to the tape

- Discussing with friendsin groups - Answering the questions

- Telling the class

Unit 16 : THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson : Writing

I Aims: By the end of the lesson, sts can know how to write a letter of recommendation

II Teaching aids: charts, pictures, …

III Procedures:

Time Content T’ activities Sts’ activities I WARM UP : Matching

1 a Ha Long bay

2 b Da Lat

3 c Thien Mu pagoda

- pick the pictures up on the board

- set the scene

(167)

4 d Nha Trang city

5 e Trang Tien bridge

6 f The beach of Vung Tau

7 g Van Mieu

Keys: 1b 2c 3d 4g 5f 6e 7a

II PRE WRITING

1 Complete the letter of recommendation with the missing sentences in the box ( Task – p.180) Outline

 Date  Salutation  Body:

- location - natural

features - entertainment - places to visit - food

- people

- ………

 Closing  Signature

III WHILE WRITING

David, your pen pal, is going to

- ask sts to read the letter and complete - correct

- ask sts to think of a significant place they are familiar with and write an outline

- ask sts to write their writing individually - go around to help sts if necessary

- ask sts to change

- read and the task

- correct

- think of a significant place - write an outline

(168)

spend his

Summer vacation in one of the ASEAN countries You want him to visit Vietnam Write a letter to him recommending a significant place you are familiar with Use the outline above

IV POST WRITING

Correction

V HOMEWORK

Rewrite the letter

Prepare LANGUAGE FOCUS

their paper - correct

- give the task

- change the paper - correct

- at home

UNIT 16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS Lesson 5: Language Focus

I AIM: By the end of the lesson, students will be able to know about the rising – falling tone and the usage of tenses in the adverbial clause of time

II LEXICAL ITEMS:

III.TEACHING AIDS: textbooks, handouts, drill cues

V PROCEDURES:

Time Stages & contents T ’s activities Sts’ activities

3’

5’

I Pronunciation: 1.Picture:

Guessing the words through picture

IS IT FALL OR SPRING?

How can I speak this? Notice my voice, my intonation

2. Practice : (tape recorder)

Listen and repeat:

1 Do you live in a house or in a flat? Is Jane a teacher or a student? Would you like some tea or coffee? Is the baby a boy or a girl?

- present two sounds

- guide Ss to play the game

- control the class - lead to the new lesson

- write the title

- play the tape recorder

- ask sts to work in pairs

- listen and answer - listen

- take part in the game

listen & write the title

(169)

13’

15’

5 Shall we go by bus or by train? Is today Tuesday or Wednesday? Are you coming or not?

8 Is your sister older or younger than you?

9 Do you want to have lunch now or wait till later? 10 Did Italy or Brazil win the World Cup?

II Grammar:

1 Presentation:

 Matching:

MAIN CLAUSE ADVERBIAL CLAUSE OF TIME

1 He was sitting on the beach

2 The train had gone

3 Remember to ask for permission

4 I have answered all of the questions correctly

5 She had never had a chance to use her Japanese

6 We can speak French well

7 Don’t go anywhere

8 Tom was playing game online

a until she went to Tokyo last month

b as soon as we have finished this course in Boston University

c when he heard a noise

d as soon as his parents went home

e before you light up a cigarette

f since I began this grammar exercise on verb tenses

g. till your parents come here

h. by the time we arrived

Key: 1c 2h 3e 4f 5a 6b 7g 8d

 Form:

MỆNH ĐỀ CHÍNH MĐ TRẠNG TỪ CHỈ THỜI GIAN

1.Simple present

Present perfect (since)

- Simple present (thói quen)

- Present progressive ( nhấn mạnh hđ dang xảy ra)

- Persent perfect ( nhấn mạnh hđ hoàn tất)

- Simple past Future

- am/ is/ are going to + Vo

- will/ shall + Vo - will have V3/ ed

- Simple present

- Persent perfect ( hđ hoàn tất)

3 Simple Past

Past continuous

- Simple Past ( thói quen)

- Past continuous (hđ xảy qk) - Past perfect

- Simple Past - Past continuous

- ask sts to match the table

- present the structure

- ask sts for concept check, give the form then

- read and match -listen and answer

(170)

5’

2’

Past perfect - Simple Past

a Khơng sử dụng tương lai mệnh đề trạng từ thời gian.

b MĐ TT thời gian bắt đầu liên từ:

when whenever before after

since as as soon as while till/ until just as no sooner than hardly when as long as

2 Practice:

Exercise 1: Complete each of the following sentences, using a suitable adverbial clause of time in the box.(p.182)

Keys:

1 She’ll phone you as soon as she arrives in Ho Chi Minh city

2 After the war was over, we started rebuilding the country

3 They met a lot of people while they were on holiday Before you leave, don’t forget to turn off the flights I’ll stay till you get back

6 We’ll come to see you whenever we are in Hanoi There is a danger of war as long as imperialism exists Tom sang a merry song as he walked away

Exercise 2: Supply the correct tense form of the verbs in brackets.(p.183)

Keys:

1 arrives arrives are playing got have finished (had) graduated am have read Exercise :Combine two sentences, using one as an adverbial clause of time with the given conjunction (p.184)

Keys:

1 Let’s go out before it starts raining

2 I’ll give you my address when I have found somewhere to live

3 After he had done his homework, he went to bed We’ll let you know as soon as we have made our

decision

5 I haven’t met them since I left school

6 Robert suddenly began to feel ill while he was doing the examination

7 Kate will come back home after she has finish the last semester

3 Production:

Make sentences from pictures

- ask St to tasks

- go around for helping

- correct

- ask sts to the exercises on textbook

- ask sts to compare with friends

- correct

- ask St to complete the sentences

- check: “buy the sentence”

- ask Ss to make sentences from the pictures - read , take notes & give feedback

- give the tasks

- work individually - compare with friend

- listen and take notes

- pair works

- as directed

-listen and take part in the game

- as directed - work individually - compare with friends

(171)

V Homework:

- Learn by heart new language

Written Test 45’ A.OBJECTIVES:

By the end of the lesson, students will: - Do the test well

B TEACHING AIDS: textbook, pictures, cassette, tape C PROCEDURE:

Họ tên: Lớp: Written test 45’: Tổng số câu /50 I Chọn từ mà phần gạch chõn cú cỏch phỏt õm khỏc với từ cũn lại

1 a may b car c day d stay

2 a advice b age c above d affect a dry b sunny c rainy d daily

4 a heal b head c mean d meal a big b mild c winter d spring II Chọn đáp án thích hợp để hoàn thành câu sau

III Chọn đáp án thích hợp để điền vào chỗ trống đoạn văn sau CELEBRATING NEW YEAR

Tet (New Year according to the lunar calendar) is Nam’s favourite festival He (1) _ new clothes and eats a (2) _ good food on that occasion

On the first day of Tet, Nam and his family (3) _ his grandparents He (4) _ them and his grandparents beam (tươi cười) with joy and they (5) _ him tien mung tuoi (the lucky money)

Then his family has lunch (6) _ his grandparents Nam is very surprised (7) _ the delicious spread (bữa ăn linh đình/ thịnh soạn) of food before him “Nam, I made the spring rolls specially (8) _ you You must eat more”, says his grandmother lovingly Of course Nam is very happy because (9) _ is his favourite food After lunch, Nam and his sister (10) _ their mother to clear the table

1 A wear B to wear C wears D wearing

2 A many B lots C much D lot of A visitB to visit C visiting D visits A saysB greets C sees D asks

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6 A to B of C with D among A with B at C on D in A for B to C with D at A theyB he C she D it 10 A to help B helpC helping D helps IV Đọc đoạn văn sau chọn đáp án

UNLUCKY DAY

Last Sunday was definitely not a good day for me It all started when I got into my car and it refused to start I immediately realized that I had left the lights on and the battery had gone flat I telephoned my friend George and he came round and helped me start the car I then drove into town to see a friend I had arranged to meet him at six thirty, but by the time I got there, it was ten past seven and my friend was not there I waited for him for an hour despite the freezing weather, but he didn’t come When I returned to my car, I saw that someone had broken into it, probably looking for the radio Luckily, I never leave the radio in the car! There was nothing I could but get into my car and drive home Later I spoke with my friend and discovered that he hag waited for only half an hour and left He didn’t even apologise for not waiting for me longer!

1 Why wasn’t the writer’s car started? – Because ……… A the lights had gone wrong B the battery had gone flat C it hadn’t been serviced D the battery had been stolen What was the weather like when the writer waited for his friend?

A coldB hot C rainy D foggy

3 In the writer’s opinion, what did the thief want to steal?

A money B camera C radio D wallet

4 What time did the writer’s friend leave after waiting for him?

A 6:30 B 7:00C 7:10 D 7:30

5 Which of the following sentences is NOT true?

A A friend f the writer’s helped him start the car B A friend f the writer’s lived in town

C The writer had waited his friend until 7:30

D the writer apologized for not waiting his friend for any longer V Viết lại câu sau cho nghĩa câu không đổi

1 Can you pass me the magazine?

- Would you mind ………? The party was so wonderful that we didn’t want to leave

- It was ……… Tom said : “I’m feeling ill.”

- Tom said that……… Father doesn’t drink wine any more

- My father used People drive very fast, that’s why there are so many accidents