giáo án kế hoạch bài dạy theo cv 5512 đầy đủ kì II tiếng anh 11

Date: Period 55 Unit 6: GLOBAL WARMING LESSON 1: GETTING STARTED I OBJECTIVES Knowledge: -Vocabulary: words and phrases relating to endangered species - Information about endangered species, which are becoming extinct Competence: - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills Characteristics: - The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency II TEACHING AIDS Equipments: computer, projector, speakers Learning materials: textbook, pictures, videos, speakers III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content What can you see in the picture? c) Products Get to know what is global warming: As humans burn fossil fuels, we are emitting more greenhouse gases, such as CO2, into the atmosphere These gases trap heat inside the atmosphere, or more - d) Organization specifically, they allow heat to leave at a much slower rate Thus, we see increased annual temperatures on average across the globe Let sts make questions and answers about the pictures Lead sts into new lesson ACTIVITY 2: KNOWLEDGE ACQUISITION a) Objectives b) Content Use lexical items related to the topic Global warming Activity 1: Listen and read c) Products Know more words about the topic Global warming Expected answers: The people are Ms Hoa and her students Ms Hoa is checking how they are preparing for a team presentation on global warming and is suggesting some ideas carbon print-foot infectious disease heat-related illnesses d) - Ask Ss to look at the picture and answer the Organization question - Who you see in the picture? - Where you think they are? - What are they doing? - Tell Ss that they are going to listen to a conversation between Mai, Ms Hoa and Minh - Play the recording - Ask Ss listen to the recording and read the conversation - Explain new words if necessary - Ss listen and read the conversation, take notes of new word ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products - Memorize words and phrases to talk about this topic Activity 2: Read the conversation again and answer the questions Activity 3: Read the conversation again match the words and definition Activity 2: Global warming 2 Three parts: the causes, the effects, the solutions Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation Greenhouse gas emission, use of chemical fertilizers, deforestation Climate changes, infectious and heat-related diseases, impact on water supplies, threat to food production and upset ecological balance They should change their daily habits Causes: burning of fossil fuels, using of nonenvironment friendly products Effects: natural disasters such as floods, droughts, tsunami, acid rain Activity 3: C G D B A E H F d) Organization - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products Identify the grammar structure for the topic Activity 4: Find the sentences with the structure having + Vpp - In the past, a contributed to global - Having treated humans now have lot of industries denied having warming the environment irresponsibly, to suffer the effects of global d) Organization warming - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Conclusing Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next IV Consolidation (3 mins) - Global warming - Practice the conversation V Homework: (1 min) - Global warming - Practice the conversation - Do the task again - Read Unit - Language at home Từ vựng tham khảo UNIT GLOBAL WARMING absorb /əbˈzɔːb/(v) thấm, hút 10 diversity /daɪˈvɜːsəti/ (n) atmosphere /ˈỉtməsfɪə(r)/(n) k đa dạng hí 11 drought /draʊt/(n) hạn hán awareness /əˈweənəs/ (n) 12 ecological /ˌiːkəˈlɒdʒɪkl/ nhận thức, hiểu biết, quan tâm (adj) thuộc vể sinh thái ban /bæn/(v) cấm 13 ecosystem /ˈiːkəʊsɪstəm/(n) h capture /ˈkæptʃə(r)/(v) lưu lại, ệ sinh thái giam giữ lại 14 emission /ɪˈmɪʃn/(n) phát carbon footprint /ˌkɑːbən (sáng), tỏa (nhiệt), xả (khí) ˈfʊtprɪnt/ (n) lượng khí C02 thải 15 famine /ˈfỉmɪn/ nạn đói ngày cá nhân 16 greenhouse gas /ˌɡriːnhaʊs nhà máy ˈɡỉs/(n) chất khí gây hiệu ứng nhà catastrophic /ˌkỉtəˈstrɒfɪk/ kính (adj) thảm họa 17 heat -related /hiːt - rɪˈleɪtɪd/ clean-up (n) dọn dẹp, làm (adj) có liên quan tới nhiệt sạch, tổng vệ sinh 18.infectious /ɪnˈfekʃəs/ lây climate change /ˈklaɪmət nhiễm, lan truyền tʃeɪndʒ/ (n) biến đổi khí hậu 19 lawmaker /ˈlɔːmeɪkə(r)/(n) ng ười làm luật, nhà lập pháp 20 oil spill /ˈɔɪl - spɪl/ tràn dầu Date: Period 56 Unit 6: GLOBAL WARMING LESSON 2: LANGUAGE I OBJECTIVES Knowledge: - Vocabulary: Words and phrases related to the topic global warming - Pronunciation: Intonation on yes-no questions and echo questions - Grammar: Perfect gerunds and perfect participles Competence: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Characteristics : -Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector, speakers Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Checking vocabulary b) Content Words and phrases related to the topic global warming that students have learned in “Getting started” lesson c) Products Master of using the words and phrases related to the topic global warming d) Organization Call some sts to write the words on the board Ask others to give comments Lead sts into new lesson ACTIVITY 2: KNOWLEDGE ACQUISITION a) Objectives b) Content c) Products - Vocabulary: Words and phrases related to the topic global warming - Pronunciation: Intonation on yes-no questions and echo questions Vocabulary: Activity 1: Complete the sentences with the right form of the words/phrases Pronunciation Intonation Activity 1: Listen and repeat Pay attention to the intonation Activity 2: Listen and mark the symbol of rising intonation Know more words about the topic Global warming and how to use intonation in communication Vocabulary: Activity 1: Complete the sentences with the right form of the words/phrases carbon footprint infectious diseases emissions ecological balance heat-related illnesses climate change Pronunciation d) Organization Intonation: There are two basic patterns of intonation in English: falling intonation and rising intonation In the following examples a downward arrow (➘) indicates a fall in intonation and an upward arrow (➚) indicates a rise in intonation - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products - Vocabulary: Words and phrases related to the topic global warming - Pronunciation: Intonation on yes-no questions and echo questions Grammar: a Perfect participles in clauses of time and reason b Perfect gerunds Activity 1: Underline the perfect participles in the sentences Having planned After we have planned the content … Having treated Because/Since humans have treated the … The perfect participle is used to express a reason Activity 2: Match the two parts to make complete sentences e c a b g h f d d) Organization - Ask Ss to work in pairs, the task - Do as appointed - Let Ss work in pairs and the task - Ask Ss to the task, using the activities and reasons in activity 1,2 and the model conversation in activity ACTIVITY 4: APPLICATION a) Objectives Use the grammar structures in communication b) Content Activity 3: Rewrite the sentences, using the passive voice c) Products Master of using the grammar structures in communication Activity 3: Rewrite the sentences, using the passive voice 1.The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition The police suspected Mike of having cut down the oldest tree in the park He denied having dumped lots of rubbish onto the beach Thank you for having saved the lives of hundreds of wild animals They regretted having hunted and killed many wild animals The factory was heavily fined for having dumped tons of toxic waste into the river Denis was rewarded for having taken an active part in the Green Summer activities - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding d) Organization Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next IV Consolidation (3 mins) - Vocabulary related to global warming - Perfect gerunds and perfect participle - Intonation V Homework: (1 min) - Vocabulary related to global warming - Perfect gerunds and perfect participle - Intonation - Do the task again - Read Unit - Reading at home • • • PERFECT PARTICIPLES (Phân từ hoàn thành) Phân từ hoàn thành động từ ghép bao gồm trợ động từ “having” động từ phân từ khứ Having Vp2 Eg: having collected, having treated Chúng ta phân từ hồn thành mệnh đề thời gian để nói hành động mà đến trước hành động khác kết nối với Eg: Having collected all necessary information, he started writing his report (Sau thu thập tất thông tin cần thiết, ông bắt đầu viết báo cáo mình.) Chúng ta sử dụng mệnh đề phân từ hồn thành để nói lý cho hành động mệnh đề Eg: Having treated the environment irresponsibly, we now have to suffer the effects of climate change (Đã đối xử với môi trường vô trách nhiệm, phải chịu ảnh hưởng biến đổi khí hậu.) Date: Period 57 Unit 6: GLOBAL WARMING LESSON 3: READING I OBJECTIVES Knowledge: - Vocabulary and information about the causes and effects of global warming Competence: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Characteristics : -Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content Introduce the topic of the lesson and to raise students' interest What can you see in the picture? 10 remedies, I can /could find useful information on the Internet Huong told me (that) if she drinks strong tea, she usually starts feeling dizzy If you use solar water heater in your home, you reduce your carbon footprint If you use the high-speed motorway, it takes three hours and a half to travel from Ha Noi to Lao Cai d) - Step 1- Assigning Organization State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products Students apply the knowledge they have just learned into communicative and practical situations Change the sentences in reported speech in direct speech "Van, you should take a yoga class to relieve stress," said the doctor "Why don't you use the new high-speed motorway?" the travel agent suggested / "Let's use the new high-speed motorway," the travel agent suggested "Kevin, remember to go to your fitness class," said his brother / "Kevin, don't forget to go to your fitness class," said his brother "I'll call you once a week while you are studying in Singapore," said my sister "Don't work out more than thirty minutes a day," our fitness instructor said d) Organization - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next IV Consolidation (3 mins) - Review vocabulary and grammar points in topic of city of the future, healthy lifestyle and longevity - Review integrated skills, reading, listening, writing, speaking V Homework: (1 min) - Review vocabulary and grammar points in topic of city of the future, healthy lifestyle and longevity - Review integrated skills, reading, listening, writing, speaking - Do the tasks again Date: I OBJECTIVES Period 101: REVIEW 4(2) Knowledge: - Vocabulary on the topics Cities of the Future, Healthy lifestyle and longevity - Pronunciation: Intonation on question tags invitations, suggestions, polite requests, uncertainty and surprise - Grammar: Question tags, conditional sentences type 0, reported speech with conditionals and with to-infinitives and gerunds Competence: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Characteristics : -Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content c) Products d) Organization Introduce the topic of the lesson and to raise students' interest Do you know some World’s Best Green Building Eco Cities Design Architecture? Namba parks in Japan Acros Fukuoka house in Japan Elicit students’ answers Give feedback Lead into new lesson ACTIVITY 2: KNOWLEDGE ACQUISITION (Hoạt động 2: Hình Thành Kiến Thức) a) Introduce new lexical and grammatical structures Objectives related to the lesson b) Content c) Products Reading: Building eco cities Read the text about eco-city planning Read the text again and answer the questions When was the word eco-city created? => It was created in 1987 (when the book Ecocity Berkeley: Building Cities for a Healthy Future by Richard Register was published) Why is there no pollution in Eco Berkeley? => There is no pollution as all the vehicles run on local renewable energy How the inhabitants co-exist with nature? => They co-exist with nature by dividing the city into two cicles or rings What are the two rings for? => The first ring is the city centre containing the residential areas The second ring includes vast park space and lots of scenery, which filters and refreshes the air people breathe Who needs to read Register’s book and why? => Urban planners need to read the book because it can offer them creative ideas and solutions to environmental problems that can be applied to any city d) Assign tasks; explain Organization Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products Speaking: make a conversation about sustainable living Listening: Too much exercise Work with a partner Choose two ideas (or use your own ideas) and make a conversation about sustainable living Listen to the recording about negative effects of over-exercising Decide whether the folowing statements are true (T), or false (F) according to the speaker SpeakingExample: Student A: How can we live more sustainable lifestyles? What you think our urban planners should do? Student B: I think they should redesign abandoned areas and convert them into rich, diverse ecosystems Student A: Sounds great There should also be gardens in all residential areas Listening 1.F The more exercise you do, the healthier you become 2.T Doing extensive workouts is too much of a good thing 3.T People may become addicted to high-intensity physical activity 4.T Over-exercising can be harmful to the body’s muscles, joints and heart 5.F You should consult with an instructor before starting a new exercise programme d) Organization - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products Students apply the knowledge they have just learned into communicative and practical situations Writing Think of an advice you can give to over-exercises Write a short text about the reasons for overexercising Use the suggestions in the box or your own information and ideas Modal: Some people over-exercise for a number of reasons Teenagers may worry too much about their physical appearance and want to build the perfect body Some of them may feel peer pressure to lose weight or get lean, toned legs Male teenagers may experience pressure to look fit muscular and toned like celebrities in films, magazine ads or sports Many boys teen that their arm or leg muscles are too small and try to work out several times a week to increase muscle mass Girls' over-exercising can result from selfdissatisfaction and fear of being overweight They may compare themselves with fashion models considered to be physically perfect They may worry about their waistlines not being thin enough or their bellies being too fat If you think our friend is over-exercising try to talk to them, and explain that their bodies need to rest as well Ask them to focus on other aspects of life such as study and hobbies d) Organization - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next IV Consolidation (3 mins) - Review vocabulary and grammar points in topic of city of the future, healthy lifestyle and longevity - Review integrated skills, reading, listening, writing, speaking V Homework: (1 min) - Review vocabulary and grammar points in topic of city of the future, healthy lifestyle and longevity - Review integrated skills, reading, listening, writing, speaking - Do the tasks again Date: Period 102+103: TERM REVISION I OBJECTIVES Knowledge: - Vocabulary, pronunciation and grammar points in the 2nd term Competence: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Characteristics : -Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector, speakers Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content Pronunciation and stress Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following questions Mark the letter A, B, C, or D to indicate the word that differs from the other three in the position of primary stress in each of the following questions c) Products A sugar B consume C trans-fat D obesity A vitamin B mineral C diet D fitness A medicine B remedy C exercise D obesity A balanced B yoga C fatty D natural A vegetable B hygiene C sugary D longevity A prevent B injure C sugar D fitness A healthy B consume C diet D headache А уора B fatal C immune D careful A infectious B essential C precaution D properly 10 A unhealthy B vitamin C mineral D natural d) Elicit students’ answers Organization Give feedback Lead into new lesson ACTIVITY 2: KNOWLEDGE ACQUISITION (Hoạt động 2: Hình Thành Kiến Thức) a) VOCABULARY Objectives b) Content c) Products Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions 11 Children often get vaccinated in order to be immune to fatal diseases A susceptible B vulnerable C allowed D resistant 12 This kind of fruit helps to boost the immune system A decrease B reduce C increase D maintain 13 Life expectancy for both men and women has improved greatly in the past twenty years A Living standard B Longevity C Life skills D Lifeline 14 Here are some principles for people to stick to if they want to stay healthy A rules B principals C laws D duties 15 We should consume healthy food and exercise regularly A store B purchase C buy D eat 16 There are several ways to exercise and stay healthy A apply B exploit C keep fit D operate 17 We should take prescription medicine only when other methods fail A decline B not succeed C break D fall 18 If you take this medicine, you will recover quickly A get well B get on C get up D get in 19 The doctor warned his patient not to take too much sugar A shouted B threatened C punished D cautioned 20 In order to stay healthy, make sure you have a balanced intake of vitamins and minerals A take-off B take-away C consumption D digestion 21 Too much fast food consumption can increase the risk of obesity and heart disease A being underweight B being overweight C malnutrition D fitness 22 A popular way to relieve stress in today's busy lifestyles is practising meditation A reduce B relax C repeat D require 23 People can fight infection more easily if they have an adequate diet A injection B disease C hygiene D each other 24 We should drink a lot of water to prevent water loss A boost B stimulate C avoid D trigger 25 In order to avoid sunburn, many people wear protecting clothes when they go out A continue B encourage C facilitate D block d) Assign tasks; explain Organization Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives Grammar b) Content Mark the letter A, B, C, or D to indicate the correct answer to each of the following questions c) Products 67 Hoa reminded Lan some groceries on the way home A buying B to buying C buy D to buy 68 My friend suggested on a yoga course to lose weight A enrolled B enroll C enrolling D to enroll 69 Tom and Ken admitted to submit the assignments the day before A to forget B to forgetting C forget D forgot 70 The mother told her two daughters too much fast food A not to eat B to not eat C to eat not D not eat 71 The doctor said to Mr Black that if he ate lots of fatty food, he increase his chance of developing heart disease A will be B will C would be D would 12 My yoga instructor asked me to close my eyes, breathe slowly and deeply, and about my problems A not thinking B to think not C not to think D not think 73 The patient admitted his doctor's advice A to not follow B not to following C to follow not D to following not 74 Le's friend suggested some games to relax because they had studied for three hours A playing B play C to play D played 75 Nam's mother advised some ginger tea if he wants to feel better A to him drink B to drink him C him drink D him to drink 76 Lan said that if I wanted to try natural remedies, I find useful information on the Internet A will B can C could D am able to 77 Huong told me that if she strong tea, she usually starts feeling dizzy A drank B drinks C will drink D has drunk d) - Step 1- Assigning Organization State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives Students apply the knowledge they have just learned into communicative and practical situations b) Content SPEAKING Mark the letter A, B, C, or D to indicate the correct response to each of the following exchanges Two friends Nam and Lan are talking about the topic of healthy lifestyle and longevity c) Products 91 Nam: What you personally to keep fit? Lan: A I think keeping fit is necessary for everyone B As far as I know, more and more people exercise to keep fit C Fitness centres are mushrooming D I just morning exercise and maintain a balanced diet 92 Lan: Do you think it's important for young people to keep fit? Nam: A Why they need to keep fit? B It's very important for old-aged people to have a healthy lifestyle C I think so As the main labour force of the country, they must be strong D It doesn't cost much to work out in the gym these days 93 Nam: Do you any sports ? Lan: A More and more people are talking about sports events these days B I used to, but now I don't I'm too busy C There are different types of sports D Sportsmen should be highly paid d) Organization - Step 1- Assigning State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Performing Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Reporting and discussing Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Giving feedback and Concluding Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next IV Consolidation (3 mins) - Review vocabulary and grammar points in unit 8,9,10: Our world heritage sites, City of the future and Healthy lifestyle and longevity - Review integrated skills, reading, listening, writing, speaking about topic of unit 8,9,10 V Homework: (1 min) - Review vocabulary and grammar points in unit 8,9,10: Our world heritage sites, City of the future and Healthy lifestyle and longevity - Review integrated skills, reading, listening, writing, speaking about topic of unit 8,9,10 - Do the tasks again Date: Period 104: THE SECOND TERM TEST I OBJECTIVES Knowledge: - Vocabulary, pronunciation and grammar points in the 2nd term Competence: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Characteristics : -Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector, speakers Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: IV Consolidation (3 mins) - Vocabulary and grammar points in unit 8,9,10: Our world heritage sites, City of the future and Healthy lifestyle and longevity - Skills: Integrated skills, reading, listening, writing, speaking V Homework: (1 min) - Vocabulary and grammar points in unit 8,9,10: Our world heritage sites, City of the future and Healthy lifestyle and longevity - Skills: Integrated skills, reading, listening, writing, speaking - Do the tasks again Date: Period 105: TEST CORRECTION I OBJECTIVES Knowledge: - Vocabulary, pronunciation and grammar points in the 2nd term Competence: - Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness Characteristics : -Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector, speakers Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: IV Consolidation (3 mins) - Develop sts’ ability to correct mistakes and errors - Vocabulary, pronunciation and grammar points in unit 8,9,10: Our world heritage sites, City of the future and Healthy lifestyle and longevity - Recognize their achievements and shortcomings in doing the test V Homework: (1 min) - Do the tasks again ... communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector, speakers Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization:... communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class... communication skills, creativeness and IT skills II TEACHING AIDS Equipments: computer, projector 14 Learning materials: textbook, pictures, videos III TEACHING PROCEDURE Class organization: Class