GIAO AN 10

Vocabulary: Activity 1: Complete the sentences with the correct form of the words or phrases in the box - Ask Ss to write the word in each sentence - Let them compare their answers in pa[r]

Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 001/105: INTRODUCING THE PROGRAMS OF ENGLISH 11 A Aims: - Help Ss to know about the English book grade 11 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Know about the English book grade 10 in general B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm-up minutes Presentation 12 minutes Activities * Game: Lucky Number -T divides the whole class into two groups and plays the game - The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks Lucky Number How many girls are there in your class? Do you know what your English teacher’s name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? - T leads Ss in the lesson A Content: Including five topics in each term - T introduces the topics The generation gaps Relationships Becoming independent Caring for those in need Being part of Asean And there are reviews B The design of each unit in textbook: Getting started: Introducing the overall topic of the unit Language: Learning vocabulary, grammar and pronunciation Reading: Developing reading skills and providing Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit Looking back and project: - Revising and consolidating of the language in the unit - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic Interactions T < > Ss Group work T < > Ss Presentation 20 minutes Consolidation minutes Homework minutes situation - After units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt C Tests: 1- Checking frequency knowledge for the previous lesson 2- Fifteen minutes test (3 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) D The new point in learning English 10 - Communicative method /approach - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach E Introduce the English book grade 10 - Ask Ss to look through the book then tell class how many units it has - Introduce some more information - There are themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back F Some requires of students - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) - Ask Ss to consolidate the main contents - Give feedback - Prepare the new words in Unit 1:The generation gaps Lesson1: Getting started T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS PERIOD 002/105: GETTING STARTED A Aims and Objectives: By the end of this unit, Ss can use words and phrases related to the generation gap and family rules identify and pronounce strong and weak forms of words in connected speech use modals to give opinions and advice: should, ought to use must and have to to express obligation read for specific information in an article about the generation gap talk about parent-child relationship problems and offer advice on how to solve them listen for specific information in a conversation between two teenagers about conflicts with their parents write a letter about family rules to a teenager staying at a homestay family understand the concept of extended and nuclear families, and the reasons for the return of extended families in the UK and the US : Lesson Getting started B Preparations - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Warm-up minutes New lesson minutes 13 minutes minutes minutes Activities Tell Ss that these differences can be in the choice of music, clothing, values, lifestyles, ways of shopping (directly from shopping centres or online), or communication Ask Ss questions about the picture: This is a photo of a big family Who are the people in the photo? Is this type of family popular in your community? Elicit answers from Ss Interactions Task 1: Listen and read: Tell Ss that they are going to listen to a conversation between two friends, Sam and Ann Let Ss guess what Sam and Ann are talking about` - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently Task 2: Decide whether the sentences are true, false or not given - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner - Ask some students to read the answers - Checks and gives the correct answers: F F T F T Task 3: Listen and repeat: - Tell Ss this activity focuses on compound nouns Ask them to complete the definitions, using the highlighted compound nouns in the conversation Ask Ss to check answers in pairs Check Ss’answers Whole class T < > Ss Pair work T < > Ss Ss T < > Ss S Ss < > Ss Key A nuclear family Childcare A generation gap Table manners A viewpoint k An extended family T < > Ss Task 4: Ask Ss to read the conversation again to find seven other compound nouns Allow Ss to use a dictionary to look up the meanings of the compound nouns Tell Ss to compare their answers in pairs / groups Then check answers as a class Consolidation minutes Key grandparents, grandma, grandpa, grandmother, hairstyles, housework, footsteps - Ask Ss to consolidate the main contents T < > Ss - Give feedback As doing task and task This activity focuses on should, ought to, must and have to Ask Ss to read the conversation again, and find the verbs expressing duty, obligation, advice, or lack of obligation - T asks Ss to learn by heart the words and phrases in the lesson - Prepare for the next lesson T < > Ss Homework minute E Experience: Date of preparation:…… /……./201 PERIOD 003/105: Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS LANGUAGE A Aims and Objectives: This activity focuses on stressed and unstressed words in sentences, and enables Ss to discover a connection between stress and grammar Tell Ss that this activity focuses on the compound nouns in the unit and their spelling can distinguish between compound nouns and free combinations of words lean understand vocabulary related to the generation gap B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes Activities * Checking This activity provides initial speaking pwctice, using the ideas from the conversation and Ss' own ideas Ask Ss to work in pairs to ask and answer the questions Have some Ss tell the class about their partners' type of family and what they like and dislike about it Interactions T < > Ss New lesson minutes A Vocabulary: Task 1: Draw Ss' attention to the four compounds written as one word: household, hairstyles, schoolchildren, footstepsA compound noun is a noun that is made up of two or more words Each compound noun acts as a single unit and can be modified by Individually T < > Ss minutes minutes minutes minutes minutes adjectives and other nouns In compound nouns, the stress usually falls on the first word This helps us to distinguish between compound nouns and free word combinations Example: a 'greenhouse: a place for growing plants (compound noun) a 'green 'house: a house painted green (free word combination) Ss Key -g Ss < > Ss 2-h B-i 4-f 5-c 6-b 7-a 8-d 9-e Key hairstyle / table manners generation gap nuclear family junk food schoolchildren Task 2: Adding more - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list - Ask students to compare the answers with a partner - Ask some students to read the answers - Feedback B Pronunciation: Task 1: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T corrects Ss’ pronunciation - T helps Ss with the pronunciation Task 2: Listen and choose Play the recording for Ss to listen and repeat Ask Ss to pay attention to the stressed words with the stress mark before the stressed syllable Play the recording again for Ss to listen, pausing after each sentence Have Ss work in pairs to find out the parts of speech of the words which are stressed in these sentences Ask Ss to study the Do you know ? box for more information about words that normally receive stress in connected speech - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually C Grammar: Tell Ss that this activity focuses on the use of should /shouldn't, ought to/ought not to, must/mustn't, have to/don't have to Ask Ss to underline the correct words to complete the sentences, and pay attention to the meaning of the sentences in order to choose the right word Have Ss work individually first, then ask them to compare their answers in pairs Check Ss'answers Task 1: - T asks Ss to read the text once and asks them to pay attention to the words / phrases - T asks Ss to exchange the answers with their partner - T checks Ss’ answers and elicits from them the rules of using and - T T < > Ss T < > Ss S T < > Ss S Ss T < > Ss S Individually gives feedback ashould ashould not must Have to must not Task 2: Have Ss this exercise individually Monitor the activity and help them, if necessary Check Ss' answers by asking individual Ss to take turns to read aloud the sentences, and then write them on the board Key You mustn't use your mobile phone in the examination room I don't have to type my essay You should tell the truth to your family Young people must plan their future career carefully - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes Homework - T asks Ss to exercise page at home minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS READING PERIOD 004/105: Where conflicts come from? A Aims and Objectives: This activity focuses on Ss' predictions about the reading text Introduce the reading text, and elicit some sources of conflict Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's This activity focuses on skimming (See Introduction) Ask Ss to skim the text and compare their predictions in Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes Activities * Checking Ask Ss to skim the text and compare their predictions in Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers Ask the question ‘Where you think family conflicts come from?’ Interactions T < > Ss New lesson minutes Task 1: - T asks Ss work in groups, look at the picture and answer the questions - T asks Ss to call out the answers to question freely Group work minutes minutes minutes minutes Ask Ss to tick the conflicts (a-g) and then compare their choices with their partner's Ask some Ss to share their opinions with the whole class Don't give any comments at this stage Help Ss with any unfamiliar words in the list (a-g) Task 2: - T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning - Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text - Remind Ss that the title for the text is the one that gives the general idea of the whole text - Ask students to compare the answers with a partner Ask Ss to skim the text and compare their predictions in Check Ss' answers, and ask them to give the clues from the reading text which helped them to work out the answers Task 3: Ask Ss to match the highlighted words in the text with the definitions given Tell Ss to go back to the reading text to locate the highlighted words and study the context surrounding the words to work out their meaning Then match them with the definitions Have Ss work individually, then check their answers in pairs or groups Check the answers again as a class Key afford impose brand name norms conflicts Task 4: - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer Key Because they strongly believe they know what is best for their children They want to be more independent, create their own opinions, and make their own decisions They are worried because these clothes may break rules and norms of society, or distract them from schoolwork They want their children to spend their time in a more useful way No Some of them try to impose their choices of university or career on their children Task 5: - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if Ss can understand the key words in the questions - Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss T < > Ss Ss Ss < > Ss T < > Ss T < > Ss S T < > Ss Pair work Ss T < > Ss - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes Homework - T asks Ss to task again at home minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS SPEAKING PERIOD 005/105: What are the coflicts about? A Aims and Objectives: - To teach Ss to talk about the coflicts - To teach Ss some words and phrases related to the coflicts - By the end of the lesson, students will be able to: + Talk about their coflicts at home + Exchange opinion about coflicts at home + Talk about coflicts at home and how to solve they often + Express their opinions about the coflicts between the members in the family + Knowledge: - General knowledge: + Single-parent family: Gia đình có cha mẹ + Extended family: Gia đình có nhiều hệ họ hàng sống chung + Nuclear family: Gia đình có cha, mẹ và cái B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities * Checking Homework - T asks Ss to the brainstorming 7cookin minutes g sweeping Household chores washing up Interactions T < > Ss Doing the laundry and the feelings Who the works List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson New lesson 10 minutes Activity This activity focuses on conflicts between teenagers and their parents Ask Ss to read about three situations facing teenagers, and then match them with the problems a, b, or c in the box T Individually Pair work 15 minutes 10 minutes Consolidation minutes Homework minute Walk around and help Ss, if necessary Have Ss compare their answers Check Ss' answers Ask Ss to further discuss if they have ever experienced these situations, and how they felt They may give advice or express their opinions B C A T < > Ss Ss Activity This activity focuses on the ideas and useful language that Ss can use in when they talk about their problems with parents Ask Ss to read the list of things teenagers and their parents complain about Have them tick the complaints that they hear in their families Encourage Ss to add some more complaints if they can Help Ss with any new language they may need to express their ideas Key Students'answers Pair work T < > Ss Activity focuses on speaking about conflicts between teenagers and parents, and giving opinions and advice to solve the problems Ask Ss to work in pairs and take turns to tell their partner what they or their siblings and their parents often complain about, and then practise giving advice on how to solve the problem Encourage Ss to use the structures listed in Helpful expressions Walk around and help Ss, if necessary Ask some pairs to role-play their conversation, and give feedback - Ask Ss to consolidate the main contents - Give feedback Can talk about conflicts between teenagers and parents I can give opinions and advice on how to solve the problems between teenagers and parents - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss Ss < > Ss T < > Ss Ss < > Ss T < > Ss T < > Ss E Experience: Date of preparation: Distributive period: Unit The generation gaps Lesson Listening How are we different Date of signing: Date of teaching: A Aims and Objectives: - To teach Ss to listen a programme about the roles of family members - To teach Ss about the coflicts - By the end of the lesson, students will be able to: + Develop the listening skills for details and for specific details + Lislistening for general ideas ten to a programme about the roles of family members + Listen the monologue and exercises B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes Activities * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Interactions T < > Ss New lesson minutes minutes 10 minutes Activity Tell Ss that this activity focuses on listening for general ideas Tell Ss that they are going to listen to two teenagers, Tom and Linda, discussing their conflicts with their parents Ask Ss to circle what they think the speakers will mention in their conversation Key Students’answers Activity Ask Ss to look at the sentences in task This activity focuses on new vocabulary items Tell Ss to match the words with their definitions These words will be heard in the conversation Have Ss compare their answers Check their answers If you think your class might not be able to understand the conversation, pre-teach additional words T < > Ss Ss T < > Ss skinny (adj), top (n), stare at (v), balance (v) Activity 10 minutes Pair work Tell Ss that they are going to listen to the conversation between Tom and Linda and decide whether the statements are true (T) or false (F) Have Ss make guesses first Encourage all possible answers and explanations Write their guesses on the board so they can see if the guesses are correct later Play the recording for Ss to listen Check Ss' answers If many students have the same incorrect answers, play the recording again, pausing at the places where Ss might have got the incorrect answers and discuss the problems Key l.F F 3.T 4.T 5.T Activity This activity focuses on listening for specific information and inference T < > Ss T < > Ss Ss < > Ss T < > Ss (Question 3) Tell Ss that they are going to listen to the conversation again, and a multiple choice exercise Remind Ss to try to ignore any distractors that may appear in the recording, and listen for specific information Key C A 3.B C B - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes Homework - T asks Ss to write the dialogue in the notebook minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 PERIOD 007/105: Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS WRITING A Aims and Objectives: - To teach Ss to write about family rules - To teach Ss some words and structures related to family rules - By the end of the lesson, students will be able to: + Know how to write aabout family family rules + Write about how each member of their family has to at home + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes Activities * Checking Interactions - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson T < > Ss New lesson minutes Activity Ask Ss to read the family rules provided Have Ss complete the sentences and think about the rules in their families They may add more rules if they can Pair work 12 minutes 14 minutes Suggested answers My parents don't let me stay out late at the weekend They make me keep my room tidy They tell me to take my studies seriously They warn me not to smoke or take drugs They want me to have good table manners I am not allowed to stay overnight at my friends'house They forbid me to swear or spit on the floor Activity Ask Ss to choose the three most important rules that their parents often apply in their family, and then give the reasons in the space provided Tell Ss to read and analyse the example so that they know what they are expected to Help Ss to express their ideas, if necessary Ask Ss to read the text In pairs complete the chore chart Call some of them to tell class Ss present in class Activity Ask Ss to complete a letter about family rules Explain that they can use the ideas provided previously to write the letter Have Ss exchange their letters for peer checking Walk around and help Ss, if necessary Collect Ss' letters to give further feedback Suggested answer Pham NgocThach, Dong Da, Ha Noi, Viet Nam February, 10'\ 20Dear Lauren, I'm very happy to know that you'll be staying with my family for two months We live in a four-bedroom flat on the 15 lh floor You will have your own bedroom during your stay here You asked me about our family rules There are three important ones that we must follow One important rule in my family is that every member of the family has to keep his or her room tidy My brother and I have to make our beds every morning, and clean the floor and windows twice a week Another important rule is that my brother and I must be home before 10 p.m My parents are very strict and believe that setting a curfew will help us to become responsible, and stay safe and healthy The third important rule is that we mustn't invite friends to stay overnight This is not only our family rule, but also the rule for all people living in the building If you have any questions, please let me know We will try our best to make you feel comfortable during your stay with us hope you will enjoy your time in Viet Nam Looking forward to meeting you Best wishes, Ha *Can write a letter to a teen to inform him/her about the rules in my family before his / her homestay with us Call him/her write the writing on the board, and the rest of students write in their notebook (Time limited is 10 minutes) T < > Ss Pair work T < > Ss T < > Ss T < > Ss Ss < > Ss Individually T < > Ss Consolidation minutes Check the writing on the board Collect the writing to give marks - Ask Ss to consolidate the main contents - Ask Ss to tell class how to write a paragraph about how people in your family rules - Give feedback - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss Homework minute T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS COMMUNICATION AND CULTURE PERIOD 008/105: Lesson Communication and culture The return of the extended families in the UK and the USA A Aims and Objectives: -Communication This activity aims at giving Ss further speaking practice related to the unit topic Ask Ss to work in groups to practise asking and answering the questions Have Ss take notes of their partners' answers, and help them to express their ideas, if necessary B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes minutes 10 minutes Activities * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Communication: Discussion about the family rules Activity 1: Communication Ask Ss to work in groups to practise asking and answering the questions Have Ss take notes of their partners' answers, and help them to express their ideas, if necessary Key Students'answers (Suggested answers for question 2) Living in an extended family: Advantages: have more support from other family members, Disadvantages: there are a lot of conflicts between different generations, Culture: Ask Ss to read the text carefully and highlight any words they may not know Explain their meaning or have Ss look up the words in a Interactions T < > Ss Pair work T < > Ss T < > Ss Group work 11 minutes dictionary Encourage Ss to compare their guesses about the reasons for the return of the extended families in the UK and the USA with the ones provided in the text Have Ss answer the questions, and compare their answers Check answers as a class T < > Ss -The number of multi-generational households with three or four generations living under the same roof -Unemployment, part-time work and low-paid jobs have become more common The cost of housing has become higher The pressures of childcare and elderly care have become heavier -The disadvantages are the lack of space, independence and privacy, and the daily conflicts -They can develop relationships with adults other than their parents -Old people can become more active when interacting with the younger generations - Ask Ss to consolidate the main contents - Give feedback Consolidation T < > Ss minutes Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 PERIOD 009/105: Lesson Date of teaching: …… /……./201 UNIT 1: THE GENERATION GAPS LOOKING BACK & PROJECT Looking back and project A Aims and Objectives: - Revising strong and weak forms of words in connected speech - Focuses on the stressed words in short exchanges -Revising some of the vocabulary items used in the unit -Revising should/shouldn't and ought to/oughtn't to for giving opinions and advice -Providing additional speaking practice and helps Ss to consolidate the language they have learnt throughout the unit B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 11 minutes Activities * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Pronunciation: Activity Ask Ss to identify the stressed words and put a stress mark before the stressed syllables Interactions T < > Ss Individually 10 minutes 14 minutes Have them listen and check answers Ask several Ss to read the sentences aloud Praise Ss who try to stress the correct words, and reduce the unstressed vowels Activity This activity focuses on the stressed words in short exchanges Ask Ss to identify the stressed words and put a stress mark before their stressed syllables Have them compare their answers with a partner, and then listen and check Ask Ss to practise reading the exchanges in pairs Vocabulary T < > Ss Have Ss read the instructions and this activity individually Then ask them to compare their answers in pairs Ask Ss to make compound nouns with family Ss can use a dictionary, if necessary Then they compare their answers in pairs or groups Group work Grammar: Activity 1: Ask Ss to complete the sentences with should, shouldn't, ought or oughtn't Have Ss the task individually first, and then compare their answers Check answers as a class Key: ought to should not Should not Ought to Activity 2: Ask Ss to complete the sentences with must / mustn't or have to/has to and don't have to /doesn't have to Have Ss the task individually first, and then compare their answers Check answers as a class Consolidation minutes Homework minute E Experience: Pair work T < > Ss T < > Ss Pair work T < > Ss Group work T < > Ss PROJECT Tell Ss that this project aims at providing additional speaking practice and helps Ss to consolidate the language they have learnt throughout the unit Ask Ss to work in groups of to Each group will interview 15 teenagers, aged 15-17, living in their area, and take notes of their answers Ss can use the suggested questions Ss report their group's findings to the whole class Encourage Ss to ask additional questions related to the report - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss Date of preparation:…… /……./201 PERIOD 010/105: Date of teaching: …… /……./201 UNIT 2: RELATIONSHIPS GETTING TARTED A Aims and Objectives: By the end of this unit, Ss can use words and phrases related to the topic Relationships pronounce contracted forms correctly use linking verbs to describe or identify the subject, and use cleft sentences for emphasis read for general ideas and specific information about teenage relationship problems talk about problems and ask for advice listen to a talk show about parent-child relationships write an online posting about relationship problems understand and talk about online friendship Lesson Getting started Romantic relationships A Aims and Objectives: -Getting to know the topic, some vocabulary related to relationships, and two grammar points: linking verbs and cleft sentences - Ask Ss to look at the picture and guess what the two people's relationship is and what they are talking or thinking about B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Warm up minutes New lesson 14 minutes Activities T To talk about one of their friends Interactions T < > Ss Task 1: Ask Ss to look at the picture and guess what the two people's relationship is and what they are talking or thinking about Individually Suggested answers They are grandmother and granddaughter The grandmother is telling her granddaughter to focus on schoolwork, T < > Ss while the girl is thinking about romantic relationships Tell Ss that they are going to listen to a conversation between a student and her grandmother Play the recording Ss listen and read the conversation silently Pair work Task 2: 12 minutes minutes Ss read the statements about the conversation and decide whether they are true, false or not given Key T (‘oh, one of my classmates’) F (Mai tells her grandmother they're just friends and Nam is not her boyfriend.) T (* there's no real friendship between a boy and a girl.’) T (Mai's grandmother went to a single-sex school.) NG T (Mai tells her grandmother that all her classmates are very kind, caring and sympathetic.) Task 3: Have Ss work in pairs Ask them to read the conversation again, and find the verbs that come before the words in the list This activity helps Ss to discover the use of linking verbs with adjectives Key get involved feel bored are very kind, caring and sympathetic sounds good T < > Ss T < > Ss Ss < > Ss Individually Consolidation - Summarize the main points of the lesson T < > Ss minutes Homework - Ask students to write a passage about their daily routine (50 words) minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 PERIOD 011/105: Lesson Date of teaching: …… /……./201 UNIT 2: RELATIONSHIPS LANGUAGE Language A Aims and Objectives: By the end of the lesson, students will be able to: - Using a verb or a noun, Ss need to consider its suitable form (tense of verbs; singular or plural form of nouns) - Contracted forms in casual speech Ask Ss to find the shortened forms of verbs and negative words (‘not’) and write their full forms in the space provided -Cleft structures are used to emphasise a particular part of a sentence It is is used when the main verb is in the present tense, and It was is used when the main verb is in the past tense - Can recognise and pronounce contracted forms I can use linking verbs to describe the subject of the verb and cleft sentences for emphasis B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 10 minutes 10 minutes 17 minutes Activities * Checking - Teach some of the words using the glossary, some pictures - Prepare some pictures of the people for illustration if possible - Lead in: We’re going to learn about Interactions T < > Ss A Vocabulary: - Ask Ss to match the words or phrases with their meanings Key have got a date break up romantic relationship argument sympathetic lend an ear be in a relationship be reconciled - Ask Ss to pay attention to the context in which the words or phrases in can be used When using a verb or a noun, Ss need to consider its suitable form (tense of verbs; singular or plural form of nouns) Key lend an ear, broke up reconciled romantic relationship in a relationship, arguments have got a date sympathetic B Pronunciation Task 1: - contracted forms in casual speech Ask Ss to find the shortened forms of verbs and negative words (‘not’) and write their full forms in the space provided shouldn't - should not +you're - you are +we're - we are +It's - It is +there's - there is +don't - not +he's - he is +you'll - you will +Didn't - Did not +I'm-I am Task 2: - Ask Ss to listen and underline the contractions or the full forms in the exchanges Explain some of the rules for contracted forms Check answers as a class f Key Individually T < > Ss Group work T < > Ss S Ss T < > Ss will, I'll am He is, he's we are, didn't Individually Notes Noun / pronoun, etc + verbs ; - The short form 's(=is/has) can be used after nouns, pronouns, question words, here and there The short forms'd (= had/would), 'll and 're are usually used after pronouns, some question words, short nouns, and there • - Full forms are used at the end of a clause (e.g Yes, he is.) or when the speaker wants to emphasise some information, hence the primary stress on the full form (e.g He HAS done it, not WILL it.) Verbs + not There are two possible contractions for negative expressions, e.g She's not /She isn't Negative contractions can be used at the end of a clause, e.g No, they haven't Play the recording for Ss to repeat chorally and individually T < > Ss Grammar Unking verbs Explain to Ss that linking verbs are used to describe or identify the subjects of the verbs An adjective or a noun can follow a linking verb, but the focus of the lesson is on the use of linking verbs with adjectives • First, have Ss choose a suitable verb for each sentence from the word box, and then ask them to use the correct form of the verb to complete the sentence Task 1: Key sounds grow/get stay 4,gtting seem look Task 2: Ask Ss to read the sentences carefully and identify the linking verbs • Explain to them that some verbs (appear, look, taste, smell, sound, and feel) can refer to an action (= action verbs) and be followed by an adverb Key unhappy warmly suddenly excited angry annoyed awful quickly Task 3: - Cleft sentences with It is / was that Explain to Ss that cleft structures are used to emphasise a particular part of a sentence It is is used when the main verb is in the present tense, and It was is used when the main verb is in the past tense • Ask Ss to put the underlined part (= the focus) in each sentence after It is/was Key T < > Ss T < > Ss It was her sad story that made me cry It is you who are to blame for the damage / It's you that is to blame for the damage It's hiking in the forest that we really enjoy It's your parents that / who you should really speak to when you have problems It's his dishonesty that I dislike the most It's Jim that / who Lana is in a relationship with It was at the age of 20 that he became successful as a famous writer It was in a nice coffee shop that they had their first date Task 4: Have Ss practise asking and answering the questions in pairs Tell them not to emphasise any of the words in the questions Encourage them to stress the words in focus in the answers Key No It was a smartphone that he gave me for my birthday No It's in Tokyo that I'm going to spend the holiday with my family No It's a lawyer that I want to become No It's his brother that / who earns 10,000 dollars a month No No It's my friend that / who can speak three languages fluently It's Ha that / who is in love with Phong No It's at a.m (tomorrow) that we have a meeting - Ask Ss to consolidate the main contents - Give feedback T < > Ss Consolidation minutes Homework - T asks Ss to exercises again at home minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 PERIOD 012/105: Lesson Date of teaching: …… /……./201 UNIT 2: RELATIONSHIPS READING Reading Please help me A Aims and Objectives: By the end of the lesson, students will be able to understand: - General knowledge: Ss read for specific information - Language: Present simple The lesson objectives: skimming and scanning a text for main ideas and specific information B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up Activities - Lead in: Inform the class of the lesson objectives: Skimming (glancing over a text for a general overview) and scanning (quickly Interactions minutes looking at a text for specific information) the text for the main idea and specific information Ask the class to recall what skimming and scanning are T < > Ss New lesson 36 minutes Task 1: - Ask Ss to look at the people in the three pictures, paying attention to their body language Have Ss work in pairs and guess what is happening to these people or how they are feeling Suggested answers Picture a The teacher is returning students' papers The boy is depressed because of his poor grades Picture b Their relationship is breaking up Picture c They're having an argument Task 2: Tell Ss that they are going to read an advice column in a newspaper including readers'questions and a counsellor's replies Ask Ss to read the questions and replies quickly and find the main ideas Have Ss choose the best summary of each reader's problem Key b (Van Ha: My friend betrayed my trust.) c (Quang Nam: I don't have friends Task 3: Ss T < > Ss T < > Ss Group work T < > Ss Pair work Notes The part of a newspaper or magazine in which a counsellor gives advice to the readers who have sent letters about their personal problems is usually called an agony column In British English, the person who gives advice is called an agony aunt or agony uncle Have 5s read the five definitions in this part Ask them to find the words or expressions in the text to match with these definitions Key be on good terms with someone take the initiative trust engage in (a conversation) drop out (of school) Have Ss work in pairs and practise asking and answering questions Task4 Key They are close friends Ha told Hoa about her depression and her intention to drop out of school Because Hoa promised to keep Ha’s story secret, but then she told their teacher about it No She tries to explain why Hoa told the teacher about Ha's problem, and advises Ha to talk to Hoa again He thinks he is short and fat, and girls don't find him attractive Because Nam does not have a good relationship with the girls in his class The counsellor advises Nam to focus on his studies, become an excellent student and learn how to start a friendly conversation with T < > Ss Individually Pair work T < > Ss his classmates Task5 Have Ss discuss with a partner Ask them some guiding questions before they start their discussion: If you were Ha or Nam, would you feel pleased with the counsellor's advice? If you were the counsellor, what else would you tell them? LESSON OUTCOME Ask Ss: What have ydu learnt today? What can you now? Elicit answers: / can understand a text about teenage relationship problems in an advice column I know where people could seek advice when they have problems - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes - Summarize the main points of the lesson Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 013/105: Lesson Speaking Seeking advice UNIT 2: RELATIONSHIPS SPEAKING A Aims and Objectives: By the end of the lesson, students will be able to understand: the lesson objectives: talking about personal problems; asking for and giving advice B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes - Lead in: Inform the class of the lesson objectives: asking and giving advice T < > Ss New lesson 37 minutes Task 1: Ask Ss to read the conversation quickly to get the main idea.Then they read it again and match the sentences (a-f) with the gaps (1-5) in the conversation Key 1.b e 3d a 5.f c Task 2: Have Ss identify the main ideas in the conversation Ask them to answer the questions Key T < > Ss T < > Ss She was chosen to take part in the English Public Speaking Contest in Da Nang, but her parents don't allow her to go there.They are worried because she has never been away from home Van advises Chi to ask their teacher to persuade Chi's parents Task 3+4 Ask Ss to practise the conversation in pairs Have Ss work in pairs, choose one topic and make a similar conversation Ask them to use the expressions when talking about problems, asking for advice and giving advice: What's the problem? What should I do? have an idea Task : Ask Ss to work in pairs or groups Have them take turns talking about the problems that they have had at school or at home (e.g conflicts or misunderstandings between them and their friends, siblings, parents, or teachers), and what they did to deal with the problems Pair work T < > Ss Group work T < > Ss - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes - Summarize the main points of the lesson Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 2: RELATIONSHIPS LISTENING PERIOD 014/105: Lesson Listening Teenage relationships A Aims and Objectives: - Educational aim: By the end of the lesson, students will be able to talk aboutRelationships improve listening skill - The lesson objectives: listening to a talk show for specific information B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes Activities Task 1: Have Ss discuss the questions in Activity with a partner Ask Ss some other guiding questions: Do you usually tell your problems or secrets to your parents? Are they willing to lend an ear? If you have a boyfriend or girlfriend, will you tell your parents about it? Suggested answers Yes, because my parents are sympathetic They can give me some advice No, because my parents are very strict and unsympathetic Interactions T < > Ss New lesson 37 minutes Task 2: Ask Ss to listen to a talk show for specific details and choose the best T < > Ss option to complete each statement If Ss cannot find the answer, stop the recording after the sentence containing the information for the answer Ask Ss to compare their answers with a partner Key: l.C B C A Task 3: Activity focuses on listening for more specific information Ask Ss to read the questions before listening, and underline the key words in each question Example: Q1: main topic Q2: teenagers, prepare for becoming adults Q3: what, parents do, children experience break-ups Q4: parents, strongly oppose, romantic relationships • Play the recording without pausing Ask Ss to listen, write down the answers, and then discuss their answers in pairs Key The talk show is about how teenagers and their parents deal with problems They need to learn to form safe and healthy relationships with other people (friends, parents, teachers and romantic partners) Parents should offer a shoulder for their children to cry on and listen to them No Because their strong opposition will make their children stop talking about T < > Ss T < > Ss T < > Ss Task 4: Ask Ss some questions before they start the discussion What is the purpose of a romantic relationship? Do people start a relationship just for fun or for a possible marriage? • Tell Ss that the answers to these questions will help them to decide on the "right' age for a romantic relationship Suggested answer A person should start a romantic relationship when he / she is at an age or stage in life when he / she is mature enough, and is ready for a possible marriage For this reason, the ‘right’ age can be different from person to person - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes - Summarize the main points of the lesson Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 PERIOD 015/105: Lesson Writing Teen forum UNIT 2: RELATIONSHIPS WRITING Date of teaching: …… /……./201 A Aims and Objectives: Educational aim: the lesson objectives: writing an online posting about relationship problems Can write an online posting to tell about an incident or a relationship problem, and how I felt about it B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes Activities Interactions - Lead in: Inform the class of the lesson objectives Task 1: Explain to Ss that people now tend to write about recent events or any T < > Ss topics of interest and post their stories on the Internet (through social networking sites or online forums) • Ask Ss to read through the posting and complete it with the words in the box Key upset shocked influence different talented appearances New lesson 35 minutes Task 2: The focus of this activity is on the different parts of the story posted to T < > Ss the teen forum Ask Ss to read through the list (a-g) and put the parts in the order they appear in the online posting in Key Individually g c f d e a Task 3: Explain to Ss that there are three topics for them to choose from These topics are about teenagers' relationship problems with parents or friends Encourage Ss to add more details when they write the story Ask Ss to write their drafts individually, and then exchange their writing with a partner for peer feedback Encourage Ss to make revisions, if necessary Collect some of Ss’ final drafts and give comments Task 4:This activity is optional Have Ss it in class if there is enough time or let them it at home Collect Ss'drafts in the next lesson for further comments and grading T < > Ss T < > Ss - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes - Summarize the main points of the lesson Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 2: RELATIONSHIPS COMMUNICATION & CULTURE PERIOD 016/105: Lesson Communication and culture A Aims and Objectives: By the end of the lesson: - The lesson objectives: further skill development - Have improved my listening, speaking and reading skills I have learnt about the advantages and disadvantages of having online friends, and about the different ways of dating around the world B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 35 minutes Activities * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Communication: This activity provides further listening practice Explain to Ss that when people use the Internet, they have a lot of opportunities to make online friends from around the world Have Ss read the questions and underline the key words before listening Play the recording once or twice depending on Ss' level Ask Ss to work with a partner to compare their answers Check answers as a class Key Hung can have more knowledge of different cultures and lifestyles because his online friends come from different places around the world He can contact his friends whenever he wants, as long as they are online Because he doesn't have to spend money on dinners, parties or cinema tickets The most important benefit of having online friends is that he can end a relationship quickly Sometimes he doesn't know for sure who these friends really are, as they may not use their real names Have Ss work in groups and discuss the questions • Ask the representatives of some groups to report their groups' opinions to the rest of the class Culture: Culture Have Ss read the text about dating in some countries and write the information below the pictures • Ask them to look at the pictures carefully to find out what the people in the pictures are doing Example: In Picture a: A woman is typing on a computer The roses indicate that she is probably on a dating site and someone has sent her a love message In Picture b: People are talking in pairs They want to know more about Interactions T < > Ss Pair work T < > Ss Group work T < > Ss Pair work Pair work T < > Ss Pair work T < > Ss their partners In Picture c: A group of young people are probably going camping or hiking Key online dating/US speed dating / Singapore group dating / Europe and Australia Ask Ss to read the text again to decide whether the statements are true, false, or not given • Have Ss compare their answers with a partner Key Have Ss discuss the question in pairs After their discussion, ask some pairs to report their opinions to the class Suggested answer Group dating is very popular in Viet Nam, especially among young people Speed dating is not popular as there are no companies that provide that kind of service Online dating services can be found on the Internet, but they are not very popular as many people think online dating is not safe - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 PERIOD 017/105: Lesson Date of teaching: …… /……./201 UNIT 2: RELATIONSHIPS LOOKING BACK & PROJECT Looking back and project A Aims and Objectives: The lesson objectives: reviewing pronunciation, vocabulary, and grammar can pronounce the contracted forms of verbs and negative words correctly -Can use linking verbs to describe the subject, and can use cleft structures to emphasise a particular part in a sentence -Can tell a story about friendship or teacher-student relationship B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes Activities * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Interactions T < > Ss New lesson 34 minutes Pronunciation: Help Ss to review the pronunciation rules for contracted and full forms Have 5s underline the words which could be contracted in the exchanges, and then work with a partner to compare their answers Play the recording Have Ss listen and check their answers Vocabulary: The six words and phrases in the box are the ones most frequently used in the unit Have Ss write them in the blanks, making changes to the verb forms, if necessary Key dating lend an ear romantic relationships meet face to face broke up be in a relationship Grammar: This activity aims to help Ss to make questions with linking verbs This is the first step before Ss answer these questions, using adjectives after the linking verbs Key How did Peter feel when his girlfriend broke up with him? How will I look if I cut my hair short? How did you feel when you lost the game? How did Martin's voice sound in the live show on TV last night? How does your soup taste? How would you feel if you had no friends? Have Ss write their answers in the gaps, using the given adjectives Then ask Ss to practise in pairs One student asks questions and the other gives answers Suggested answers He felt depressed You'll look attractive 3.1 felt disappointed His voice sounded awful It tastes great I'd feel lonely Activity focuses on cleft sentences Draw Ss' attention to the verb tense of be (is/was) after It and the focus in the first part of each sentence This will help them to choose the right answer Key f It was me that started arguing with Jim d It's travelling around the world that has helped me to learn about other cultures a It's on Friday that Sue usually visits her grandmother g It’s his attitude towards others that really upsets me b It's John that is always telling lies c It was my old friend that I got the news from e It was in Paris that I started my first romantic relationship Project: - For this project, Ss vote for the best story for a storytelling contest organised by the school, First, ask Ss to think about the questions in the Student's Book and take notes They can this individually Individually T < > Ss Pair work T < > Ss Pair work T < > Ss Ss Then have them discuss their notes in groups, and get some feedback from the group members Next, have Ss work individually to write their stories Ask them to think about the following ideas when they draft their stories: setting (where it happened) characters (who was involved; what their personalities were) structure or planning (introduction, incidents or events, conflicts, solutions) moral lesson of the story (Examples: Don't tell lies to your friends or parents; don't run away from problems; be ready to help people in need.) Finally, ask Ss to practise telling their stories in groups Each group chooses the best story which meets the two criteria (content and storyteller's performance) The best storyteller of each group tells his / her story in front of the class - Ask Ss to consolidate the main contents Consolidation - Give feedback T < > Ss minutes Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 018/105: REVISION revision A Aims: To practice speaking, reading, listening and writing To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence To help Ss have the opportunities to develop their oral fluency To introduce some words and phrases * Language focuses: Tenses (simple present/ present continous, simple future, be going to) B Preparations: - Teacher: Handouts, textbook, sub boards, colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Teacher’s and Students’ activities Content LANGUAGE Form compound nouns with the words in the box Then complete the sentences using correct ones - Ask Ss to this activity individually, and Vocabulary Task KEY housework then compare their answers with a partner Check answers as a class and write the correct ones on the board childcare viewpoint grandparents Complete the sentences with correct words from the box - Have Ss this activity individually Then ask a student to write his / her answers on the board Check the answers with the whole class girlfriend Task KEY relationship an argument reconciled independent self-reliant Listen and link the final consonants and initial sentences vowels Then in read the them aloud - Play the recording and have Ss this activity individually, and then compare their answers with a partner Write the sentences on the board Then ask Ss to practise reading the sentences aloud Complete these sentences with should/ shouldn't/ought to/ought not to/must/ mustn't/have to/has to Pronunciation Task Kate is a teacher of English in an upper secondary school Look at these pictures and answer my questions in English Tom used to live in his parents'house, but he's moved into a new flat with some friends Can I have a cup of apple tea? Don't forget to turn off the lights when you leave after the party - Elicit the form and use of the modals: should/ shouldn't/ought to/ought not to/must/mustn't/ have to/has to Grammar - Ask a volunteer to the activity on the board while the rest of the class works on it individually Task KEY should / ought to shouldn't / ought not to - Check Ss'answers, and ask Ss to provide explanations for their choice of modals if necessary and Read and complete the text with the words from the box, then answer the questions Ask Ss to complete Activities and must / have to mustn't must / has to individually and compare their answers with a partner Then give the correct answers and any explanations if necessary Reading Task1 KEY decisions unemployment straight Work with your partner Make a conversation about your friend's problem and give them advice Use your own ideas or the suggestions below - Ask Ss to work with a partner to make a conversation about a friend's problem One student explains the problem while the other asks questions and offers advice Ss may use their own ideas or the suggestions - Encourage Ss to swap roles and role-play the conversation again hopefully advantage qualifications possibility Task2 KEY practical Around the age of seventeen There is more unemployment Getting a job more easily There are many opportunities for training Speaking Task Your friend's problem: - getting bad exam results Your advice: - spend less time surfing the Internet for pleasure - spend more time searching information for assignments - work harder - ask a teacher for extra tuition E Experience: Date of Date of preparation:…… /……./201 PERIOD 019/105: WRITTEN TEST Test 45' A Aims: - To check Ss’ understanding - To give marks B Preparations: - Teacher: Sheets of papers - Students: Pens C Language focus: * Phonetics: Date of teaching: …… /……./201 - Pronunciation * Vocabulary: * Grammar: - Tenses - Passive voice * Listening: * Writing: D Time: 45 Minutes Time: 45 minutes Name………………………… Class ……………………… Mã đề: 01 I: READING: READ THE TEXT CAREFULLY TRAVEL GREEN Travel and tourism are very important to millions of people over the world In every country you can find people that work in travel and tourism Some countries need the money from tourism to help their people survive It is necessary for these places that travel and tourism continue to expand and bring money to their regions However, travel and tourism have negative aspects Planes, buses, boats and other means of transportation that carry travellers and tourists cause pollution Moreover, some people things on a holiday they would never think of doing at home For example, many travellers use a lot of water and electricity when they stay in hotels They forget to turn of the lights or even leave televisions and air conditioning units on when they leave the room On top of that, it is often difficult or impossible for travellers to recycle items, so they end up leaving large amounts of waste behind That’s why it is important for people to travel wisely and respect the places they visit There are ways you can travel and be environmentally friendly Here are some tips to help you: Don’t throw rubbish on streets, beaches or in the countryside Use bins Don’t throw anything into the sea, especially plastic bags Every year many turtles and other sea animals die after swallowing plastic bags Don’t use too much water or electricity Many parts of the world have not got enough water Taste the local and national dishes of the country This is an important part of your experience and can be lots of fun, while supporting local farming Buy local products or souvenirs This helps people keep their jobs and will help you remember your trip and share the experience with friends and family Don’t buy any products made from endangered species; sea turtle shells or bags made from reptiles or other animals It’s illegal! Don’t buy seashells, sea sponges or marine plants Don’t take anything from the sea MARK THE STATEMENTS T (TRUE), F (FALSE) (1m) Travel and tourism only have negative aspects People the same way on holidays as they at home Plastic bags can harm some sea creatures You should not buy any products made from endangered species ANSWER THESE QUESTIONS ABOUT THE TEXT (2m) Why is tourism important for a country? ………………………………………………………………………………………………………………………………………………… ………………………………………… How does tourism affect the environment? ……………………………………………………………………………………………………… ………………………………………………………………………………… What should you to be environmentally friendly? Mention TWO ideas ………………………………………………………………………………………………………………………………………………… …………………………………………… How can you help local people keep their jobs? …………………………………………………………………………………………………… ……………………………………………………………………………………… II Choose the words having the stress pattern different from the others (0.5m) A: animal B: invention C: energy D: influence A: atmosphere B: removal C: dioxide D: consumption III Choose the words having the pronounce different from the others (0.5m) 1, A dissolved B blamed C misused D increased 2: A amuses B purses C blouses D pleases IV Complete these sentences using the CORRECT FORMS of the words in brackets (1m) The _world is the world of trees, rivers, animals and birds (NATURE) Drinking water in this area is highly _ by waste (POLLUTE) All countries around the world should make plans for development (SUSTAIN) Scientists are studying the _effects of global warming (ECOLOGY) V Complete the following sentences with suitable words from the box (1m) protect acid rain global warming deforestation pollution Air _ is threatening the health of older people and children All efforts should be made to reduce the negative impacts of _on climate change and human health _and land use for agriculture are destroying rare plants and wildlife The ozone layer helps _ us from the sun's rays _ has a terrible effect on forests and life in rivers and lakes VI Give correct form of the verbs (1m) 1) That was a very strange question (ask) 2) It was very kind of you (show) the way 3) The teacher let him (stay) at home to finish the assignment 4) It was quite a surprise (see) him again VII Finish the incomplete sentences using the suggestions given (2ms) “Car pollution is a big problem in my city.”  Tom said………………………………………………………………………… “Don’t lean your bicycles against my windows, boys,” said the shopkeeper The shopkeeper warned Mary doesn’t speak English He can’t get a good job  Mary would…………………………………………………………………… Sue was sad because she missed the train  It………………………………………………………………………………… VIII Writing : “The conflicts between you and your friends? How to solve?” (Write about 80 words (1m) ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………… Date of preparation:…… /……./201 PERIOD 020/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT GETTING STARTED Getting started I Objectives: By the end of the lesson, Ss can: - get to know the topic of becoming independent, vocabulary related to being independent - make dialogues using expressions - be raised an awareness of becoming independent II Knowledge: Language: To-infinitive after certain adjectives and nouns Vocabulary: reliable, self-reliant, decisive, determined, well-informed, confident III Skills: Main skills : listening, reading Sub-skills : speaking, writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s and Students’ activities Content A Warm-up (4’) * Questions: T shows Sts some pictures and asks Ss to What words come up to your mind when you answer the questions think of an independent person? Does an independent person often ask for Ss Look at the pictures and answer the help when doing things? questions Can she things for herself? T elicits answers from students, encourages different interpretations Lead in: These people are doing the work without being paid for it What you call this kind of work? (Expected answer): BECOMING INDEPENDENT In our lesson today, you will know about volunteer activities Listen and read B PRESENTATION (10’) Listen and read - T asks Ss to guess what the conversation might be about by reading the title “An independent person” - T asks Ss some questions about the conversation: “What are Mai and Lan talking about?” - Ss can guess the content of the conversation * Conversation: (page 26): AN INDEPENDENT PERSON * Vocabulary: - reliable /rɪˈlʌɪəb(ə)l/(adj.) : Consistently good in quality or performance; able to be trusted Eg: a reliable source of information - self-reliant /ˌsɛlfrɪˈlʌɪənt/ (adj.) : Reliant on one’s own powers and resources rather than those of others Eg: a self-reliant little girl - T plays the recording - decisive /dɪˈsʌɪsɪv/ (adj.) : Settling an issue; - Ss listen and read the conversation at the producing a definite result: same time Eg: The archers played a decisive part in the - T asks Ss to not to worry about the new victory words or grammar points - determined /dɪˈtəːmɪnd/ (adj.) : Having made - T asks Ss to read the questions in task a firm decision and being resolved not to (page 27) change it: - T gives some new words Eg: Alina was determined to be heard - well-informed: Having or showing much knowledge about a wide range of subjects, or - Ss read the new words in chorus and about one particular subject individually Eg: a wide and well-informed debate - confident / ˈkɒnfɪd(ə)nt /(adj.) : Feeling or showing confidence in oneself or one’s abilities - Ss work in pairs to practice the dialogue or qualities Then demonstrate before class Eg: she was a confident, outgoing girl - T corrects Ss’ intonation and stress if Read the conversation again and answer the necessary questions: (page 27) * Expected answers: Because Minh doesn’t rely on other people for C Practice (20’) help and isn’t influenced by other’ people’s opinions T lets Ss read the questions first, then read the Because he always completes his tasks on time, conversation again to answer the questions and never needs to be reminded about assignments Ss work in pairs to practice asking and and other schoolwork answering the questions He tried hard and spent the whole night an a hard Maths problem when most student in the - Ss report their answers class had given up - T checks if they have any difficulty in He always tries to find solutions to his problem understanding the conversation and seldom needs help from others - Ss refer the conversation to get clues for Responsible, reliable, self-reliant, decisive, their answers determined, well-informed and confident - T checks Ss’ answers and encourages Ss to Ss’ own answers give their opinions to answer the question Match each word with their definitions d Match each word with their definitions e - T: asks students to look through the task b then work individually to finish the task c - Ss: work individually to finish the task f - T; asks them to work in pairs to compare and a check their answers - Ss: work in pairs Find the sentences with To-infinitive after - T: calls some students to give the answers certain adjectives and nouns in the then gives the correct answers conversation and write down them in the - T tells Ss to take a quick look at the conversation to find the sentences with Toinfinitive after certain adjectives and nouns, underline them and then write down - Ss: work in pairs - T goes around to observe - Check their answers and gives the feedback spaces below (page 27) * KEY: It’s good to have a friend you can rely on Evan our Maths teacher was very surprised to read his answer His parents must be really pleased to have such a son But he still has time to read, … It’s interesting to talk to him I really admire his ability to make decisions so quickly You’re lucky to have a close friend like him D PRODUCTION (8’) T asks Sts to work in groups Talk about your independent friends or relatives T goes around to observe and correct typical errors T calls some groups to talk about the activity they take part in T elicits feedback from the class and gives final comments Homework (3’): + Talking about some kinds of volunteer work that you are going to join next summer and say why V - Self -evaluation: ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………… Date of preparation:…… /……./201 PERIOD 021/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT LANGUAGE LANGUAGE I Objectives: By the end of the lesson, Students can: - know more vocabulary related to being independent - form words in ending with the suffixes – ity, -ce, -ness, -tion - link between a consonant and a vowel - use To-infinitive after certain adjectives and nouns II Knowledge: Language: To-infinitive after certain adjectives and nouns Vocabulary: How to form NOUNS, ADVERBS from the words such as reliable, self-reliant, decisive, determined, well-informed, confident III Skills: Main skill: speaking Sub-skills: reading, writing, listening IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s and Students’ activities Content A Warm-up: (4’) T asks Ss to look at the pictures and write down adjectives to describe them - Ss give the adjectives (if they can’t, T give some letters to help them find out Adj easily) - T leads into the new lesson PRESENTATION: (30’) T explains to Ss what they are supposed to Ss can use dictionaries to look up words to complete the table T can point out the use of suffixes such as – ity, -ce, -ness, -tion as a word formation strategy Ss speak out T writes the corresponding word form on the board - T asks Ss to work individually first - Ss work individually - T lets Ss work in pairs or groups to compare their answers - Ss work in pairs or groups to compare their answers - T calls some representatives to speak out their answers and explain them if T asks - T gives feedback PART 1: Vocabulary * Activity 1: Complete the table with words that have the same roots as the adj in the first column (page 27) Adjective Noun Adverb reliable reliability reliably confident confidence confidently independen independenc independentl t e y self-reliant self-reliance decisive decisiveness decisively determined determinatio determinedly n responsible responsibilit responsibly y * Activity 2: Complete the sentences with some of words from (page 27) reliable confidence well-informed responsible self-reliance decisively independence T shows the pictures and has Ss read aloud the PART 2: Pronunciation (linking between a consonant and a vowel) sentence Ss read aloud Do you like it? T elicits T introduces how to link between a consonant and a vowel T plays the recording Ss listen T plays the recording again with pauses for Ss to repeat each sentence Ss listen and repeat the sentences Ss study The Yellow stick note (page 28) T asks Ss to work in pairs and take turns reading the sentences in rows - Ss practice the sentences a few times - T invites some Ss to read the words and - Linking between a consonant and a vowel is a very important feature of English as it helps preserve rhythm and makes the spoken language sound natural * Activity 1: Listen and repeat the following sentences, paying attention to the linking between the words (page 28) corrects their pronunciation - T reminds Ss of To-infinitives after nouns/ adjectives - T asks Ss to pay attention to sentences with TO- INFINITVE in GETTING STARTED - Linking can occur when a word ends in a consonant and the following word starts with a vowel The consonant sound is linked with the vowel sound * Activity : Listen and link ( )the consonant sounds and the vowel sounds Then practice - Ss write down and discuss how to TO- infitive reading the sentences (page 28) used in these sentences - T gives feedback Grammar: * Activity 1: To-infinitives after nouns/ adjectives (page 28) Form: - Ss make some examples of their own S + linking V + N/ Adj + TO- infinitive - T gives explanations and provides help when necessary Uses: We can use the to- infinitive after certain adj to give a reason for the adj Eg: I’m happy to meet you again - Ss rewrite the sentences * Note: - T asks Ss to work in pairs to check their We can use the to- infinitive after with IT and answers certain adj to make a comment or judgment - T gives feedback and highlights TO- infinitive It + linking V + Adj + TO- infinitive Eg: It is interesting to talk to him - T lets Ss the exercise individually (IT is the formal subject while the infinitive phrase - Ss work by themselves is the real subject of sentence - T observes and helps them if necessary Eg: Talking to him is interesting + Key: - T asks Ss to take turns reading the sentences It’s good to have a friend you can rely on aloud and then write them on the board (It + linking V + Adj + TO- infinitive) - Ss read and write the sentences Even our Maths teacher was very surprised to read his answer (S + linking V + Adj + TO- T gives comments infinitive) But he still have time to read….( S + linking V + N + TO- infinitive) - T ask Ss to look at examples and the exercise individually * Activity 2: To-infinitives after adjectives - Ss work by themselves (page 28) + Key: - T observes and helps them if necessary The little boy was afraid to jump into the pool She is proud to be the leader of the group - T asks Ss to take turns reading the sentences The students were excited to hear that they had aloud and then write them on the board won the competition - Ss read and write the sentences My mother was very surprised to hear that I would take part in the storytelling contest I’m sorry to disturb you - T elicits Ss’ answers about rules - Ss study the rules given in the yellow box (page 29) and give examples - T explains the rules if necessary * Activity 3: To-infinitives after Noun (page 29) It’s unreasonable to expect that everybody will understand It’s impossible to guess what will happen - T lets Ss the exercise individually - Ss work by themselves - T observes and helps them if necessary - T asks Ss to take turns reading the sentences aloud and then write them on the board - Ss read and write the sentences PRODUCTION: (8’) What have you learnt today? form words in ending with the suffixes – ity, -ce, -ness, -tion - link between a consonant and a vowel - use To-infinitive after certain adjectives and nouns Ss give some examples for what they have learnt, using the pictures or situations T assigns It’s easy to learn some simple sentences in English such as How are you? or Thank you His decision to take part in the contest surprised all of us It’s necessary to take a map with you when traveling in a foreign country It’s possible for you to finish the project on your own * Note: We can use the to- infinitive after certain abstract nouns to say what action they relate to NOUN+ TO- infinitive Eg: Your dream to become a teacher will come true * Activity 4: To-infinitives after Noun (page 29) You are not ill so there’s no need to stay in bed My teacher has the ability to make complicated things easy to understand His decision to take part in the contest surprised all of us I couldn’t get permission to go to the party I didn’t know about their plan to go to Nha Trang for the summer holidays Homework (3’) Exercise : Build the sentences with the clues It/ dangerous/ go /such/ bad weather You/ have/ good/ methods/ study English He/ seem/nervous/ take/ live show game They/ excited/ hear/ that/ form teacher/ become/ healthy I/ determined/ win/ race V - Self- evaluation: ……………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 PERIOD 022/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT READING READING I Objectives: By the end of the lesson, Ss can: - read a text about why people volunteer work for the main idea and specific information - talk about benefits of doing volunteer works - be awareness of helping community II Knowledge: Vocabulary: obvious, fortunate, concerned, narrow-minded, dedicated Language: volunteer work III Skills: Main skill: Reading Sub-skills: Listening, Speaking, Writing IV Methods: Communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s and Students’ activities Content I Warm up (4’) Chatting - T plays a video about time-management and ask Ss some questions to set the topic of reading? - Ss give their answers - T encourages Ss to give different viewpoints - T introduces the title of the reading text II Pre-reading (8’) Group-work - Ss read the text quickly and choose the statement they think it’s the main idea of the text - T goes around the class to help Ss with some difficult if necessary - T asks Ss compare with the others - T doesn’t give feedback III While-reading (20’) - T asks Ss to read through the passage, check if the statements are true, false or no given, referring to the text if necessary - T asks them to underline the key words in the statements and relevant words/ phrases in the text - Ss read the text and underline the key words in the statements and relevant words/ phrases in the text - Ss work individually to the task, then discuss their answers with their partners - T calls on some Ss to give their answers and asks them to give clues from the reading text - T gives feedback - T asks Ss to this exercise individually, then compare with a partner + ask them to scan the text to find answers to the questions + let them highlight the keys words both in the * Activity 2: Read the text and select the statement that expresses its main idea.(page 29) * key: D * Activity 3: Read the statements Decide if they are true, false or not given (page 30) + Key: NG F (However, the ability to be an independent person does not develop naturally.) F (… You need a number of life skill to stop relying on your parents and older siblings.) T T * Activity 4: Read the text again Answer the questions (Page 30) + Key: With good time-management skills, you don’t feel very stressed when exam dates are approaching; you can act more independently and responsibly, questions and in the text + let them take turns asking and answering in pairs.- Ss this task, then discuss their answers with their partners - T checks Ss’ answers and give further explanation if necessary - T asks Ss to look back at the text to locate the highlighted words - Ss try to guess the meaning of each of the highlighted words, based on the context - Some representatives read aloud their answers - T checks Ss’ answers IV Post-reading (10’) Group-work - T has Ss work in groups of to note down the time-management skills mentioned in the text - Ss express giving opinions that they know - Ss take turns speaking - T joins some group and reminds Ss to take turns speaking - T asks some representatives from groups to perform in front of the whole class - Feedback by listening to each other get better grades at school and have more time for family and friends Write the things you will have to on a planner or an app on your mobile device, and put time limits on them So you can check them later Decide what is important to you and give it the most of your time or add it to the top of your list Once routines are developed, they take less time to * Activity 5: Work in groups - Making plans - Prioritizing activities - Developing routines Homework (3’) Read “Time Management Tips For Students” and give your points of view Add more tips if you can The time management skills and disciplines that you develop as a student can help you for the rest of your life Do something today that your future self will thank you for Here are some tips to help you develop good time management skills A Create good study habits Study at the same time each day so that it becomes a habit Plan for weekly reviews Set aside blocks of study time (about 45 minutes each) Keep your study area just for studying and get rid of distractions Write down assignments in every class including the DUE DATE and then check off items as you complete them Take advantage of open “time windows.” · Use the time you spend waiting, walking, riding, etc to review what you’ve learned · Just before class, quickly review your notes or readings relating to that class V - Self- evaluation: ……………………………………………………………………………………………………………………………………………… ………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 PERIOD 023/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT SPEAKING Speaking I Objectives: By the end of the lesson, Ss can: - talk about the skills teens need to develop in order to become independent and the reason why those skills are necessary - be educated to raise their awareness of becoming independent II Knowledge: Language: volunteer activities, expressions of giving opinions Vocabulary: I think, I believe, I agree, that’s true… III Skills: Main skill: Speaking Sub-skills: Listening, Reading, Writing IV Methods: Communicative V Teaching techniques: Brainstorming, Pair-work, Group-work, Ask-answer, Listen-repeat VI Teaching aids: textbooks, posters, pictures VII Time: 45 minutes VIII Procedures Teacher’s and Sts’ activities Warm –up: (4’) Brainstorming - T shows Sts the pictures and asks Ss how to manage their time? Content - Ss look at the pictures and give their own answers - T asks Ss if these skills are useful - Ss comment Lead in: These people are doing the work without being paid for it In our lesson today, you will talk about local community development Pre-speaking: (8’) - T asks Ss to work in pairs to look at the table and discuss and match the skills with the appropriate reasons - Ss discuss and match - T goes around and help Ss when and where necessary - Ss compare their answers with the others in groups - T calls on some Ss to give their answers by reading aloud these activities and the reasons why they are important - T checks Ss answers 3.While-speaking: (20’) - T asks Ss to read the conversation - Ss read and use the words in the box to fill in the blanks individually first - T has Ss work in pairs to role-play the conversation - Ss work in pairs and role-play * Activity 1: The table below presents the skills teens need to develop in order to become independent and the reason why those skills are necessary (page 30) + Key: d f e a g b c * Activity 2: Lan and Minh are talking about what they think are the most important skills they need in order to become independent Use the words in the box to complete their conversation Then practice it in pairs (page 30) * Key: loneliness decisions Interpersonal communication communicate - T asks Ss to look at Activity and decide on the three most urgent / important skills for them to in order to become independent and the reason why those skills are necessary Ss make a similar conversation as the one in - T asks Ss to practice using Useful phrases in speaking - Ss support reasons based on their own experience - T joins some pairs and help Ss when and where necessary - T asks some pairs to practice speaking their dialogues in front of the class - Feedback by listening to each other * Activity 3: Work in groups Look again at the activities in Discuss and decide on the three most urgent / important things to in your local area and explain why (page 42) Useful phrases: - Our top/ first priority is … / The most urgent / important things to is……… - The second priority is …/ The second urgent / important things to is……… - We consider …… To be a priority … - We think ……is a priority task … - …………… take/have priority over… Post-speaking (10’) - T asks some pairs to present their conversation - Some pairs perform their decisions in front of the whole class - Other Ss in the class may raise questions to ask the presenter for further explanation - T asks the class to vote for the pair with the most interesting ideas - The pair having the most votes will be awarded by the teacher Homework (3’) You are a student being under pressure of studying Write a paragraph about how to manage your time to study better Your writing is about 80 words V - Self- evaluation: ……………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 PERIOD 024/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT LISTENING Listening I Objectives: By the end of the lesson, pupils will be able to: - listen to a radio show of three grade 11 students for specific information - be educated to be aware of how some parents help their children to become independent II Knowledge: Language: Vocabulary: complex, influence III Skills: Main skill: Listening Sub-skills: Reading, Speaking, Writing IV Methods: Communicative V Teaching techniques: Multiple Choice, Pair-work, Group-work, Listen-repeat VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures Teacher’s and Sts’ activities I Pre-listening: (10’) T tells the requirements of the task T asks the Ss to work in pairs Ss answer the questions and explain why Content * Activity 1: Look at the photo and answer the questions: - What are the people in the photo doing? - Do you think the boy needs his father’s help to learn to ride a bicycle independently? T introduces the title of listening: How parents help you become independent II While-listening (25’) Listen to check prediction - T plays the recording and let Ss the exercise - Ss listen to the tape one more time and match the statements with the speakers - T calls on Ss to check their answers - Ss give clues for their answers Listen for detailed information - T asks Ss to read the questions carefully to make sure that they understand what is asked in each questions - T has them underline the key words if necessary - T plays the recordings once or twice - Ss listen then compare the answer with their partners - T invites representative from pairs to present the answer to each question to the class - T gives feedback and corrects if necessary III Post-listening: (10’) - T has Ss work in groups of to tell your group members whether you were brought up in the same way as Long, Tuan or Ming If Ss meet some difficulties finding ideas, T should help them with guided pictures - T asks some representatives from groups to practice speaking in front of the class Homework: (3’) Learn the new words * Activity 2: Listen to an interview on Life Skills., the most popular radio show for teens and parents, and match the statements with the speakers (page 31) * KEY: Long: b, f Tuan: a, d Minh: c, e * Activity 3: Listen again and answer the questions: (page 31) + Key: They didn’t let him to any household chores and drove him to school until he finished Grade To voice (speak out) his opinion They focus on teaching him about responsibility If he does his responsibilities well, they give him a reward To chores and follow a set routine He can make his own choices about these items * Activity 4: Work in groups Tell your group members whether you were brought up in the same way as Long, Tuan or Ming (page 31) Practice speaking the reasons why we should need our parents’ help to become independent Prepare the next lesson: WRITING V Self- evaluation: ……………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 PERIOD 025/105: Date of teaching: …… /……./201 LISTENING CORRECTING TEST I: READING: READ THE TEXT CAREFULLY TRAVEL GREEN Travel and tourism are very important to millions of people over the world In every country you can find people that work in travel and tourism Some countries need the money from tourism to help their people survive It is necessary for these places that travel and tourism continue to expand and bring money to their regions However, travel and tourism have negative aspects Planes, buses, boats and other means of transportation that carry travellers and tourists cause pollution Moreover, some people things on a holiday they would never think of doing at home For example, many travellers use a lot of water and electricity when they stay in hotels They forget to turn of the lights or even leave televisions and air conditioning units on when they leave the room On top of that, it is often difficult or impossible for travellers to recycle items, so they end up leaving large amounts of waste behind That’s why it is important for people to travel wisely and respect the places they visit There are ways you can travel and be environmentally friendly Here are some tips to help you: Don’t throw rubbish on streets, beaches or in the countryside Use bins Don’t throw anything into the sea, especially plastic bags Every year many turtles and other sea animals die after swallowing plastic bags Don’t use too much water or electricity Many parts of the world have not got enough water Taste the local and national dishes of the country This is an important part of your experience and can be lots of fun, while supporting local farming Buy local products or souvenirs This helps people keep their jobs and will help you remember your trip and share the experience with friends and family Don’t buy any products made from endangered species; sea turtle shells or bags made from reptiles or other animals It’s illegal! Don’t buy seashells, sea sponges or marine plants Don’t take anything from the sea MARK THE STATEMENTS T (TRUE), F (FALSE) (1m) Travel and tourism only have negative aspects People the same way on holidays as they at home Plastic bags can harm some sea creatures You should not buy any products made from endangered species ANSWER THESE QUESTIONS ABOUT THE TEXT (2m) Why is tourism important for a country? ………………………………………………………………………………………………………………………………………………… ………………………………………… How does tourism affect the environment? ……………………………………………………………………………………………………… ………………………………………………………………………………… What should you to be environmentally friendly? Mention TWO ideas ………………………………………………………………………………………………………………………………………………… …………………………………………… How can you help local people keep their jobs? …………………………………………………………………………………………………… ……………………………………………………………………………………… II Choose the words having the stress pattern different from the others (0.5m) A: animal B: invention C: energy D: influence A: atmosphere B: removal C: dioxide D: consumption III Choose the words having the pronounce different from the others (0.5m) 1, A dissolved B blamed C misused D increased 2: A amuses B purses C blouses D pleases IV Complete these sentences using the CORRECT FORMS of the words in brackets (1m) The _world is the world of trees, rivers, animals and birds (NATURE) Drinking water in this area is highly _ by waste (POLLUTE) All countries around the world should make plans for development (SUSTAIN) Scientists are studying the _effects of global warming (ECOLOGY) V Complete the following sentences with suitable words from the box (1m) protect acid rain global warming deforestation pollution Air _ is threatening the health of older people and children All efforts should be made to reduce the negative impacts of _on climate change and human health _and land use for agriculture are destroying rare plants and wildlife The ozone layer helps _ us from the sun's rays _ has a terrible effect on forests and life in rivers and lakes VI Give correct form of the verbs (1m) 1) That was a very strange question (ask) 2) It was very kind of you (show) the way 3) The teacher let him (stay) at home to finish the assignment 4) It was quite a surprise (see) him again VII Finish the incomplete sentences using the suggestions given (2ms) “Car pollution is a big problem in my city.”  Tom said………………………………………………………………………… “Don’t lean your bicycles against my windows, boys,” said the shopkeeper The shopkeeper warned Mary doesn’t speak English He can’t get a good job  Mary would…………………………………………………………………… Sue was sad because she missed the train  It………………………………………………………………………………… VIII Writing : “Theconflicts between you and your friends ” (Write about 80 words (1m) ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………… Date of preparation:…… /……./201 PERIOD 026/105: Writing Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT WRITING I Objectives: By the end of the lesson, Sts will be able to: - write a letter requesting information - be educated to know that tone is very important in writing II Knowledge: Language: tenses, full form Vocabulary: priorities, schedule III Skills: Main skill: Writing Sub-skills: Reading, Speaking, Listening IV Methods: Communicative V Teaching techniques: Brainstorming, Pair-work, Ask-answer VI Teaching aids: pictures, books VII Time: 45 minutes VIII Procedures Teacher’s and Sts’ activities Content I Warm up: ( 3’) - T asks Ss to list some kinds of letter - Ss list - T elicits Ss’ answers and introduces the new lesson II Pre-writing: (15’) - T has Ss look at the advertisement for life skills course in Teenage Magazine answer the questions - Ss read the advertisement and read aloud their answers - T elicits vocabulary using explanations and examples - T lets Ss repeat the new words in chorus, individual - Check Ss’ vocabulary using the technique Letter template * Expected answers: Course that teach the skills people need to become independent Those who want to be independent /live on their own successfully The skills to overcome the feeling of loneliness A discount on the tuition fee Write to Ms Angela Brown - T asks Ss to read the letter and find out the right order letter - Ss read and discuss with their partner - T checks Ss’ answer and inform this is a sample letter - T asks Ss to read the problems and identify their signs one by one - Ss read and find signal words by themselves - T lets Ss compare with their groups - Ss share and compare their answers with their friends - T checks Ss’ answer by asking Ss to read their answer aloud and correct wrong answers if there are any III While-writing: (15’) - T makes sure that Ss know why they write the letter - T explains to Ss that now they should pretend that they have one of the problems, and need to take a course to overcome their problem - Ss read the sample letter again and write a letter asking for further information about the course they need to take IV Post-writing: (10’) - T asks Ss to have peer correction Tell them to pay attention to mistakes regarding verb tense and preposition T goes around the class to help Ss when needed Mistake Correction - Ss exchange their writings together to correct the mistakes - T chooses some writings to correct them in front of the class - T makes a list of Ss’ common mistakes in their writings * Activity 1: Denise is interested in the life skills courses Below is her letter asking for further information, but the parts are jumped-up Put them in the right order according to the template on page 32 (page 31) + KEY: d a b e f c * Activity 2: Match each problem and identify its sign (page 32) + KEY: c, d a, e b, f * Activity 3: Imagine that you have one of the problems above Write a letter similar to the one in to Ms Brown for advice on a suitable course and get further information about: - course duration - lecturer/ trainer - starting date - certificate Homework: (3’) + Write the letter into the notebook * HAND-OUT: Outline of a request letter (It’s a formal letter) Heading: - Your address, date of writing - Name and address of the company/ Organization Opening: - Dear Mr /Ms Last Name, - Dear Sir/Madam, (if you not have information about the receiver) A comma after greeting is necessary Body: - Stating the reason for writing - Giving background information - Requesting advice based on the background information - Expressing hope - Thank-you note Closing: - Yours faithfully (if you don’t know the person’s name) - Yours sincerely (if you address the person by name) V Self - evaluation: ………………………………………………………………………………………………………………………………………………… ……………………………………………………… Date of preparation:…… /……./201 PERIOD 027/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT COMMUNICATION & CULTURE Communication and Culture I Objectives: By the end of the lesson, Sts will be able to: - discuss a father’s words to his son to work out what it means to be independent - know some information about American vs Vietnamese ways of rasing children - be raised an awareness of becoming independent II Knowledge: Language: a father’s words to his son to work out what it means to be independent Vocabulary: gotta, gonna III Skills: Main skill: Speaking Sub-skills: Reading, Writing, Listening IV Methods: Communicative V Teaching techniques: Brainstorming, Pair-work, Ask-answer VI Teaching aids: pictures, books VII Time: 45 minutes Teacher’s and Sts’ activities Content Warm up ( 4’) * General questions: T asks Ss some questions to set the scene Have you ever listened to your father’s words? If yes, Ss answer what did you do? T elicits Ss’ answers and introduces the new lesson T writes : What it means to be independent Ss speak their minds T helps Ss understand this saying COMMUNICATION Vocabulary - T elicits vocabulary using explanations - T calls some groups to ask them to perform in front of the whole class COMMUNICATION * Activity 1: Discuss the extract and prepare a short talk expressing your group’s opinion about it (page 32) Vocabulary - gotta: have got to - gonna: going to What kind of person does the father want his son to grow up to be? - Other Ss can raise questions for the performers What’ does the father mean by saying: you got a dream, you gotta protect it And you want something, go Ss read “A father tells his son” Group discussion - Ss work in groups discuss questions - T gives comment CULTURE - T asks Ss to look at the pictures and raise the question “ Are there any differences between thee ways American and Vietnamese parents raise their children? get it? Do you agree with him? Why or why not? What’ your dream? How you protect it and make sure it will come true one day? CULTURE: American Vietnamese - Ss answer T’s question - T elicits Ss’ knowledge about American vs Vietnamese ways of rasing children - T tells Ss to read two passages about how American and Vietnamese parents raise their children and answer the questions - Ss read the questions first to find out key words in these questions - Ss read the passages on their own, find information to answer questions - T asks Ss to compare with their partner - T checks Ss’ answers * Activity 1: Read two passages about how American and Vietnamese parents raise their children and answer the questions (page 33) To teach their children to live independent To protect their children and to provide them with a happy and wealthy childhood They make them things such as washing, cleaning and cooking for themselves from the time they are very small No Vietnamese parents seldom ask for their children’s opinions before making family choices They show respect for them and let them voice their opinions on family issues After they get married Homework: (3’) - Talk about American vs Vietnamese ways of rising children V Self- evaluation: ………………………………………………………………………………………………………………………………………………… ……………………………………………………… _ Date of preparation:…… /……./201 PERIOD 028/105: Date of teaching: …… /……./201 UNIT 3: BECOMING INDEPENDENT LOOKING BACK & PROJECT I Objectives: By the end of the lesson, students will be able to: - review what they have learnt in the unit - have a self – assessment to see how far they have progressed and which areas need further practice - know to learn English better, Ss should review, practice, practice and practice what they have learnt II Knowledge: Language: the past simple, the past progressive Vocabulary: - adjectives with suffixes : -ing; -ed; -ful; -less - words referring to volunteer activities III Skills: Main skill: Writing Sub-skills: Reading, Listening, Speaking IV Methods: Communicative V Teaching techniques: Brainstorming, Pair-work, Ask-answer VI Teaching aids: pictures, books VII Time: 45 minutes Teacher’s and students’ activities I Warm-up: (4’) - T plays a piece of song and asks Ss to take notes the words that link the final consonants and initial vowels - The winner is the person who has the most words in class - T gives presents for the winner - T leads into the new lesson II PRESENTATION: (8’) LOOKING BACK - T lets Ss practice reading sentences - Ss say the words linking the final consonants and initial vowels - T checks Ss’ pronunciation and helps Ss say these sentences correctly - T plays the recording for Ss to listen to the sentences and repeat - Ss listen and the exercise, then cross check with their friends - T checks Ss’ answers T asks Ss to read the paragraph below and link the final consonants and initial vowels - Ss read and link - T checks Ss’ pronunciation and helps Ss read correctly - T plays the recording for Ss to listen to the sentences and check their answers - Ss this activity individually Then compare their answers with a partner - T calls on Ss to give answers Content "Hello" I've been alone with you Inside my mind And in my dreams I've kissed your lips A thousand times I sometimes see you Pass outside my door Hello! Is it me you're looking for? I can see it in your eyes I can see it in your smile You're all I've ever wanted And my arms are open wide 'cause you know just what to say And you know just what to And I want to tell you so much I love you LOOKING BACK Pronunciation * Activity 1: Listen and repeat these sentences (page 33) + KEY: He’s a teacher of English in an urban school My brother is well-informed about local issues Most Americans use some forms of discipline for their children * Activity 2: Read the paragraph below and link the final consonants and initial vowels (page 33) Being independent is being able to take care of yourself, and not having to rely on anyone else That is what many young people strive for However, the ability to live independent does not develop naturally: you need a number of life skills to stop relying on your parents and older siblings - Ss go to the board and write their answers - T asks Ss to explain their answers if necessary and gives feedback - T lets Ss remember how to combine the sentences, using To- infinitive - T asks Ss to combine the sentences Vocabulary * Activity : Choose the words from the box to complete the following sentences(page 34) confident well-informed determined decision decisiveness responsibly Reliability - Ss this exercise individually Then compare their answers with a partner - T asks Ss to write their answers on the board - T has other Ss comment - T checks Ss’ answers on the board T asks Ss to rewrite the sentences using the nouns in brackets and To- infinitives without changing the meaning of the sentences - Ss this exercise individually Then compare their answers with a partner - T asks Ss to write their answers on the board - T has other Ss comment - T checks Ss’ answers on the board and gives explanation if necessary Project - T tells Ss they need to conduct a survey to find out how independent they and their friends are - Ss study the questionnaire - T guides Ss how to complete the questionnaire and work out the total score - Ss interview their friends by the questionnaire - As groups, Ss present their ideas to the whole class - Other Ss raise questions for performers - T observes and comments - T can provide further practice if necessary independent Grammar * Activity 1: Combine the sentences, using Toinfinitive (page 34) + KEY: Denis was happy to receive a letter from his mother Ann was so lucky to pass the exam It’s impossible to learn a foreign language in one day The students are very keen to take part in the Green Day activities It’s necessary for you to develop habits that will keep your body healthy and clean We are relieved to hear that Helen is feeling better now It’s difficult to guess what will happen.\ It’s important to learn how to cope with loneliness 10 Dave was very surprised to receive a birthday gift from an old friend * Activity 2: Rewrite the sentences using the nouns in brackets and To- infinitives without changing the meaning of the sentences(page 34) + KEY: Their goal to win the first prize seems unrealistic Nobody knew about his dream to become a doctor Her failure to obey the school rules upset her parents very much Tania’s ability to speak three foreign language is amazing Tom’s attempt to persuade his parents to allow him to join the club failed He made an effort to overcome any difficulties by himself Project Handout (at the end of the lesson plan) Homework: (3’) Rewrite sentences, using It’s + adj./ noun + toinfinitive Guessing what will happen is difficult Knowing when a rat will get loose is hard Doing this project in 24 hours is impossible Taking a break twice a day is important Working on your own project is possible Being here is exciting Getting cold in the laboratory is likely Putting on your lab coat is a good idea Having you here is a pleasure 10 Working in this lab is an honor Key It's difficult for me to guess what will happen It's hard to know when a rat will get loose It's impossible for us to this project in 24 hours It's important to take a break twice a day It's possible for you to work on your own project It's exciting for us to be here It's likely for it to get cold in the laboratory It's a good idea to put on your lab coat It's a pleasure for us to have you here It's an honor for us to work in this lab Very accuracy accuracy neutral inaccuracy inaccuracyVery HANDOUT FOR PROJECT Please complete the following questionnaire with specific regard to how accurate each statement, by placing a CROSS (X) in the appropriate box You can cook for yourself You don’t feel sad, helpless and uncomfortable when alone You always take the initiative and start your own project You have a good daily habits and keep your body healthy and clean You can make decisions about everyday matters quickly Please write any further comments overleaf Thank you for your help V Self- evaluation: ………………………………………………………………………………………………………………………………………………… ……………………………………………………… _ Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 029+030/105: REVIEW UNIT 1,2,3 I Objectives : By the end of the lesson, Ss will be able to revise the language they have learnt from units 1-3 II Knowledge: - Vocabulary: Words / phrases related to topics “The generation gap”, “Relationships”, and “Becoming independent" Grammar: Modal verbs, Linking verbs, Cleft sentences, and To infinitive III Skills: - Main skills: listening, reading Sub-skills: speaking, writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, asking and answering the questions, discussion, pairwork, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 90 minutes VIII Procedures: Content Homework: _ Learn some new words and listen the recording again at home Self evaluation: ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 031/105: GETTING STARTED LESSON 1: GETTING STARTED I Aims and Objectives: By the end of this lesson, Ss can: - Get to know the topic of caring for people with disabilities, and the past simple and the present Knowledge: - Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate Skill : - Main skill: + Scanning for specific information to answer questions + Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s and Students' activities I PRESENTATION: 7' Lead-in: T: Inform the class of the lesson objectives Introduce the topic by asking Ss to talk about the photos of people with disabilities Then elicit more ideas from Ss’ background knowledge Encourage Ss to talk about disabled people’s achievements Tell them to include respect for disabled people and donation to charities in their discussion Ss: Listen and answer Talk about disabled people’s achievements; include respect for disabled people and donation to charities in the discussion II PRACTICE: 26' Activity 1: T: Ask Ss questions about the illustration: Tell Ss that that are going to listen to a conversation in a school library between three friends: Mai, Kevin and Maria Let Ss predict what these friends will be talking about Encourage and accept all types of predictions from Ss Play the recording Ask Ss to listen and read the conversation at the same time Ss: Answer the questions: Content I PRESENTATION Lead-in: II WHILE- PRACTICE Activity 1: Who you see in the picture? What are they doing? What you think they are going to with the gift? Listen Predict what these friends will be talking about Listen and read the conversation at the same time Activity 2: Keys suggested: T: Asks Ss to work first individually, and then in T pairs to decide whether the statements are F True(T) or False(F), or not given(NG) ss can NG provide their answers They may refer back to T the conversation to get the necessary NG information Checks sts’s answers and give explanation Ss: Work in pairs to practice asking and answering the questions Give explanation Read the question and example and think of their own answer to the question Work individually first, then with a partner Give answers III PRODUCTION: 5' Have sts read the question and example Ask them to think of their own answer to the question Sts work individually first, then with a partner Elicit some answers and writes the best ones on the board Give feedback and discuss any points Homework: (5 mins) - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 032/105: LANGUAGE LESSON 1: LANGUAGE I Aims and Objectives: By the end of this lesson, Ss can: - enrich their vocabulary with words or phrases related to people with disabilities and how to support them - know the elision of weak vowels before /l/, /n/ and /r/ - know how to use and distinguish between the past simple and present perfect Knowledge: - Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, disrespectful, impairment Skill : - Main skill: Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s and Students' activities I PRESENTATION: 2' Warm-up: Ask and Answer Content I PRESENTATION How you perceive and treat people with disabilities? How you about Nick Vujicic? II PRACTICE A VOCABULARY: 10' Activity 1: T: Ask sts work individually, read each of the words and think about its word class Guide sts that they should read each explanation and decide if it defines a verb, noun or adjective Provide support if necessary by encouraging sts to use the context and clues in the conversation Call some sts to give out the answer Have two sts write the answers on bb Check & give remarks Ss: Work individually, read each of the words and think about its word class Some sts to give out the answer Two sts write the answers on bb Listen II WHILE- PRACTICE Activity 1: Keys suggested 1.b; e; 3.d; 4.c; 5.a Activity 2: T: Go through the words in the box and check sts’ understanding Ask sts to complete the sentences individually Check the completed sentences as a class, making sure that all sts have the right answers Ss: Listen Complete the sentences individually Listen to T’s comments Activity 2: Keys suggested blind cognitive donation physical hearing B PRONUNCIATION: 10' Elision of vowels Activity 1: T: Explain elision of vowels, especially the schwa sound/ә/ Elision is not mandatory Weak vowels are sometimes elided before the sounds/l/, /n/ and/r/ to speed up or simplify the pronunciation of a word Play the recording for sts to listen and follow Play the recording again for sts to repeat chorally and individually Help sts to distinguish between the pronunciation without elision and the pronunciation with elision Ask sts to work in pairs, taking turns to pronounce the words twice- with and without elision of weak vowels Ss:Listen B PRONUNCIATION Elision of vowels Activity 1: Distinguish between the pronunciation without elision and the pronunciation with elision Work in pairs, taking turns to pronounce the words twice- with and without elision of weak vowels Activity 2: T: Ask sts to read the instructions and explain the task Ask them to read the sentences, focusing on the words in bold and have sts repeat Play the recording for sts to repeat once or twice Extend this task by having sts take turns reading each of the sentences twice- with and without elisions of weak vowels Ss: Read the instructions and explain the task Read the sentences, focusing on the words in bold and have sts repeat Listen Take turns reading each of the sentences twicewith and without elisions of weak vowels C GRAMMAR: 14' Activity 1: T: Tell sts that the activity focuses on the past simple and the present perfect tense of verbs Ask if they can remember any rules for the use of the past simple and the present perfect that they have learnt in the lower grades Have sts work in pairs to figure the answers Monitor the activity and help sts, if necessary Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs Remind sts of the past participle forms of regular verbs and irregular verbs Check answers as a class Ss: Listen Answer teacher’s questions Work in pairs to figure the answers Pay attention to the adverbs of time when they choose the correct form of the verbs Listen Activity 2: T: Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect Let sts work in pairs to give answers Observe and help when and where necessary Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences Ss: Work in pairs to give answers Observe and help when and where necessary Pay attention to the adverbs of time when they choose the correct form of the verbs Take turns reading aloud each of the sentences Activity 2: Textbook, page 40 C GRAMMAR Activity 1: Keys expected launched decided invited have completely changed 2ave collected Activity 2: Keys suggested decided have joined have volunteered presented have donated talked have sent visited Expected answer I can talk about people with disabilities and how to help people in need I can use the past simple and the present perfect to talk about past actions with time expressions I can recognize and pronounce words with elision of vowels LESSON OUTCOME: 2' Ask sts: What have you learnt today? What can you now? Homework: (5 mins) - Do Part A 1+2, B 2-5 in the exercise book - Prepare the next period "Skills- Reading" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 033/105: READING LESSON 1: READING I Aims and Objectives: By the end of this lesson, Ss can: - Read for general ideas and specific information about helping people disabilities Knowledge: - Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate Skill : - Main skill: + Scanning for specific information to answer questions + Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activities I PRE- READING: 5' Activity 1: T: Shows the symbols used to indicate access for people with disabilities Provide sts with some information about improving accessibility for disabled people Have sts look at the symbols and work in groups to compare the answers Encourage sts to explain and give reasons for their answers Correct answers as a class & have sts guess the possible content of the reading text I PRE-READING Activity 1: Ss: Look at the symbols and work in groups to compare the answers Encourage sts to explain and give reasons for their answers Keys suggested People with mobility impairments/ disabilities People with visual impairments/ disabilities People with hearing impairments/ disabilities People with speech impairments/ disabilities II WHILE-READING: 27' Activity 2: T: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e) provide help, if necessary Explain the meaning further and give examples Check answers as a class II WHILE- READING Activity 2: Ss: Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e) Keys suggested Activity 3: T: Tell sts that the activity focuses on reading for general ideas and have them read the headings quickly before the texts that follows Explain to sts that repeated and similar vocabulary can form a vocabulary chain in a paragraph, and consequently help express the main idea of the paragraph Have sts skim the text individually to choose the best heading for each paragraph Then sts can check their answers with a partner Check answers as a class and write them on the board Give feedback Activity 4: T: Tell sts that the activity focuses on reading for specific information and that sts cannot write more than three words in each blank Ask sts to read the passage gain and fill in the blanks Remind sts to pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed Have sts write their answer individually and check with their partner Check answers as a class & provide feedback III POST- READING: 6' Activity 5: T: Put sts in pairs and ask them to discuss the questions freely: Ask one or two pairs to report the discussion results to the class Give remarks b d e a c Activity 3: Ss: Listen Skim the text individually to choose the best heading for each paragraph Write the answers on the board Keys suggested b; c; 3.a Activity 4: Ss: Read the passage gain and fill in the blanks Pay attention to details like names of schools, classes, activities… and to the context to identify what kind of words or phrases are needed Write their answer individually and check with their partner Keys suggested students with disabilities record popular books participating fully in ‘record-breaking’ this Christmas unforgettable III POST- READING Activity 5: Ss: Work in pairs and discuss the questions freely One or two pairs to report the discussion results to the class Listen How can you help children with disabilities in your community? Homework: (5 mins) - Do Part C in the exercise book - Prepare the next period "skills- Speaking" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 034/105: SPEAKING LESSON 4: SPEAKING I Aims and Objectives: By the end of this lesson, Ss can: - practice interviewing a volunteer and discussing voluntary work Knowledge: - Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate, coach, cognitive impairment Skills : - Main skill: +Interviewing & discussing - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activities I PRE- SPEAKING: 7' Activity 1: T: Write Get involved! On the board and give sts time to discuss the phrase Ask: Explain the activity aims to differentiate between the notions “reason” and “activity” Have sts read the phrases, and check answers as a class I PRE-SPEAKING Activity 1: Ss: Answer Listen Read the phrases Have you ever taken part in campaigns to help people with disabilities? Why you volunteer to help people? How can you help people in need? Keys suggested R; A; R; R; 5.A II WHILE-SPEAKING: 24' Activity 2: T: Explain the context and ask sts to read through the phrases in the box Have sts work in pairs to fill the gaps in the interview Check answers as a class and give feedback Allow enough time for sts to read the interview individually before they practice in pairs Monitor the activity and select some pairs to role-play the conversation in front of the class II WHILE- SPEAKING Activity 2: Ss: Read through the phrases in the box Work in pairs to fill the gaps in the interview Listen Read the interview individually before they practice in pairs Role-play the conversation in front of the class III POST- SPEAKING: 7' Activity 3: T: Ask sts to read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh School Keys suggested volunteer position special school change people’s lives in the past improve coordination clearly and effectively III POST- SPEAKING Activity 3: Ss: Read the instructions carefully, then have them go through the information about Nguyen Dinh Chieu School and Nhan Chinh Ask sts to prepare the reason why they want to volunteer, and what they can Tell sts that they can use suggestions in Activity Have sts work in pairs to share their ideas and suggestions Choose one or two pairs to role-play their conversation in front of the class School Prepare the reason why they want to volunteer, and what they can Work in pairs to share their ideas and suggestions One or two pairs to role-play their conversation in front of the class Homework: (5 mins) - Do Part D in the exercise book - Prepare the next period " Listening" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation: Date of signing: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 035/105: LISTENING I Aims and Objectives: By the end of this lesson, Ss can: - listen for specific information in a radio programme about an outstanding person with a disability Knowledge: - Lexical items: disability, blind, deaf, dumb, get around, integrate, campaign, charity, donate Skills : - Main skill: + Scanning for specific information to answer questions + Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRE- LISSTENING: mins Activity 1: Show pictures of Albert Einstein, Ludwig van Beethoven and Thomas Edison Ask: Who are they? What disabilities you think they had? Students' activities I PRE- LISSTENING Expected answers: a Albert Einstein, learning disability b Ludwig Beethoven, hearing loss c Thomas Edison, learning disability II WHILE- LISSTENING: 26 mins Activity 2: Have sts read the instruction about a famous girl with a disability and the table they have to complete Play the CD Ask sts to complete the notes while listening Have sts listen the CD again and check their answers Have sts compare their answers before checking answers as a class Activity 3: Ask sts to recall what they heard and guess the words to complete the sentences Then play the recording again for sts to check their answers Play the recording twice if necessary Check answers as a class & provide feedback III POST- LISSTENING: mins Activity Ask sts to work in groups of three or four to discuss the question: What can you to support people with disabilities and help them succeed in life? Brainstorm ideas Have some sts present their reports to the class Give remarks II WHILE- LISSTENING Activity 2: Complete the notes while listening Listen the CD again and check their answers Compare their answers before checking answers as a class Keys expected Name: Nguyen Anh Nationality: Vietnamese Kind of disability Glass-bone disease Interests Singing and helping charitable campaigns Title honoured by UNICEF Global outstanding child with a disability Activity 3: Recall what they heard and guess the words to complete the sentences Check their answers Listen Keys expected get involved over 30 times broadcasting radio programmes friendly and supportive treated equally III POST- LISSTENING Work in groups of three or four to discuss the question: What can you to support people with disabilities and help them succeed in life? Present the reports Listen Homework: (5 mins) - Prepare the next period "Writing" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 036/105: LESSON 6: WRITING WRITING I Aims and Objectives: By the end of this lesson, Ss can: - write an article about problems facing disabled people - propose solutions to problems facing people with disabilities - be educated to help people with disabilities to integrate in the community * Skill : - Main skill: + Proposing solutions - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRE- WRITNG: mins Activity Give sts time to read the sample writing about the problems that children with cognitive impairments are facing Ask sts to choose the appropriate phrases (a-c) to fill in the blanks Have them compare their answers with a partner first Ask sts to read out loud their answers to check as a class Lead to the writing lesson II WHILE- WRITNG: 26 mins Activity 2: Ask sts to work in groups of 4, and give each group a large size sheet of paper Have sts read the text in their book and study the outline Ask sts to discuss in groups and complete the outline on the sheet of paper Encourage sts to move around to look at the outlines of other groups Ask leaders of some groups to present their outlines to the rest of the class Activity 3: Have sts work in groups of three or four to Students' activities I PRE- WRITNG Activity Read the sample writing about the problems that children with cognitive impairments are facing Choose the appropriate phrases (a-c) to fill in the blanks Compare their answers with a partner first Read out loud their answers Keys expected 1.c; 2.b; 3.a II WHILE- WRITNG Activity 2: Work in groups of 4, and give each group a large size sheet of paper Discuss in groups and complete the outline on the sheet of paper Leaders of some groups to present their outlines to the rest of the class Keys expected Introduction Children with cognitive impairments often face discrimination in life Main body Solution People should learn more about children with cognitive impairments Solution There should be more contacts between people with cognitive impairments and non-disabled people Conclusion Better understanding and better cooperation between the two groups of people will change attitudes and reduce discrimination Activity 3: choose one problem and discuss what solutions they will recommend Encourage sts to make complete sentences, using the suggestions in the table Ask sts to read their group’s sentences Provide help by correcting mistakes in grammar or word choice Ask sts to work independently and write their articles III POST- WRITNG: mins Ask some individuals to read their articles Have the rest of class give comments, and correct errors Give remarks & correction Work in groups of three or four to choose one problem and discuss what solutions they will recommend Work independently and write their articles III POST- WRITNG Some individuals to read their articles Listen to comments & correction Homework: (3 mins) - Do Part E in the exercise book - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 037/105: COMMUNICATION & CULTURE COMMUNICATION & CULTURE I OBJECTIVES: By the end of the lesson, students will be able to : - listen to an introduction to a charitable organization and discussing a campaign to support it - know the International Day of Persons with disabilities - be educated to help people with disabilities to integrate in the community II Skills: + Main skills : writing + Sub-skill : listening, reading, speaking III Methods: Integrated, mainly communicative IV Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work V Teaching aids: Text book, teacher's book, a speaker and a mp3 player VI Procedures: What the Teacher and Students Content WARM-UP: (3’) Chatting: - Have you ever done volunteer work? - What you know about a charitable organization? PRESENTATION & PRACTICE: (35’) COMMUNICATION Activity 1: Focus sts’ attention on the instructions and the table Have sts guess what they are going to listen I COMMUNICATION Activity 1: Keys expected 1988 non- governmental clean water and good hygiene have better lives Life is beautiful Activity 2: Have them work in pairs to guess the information and think about how to express CULTURE such information (e.g how to say the date and year, or how to classify organizations as governmental, non-governmental, profit, nonprofit…) Ask sts to complete the table while listening Have them listen again to check the answers Let sts compare their answers with a partner, then check answers as a class and write them on the board Activity 2: Have sts read the instructions and suggested words/ phrases carefully Ask sts to work in groups of to brain storm ideas and prepare a proposal for a new campaign to support disabled people Ask some groups to present their campaigns Praise sts for original and interesting ideas, and good presentation skills Give comments and mark International Day of Persons with Disabilities CULTURE Expected answers: Activity 1: The United Nations Focus sts’ attention on the logos and allow This special day aims at raising awareness enough time for sts to discuss how often they of disability issues and calls for support for think the International Day of people with the rights and well-being of disabled people disabilities is celebrated and what its purpose They are facing challenges, discrimination, is poverty and limited access to education, Invite individual sts to present their ideas employment and health care Activity 2: Now I know more about international Have sts read the text quickly to check their organizations and celebrations for people guesses with disabilities; I can express my opinion Activity 3: about how to help disabled people overcome Ask sts to read the text again and answer the difficulties; I can suggest themes and action questions individually plans to celebrate the International Day of Allow time for sts to read and underline the Persons with Disabilities key words in the questions Ask them to read the text and underline relevant information Offer help when necessary Check answers as a class PRODUCTION: (8’) LESSON OUTCOME What have you learn today? What can you now? Homework: (3’) Tell some suggestions for the theme of the International Day of Persons with Disabilities next year Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 4: CARING FOR THOSE IN NEED PERIOD 038/105: LOOKING BACK & PROJECT I OBJECTIVES: By the end of the lesson, students will be able to : - review all the grammar points, pronunciation and vocabulary - conduct a survey and prepare an action plan for voluntary work in your neighbourhood - be educated to help people with disabilities to integrate in the community II Skills: + Main skills : writing + Sub-skill : listening, reading, speaking III Methods: Integrated, mainly communicative IV Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work V Teaching aids: Text book, teacher's book, a speaker and a mp3 player VI Procedures: What the Teacher and Students Content RECAP: (4’) What is you suggestions for the them for disabled people next year? PRESENTATION & PRACTICE: (35’) LOOKING BACK A PRONUNCIATION Activity 1: Review what elision of vowels is and when this happens Play the recording and let sts listen and underline the syllables with elision of weak vowels in the words in bold Activity 2: Play the recording Ask sts to identify the sentences containing words read with elision of weak vowels T gives the feedback B VOCABULARY Explain the activity aims to review the key vocabulary in the unit, and have sts it individually Remind sts to put the words into the correct form according to its position in the sentences Check answers as a class by asking individual sts to read their sentences Provide the correct answers C GRAMMAR Activity 1: Have sts work in pairs to work out the answers Monitor the activity and offer help, if necessary Check sts’ answers by asking individuals to take turns reading aloud their answers Activity 2: Have sts to tell the teacher again about the I LOOKING BACK A PRONUNCIATION Underline the syllables with elision of weak vowels in the words in bold dictionary Police library deafening history Key expected: 1.   B VOCABULARY Keys expected: impairments non-disabled integration disrespectful involved Donations C GRAMMAR Activity 1: Keys expected: came have agreed, have signed has come have started had Activity 2: Keys expected: …has never volunteered… invented has recorded- visited has supported Have you ever worked…- organized- have also coached… B PROJECT difference between usages of the past simple A survey on voluntary work and the present perfect Have sts this activity orally first Check answers as a class B PROJECT- A survey on voluntary work Activity 1: Have sts the survey in class or during break Allow time for sts to compare their findings groups Ask each group to present the final results to the class Make comments on their findings PRODUCTION: (8’) Activity 2: Have sts work in their groups to prepare an action plan for voluntary work in their neighborhood or community Tell sts that the plan should be in written form Choose some groups to present their plans to the class Give comments and mark Homework: (3’) Sentence transformation Lucy hasn’t worn that dress since Barbara’s wedding The last time My sister has studied French for years My sister began I have never seen such a mess in my life It’s Robert and Catherine have been married for years It’s When did Catherine and Henry get engaged? How long I have never seen a dirtier-looking dog It’s Mary rang hours and hours ago It’s Tom is ill He became ill three days ago Tom It’s years since she left university She KEY The last time Lucy wore that dress was on Barbara’s wedding My sister began studying French years ago It’s the first time I have seen such a mess It’s years since Robert and Catherine were married How long have they got engaged? It’s the dirtiest-looking dog that I have ever seen It’s hours and hours since Mary rang Tom has been for days She has left university for years Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 039/105: REVISION Part 1: LANGUAGE I Objectives: By the end of the lesson, Ss will be able to revise the language and skills they have practised in Units 4,5 II Language focus : Vocabulary: Words / phrases about ‘Caring for those in need’ and ‘Being part of ASEAN’ Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the continuous forms Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation III Teaching aids : handouts, cards IV Time: 45 mins IV Procedures : Teacher’s activities - Write down on the board: REVIEW : UNITS 4,5 Task 1: - Ask Ss to this activity individually, and then compare their answers with a partner - Check answers as a class and write the correct sentences on the board Task 2: T asks Ss to complete the following sentences with suitable words from the box Pronunciation: - Ask Ss to this activity individually, then compare their answers with a partner - Play the recording again and check answers as a class - Then have Ss practise reading the sentences aloud using appropriate intonation Task Ask Ss to this activity individually Elicit the form and use of the present perfect tense and the past simple tense Ask a student to the activity on the board while the rest of the class works on it individually Check Ss' answers, or ask them to explain their choice of tenses If necessary, refer Ss to the Do you know , ? box on page 40 Students’ activities LANGUAGE Vocabulary: Task 1: Complete the sentences using the correct forms of the words in brackets Do this activity individually, and then compare their answers with a partner * KEY disabilities visual donation disrespectful hearing Task 2: Complete the following sentences with suitable words from the box Ss this task individually, then Ss can write their answers on the board and then check the answers with the whole class * KEY Association member stability Charter bloc Pronunciation: Task 3: Listen to the sentences spoken with falling intonation and read them aloud Practise reading the sentences aloud using appropriate intonation Grammar: Task 4: Put the verb into the correct form, the present perfect, the simple past, or the past progressive A student writes the answers on the board while the rest of the class works on it individually * KEY has lived got developed have reached has been Task 5: Complete these sentences using the correct forms of the verbs in the box Task Elicit the form and use of gerunds and infinitives Ask Ss to this activity individually, and then compare their answers with a partner Ask a student to write his / her sentences on the boord Then check the answers with the whole class Task Ask Ss to this activity individually and then compare their answers with a partner Do this activity individually, and then compare their answers with a partner * KEY watching to go having to post hearing Choose the correct form of the verb in brackets Write the correct sentences on the board, and give explanations for their choice of verb forms if necessary * KEY think are you thinking is tasting - tastes are seeing see Have Ss write the correct sentences on the board, and give explanations for their choice of verb forms if necessary Homework: (3’) * Give the right form of the verbs in brackets My mother is fond of (watch) TV It was clever of her (say) so I have decided (allow) my friend (do) as she please (Read) this book, he found that was difficult to please other persons He thought of (give) up (smoke) Stop (argue) and start (work) I couldn’t help (overhear) what you said He tried (explain), but she refused (listen) I’m beginning (understand) what you mean 10 Don’t forget (lock) the door before (go) out V - Self- evaluation: ………………………………………………………………………………………………………………………………………………… ……………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 040/105: WRITTEN TEST A Aims and objectives: - To check Ss’ understanding - To give marks - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in units: and + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers, written tests - Students: Pens, erasers C Language focus: * Phonetics: - Pronunciation * Vocabulary: * Listening: * Reading: * Grammar: Name………………………… Class ……………………… Choose the most suitable option to complete the passage Mã đề: 01 The world’s population (1) …………………… 5-billion mark in 1987, and it is increasing (2) …………………… about 1.7% a year At this rate of growth, the number of people in the world will double every 41 years This rapid increase has been called the (3) …………………… explosion No one knows how many people the earth can support But many scientists, economists and other experts fear that food production can’t keep pace with the present rate of population increase They believe the world will soon become (4) ……………………, that is, it will have more people than it can support at an acceptable standard of living When too many people live in a small place, life can become very difficult and (5) …………………… Many families move to the cities, hoping to find work and homes Câu 1: A passed B passC past D passing Câu 2: A of B in C by D to Câu 3: A popularized B population C population’s D populated Câu 4: A population B overpopulated C overpopulation D populated Câu 5: A pleasant B pleasing C unpleasant D pleased Choose the word whose stress pattern is different from that of the others Câu 6: A refreshment B decorate C friendship D relative Câu 7: A appreciate B activity C American D anniversary Câu 8: A situation B experience C correctly D embarrassing Choose A, B, C, or D that best completes each unfinished sentence Câu 9: Friendship is …………………… two-sided affair; it lives by give-and-take A the B no article C an D a Câu 10: He took up the work …………………… enthusiasm A about B on C withD in Câu 11: He is very generous and everyone admires his …………………… A selfish B unselfish C unselfishness D selfishness Câu 12: Until he entered this school last year, he …………………… to school by his mother A had always taken B had always been taken C was always taking D was always taken Câu 13: When I left for school this morning, it …………………… so I used my umbrella A would rain B was raining C rained D had rained Câu 14: Mrs Smith spends most of her salary …………………… expensive clothes A at buying B to buy C buy D buying Câu 15: On entering the bedroom, I found my cat …………………… a roast chicken leg in bed A was eating B ate C to eat D eating Câu 16: The new students hope …………………… in many school’s social activities A to be included B to include C being included D including Câu 17: The mountain climbers are in danger of …………………… by the coming storm A being killed B to be killed C killing D to kill Câu 18: Peter denied …………………… the accused man on the day of the crime A of having seen B to see C to have seen D having seen Choose the word whose underlined part is pronounced differently from the rest Câu 19: A celebrate B special C secret D selfish Câu 20: A among B annual C announce D award Câu 21: A throughoutB growth C their D birth Choose the one answer A, B, C, or D which best fits the space Câu 22: “What sports you like?’ – “……………………” A Well, I love volleyball and soccer B I think it’s boring C No, I don’t D Yes, it’s my favorite sport Câu 23: “Could I get you something else to eat?” – “……………………” A Let’s go to the restaurant B I’m having a hamburger C Let me pay D No thanks, I’m full Choose the item among A, B, C or D that best answers the question about the passage A music competition is an event in which people compete for prizes by performing music Music competitions can be for solo performers or for small or large groups such as orchestras, bands or choirs Some competitions are for young people who are starting to make a professional career in music Other music competitions may be for amateurs, which means that professional musicians are not allowed to compete The person who decides who is the winner is called the adjudicator Some big festivals have a team of several adjudicators who decide together on the winner The British and International Federation of Music Festivals organizes music competitions for amateurs in many parts of the British Isles Children and adults can take part in competing for music, speech and drama and dance Competitions like these are often called “festivals” because the main reason for taking part is to enjoy performing rather than just to win There are many big international competitions for some of the most talented musicians from all over the world Winning a big competition can help a young musician to start a successful career Some people think that it can also be a bad thing to win a big competition, especially for musicians who are still very young It may make them a star for a short time but they still have to get better and mature as a musician and a person Câu 24: Who are not allowed to compete in competitions for amateurs? A Old musicians B Young musicians C Amateur musicians D Professional musicians Câu 25: The adjudicator is …………………… A the person who observes the competition B the person who decides who is the winner in a competition C the loser in a competition D the winner in a competition Câu 26: Why are some music competitions called “festivals”? A Because many competitors want to get enjoyment rather than to win B Because there are many competitors in each music competition C Because they are well-organized D Because people of all ages can take part in the competitions Câu 27: Why is it sometimes bad for young musicians to win a big competition? A Because they can be a star for a short time B Because they get too little money C Because they can think they are the best and don’t learn any more D Because they still grow up and can play better Câu 28: The word “talented” in the last paragraph is closest in meaning to…………………… A wealthy B gifted C disabled D clever Supply the correct form of the words in brackets (1 m) 1/ The program aims to encourage the youth’s ………………………… in sporting activities (participate) 2/ I didn’t ask them to help me They did everything …………………… (volunteer) To be ……………………… is to be lonely, to have a friend is to be happy (depression) 4/ He suffered much ……………………… in his childhood (embarrass) Rewrite the sentences, using the suggestions given in brackets or using the given words in such a way that their meanings remain unchanged (2 m) 1/ “Could you please give me some 10p coins for the telephone?” said Tom to his aunt  Tom asked ………………………………………………………………………………… 2/ “I’m sorry for not having a tie on,” said Peter  Peter apologized……………………………………………………………………………… 3/ “It was very kind of you to invite me to your birthday party,” Ann said to Peter  Ann thanked…………………………………………………………………………………… 4/ David didn’t write to his wife  It…………………………………………………………………………………………… 5/ She had taken the time to help me and I wanted to thank her for that  I wanted …………………………………………………………………………………… 6/ They hadn’t been told about the changes and complained about it  They complained about ………………………………………………………………………… 7/ I haven’t talked to my parents since Christmas  It was Christmas when …………………………………………………………………… 8/ I liked Hemingway’s short stories best (Complete the sentence using a relative clause)  Hemingway is the author …………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 041/105: GETTING STARTED GETTING STARTED I Objectives: By the end of the lesson, Ss can: - get to know the topic, vocabulary related to ASEAN- its aims, member states and activities - use gerunds and state verbs in continuous forms - know about the cooperation and solidarity among ASEAN countries II Knowledge: Lexical items: ASEAN, ASEAN Para Games, Charter, external interference, quiz III Skills: Main skills : listening, reading Sub-skills : speaking, writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Students’ activities Warm-up: (4’) T shows Ss some pictures and asks Ss to answer the questions T elicits answers from students, encourages them if they know more about ASEAN Then T adds some more information about ASEAN, for example: Viet Nam became a member of ASEAN in 1995 They are * Lead in: In our lesson today, you will know sth about ASEAN: its aims, member states and activities Ss look at the pictures and answer the questions * Questions: What does it symbolise? / (what is this symbol ?) Presentation: (8’) What does “ASEAN” stand for ? How many members are there in ASEAN? Vocabulary - Elicit vocabulary using explanations and examples - Let sts repeat the new words in chorus, then individually - Check Ss’vocabulary using the technique Rub out and Remember PRACTICE: (20’) Listen and read - Tell Ss they are going to listen to a conversation between a girl and her father - Play the recording Have Ss listen and read at the same time - Ask Ss to not to worry about the new words or grammar points Task 2: Ask Ss to work in pairs to answer the question (page 49) Task 3: Ask Ss to work by individual to match each word with its definition - Then ask Ss to work in pairs to practise reading the words aloud - Encourage Ss to use the word in context in the conversation when choosing the correct definition for each word Task 4: Ask Ss to work in pairs to read the text again and take turns to answer the questions - Encourage Ss to refer back to the conversation if necessary - Check Ss’ answers in the class Production : (10) _ Divide Ss in class into groups of _ Without books, ask Ss if they still remember what they know about ASEAN * Answer: +It is the symbol of ASEAN + “ASEAN” stands for “ Association of Southeast Asian Nations” + There are 10 members in ASEAN Sts take notes * Vocabulary: Charter ['t∫ɑ:tə] (n) : hiến chương External Interference [eks'tə:nl] [,intə'fiərəns] : sư can thiệp bên ngoài Listen and read: Ss listen and read at the same time Task : Ss work in pairs to answer the question (page 49) Question : What is the conversation about? Choose the best answer Key : Preparation for a competition on Asean and the ASEAN Charter Task : Ss use the word in context in the conversation when choosing the correct definition for each word Key : 1e 2a 3c 4b 5d *Task : Ss work in pairs to read the text again and take turns to answer the questions Key : Because her classmates know a lot more about ASEAN and the ASEAN Charter , and are more confident than her As of 2010, it consists of 10 member states , but may be bigger because other countries because other countries have applied to join the bloc ASEAN focuses on improving member states’ economies, and maintaining regional peace and stability It offers the Singapore Scholarship and the ASEAN Scholarships to students from other ASEAN countries He wants her to tell him the main principles of the ASEAN Charter He’ll continue quizzing her tonight after work IV Homework: Tell about one of the ASEAN countries (capital city, population, economy, people, unit of currency…) Document: Member State Singapore Deposit of Government Ratification Instrument of Ratification Signed by December 18, 2007 Prime Minister January 7, 2008 Brunei January 31, 2008 February 15, 2008 Sultan Laos February 14, 2008 February 20, 2008 Prime Minister Malaysia February 14, 2008 February 20, 2008 Foreign Minister Vietnam March 14, 2008 March 19, 2008 Minister of Foreign Affairs Cambodia February 25, 2008[2] April 18, 2008 National Assembly July 21, 2008 July 21, 2008[3] Foreign Minister Philippines October 7, 2008[4] November 12, 2008[5] Senate Indonesia October 21, 2008[6] November 13, 2008[5] Thailand September 16, 2008[7] November 14, 2008[5] Parliament Burma (Myanmar) The House of Representatives SELF – EVALUATION : ………………………………………………………………………………………………………………… -Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 042/105: LANGUAGE LANGUAGE I Objectives: By the end of this lesson, Ss can: - use lexical items related to vocabulary with words or phrases related to the topic of ASEAN - say statements and yes/no questions with appropriate intonation - understand and use Gerunds after some words, verbs and prepositions, and phrases; - know about the cooperation and solidarity among ASEAN countries II Knowledge: Lexical items: solidarity, cooperation, dominate, constitution, principle… III Skills: Main skills : writing, speaking Sub skills: listening; reading IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Students’ activities Warm-up: (4’) Ss look at the pictures and guess the words relating T asks Ss to look at the pictures and guess to each picture the words relating to each picture, (T can give some missing letters if necessary) Answer : Picture 1: V- - - - - - - - - Volunteers Picture 2: S- - - - - - - - Solidarity Picture : C- - - - - - - - - - Cooperation Lead in: Now you are going to study some words relating to the topic ASEAN PRESENTATION & PRACTICE: (30’) PART 1: Vocabulary Task 1: ask Ss to work individually, read the words, and then match them with the definitions Task 2: _ Have Ss work first individually, then with a partner _ Monitor the activity and offer support, if necessary _ Check answers in front of the class PART 1: Vocabulary Task 1: Complete the sentences, using the words in the box : Ss work individually, read the words, and then match them with the definitions Solidarity, cooperation, dominate, constitution, principle, scholarship *Key: constitution, scholarship, solidarity, principle, cooperation, dominate Task 2: Use the words in to complete the sentences: Ss work first individually, then with a partner *Key: constitution, principles, cooperation, dominate, principles, scholarship PART 2: Pronunciation :Falling and rising intonation Task 1: _ Play the recording and let Ss listen Play it again for Ss to repeat each sentence chorally _ Ask Ss to focus on falling intonation in statements and rising intonation on yes/no questions Task 2: _ Play the recording Ask Ss to repeat each sentence without any pauses To show falling intonations, their voice should go down at the end of a statement To show rising intonation, their voice should go up at the end of a yes/no question _ Ss work in pairs to take turns reading the sentences Then some Ss read them out loud in front of the class, and have other Ss make comments on their intonation PART 3: Grammar Task 1: Ask Give the meaning of some words in the task (using picture) : Then have Ss compare their answers Check answers in front of the class *New words : + Sepak Takraw : Malaysia’s national sport + AYVP : ASEAN Youth Volunteer Programme PART 2: Pronunciation Task 1: Listen and repeat : Note: Intonation is the rise and fall of a speaker’s voice, and is important in communication Speakers usually use falling intonation at the end of the statements Falling intonation communicates certainty and finality Speakers often use rising intonation at the end of yes / no questions Rising intonation can signal uncertainty and doubt Task 2: Listen and repeat with the correct intonation Then practise saying the sentences with a partner Ss repeat each sentence without any pauses Task 2: _ Ask Ss to work in pairs to take turns giving the answer _ Ask some pairs to read their completed sentences to check answers and give feedback Task 3: _ Have Ss discuss their answers with a Sepak Takraw- Malaysia’s national sport *Key: Volunteering, promoting, Sharing, building, playing, becoming Task 2: Complete the sentences with the correct form of the verbs in brackets: Some pairs read their completed sentences *Key: to take, travelling, to go, to apply, preparing, participating PART 3: Grammar A Gerund: Task 1: Choose the correct Gerund (the-ing form) in the box to fill each gap: Ss follow the instruction and complete the sentences playing becoming sharing building volunteering promoting New words: partner first, and then circle the correct answers _ Monitor the activity, and offer help if necessary _ Check Ss’s answers by asking some of them to read out their answers Task 4: _ Ask Ss to work first individually, then with a partner _ Check answers _ Have Ss to read the explanation in the “Do you know…?” box and check if they understand them _ Give further explanation if necessary production: (8’) Ask Ss: What have you learn today? What can you now? B State verbs: State verbs describe a state or condition which is unchanging and lasts for some time State verbs are not normally used in continuous tenses Task 3: Choose the correct answers in brackets to complete the sentences *Key: regret, consists, didn’t realise, Do you know, likes, is seeing Task 4: Use the simple or continuous form of the verbs in brackets to complete the sentences *Key: was, was tasting, hope, are…smelling, are having, are being Suggested answers: I can say statements with falling intonation and yes/no questions with rising intonation I understand and can use Gerunds after some verbs , verbs and prepositions, phrases and state verbs in continuous forms HOMEWORK : (3’) Supply the correct verb form: Don’t forget _ (phone) your mother My friend let me _ (drive) her car Would you like _ (go) to the beach this afternoon? I enjoy _ (read) your letters very much We like _ (collect) stamps Mathew suggested _ (go) out for a meal but I wanted _ (stay) at home She couldn’t _ (reply) because she didn’t know what to say KEY: to phone drive to go reading collecting going/ to go reply SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… - Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 043/105: READING reading I Objectives: By the end of this lesson, Ss can: - read for general ideas and specific information about ASEAN - know about the cooperation and solidarity among ASEAN countries II Knowledge: Lexical items: bloc, motto, promote, internal affairs, integrate, Para Games… III Skills: Main skills : Reading Sub-skills: Listening, Speaking, Writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: What the Teacher and Students Content Warm-up: (5’) Ask Ss to work in pairs to name the countries basing on their national flags The first pair to give the correct answers is the winner * Key: Brunei Darussalam, Cambodia, Indonesia, Laos, Singapore, Malaysia , Myanmar, The Philippines, Singapore, 10 Viet Nam Pre-reading: (8’) Vocabulary - Elicit vocabulary using explanations and examples - Let pupils repeat the new words in chorus, then individually - Check Ss’vocabulary using the technique Rub out and Remember While-reading : (20’) Task 1: Inform the Ss that the activity is for skimming only (reading quickly for general ideas) Set a time limit for the class Have Ss work individually, and then compare their answers with a partner Ask Ss to read their answers out loud to make sure they have watched them correctly Task 2: Give Ss enough time to work first individually, then have some Ss read their answers out loud to check as a class Task 3: Ask Ss to scan (look only for specific facts or details without reading everything) the text to find the answers to the questions Have them highlight the key words in the questions first, and then try to answer the same words in the text Then, Ss can take turns asking and answering the questions in pairs Check answers in front of the class Post-reading : (10’) Arrange Ss into groups and set a time limit Walk around to monitor the class and offer help if necessary Allow enough time for one or two groups to demonstrate the activity in front of the class Ss work in pairs to name the countries basing on their national flags New words: + Bloc [blɔk] : (chinh tri) khối (Eg: left-wing parties bloc: khối các phái ta) + motto ['mɔtouz] (n) : khâu hiệu; phương châm + integrate : hoà nhập, hội nhập Task 1: The following text has five paragraphs read it first and then match the heading (1-5) with the paragraphs (A-E) Ss work individually, and then compare their answers with a partner E C D B A Task 2: Find the words or expressions in the text that have the following meanings Write them in the correct spaces Key: the ASEAN Charter, non-interference motto, respect Task 3: Read the text again and answer the questions: Ss scan (look only for specific facts or details without reading everything) the text to find the answers to the questions They were Indonesia, Malaysia, the Philippines, Singapore and Thailand Brunei became the 6th member in 1984, VietNam became the 7th member in 1995 Laos and Myanmar joined the bloc in 1997 and Cambodia joined years later It has a land area of 4.46 million km2 and a population of about 600 million people (ASEAN would rank as the 8th largest economy in the world if it were a single country They are Indonesia, Thailand, Malaysia, Singapore, the Philippines and Viet Nam It is “ One vision, One identity, One Community” They are respect for the member state’s independence and non-interference in their internal affairs It organises different projects and activities, including educational awards, and various cultural and sport activities Homework: (5’) Fill each gap in the passage with a suitable word The Association of Southeast Asian Nations (ASEAN) is an organization of ten Southeast Asian countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, (1) …………… Philippines, Singapore, Thailand and (2)…………… It promotes political, economic, cultural and social cooperation (3) …………… its members Although ASEAN works (4)…………… peace and stability in Southeast Asia, it is (5)………… a defence organization KEY: the Vietnam among for considered SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 044/105: speaking SPEAKING I Objectives: By the end of this lesson, Ss can: - talk about ASEAN member states - know about the cooperation and solidarity among ASEAN countries II Knowledge: Lexical items: Currency unit, official language III Skills: - Main skill: Speaking - Sub skills: Listening; Writing IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Warm-up: (4’) Watch some pictures and guess What countries they symbolise Key: * Picture : Singapore * Picture : Malaysia * Picture : Viet Nam * Picture : Cambodia Lead in: We are going to talk about ASEAN member states PRE- SPEAKING: (8’) Task 1: Write ASEAN member states on the board Give Ss enough time to matching Students’ activities individually Play the recording for them to check their answers Ask Ss to focus on the pronunciation of the countries and their capitals Task 1: Match each country with its capital city and listen to check your answers *Key: 1.d, 2.h, j, 4.i, 5.a, g, 7.c, 8b, 9e, 10f Task 2: Listen to a brief introduction to an ASEAN member state and complete the text with the correct numbers WHILE-SPEAKING: (20’) *Key: thirty-seven million Task 2: Twenty-four thousand Ask Ss to read through the text about sixty-three (237,424,363) Indonesia before they listen to the recording Task 3: Work in pairs Student A uses the table Focus their intention on how to say long below and student B uses the table on page 63 numbers Ask each other questions to fill the gaps in your Play the recording more than once if table necessary *Key: Task 3: Student A: 6,477,211; 329,847; English; Focus Ss’ attention on their construction 513,115; 701.1, Mandarin Tell Ss that is an information gap activity Student B: 236,800; 27,565, 821; In information gap activities, each S has 300,000; Peso; 66,720,153; 5,076, 700 information that his / her partner doesn’t Task 4: Work in groups Use the information in have The objective is for Ss to ask questions Task 1,2,3 and in Reading to talk about one to find out the missing information ASEAN country Report to the class POST-SPEAKING: (10’) Task 4: Ss work in groups Use the information in Task 1, 2, and in Reading to talk about one ASEAN country Ss report to the class Example: Student A: Lao is a country in Southeast Asia It has an area of 236, 800 square kilometers Student B: Its population is 6,477,211 Vientiane is the capital city Student C: The currency unit in Laos is the Lao Kip and its official language is Lao Student D: And the country joined ASEAN in 1997 * Homework: (3’) Talk about one ASEAN country, mentioning area, population, currency unit, official language… SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 PERIOD 045/105: TEST CORRECTION Name………………………… Mã đề: 01 Class ……………………… Choose the most suitable option to complete the passage The world’s population (1) …………………… 5-billion mark in 1987, and it is increasing (2) …………………… about 1.7% a year At this rate of growth, the number of people in the world will double every 41 years This rapid increase has been called the (3) …………………… explosion No one knows how many people the earth can support But many scientists, economists and other experts fear that food production can’t keep pace with the present rate of population increase They believe the world will soon become (4) ……………………, that is, it will have more people than it can support at an acceptable standard of living When too many people live in a small place, life can become very difficult and (5) …………………… Many families move to the cities, hoping to find work and homes Câu 1: A passed B passC past D passing Câu 2: A of B in C by D to Câu 3: A popularized B population C population’s D populated Câu 4: A population B overpopulated C overpopulation D populated Câu 5: A pleasant B pleasing C unpleasant D pleased Choose the word whose stress pattern is different from that of the others Câu 6: A refreshment B decorate C friendship D relative Câu 7: A appreciate B activity C American D anniversary Câu 8: A situation B experience C correctly D embarrassing Choose A, B, C, or D that best completes each unfinished sentence Câu 9: Friendship is …………………… two-sided affair; it lives by give-and-take A the B no article C an D a Câu 10: He took up the work …………………… enthusiasm A about B on C withD in Câu 11: He is very generous and everyone admires his …………………… A selfish B unselfish C unselfishness D selfishness Câu 12: Until he entered this school last year, he …………………… to school by his mother A had always taken B had always been taken C was always taking D was always taken Câu 13: When I left for school this morning, it …………………… so I used my umbrella A would rain B was raining C rained D had rained Câu 14: Mrs Smith spends most of her salary …………………… expensive clothes A at buying B to buy C buy D buying Câu 15: On entering the bedroom, I found my cat …………………… a roast chicken leg in bed A was eating B ate C to eat D eating Câu 16: The new students hope …………………… in many school’s social activities A to be included B to include C being included D including Câu 17: The mountain climbers are in danger of …………………… by the coming storm A being killed B to be killed C killing D to kill Câu 18: Peter denied …………………… the accused man on the day of the crime A of having seen B to see C to have seen D having seen Choose the word whose underlined part is pronounced differently from the rest Câu 19: A celebrate B special C secret D selfish Câu 20: A among B annual C announce D award Câu 21: A throughoutB growth C their D birth Choose the one answer A, B, C, or D which best fits the space Câu 22: “What sports you like?’ – “……………………” A Well, I love volleyball and soccer B I think it’s boring C No, I don’t D Yes, it’s my favorite sport Câu 23: “Could I get you something else to eat?” – “……………………” A Let’s go to the restaurant B I’m having a hamburger C Let me pay D No thanks, I’m full Choose the item among A, B, C or D that best answers the question about the passage A music competition is an event in which people compete for prizes by performing music Music competitions can be for solo performers or for small or large groups such as orchestras, bands or choirs Some competitions are for young people who are starting to make a professional career in music Other music competitions may be for amateurs, which means that professional musicians are not allowed to compete The person who decides who is the winner is called the adjudicator Some big festivals have a team of several adjudicators who decide together on the winner The British and International Federation of Music Festivals organizes music competitions for amateurs in many parts of the British Isles Children and adults can take part in competing for music, speech and drama and dance Competitions like these are often called “festivals” because the main reason for taking part is to enjoy performing rather than just to win There are many big international competitions for some of the most talented musicians from all over the world Winning a big competition can help a young musician to start a successful career Some people think that it can also be a bad thing to win a big competition, especially for musicians who are still very young It may make them a star for a short time but they still have to get better and mature as a musician and a person Câu 24: Who are not allowed to compete in competitions for amateurs? A Old musicians B Young musicians C Amateur musicians D Professional musicians Câu 25: The adjudicator is …………………… A the person who observes the competition B the person who decides who is the winner in a competition C the loser in a competition D the winner in a competition Câu 26: Why are some music competitions called “festivals”? A Because many competitors want to get enjoyment rather than to win B Because there are many competitors in each music competition C Because they are well-organized D Because people of all ages can take part in the competitions Câu 27: Why is it sometimes bad for young musicians to win a big competition? A Because they can be a star for a short time B Because they get too little money C Because they can think they are the best and don’t learn any more D Because they still grow up and can play better Câu 28: The word “talented” in the last paragraph is closest in meaning to…………………… A wealthy B gifted C disabled D clever Supply the correct form of the words in brackets (1 m) 1/ The program aims to encourage the youth’s ………………………… in sporting activities (participate) 2/ I didn’t ask them to help me They did everything …………………… (volunteer) To be ……………………… is to be lonely, to have a friend is to be happy (depression) 4/ He suffered much ……………………… in his childhood (embarrass) Rewrite the sentences, using the suggestions given in brackets or using the given words in such a way that their meanings remain unchanged (2 m) 1/ “Could you please give me some 10p coins for the telephone?” said Tom to his aunt  Tom asked ………………………………………………………………………………… 2/ “I’m sorry for not having a tie on,” said Peter  Peter apologized……………………………………………………………………………… 3/ “It was very kind of you to invite me to your birthday party,” Ann said to Peter  Ann thanked…………………………………………………………………………………… 4/ David didn’t write to his wife  It…………………………………………………………………………………………… 5/ She had taken the time to help me and I wanted to thank her for that  I wanted …………………………………………………………………………………… 6/ They hadn’t been told about the changes and complained about it  They complained about ………………………………………………………………………… 7/ I haven’t talked to my parents since Christmas  It was Christmas when …………………………………………………………………… 8/ I liked Hemingway’s short stories best (Complete the sentence using a relative clause)  Hemingway is the author …………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 046/105: LISTENING I Objectives: By the end of this lesson, Ss can: - listen for general ideas and specific information about the ASEAN member state - listen to decide the True-False Statements or choose the main ideas - identify the meaning of words depending on the context - know about the cooperation and solidarity among ASEAN countries ii Knowledge: - Lexical items: iii Skills : - Main skill: listening - Sub skills: speaking; writing, reading IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Students’ activities Warm up: (4’) Ask Ss to look at the people and guess where they are from Pre-listening: (8’) Task 1: Ask Ss to work individually to task Then Ss compare the answers with their partners Write ASEAN School Games on the board and asks Ss to work in pairs to make guesses about the content of the listening text Lead-in: You are going to listen to a sports instructor talking about the ASEAN School Games While-listening: (20’) Task 2: Ask Ss to Play the recording non-stop for them to get the gist of the talk Have Ss work in pairs before checking the answers in front of the class Task 3: Check Ss’ comprehension of sentences 1-5 before playing the recording Have Ss work in pairs first Then check their answers in front of a class Task 4: Ask Ss to read the instruction and the table Check their comprehension Play the recording once or twice again for Ss to fill the gaps Ask Ss to work with a partner to compare their answers Invite representatives from some pairs to report their answers to the class Ss look at the people and guess where they are from Task 1: Match the words (1-6) with the words and phrases (a-f) to form compounds or meaningful phrases Compare with the partner * Key : 1f 2e 3a 4b 5c 6d Task 2: Listen to a sports instructor’s talk What is he talking about? Tick the correct box Ss read through the four choices * Key: c Five ASEAN School Games Task 3: Listen again and decide if the statements are true (T) or False (F) *Key: 1F 2T 3T 4F 5F Task 4: Listen again and complete the following ASG medal table * Key : Viet Nam (18) Malaysia (45) Singapore (26), Give feedback and correct any wrong answers if necessary Post-listening: (10’) Ask Ss to work in groups of three or four Ss note down their group members’ ideas and get ready to prepare a brief talk Have some Ss present their talk to the class Indonesia (33), Viet Nam (50) * Homework: Write about ASEAN School Game (About 60 words) SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 047/105: WRITING I Objectives: By the end of this lesson, Ss can: - write a short brochure introducing an ASEAN member state - identify the meaning of words depending on the context - know about the cooperation and solidarity among ASEAN countries ii Knowledge: - Lexical items: iii Skills : - Main skill: writing - Sub skills: Speaking; Listening IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Warm-up: (4’) Show some beautiful spots in Viet Nam Ask Ss to call the names of the beautiful spots * Lead in : Besides beautiful sights like Halong Bay, Sapa, Da Lat…,you are going to know some more about Viet Nam basing on a short brochure Pre-writing: (8’) Task : _ Ask Ss if they know about Viet Nam : How big is Viet Nam? How many people live in the country? What does VN export? What is typical of the Vietnamese country? What are some tourists attractions in VN? Get Ss some time to the gap-filling Have Ss compare their answers with a partner first Then ask some pairs to read different Students’ activities paragraphs out loud to check the answers *Key: land area, income, Vovinam, family values, Heritage Sites While-writing: (20’) Task 2: Ask Ss to read through the extract from a short brochure introducing Viet Nam Ask Ss to focus their attention on how the points in Task have been developed into sentences and paragraphs, and the informative language used in a brochure Have Ss the matching first individually, and then compare their answers with a partner Check Ss’ answers as a class Give explanations if necessary Task 3: Set a time limit for Ss to read the instructions, the brochure and find the examples of each point Task 4: Ask Ss to read the sample brochure in and the information text features in again Have Ss go through the points about Indonesia in pairs Give the meaning of new words if necessary Have Ss write a short text using the information given Post-writing: (10’) When Ss finish their drafts, ask them to exchange the drafts with a partner for peer review Walk round to help Ss if necessary * Key: Halong Bay, Da lat , Ha noi , Sa pa, Mui ne, Hoi an Task : Read the following information about Viet Nam Fill the gaps with the correct words or phrases in the box Task 2: Read the extract from a short brochure introducing Viet Nam Match the subheadings (1-5) with the paragraphs (a-e) * Key: a.4, b.5, c.2, d.3, e.1 Notes : Vovina ( Việt Võ Đạo : Martial Arts of Viet Nam) is a Vietnamese ,artial art Task 3: Brochures are often used to inform people and include information text and the brochure above Work with a partner and find examples of each feature Sample answers: a The extract in task consists of paragraphs b Examples of impersonal language and present tense : covers a land area, is about, is Ha Noi, speak Vietnamese… c There are paragraphs and each one focuses on a different topic and has a heading summarising the topic d Important information is highlighted: land area, population, agricultural exporter… * Homework: Write a short brochure (about 100 words) introducing an ASEAN country E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 048/105: COMMUNICATION & CULTURE I Objectives: By the end of this lesson, Ss can: - talk about Singapore Scholarships and ASEAN Scholarships - read and speak about Lamvong- a traditional Lao dance - know about the cooperation and solidarity among ASEAN countries ii Knowledge: - Lexical items: accommodation fee, populous, male-orientated iii Skills : - Main skill: reading, speaking - Sub skills: writing, listening IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Students’ activities WARM-UP: (4’) Chatting: Do you want to have a scholarship to study in Singapore? I COMMUNICATION: (18’) Task 1: Explain to Ss that they need to read the information about kinds of Singapore – sponsored scholarships Ask them to distinguish between the Singapore Scholarships Have Ss work first individually, and then check their answers in front of the class I COMMUNICATION: Singapore Scholarships and ASEAN Scholarships Task 1: Read the school notice about the Singapore Scholarships and ASEAN Scholarships Use the words or phrases to fill the gaps Check with a partner * Key: 1c, 2e, 3b, 4f, 5d, 6a (for 12th graders to study at Singapore Universities) and the ASEAN Scholarships (for 10th and 11th graders to study at Singapore Schools) Task 2: Tell Ss to read the instructions carefully Ask a pair of Ss to model the example Have Ss work in pairs If they have access to the Internet, they can also use additional information to formulate further questions Have some pairs ask and answer their Qs in front of the class Ask the rest of the class to comment how useful or detailed the answer to each question is II CULTURE: (18’) Task 1: Ask Ss to watch a video clip about Lamvong Lao (youtube- SARAVAN LAMVONG or FONE LAMVONG) Ask Ss to look at the picture of Lamvong Ask Ss : Do you know anything about this dance? Task 2: Ask Ss to work first individually, then in pairs to decide if the statements are True (T) or False (F), or not given (NG) Encourage Ss to provide reasons for their answers Check Ss’ answers as a class and give Task 2: Create a list of FAQs ( Frequently Asked Questions) about the Singapore Scholarships and the ASEAN Scholarships in Task Work with a partner to think of as many questions as you can Then ask each other the questions II CULTURE: Task : Lamvong- a traditional Lao dance * Suggested answers: They are dancing Lamvong This is a traditional Lao folk dance Task 2: Read the text about Lamvong and decide whether the following statements are True (T) or False (F), or not given (NG) Tick the correct boxes * Key : 1.F, 2T, 3F, 4NG, 5F, 6T Task 3: Talk with a partner about one of the explanations if necessary popular folk dances of Viet Nam or any other Task 3: (A post-reading activity) ASEAN country Use the following questions: Show the music or video clip of trongcom (a Vietnamese traditional dance) and Rasa Sayang (a Malay folk song popular ) http://mp3.zing.vn/bai-hat/Rasa-SayangNhac-dan-vu-MalaysiaUnknown/IW9U9AE7.html trongcom (a Vietnamese traditional dance) Have Ss work in groups of or and talk Suggested answers: I’ve learned about about one popular folk dance Singapore –sponsored scholarships and Invite representatives of different groups to Lamvong- a traditional Lao folk dance Now I show their dance to the class can speak about the Singapore scholarship and PRODUCTION: (7’) the ASEAN Scholarships I can also speak about What have you learn today? some folk dances What can you now? Homework: Write about your favourite dance in Viet Nam (About 60 words) E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 5: BEING PART OF ASEAN PERIOD 049/105: LOOKING BACK & PROJECT LOOKING BACK and PROJECT I Objectives: By the end of this lesson, Ss can: - review the falling and rising intonations, words and phrases related to ASEAN, Gerund and state verbs in continuous forms - know about the cooperation and solidarity among ASEAN countries ii Knowledge: - Lexical items: currency unit, landlocked iii Skills : - Main skill: speaking, writing - Sub skills: reading, listening IV Methods: Integrated, mainly communicative V Teaching techniques: Eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, pair-work, group-work VI Teaching aids: textbooks, posters, pictures and cassette VII Time: 45 minutes VIII Procedures: Teacher’s activities Students’ activities RECAP: (4’) Talk about your favourite dance in Viet Nam I LOOKING BACK A Pronunciation: Play the recording and ask Ss to listen Remind them to use falling statements and rising intonation on yes/ no questions Play the recording again for Ss to repeat B Vocabulary: Inform Ss that the words in the box are among I LOOKING BACK A Pronunciation: Listen and practise saying the following sentences Mark the intonation: rising ( ) or falling ( ) *Key : Falling intonation: 1,3,5 Rising intonation: 2,4 B Vocabulary: Complete the sentences with the words (a-f) * Key: 1e, 2d, 3b, 4f, 5c, 6a the most frequently used in the unit Ss decide which words best complete the sentences Ask Ss to make their own sentences with each of the words C Grammar: Task : Give Ss time to read the sentences Set a time limit and get Ss to the activity individually Ask some Ss to read their answers Write the correct ones on the board if necessary Task : Set a time limit and tell Ss to the activity individually Invite five Ss to write their answers on the board Task : Have Ss work in pairs by taking turns reading each sentence and proving the right verb forms Then check their answers as a class Task : Ask five Ss to write their answers on the board while having the rest of the class this activity in pairs Give feedback on Ss’ answers and correct any mistakes II PROJECT: Task 1: Divide the class two groups Have Ss find out the answers to the questions and take notes Provide help if necessary Set A: Which ASEAN member state : - is landlocked? - has the largest / smallest population? - uses the dollar as the currency unit? - has the largest number of islands ? Set B: Which ASEAN member state : - uses English as one of their official languages ? - is called “ the land of golden pagoda” ? - is known as”the land of smiles” ? - has the largest / smallest area ? Task 2: Allow enough time for representatives of each group to present their reports to the class Encourage Ss from the same group to provide support by giving explanations or additional information Ss from the other groups should listen ans ask extra questions C Grammar: Task : Choose the correct form in brackets to complete each sentence: * Key : to win, entering, catching, to take, visiting Task : Complete the sentences with the verbs in the box Use the correct forms * Key : swimming, dancing, finding, speaking, completing Task : Choose the correct verb form to complete each of the sentences * Key : feel, is having, am looking, is smelling, is feeling Task : Use the simple or progressive form of the verbs in brackets to complete the sentences * Key : recognise, know, is thinking, Do…remember, are…feeling II PROJECT : Task 1: Work in two groups Each group should choose a different set of questions Do some research and find out the following: * Key : Set A: - Laos - Indonesia (largest), Singapore (smallest) - Brunei ( Brunei dollar) and Singapore (Singapore dollar) - Indonesia ( It has about 17, 508 islands) Set B: The Philippines and Singapore Myanmar Thailand Indonesia (largest: 1,904,569km 2); Singapore (smallest: 707,1 km2) Task 2: Present your findings to the whole class HOMEWORK: Give the correct form of the verbs in brackets: It is easy (see) sometimes at night it is difficult _(avoid) I caught him (climb) _over my wall I asked him (explain) but he refused (say) _ anything, so in the end I had (let) _ him (go) He saw the lorry (begin) (roll) forwards but he was too far away (do) _anything (stop) _it There was no way of (get) out of the building except by (climb) down a rope and Ann was too terrified (do) this We heard the engine (roar) as the plane began (move) _ and we saw the people on the ground (wave) goodbye It's no good (write) to him; he never answers letters The only thing (do) _is (go) _and (see) _him Ask him (come) in Don't keep him (stand) at the door We watched the children (jump) from a window and (fall) into a blanket held by the people below It is very unpleasant (wake) up and (hear) the rain (beat) _on the windows KEY to see/ to avoid climb / to explain / to say/ let / go begin/ rolling / to / to stop getting / climbing/ to roar/ to move/ wave writing/ to / to go / see to come / standing jump / fall to wake / hear/ beating Date of preparation:…… /……./201 Date of teaching: …… /……./201 REVIEW (UNIT 4,5) PERIOD 050/105: LANGUAGE Part 1: LANGUAGE I Objectives: By the end of the lesson, Ss will be able to revise the language and skills they have practised in Units 4,5 II Language focus : Vocabulary: Words / phrases about ‘Caring for those in need’ and ‘Being part of ASEAN’ Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the continuous forms Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation III Teaching aids : handouts, cards IV Time: 45 mins IV Procedures : Teacher’s activities - Write down on the board: REVIEW : UNITS 4,5 Task 1: - Ask Ss to this activity individually, and then compare their answers with a partner - Check answers as a class and write the correct sentences on the board Students’ activities LANGUAGE Vocabulary: Task 1: Complete the sentences using the correct forms of the words in brackets Do this activity individually, and then compare their answers with a partner * KEY disabilities visual donation disrespectful hearing Task 2: Complete the following sentences with Task 2: T asks Ss to complete the following sentences with suitable words from the box Pronunciation: - Ask Ss to this activity individually, then compare their answers with a partner - Play the recording again and check answers as a class - Then have Ss practise reading the sentences aloud using appropriate intonation Task Ask Ss to this activity individually Elicit the form and use of the present perfect tense and the past simple tense Ask a student to the activity on the board while the rest of the class works on it individually Check Ss' answers, or ask them to explain their choice of tenses If necessary, refer Ss to the Do you know , ? box on page 40 Task Elicit the form and use of gerunds and infinitives Ask Ss to this activity individually, and then compare their answers with a partner Ask a student to write his / her sentences on the boord Then check the answers with the whole class Task Ask Ss to this activity individually and then compare their answers with a partner Have Ss write the correct sentences on the board, and give explanations for their choice of verb forms if necessary suitable words from the box Ss this task individually, then Ss can write their answers on the board and then check the answers with the whole class * KEY Association member stability Charter bloc Pronunciation: Task 3: Listen to the sentences spoken with falling intonation and read them aloud Practise reading the sentences aloud using appropriate intonation Grammar: Task 4: Put the verb into the correct form, the present perfect, the simple past, or the past progressive A student writes the answers on the board while the rest of the class works on it individually * KEY has lived got developed have reached has been Task 5: Complete these sentences using the correct forms of the verbs in the box Do this activity individually, and then compare their answers with a partner * KEY watching to go having to post hearing Choose the correct form of the verb in brackets Write the correct sentences on the board, and give explanations for their choice of verb forms if necessary * KEY think are you thinking is tasting - tastes are seeing see Homework: (3’) * Give the right form of the verbs in brackets My mother is fond of (watch) TV It was clever of her (say) so I have decided (allow) my friend (do) as she please (Read) this book, he found that was difficult to please other persons He thought of (give) up (smoke) Stop (argue) and start (work) I couldn’t help (overhear) what you said He tried (explain), but she refused (listen) I’m beginning (understand) what you mean 10 Don’t forget (lock) the door before (go) out V - Self- evaluation: ……………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 REVIEW (UNIT 4,5) PERIOD 051/105: SKILLS Part 2: SKILLS I Objectives: By the end of the lesson, Ss will be able to revise the language and skills they have practised in Units 4,5 II Language focus: Vocabulary: Words / phrases about ‘Caring for those in need’ and ‘Being part of ASEAN’ Grammar: The Past Simple, The Present Perfect, Gerunds and State verbs in the continuous forms Pronunciation: Elision of weak vowels before |n|, |l|, |r|; Falling and rising intonation III Teaching aids : handouts, cards IV Time: 45 mins IV Procedures: Teacher’s and Sts’ activities Tasks and 2: Have Ss Activities and individually, and then compare their answers with a partner Check answers as a class and provide any explanations if necessary Tasks Ask Ss to work in pairs, and read about the three universities in Singapore and discuss any unfamiliar words or phrases Tasks Have Ss stay in the same pair or work with a different partner to answer the two questions Encourage Ss to discuss their choices with Content I Reading Ss Activities and individually, and then compare their answers with a partner Task Read the text and match the words in A with their definitions in B * KEY a d b c Task Answer the questions * KEY Devices that help disabled people perform an activity They can communicate quickly by sending and receiving messages They can have documents read out loud electronically on their computer Children with visual impairment and their parents can read together /share reading It can improve the quality of life for people II Speaking Ss work in pairs, and read about the three universities in Singapore and discuss any unfamiliar words or phrases their partners Have Ss present their answers to the class Task Play the conversation between Mr Long and his daughter Mai discussing the different cultures in the ASEAN countries Ask Ss to listen and the activity individually - Play the recording again for Ss to listen and check their answers For weaker Ss, play the audio several times pausing after sentences and checking Ss' comprehension - Check answers as a class, and give any explanations if necessary Task - Ask Ss to use the facts given (or find additional information if necessary) to write an introduction to Thailand Ss may write their drafts first in class, and swap with a partner for peer review - Ask Ss to make any revisions based on their partner's comments and complete their final versions at home Tasks and Work in pairs Read the information, answer the questions by discussing with a partner Which university you want to go to? Why you want to study there? III Listening Task Listen to the conversation between Mr Long and his daughter Mai Decide whether the following statements are true (T) or false (F) Ss to listen and the activity individually then check their answers with partners * KEY: T F T F T IV Writing Task Write an introduction to Thailand using the facts below Add more information if necessary Ss can use the example to start their introductions They can also refer to page 54 for the features of information text and the sample writing Example: Thailand has a total area of 513,120 square kilometres Its capital is Bangkok It has a population of 67,149,778 (2014 estimate) The official language used in Thailand is Thai VI Homework: (3’) - Learn some new words and listen the recording again at home - Write about the benefits of one of the countries in the ASEAN that you know well VII Self- evaluation: ……………………………………………………………………………………………………………………………………………… ………………………………………………………… _ Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: GETTING STARTED GETTING STARTED I Aims and Objectives: By the end of this lesson, Ss can: - Get to know the topic of “Further Education”, words and phrases related to further education Knowledge: - Lexical items: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV Skill : - Main skill: + Scanning for specific information to answer questions + Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRESENTATION: 5’ Lead-in: Inform the class of the lesson objectives: getting to know the topic Introduce the topic by asking Ss some guiding questions Encourage Ss to talk about further education II PRACTICE: 30’ Activity 1: Ask Ss questions about the illustration: Who are the people in the picture? What are they doing? What you think they plan to after leaving secondary school? Tell Ss that that are going to listen to a conversation in a school library between three friends: Phong, Kevin and Maria Let Ss predict what these friends will be talking about Encourage and accept all types of predictions from Ss Play the recording Ask Ss to listen and read the conversation at the same time Activity 2: Asks Ss to work first individually, and then in pairs Focus their attention on the instructions and allow time for them to read the incomplete sentences They may refer back to the conversation to get the necessary information Checks sts’s answers and give explanation III PRODUCTION: 6’ Have sts read the question and example Ask them to think of their own answer to the Students' activities I PRESENTATION Lead-in: Listen and answer Talk about further education II WHILE- PRACTICE Activity 1: Answer the questions: Listen Predict what these friends will be talking about Listen and read the conversation at the same time Work in pairs to practice asking and answering the questions Give explanation Who are the people in the picture? What are they doing? What you think they plan to after leaving secondary school? Keys suggested: academic or vocational undergraduate and postgraduate a bachelor’s degree vocational courses/ a vocational course apply for scholarships III PRODUCTION Read the question and example and think of their own answer to the question question Sts work individually first, then with a partner Elicit some answers and writes the best ones on the board Give feedback and discuss any points Work individually first, then with a partner Give answers Keys suggested: They can pursue further education They can help students develop analytical skills, critical thinking and knowledge for higher education at a university or college Because they want to take some time before deciding on their career and major Taking a gap year can allow students to voluntary work or internships, and travel This practical experience will make their CVs look good Homework: (2 mins) - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: LANGUAGE I Aims and Objectives: By the end of this lesson, Ss can: - enrich their vocabulary with words or phrases related to further education - know intonation on WH- questions - know how to use and distinguish between the present perfect and the present perfect continous Knowledge: - Lexical items: Skill : - Main skill: Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRESENTATION: 2’ Students' activities I PRESENTATION Warm-up: Ask: What you know about the Vietnam’s education system?? II PRACTICE: 11’ A VOCABULARY Activity 1: Go through the words in the box and check Ss’ understanding/ Asks Ss to guess the words(s) and complete the diagram individually Alternatively, in weaker classes, have Ss work on the diagram in pairs Call some sts to give out the answer Have a st write the answers on bb Check & give remarks Activity 2: Have Ss work individually Ask sts to complete the sentences individually Monitor the activity and offer support, if necessary Check the completed sentences as a class, making sure that all sts have the right answers B PRONUNCIATION: 10’ Intonation on Wh- questions Activity 1: Explain the use of rising and falling intonation by modeling the two types of questions Play the recording again for sts to repeat chorally and individually Help sts to distinguish between rising and falling intonation by highlighting the rise and fall of the voice Ask sts to work in pairs, taking turns to say the questions Activity 2: Ask sts to read the instructions and explain the task Ask them to read the sentences, focusing on the words in bold and have sts repeat Play the recording for sts to repeat once or twice Extend this task by having sts take turns reading each of the sentences twice- with and without elisions of weak vowels Answer II WHILE- PRACTICE Activity 1: Work individually, read each of the words and think about its word class Some sts to give out the answer A st writes the answers on bb Listen Key: Kindergarten Primary education Lower secondary education Upper secondary education College University Activity 2: Complete the sentences individually May compare their answers with a partner Listen to T’s comments Keys suggested: Academic major vocational postgraduate analytical B PRONUNCIATION Intonation on Wh- questions Activity 1: Listen Distinguish between rising and falling intonation by highlighting the rise and fall of the voice Work in pairs, taking turns to say the questions Activity 2: Read the instructions and explain the task Read the sentences, focusing on the words in bold and have sts repeat Listen Take turns reading each of the sentences twicewith and without elisions of weak vowels C GRAMMAR: 11’ Activity 1: Tell sts that the activity focuses on the present perfect and the present continuous tenses Ask if they can remember any rules of the present perfect and the present continuous tenses that they have learnt in the lower grades Have sts work in pairs to figure the answers Monitor the activity and help sts, if necessary Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs Check answers as a class C GRAMMAR Activity 1: Listen Answer teacher’s questions Work in pairs to figure the answers Pay attention to the adverbs of time when they choose the correct form of the verbs Listen Activity 2: Tell sts that the activity focuses on the correct form of the verbs- the past simple or the present perfect Let sts work in pairs to give answers Observe and help when and where necessary Remind sts to pay attention to the adverbs of time when they choose the correct form of the verbs Check sts’ answers by asking individual sts to take turns reading aloud each of the sentences Activity 2: Work in pairs to give answers Observe and help when and where necessary Pay attention to the adverbs of time when they choose the correct form of the verbs Take turns reading aloud each of the sentences Keys expected for several days lately since grade before Keys suggested have been surfing has been living has been looking have been studying has been teaching Activity 3: 6’ Activity Tell students that the activity focuses on the Listen distinction between the present perfect and Work in pairs to answer the present perfect continuous Read aloud the answers Have St work in pairs to work out the Keys suggested answers have read Monitor the activity and offer help if have been reading necessary Have you applied Check answers by asking individual Ss to take have been waiting turn reading aloud their answers has been giving Can ask Ss to explain their choice of tense have never understood The pair that gets the most points is the winner Homework: (2’ mins) - Do Part A 1+2,B 2-5 in the exercise book - Prepare the next period "Skills- Reading" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: READING I Aims and Objectives: By the end of this lesson, Ss can: - Read for general ideas and specific information about higher education Knowledge: - Lexical items: mandatory, respectively, broaden, Baccalaureate, appreciate, pursue - Main skill: + Scanning for specific information to answer questions + Identifying the meaning of words depending on the context - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRE- READING: 5’ Activity 1: Have Ss read the table of the British state-run education system Provide sts with some information if necessary Have sts work in pairs and draw a table or a diagram similar to the one in vocabulary Section1 Encourage sts to explain and give reasons for their answers Correct answers as a class & have sts guess the possible content of the reading text II WHILE-READING: 27’ Activity 2: Tell Ss that the activity focuses on reading for gist Have them read the heading before the text Explain to SS that repeated and similar vocabulary can form a vocabulary chain in a paragraph The main ideas of the paragraph will contribute to the main idea of the whole text Ask sts to work individually to choose the best heading(a-c) Then Ss can check their answers with a partner Check answers as a class and write them on the board Give feedback Activity 3: Students' activities I PRE-READING Activity 1: Look at the diagram to give the answers Encourage sts to explain and give reasons for their answers School Age Exam Kindergarten 3-5 No Primary school 6-10 No Lower secondary 11-14No Upper secondary15-17 GCSE II WHILE- READING Activity 2: Work individually, read the work individually to choose the best heading(a-c) Then check their answers with a partner Write them on the notebook Keys suggested b Activity 3: Listen Work individually, read the words and phrases Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e) provide help, if necessary Explain the meaning further and give examples Check answers as a class and write them on the board Give feedback Then sts can Check answers as a class and Activity 4: Tell sts that the activity focuses on reading for specific information Ask sts to read the passage gain and decide whether the following statements are true (T), false (F) or (NG) Have sts write their answer individually and check with their partner Check answers as a class & provide feedback III POST- READING: 6’ Activity 5: Put sts in pairs and ask them to discuss the questions freely: How can you prepare for higher education in the UK? Ask one or two pairs to report the discussion results to the class Give remarks in the columns, then discuss and find the meaning of each of them(a-e) Check their answers with a partner Keys suggested d c e a b Activity 4: Read the passage gain and decide whether the following statements are true (T), false (F) or (NG) Write their answer individually and check with their partner Keys suggested NG F F F T III POST- READING Activity 5: Work in pairs and discuss the questions freely One or two pairs to report the discussion results to the class Listen How can you prepare for higher education in the UK? Homework: (5 mins) - Do Part C in the exercise book - Prepare the next period "skills- Speaking" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: I Aims and Objectives: By the end of this lesson, Ss can: - practice talking about further education Knowledge: SPEAKING - Lexical items: part-time course, full-time course, cloud-based course, credit-based, campusbased, simultaneously Skill : - Main skill: +Interviewing & discussing - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRE- SPEAKING: 7’ Activity 1: Ask sts to work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them (a-e) provide help, if necessary Explain the meaning further and give examples Check answers as a class and write them on the board Give feedback Students' activities I PRE-SPEAKING Activity 1: Listen Work individually, read the words and phrases in the columns, then discuss and find the meaning of each of them(a-e) Check their answers with a partner Keys suggested c e a b d II WHILE-SPEAKING: 16’ Activity 2: Explain the context and ask sts to read through the phrases in the box Have sts work in pairs to fill the gaps in the interview Check answers as a class and give feedback II WHILE- SPEAKING Activity 2: Read through the phrases in the box Work in pairs to fill the gaps in the conversation Listen Keys suggested b e a f d 6.c III POST- SPEAKING: 15’ Activity 3: Have sts read the question and example Ask them to think of their own answer to the question Sts work individually first, then with a partner Elicit some answers and writes the best ones on the board Give feedback and discuss any points III POST- SPEAKING Activity 3: Read the question and example and think of their own answer to the question Work individually first, then with a partner Give answers Activity 4: Allow enough time for sts to read the conversation individually before they practice in pairs Monitor the activity and select some pairs to Activity 4: Read the conversation individually before they practice in pairs Role-play the conversation in front of the class Activity 5: Think about their choices and reasons for their role-play the conversation in front of the class Activity 5: Ask Ss to think about their choices and reasons for their preferences for further education Encourage them to share their ideas in groups Have different groups work together so they can help each other with ideas and suggestions Ask groups of students to have a discussion using the expressions and flow in the model in Then choose one or two groups to roleplay their conversation in front of the class preferences for further education Share their ideas in groups Work together Discuss using the expressions and flow in the model in Role-play their conversation in front of the class Keys suggested Because higher education will help Ss to gain more knowledge and critical thinking skills and a bachelor’s degree will help them to find a job more easily Because students need some skills for getting a job before they can decide if they want to pursue an undergraduate degree or not They are campus-based, part-time, full-time and online “Cloud” learning allows students to work and study simultaneously They provide students with more flexible programmes and schedules Homework: (5 mins) - Do Part D in the exercise book - Prepare the next period " Listening" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: LISTENING I Aims and Objectives: By the end of this lesson, Ss can: - listen for specific information in a talk from an Canadian undergraduate student studying in Vietnam Knowledge: - Lexical items: undergraduate course, study abroad, knowledgeable, thorough, programme coordinator, host family, outing, gathering, staff, fellow student Skill : - Main skill: + Scanning for specific information to take notes about the main points + Deciding whether the statements are true (T), false (F) or not given (NG) - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRE- LISSTENING: 7’ Students' activities I PRE- LISSTENING Activity 1: Show pictures of the students on page 21 Ask: Where are they? What are they doing? Expected answers: They are in Vietnam They are learning about Vietnamese culture They are getting to know their Vietnamese fellow students II WHILE- LISTENING: 26’ Activity 2: Have sts read the instruction about a famous girl with a disability and the table they have to complete Play the CD Ask sts to complete the notes while listening Have sts listen the CD again and check their answers Have sts compare their answers before checking answers as a class II WHILE- LISSTENING Activity 2: Complete the notes while listening Listen the CD again and check their answers Compare their answers before checking answers as a class Activity 3: Tell sts that the activity focuses on listening for specific information Ask sts to listen to the passage gain and decide whether the following statements are true (T), false (F) or (NG) Have sts write their answer individually and check with their partner Check answers as a class & provide feedback III POST- LISSTENING: 8’ Activity Ask sts to work in groups of three or four to discuss the question: How should you prepare for studying abroad? Brainstorm ideas Have some sts present their reports to the class Give remarks Homework: (2 mins) - Prepare the next period "Writing" + Look up the new words/ phrases + Revise the uses of modal verbs Keys expected undergraduate Vietnamese history and economic development very friendly and helpful very organized, knowledgeable and thorough, always available for emergency lives with a host family, has his own room, comfortable and clean, has Internet Eat breakfast, dinner with host family, and lunch with Vietnamese fellow students; food: healthy and delicious; has his favourite dishes Activity 3: Listen the passage gain and decide whether the following statements are true (T), false (F) or (NG) Write their answer individually and check with their partner Keys expected F T NG F T III POST- LISSTENING Activity Work in groups of three or f How should you prepare for studying abroad? our to discuss the question: Present the reports Listen Keys expected (depending on Ss’s answers) IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: WRITING I Aims and Objectives: By the end of this lesson, Ss can: - Write an article about problems facing disabled people - Propose solutions to problems facing people with disabilities Knowledge: - Lexical items: eligible, consult, pursue higher education qualification, pursue a career, transcript, tuition fees, experience cultural shock Skill : - Main skill: + Writing an email asking for information about higher education opportunities - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities I PRE- WRITNG: 8’ Activity Give sts time to read the sample writing about higher education in the UK Ask sts to choose the appropriate phrases (a-c) to fill in the blanks Have them compare their answers with a partner first Ask sts to read out loud their answers to check as a class Lead to the writing lesson Students' activities I PRE- WRITNG Activity Read the sample writing about higher education in the UK Choose the appropriate phrases (a-c) to fill in the blanks Compare their answers with a partner first Read out loud their answers Keys expected I am writing to ask you for I want to consult you about I am worried most I have to take I am eligible to I should send II WHILE- WRITNG: 25’ Activity 2: Ask sts to work in groups of 4, and give each group a large size sheet of paper II WHILE- WRITNG Activity 2: Work in groups of 4, and give each group a large size sheet of paper Have sts read the email in their book and study the outline Ask sts to discuss in groups and complete the outline on the sheet of paper Encourage sts to move around to look at the outlines of other groups Ask leaders of some groups to present their outlines to the rest of the class Activity 3: Have sts work in groups of three or four to choose one problem and discuss what information they want to ask for and what kind of advice they need Each student should choose two of the eight problems and write an email to a friend in another country Encourage sts to make complete sentences, using the suggestions in this activity Ask sts to read their group’s sentences Provide help by correcting mistakes in grammar or word choice Ask sts to work independently and write their emails III POST- WRITNG: 8’ Ask some individuals to read their emails Have the rest of class give comments, and correct errors Give remarks & correction Discuss in groups and complete the outline on the sheet of paper Leaders of some groups to present their outlines to the rest of the class Keys expected: Dear Kevin, I am writing ……… country What are the university ……… UK? What types of accommodation……… students? Wish you and………… soon Regards Activity 3: Work individually to choose two of the eight problems and write an email to a friend in another country Keys expected (depending on Ss’s answers) III POST- WRITNG Some individuals to read their emails Listen to comments & correction Homework: (2 mins) - Do Part E in the exercise book - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: COMMUNICATION & CULTURE I Aims and Objectives: By the end of this lesson, Ss can: - Listen to an interview on Vietnam’s higher education - Know the further education in Singapore Knowledge: - Lexical items: vocational school, certificate of secondary education, entrance exam Skill : - Main skill: Reading about higher education - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activities I COMMUNICATION: 15’ Activity 1: Focus sts’ attention on the diagram Have sts guess what they are going to listen Have them work in pairs to guess the information and think about how to express such information Ask sts to complete the diagram Let sts compare their answers with a partner, then check answers as a class and write them on the board I COMMUNICATION Activity 1: Work in pairs to guess the information and think about how to express such information Complete the diagram Compare their answers with a partner Check answers Keys expected Doctorate Postgraduate education University College Upper secondary education Activity 2: Tell sts that the activity focuses on listening for specific information Ask sts to listen to the passage gain and decide whether the following statements are true (T) or false (F) Have sts write their answer individually and check with their partner Check answers as a class & provide feedback Activity 2: Listen the passage gain and decide whether the following statements are true (T) or false (F) Write their answer individually and check with their partner II CULTURE: 20’ Activity 1: Further education in Singapore Focus sts’ attention on the diagram and allow enough time for sts to describe the stages following secondary education in Singapore’s education system Invite individual sts to present their descritptions in front of the class Activity 2: Ask sts to read the text again and answer the II CULTURE Activity 1: Further education in Singapore Pay attention to the diagram to describe the stages following secondary education in Singapore’s education system Keys expected F F T F F Present their descritptions in front of the class Activity 2: questions individually Allow time for sts to read and underline the key words in the questions Ask them to read the text and underline relevant information Offer help when necessary Check answers as a class read the text again and answer the questions individually Read and underline the key words in the questions Read the text and underline relevant information Check answers Keys expected To help students to discover their talents and develop a passion for learning They have to pass standardized examination It builds up students’ strengthens and develop their talents in both academic and non-academic areas They can select pre-university education or technical education There are four local universities with degree programmes for higher education III LESSON OUTCOME: 5’ Ask: What have you learn today? What can you now? III LESSON OUTCOME Answer: Expected answers: I have improved my speaking, listening, and reading skills Now I know more about Vietnam’s and Singapore’s education system Homework: (3 mins) - Prepare the next period " Language and Vocabulary" + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 7: FURTHER EDUCATION PERIOD 049/105: LOOKING BACK & PROJECT I Aims and Objectives: By the end of this lesson, Ss can: - Review all the grammar points, pronunciation and vocabulary learnt - Discuss reasons for taking a gap year and reasons for starting university immediately and present them in class Knowledge: - Lexical items: vocational, academic, undergraduate, postgraduate, doctorate, major, gap year, CV, save money, waste of time, voluntary work, travel around the world Skill : - Main skill: + Presenting in front of the class - Sub skills: Speaking; Listening; Writing II Teaching aids: Text book, teacher's book, a speaker and a mp3 player III Procedure: Stabilization: mins Checking up : No New lesson : Teacher’s activities Students' activities I LOOKING BACK: 10’ A PRONUNCIATION Activity 1: Review using intonation on Wh-questions Play the recording and let sts listen and mark the rising(^) or falling(Ÿ) intonation for each questions Check answers as a class by asking some sts to read the sentences with the appropriate pronunciation Play the recording again and let sts listen and repeat the sentences Encourage them to use the rising and falling intonation Activity 2: Play the recording Ask sts to identify the questions using the falling or rising intonation Check answers as a class by asking sts to call out the number of the questions using the falling intonation and that of the rising intonation Play the recording again and let sts listen and repeat the sentences Praise sts who try to use the intonation B VOCABULARY: 10’ Explain the activity aims to review the key vocabulary in the unit, and have sts it individually Remind sts to put the words into the correct form according to its position in the sentences Check answers as a class by asking individual sts to read their sentences Provide the correct answers I LOOKING BACK A PRONUNCIATION Activity 1: Listen and mark the rising(^) or falling(Ÿ) intonation for each questions Read the sentences with the appropriate pronunciation Listen and repeat the sentences Encourage them to the rising and falling intonation C GRAMMAR: 10’ Activity 1: Have sts work in pairs to work out the answers Monitor the activity and offer help, if necessary Check sts’ answers by asking individuals to take turns reading aloud their answer Activity 2: Listen & identify the questions using the falling or rising intonation Call out the number of the questions using the falling intonation and that of the rising intonation Listen and repeat the sentences B VOCABULARY Do the task individually Put the words into the correct form according to its position in the sentences Individual sts read their sentences Listen Keys expected: academic broaden graduation analytical internship respectively C GRAMMAR Activity 1: Work in pairs to work out the answers Individuals to take turns reading aloud their answers Keys expected: Have taken have … been waiting have… attended have been waiting has been travelling Activity 2: Have sts to tell the teacher again about the difference between usages of the present perfect and the present perfect continuous tenses Have sts this activity orally first Check answers as a class Activity 2: Tell the teacher again about the difference between usages of present perfect and the present perfect continuous tenses Do this activity orally first Listen B PROJECT: 10’ - A survey on voluntary work Activity 1: Divide sts into groups of four Have sts the survey in class or during break Allow time for sts to compare their findings groups Ask each group to present the final results to the class Make comments on their findings Activity 2: Have sts work in their groups to prepare their presentation about their reasons for taking a gap after secondary school in front of the class Tell sts that the plan should be in written form B PROJECT- A survey on voluntary work Activity 1: Do the survey in class or during break Compare their findings groups Each group presents the final results to the class Keys expected: …have been… since have all arrived has been doing….since have three times (before) have been… for have been ….since Activity 2: Work in their groups to prepare their presentation about their reasons for taking a gap after secondary school in front of the class Notice that the plan should be in written form Some groups to present their plans to the class Listen to the teacher’s comment Choose some groups to present their plans to the class Give comments and mark Homework: (3 mins) - Prepare the next period " Unit 8- Getting Started” + Look up the new words/ phrases + Revise the uses of modal verbs IV SELF – EVALUATION : ………………………………………………………………………………………………………………………………………………… ………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: GETTING STARTED Unit 8: OUR WORLD HERITAGE SITES GETTING STARTED I AIMS AND OBJECTIVES : + Language content: To introduce Ss the overall topic of the unit + Language function: - To help sts get familiar with the topic of the unit + Educational aim: To attract Ss’ attention on the topic of World Heritage Sites Language: Vocabulary: words and pharases related to the topic of World Heritage Sites Structures: participles and to infinitives to replace relative clauses Skills : Integrated skills Educational factor : To make the students be aware of the importance of world Heritage Sites II TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques / Activities: pair-wok, explanation, group-work, eliciting, synonyms, explanation, information, transfer, asking and answering the questions, discussion, etc Materials needed: textbooks, references, teaching aids, etc Students’ preparation : Lesson preparation Appliances for studying Previous exercises : No III TEACHING PROCEDURES: Stabilization (2’): Greets and has a talk with sts Good morning class! How are you today ? Who is absent today, monitor ? Checking up the previous knowledge: No New lesson: Teacher’s Activities I Lead-in: 7’ - Shows Ss two photos and ask them to recognise these monuments Students’ Activities - Look at the photos and recognise these monuments - Listen and participate in the talk - Listen Unit 8: OUR WORLD HERITAGE SITES Getting started - Look at the heading and guess what the two - Has a talk with Ss about the two monuments - Informs the class of the lesson objectives and lead to the lesson II Presentation: 5’ Activity 1: Listen and read - Asks Ss to read the heading and guess what the two speakers will be talking about - Play the recording twice - Has Ss listen and read the conversation silently - Then asks Ss if their predictions were correct - Has Ss summarise the conversation - Calls some Ss share their summaries III Practice: 18’ Activity 2: Read the conversation again Are the following sentsnces are true (T) or false (F) Expalin your choice - Guides and reminds Ss of some tips to this kind of task - Asks sts to work individually to activity in 3’ - Goes around the class to help if necessary - Then asks Ss to compare their answers in pairs - Call sts to present answers - Corrects and gives feedback Activity 3: Match the words in the conversations with the appropriate definitions - Explains the task to Ss and asks students to look through the task, read the conversation again and find the phrases in the left-hand column and underline them (Encourage Ss to guess the meanings of the phrases and then match them with their definitions in the right-hand column.) - Asks sts to work in pairs in 4’ - Goes around for help - Calls on Ss to give their answers - Gives feedback and correct answers Activity 4: Find the sentences in the conversation which have the same meaning as the following sentences - Explain the task to Ss - Asks Ss to work individually in 3’ - Goes around for help - Call on some Ss to write their answers on the board - Gives feedback and correct answers speakers will be talking about - Listen and read the conversation silently - Tells if their predictions were correct - Summarise the conversation - Some Ss share their summaries Activity 1: Listen and read - Listen to the teacher’s explanation - Do activity individually in 3’ - Compare their answers in pairs - Give their answers - Pay attention the feedback and write down Activity 2: Key: F (He wants to go sightseeing.) T F (Most of the citedel was demolished in the early 20th century.) T T - Listen to the teacher’s explanation - Work in pairs in 4’ - Ss write their answers on the board - Listen and take notes Activity 3: Key: b d e f a c - Listen to the teacher’s explanation - Work individually in 3’ - Ss write their answers on the board - Listen and take notes Activity 4: Key: It is a cultural complex comprising royal palaces and monuments Most of the citadel, first built during the Ly Dynasty in the 11th century and then expanded by subsequent dynasties, was demolished in the early 20th century The only structure to remain intact is the Flag Tower of Ha Noi IV Production: 8’ Activity 5: Ask and answer the following questions - Asks Ss if they have visited the Central Sector of the Imperial Citadel of Thang Long or would like to visit the site - Has Ss ask and answer the question in pairs - Invites Ss who have visited the site to tell the class about their trip there - Asks Ss who have not been there to tell the class why they would (or not) like to visit the site - Gives comments and correction V Consolidation and homework: 5’ - Summarise the main points of the lesson - Asks sts to: + Learn the new words by heart, read and translate the conversation, the tasks again + Prepare the next lesson (Language) - Ask and answer the question in pairs - Ss present - Listen and take notes Activity 5: Ask and answer the following questions - Listen and take notes - Do at home Homework: Complete the gaps with a word from the box: for in from for with to In Victorian times, Britain was famous _ producing things Nowadays, the canals are used _ leisure and many of them have cafés, restaurants and art galleries The National Railway Museum is devoted _ British trains The streets of York are crowded _ tourists Britain’s culture and history are different _ anywhere else in the world The guides in the museum are dressed _ Victorian costumes SELF – EVALUATION : ………………………………………………………………………………………………………………… - Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: LANGUAGE LANGUAGE I- AIMS AND OBJECTIVES: - Language content: + To provide Ss with words and phrases related to the World Heritage Sites in Viet Nam + To help the sts recognise and use appropriate intonation on choice questions + To have them revise participle and to-infinitive clauses - Language function: To enable students to use the language for practice correctly - Educational aim: Some advice of studying Language : a Vocabulary: words and phrases related to the World Heritage Sites in Viet Nam b Structures: participle and to-infinitive clauses Skill : Integrated skills Educational factor : Give students some advice of studying II- TEACHER’S AND STUDENTS’ PREPARATION: Method : Communicative appoach Techniques : Repetition, Trasnsformation, … Materials needed : Pictures, sub-boards, CD, cassette player Students’ preparation : The structures & words / pharses Previous exercise : No III- PROCEDURES IN CLASS: Stabilization: Greeting Checking absence: Who’s absent today? Checking up previous knowledge: No New Lesson: ( 2’ ) Teacher’s activities A VOCABULARY: 5’ Activity 1: Fill in the blanks with the right form of the words from the box - Explains to Ss what they are supposed to - Has Ss go through the words given in the box and discuss with a partner their meanings - Asks Ss complete the sentences individually in 3’ - Then asks Ss to compare their answers in pairs - Calls some Ss to give answers - Checks and gives correct answers Activity 2: Use the correct form of the word in brackets to complete each sentence - Explains to Ss what they are supposed to - Asks Ss to study the sentences given and work out the part of speech that needs to be filled in - Reminds Ss that they should discuss the contextual clues that can help figure out the answers -Has Ss the task individually in 2’, then compare answers in pairs -Checks the answer with the whole class B PRONUNCIATION: 5’ Choice questions Activity 1: Listen to these exchanges and pay attention to the intonation pattern of the questions - Asks Ss to study the Do you know…? box to learn some general rules of intonation patterns for choice questions - Has Ss listen and notice the intonation patterns of the questions - Has them listen and repeat the exchanges with appropriate intonation Activity 2: Listen to again and practise saying these exchanges - Plays the recording and asks Ss to read along with the recording, immitating the intonation patterns Students’activities - Listen to the teacher’s explanation - Go through the words given in the box and discuss with a partner their meanings - Complete the sentences individually in 3’ - Compare their answers in pairs - Some Ss give answers A VOCABULARY Activity 1: Key: heritage dynasties excavations intact relics complex -Listen to the teacher - Study the sentences given and work out the part of speech that needs to be filled in - Discuss the contextual clues that can help figure out the answers - Do the task individually in 2’ and compare their answers in pairs -Participate in checking the answers Activity 2: Key: archaeological natural Cultural attraction preservation - Study the Do you know…? box - Listen and notice the intonation patterns of the questions - Listen and repeat the exchanges with appropriate intonation Activity 1: Listen to these exchanges and pay attention to the intonation pattern of the questions - Read along with the recording, immitating the intonation patterns - Practise the exhanges in pairs Homework: I Circle the best answer for each sentence 1) “Have you ever met the man over there?” “No Who is he?” A stands B is standing C standing D who he is standing 2) The boy the piano is my son A who is playing B that is plying C playing D All are correct 3) by his parent, this boy was very sad A Punished B Punishing C To be punished D Be punished 4) We have apartment the park A overlooking B overlooks C to overlook D overlooked 5) He was the last person in this way A to kill B who killed C being killed D to be killed 6) Solar energy is not only plentiful clean and safe A but also B and C but D as well 7) Who was the first man that set foot the moon? A on B to C in D up 8) Nellie Ross of Wyoming was the first woman _ governor in the United State A who elected B to be elected C was elected D her election as 9) Pioneers, in isolated areas of the United States, were almost totally self-sufficient A who living B living C lived D that lived 10) in large quantities in the Middle East, oil became known as black gold because of the large profit it brought A Discovering B Discovered C Which was discovered D That when discovered II Turn the relative clauses into participle clauses A person who watches (watching) television is called a television viewer The students discussed the problems which faced (facing) the international youth movement The tree which stands (standing) near the gate has lovely flowers The pencil which is lying (lying) on the desk is hers The boy who threw (throwing) that stone will be punished The chicken which araised (araising) on our farm are very fat My parents are living in a house which was built (built)in 1972 The students are copying the words which are written (written) on the board Do you know the policeman who is coming (coming)towards us? 10 Anyone who applies (applying)to that school must take an entrance examination SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: READING I AIMS AND OBJECTIVES: + Language content: READING To help Ss understand the reading passage about Ha Long Bay by reading for general ideas and specific information + Language function: - To help sts know more about Ha Long Bay – a World Heritage Site of Viet Nam To develop skills, especially reading skill + Educational aim: To call for the Ss’ attention of reading about Ha Long Bay Language: - Vocabulary: islets, cuisine, magnificent, abundant - Structures: No Skills: Integrated skills Especially reading skill Educational factor : To make the students proud of the beaty of their country II TEACHER’S AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques / Activitie: pair-wok, explanation, group-work,etc Materials needed: textbooks, references, teaching aids, etc Students’ preparation: Lesson preparation Appliances for studying Previous exercises: No III TEACHING PROCEDURES: Stabilization (2’): Greets and have a talk with sts Good morning class! How are you today? Who is absent today, monitor? Checking up the previous knowledge: No The new lesson: Teacher’s Activities I Lead-in: 5’ - Show students a video clip about Ha Long Bay and asks them some questions: Where is it? What you know about Ha Long Bay? What is it famous for? - Leads to the lesson and writes the title on the board II Before you read: 5’ Activity 1: You are going to read a text about Ha Long Bay Tick () the reasons why people visit Ha Long Bay Add other possible reasons if you can - Have Ss the task individually, and then compare their choices in pairs - Asks some Ss to give their answers, encouraging all possible reasons -Pre-teaches some new words and phrases Students’ Activities - Look at the video clip and then answer the teacher’s questions - Listen and note down Unit 8: OUR WORLD HERITAGE SITES Reading Suggested answers: It is Ha Long Bay Ss answers It is famous for beautiful landscapes and speciality - Do the task individually, and then compare their choices in pairs - Give their answers * New words: + attract (v) + attraction (n) + scenery (n) + intinerary (n) + cruise (n) + authentic local food: - Reads the words and asks Ss to reapeat III While -reading: 22’ Activity 2: Read the text quickly What is it about? - Explains to Ss the task - Tells Ss that they are required to read the text quickly to get the main idea of the text by choosingA, B, or D - Asks Ss to read the text quickly individually in 4’ - Calls some Ss to present their choices - Checks the answers as a class Activity 3: Find the words in the text that have the following meanings Write the words in the space provided - Explains to Ss the task - Asks Ss to highlight the following words in the text: islets, breathtaking, cuisine, magnificent, and abundant - Asks Ss to work in pairs look at the highlighted words and discuss the contextual clues that can help them understand the words - Then have Ss the task individually in 3’, and then compare their answers with a partner’s - Calls some Ss to write their answers - Corrects the Ss’ answers Activity 4: Read the text carefully Answer the following questions - Checks if Ss can answer the comprehension Qs without reading the text again If Ss cannot, T gets them to read the Qs carefully and underline the key words to task - Gets sts to read te text and check theirs answers and explain their choices in 5’ -Repeat after the teacher Activity 1: Key: Students’ answers * New words: + attract (v) + attraction (n) + scenery (n) + intinerary (n) + cruise (n) + authentic local food (np) - Listen to the teacher - Read the text silently individually in 4’ - Present their choices - Listen to the teacher Activity 2: Key: C - Listen - Highlight the words - Work in pairs - Do the task individually in 3’, and then compare their answers with a partner’s - Present their answers - Listen to the teacher and take notes Activity 3: Key: islets breathtaking cuisine magnificent abundant - Read the Qs carefully and underline the key words to task - Check theirs answers and explain their choices in 5’ - T calls some Ss to read theirs answers and explain their choices - T comments and gives feedbacks IV After you read: 8’ Activity 5: Work in goups Discuss the questions Would you like to spend your holiday in Ha Long Bay? Why/Why not? - Puts Ss in groups of three or four to discuss the question and give reasons for their answers - Asks sts to work in 4’ - Calls some Ss to share their ideas Teachers encourage other Ss to ask follow-up questions - Comments and corrects Ss’ mistakes - Some sts read theirs answers and explain their choices - Listen and take notes Activity 4: Key: In 1994 They can visit different caves and experience the local culture and life on the water It’s famous for its fresh seafood, such as crabs, prawns and sea clams Yes Because Ha Long Bay offers lots of things at a reasonable price These people can enjoy the comfort and elegance of five-star hotels and luxury cruise ships Some may wake up to a beautiful sunrise among the rocks, islets and caves; others may enjoy the cave dinners or the breathtakking view from a mountain top overlooking the bay - Discuss the question and give reasons for their answers - Work in groups in 4’ - Some Ss share their ideas - Listen and take notes Activity 5: Discuss the questions Would you like to spend your holiday in Ha Long Bay? Why/Why not? V Consolidation and homework: 3’ - Summarises the main points of the lesson - Asks sts to: + Learn the new words by heart, read and translate the text, the tasks again + Prepare Unit 8, Skills (Speaking) - Listen and take notes - Do at home Homework: Fill in each gap with a suitable given word: destroyed, attractions, historic, capital, blocks, cheaper, century, incredible, concentrated, trap, This is a very modern city There aren't many buildings historic Almost all of the are located in the central area attractions All the sights are in this area concentrated Most of the city was during the war, and rebuilt afterwards destroyed This building is from the 17th It used to be a royal residence century A tourist is a place (restaurant, store, etc.) designed to attract travelers/tourists There types of places are usually more expensive than places where "locals" go trap Wow! What an view! This used to be the incredible of our country capital We're not looking for an expensive hotel We want something that's 10 The post office? Go straight for three cheaper You'll see it on your right blocks SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: SPEAKING I Aims and objectives: - Language content: + By the end of lesson, Ss can make suggestions and talk about cultural and natural sites they want to visit - Language function: To help sts to develop speaking skills - Educational aim: To enable the Sts to understand more about the places in the Complex of Hue Monuments Language: Vocabulary: Vocabulary in the area of world Heritage Sites - Structures: Structures for making suggestions Skills: Integrated skills, mainly speaking Educational factor: To raise the sts’awareness the importance of talking about cultural and natural sites they want to visit II Teacher’ and students’ preparation: Method: Communicative approach Techniques: questioning, group work, giving examples, translation, using pictures, etc Materials needed: Textbook, chalk and board, pictures Students preparation: fore-see speaking Previous exercises: No III Procedures in class: Checking up previous knowledge: 2’ New lesson: Teacher’s Activities I Warm-up: 5’ Networks - Asks sts to write as many places In Hue that they know as possible Places in Hue Students’ Activities - Listen to the teacher Some sts write on the board - Listen and take notes Unit 8: OUR WORLD HERITAGE SITES Speaking Let’s visit Hue - Calls some sts to write on the board - Gives comments II PRE-SPEAKING: 10’ - Pre-teaches some new words * New words/phrases: + Hue Imperial Citadel: + Royal Tomb: + mosaic (adj): + prestigious (adj): + monument (n): - Reads the words and asks Ss to repeat - Calls some Ss to read the words again - Look at the board and take notes - Listen and repeat - Some Ss read the words again - Listen * New words/phrases: + Hue Imperial Citadel: + Royal Tomb: + mosaic (adj): + prestigous (adj): + monument (n): - Corrects mistakes, if necessary Activity 1: Read the information about some attractions in Hue Choose one place in Hue you would like to visit Tell your partner about it -Explains to Ss the task’s requirement - Asks Ss to read the information about some attractions in Hue individually, and has them choose one place that they wants to recommend - Asks them to work in 3’ - Asks Ss some comprehension questions to check if they understand the texts - Then, asks Ss to work in pairs in 3’, telling each other about the place they recommend visiting in Hue -Walks around and help them - Listen - Read the information about some attractions in Hue individually in 3’ - Answer the teacher’s questions - Work in pairs in 3’ Activity 1: Key: Students’ answers Example: I’d like to suggest visiting Quoc Hoc High School It is one of the oldest high schools in Viet Nam and is famous for its beautiful ancient buildings It is also a prestigious high school and President Ho Chi Minh and many scholars studied there Walking around the school an give you the feeling of old-time Viet Nam III WHILE-SPEAKING: 15’ Activity 2: Imagine that you have one day to explore Hue.Which attractions would you visit? Discuss and decide on two places you all want to visit Use the phrases below - Explains to Ss the task requirement to make sure that they know what they are supposed to - Asks Ss to study the useful phrases and the example given - Asks Ss to discuss in groups of three in 5’ - Walks around and help them - Invites several groups to role-play their discussions in front of the class - Encourages the other students to give comments and ask follow-up questions - Gives feedback on Ss’ role-play - Listen to the teacher’s explanation - Study the useful phrases and the example given - Discuss in groups of three in 5’ - Several groups role-play their discussions in front of the class - The other students give comments and ask follow-up questions - Listen Activity 3: Choose a cultural or natural site you think your class would like to explore Activity 3: Key: - Work in groups in 5’ - Choose a secretary to note down ideas of the group’s members Activity 2: Key: Students’ answers What can you see and there? Present your Students’ answers group’s ideas to the class - Asks Ss to work in groups of three or four in 5’ - Asks each group to choose a secretary to note down ideas of the group’s members - Goes around to observe and help Ss if necessary IV POST- SPEAKING: 5’ Report the information - Calls some representatives of the groups to - Some representatives present present - Listen and take notes - Gives comments V CONSOLIDATION AND HOMEWORK: 3’ - Summarises the main points of the lesson - Asks sts to: + practice the main topics more at home + prepare Unit 8, Skills (Listening) - Listen and take notes - Do at home Homework: Fill in each blank with the correct word If both words can be used, choose the one that sounds more natural in each situation: This palace was the summer (residence/residents) of the Emperor Franz Joseph On you right you'll see a beautiful example of 17th century Neo-gothic architecture Presently it (houses/homes) the Museum of Justice, but it used to be a prison The walking tour 7:00 PM (departs/goes) from the tourist information office every hour until All of the major sights are There is a (marked/marketed) on the map (list/details) of hotels in the back of the brochure Go straight for about 500 meters, and then (turn/make) right on Main Street You won't be able to catch a taxi here You have to go to a taxi A lot of these buildings are really It's a two- (stand/place) (run/cut)-down ( = old and falling apart) (hour/hours) tour ( = the tour lasts for two hours) 10 The city has many beautiful tree(lined/planted) avenues SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: LISTENING I Aims and objectives: - Language content: + To help the Sts understand the listening passage by listening for choosing the correct answer and filling the gaps - Language function: To help sts to develop listening skills: listening for specific information - Educational aim: To enable the Sts to understand more about Phong Nha-Ke Bang National Park Language: Vocabulary: cave, stream, limestone, mountain climbing, underground river, grotto - Structures: No Skills: Integrated skills Educational factor: To raise the sts’awareness searching more information about Phong Nha-Ke Bang National Park II Teacher and students preparation: Method: Communicative approach Techniques: questioning, group work, giving examples, translation, using pictures, etc Materials needed: textbook, pictures, cassette, tape, handouts and real objects Students preparation: fore-see listening Previous exercises: No III Procedures in class: Checking up previous knowledge: 2’ New lesson: Teacher’s Activities I LEAD-IN: 5’ Activity 1: You are going to listen to a radio programme about Phong Nha-Ke Bang National Park, one of the world heritage sites in Viet Nam What you know about this place? Use the words and phrases in the box to describe it - Shows Ss a picture of Phong Nha-Ke Bang and asks them if they know what place is it - Asks Ss to tell the whole class what they know about this World Heritage Site - Encourages Ss who don’t know anything about the site to make some predictions, using the words and phrases in the box - Gives feedback => Leads in the lesson Students’ Activities - Look at the photo in their book and answer the question - Some Ss tell the whole class what they know about this World Heritage Site - Some Ss make predictions - Some sts answer - Listen and take notes Unit 8: OUR WORLD HERITAGE SITES Listening Activity 1: Key: Students’ answers II BEFORE YOU LISTEN: 7’ - Pre-teaches some new words Activity 2: Match the words with the correct pictures - Asks Ss to look at the pictures and match the words with the pictures individually in 2’ - Have Ss compare answers in pairs - Checks answers as a class - Work individually in 2’ - Compare answers in pairs - Participating in checking answers - Repeat the words - Some Ss stand up to read the words - Listen and take notes - Reads the words and asks Ss to repeat - Calls some Ss to stand up to read the words - Corrects their pronunciation mistakes, if there are any III WHILE YOU LISTEN:20’ Activity 3: Listen to a nature radio programme and choose the correct answer - Asks Ss to look at the three options and make their own predictions for the reason why Phong Nha-Ke Bang was recognised as a World Heritage Site - Plays the tape twice Activity 2: Key: c e a b f d - Look at the three options and make their own predictions - Listen to the tape and the task - Work individually then compare the answer with a partner - Listen and check the answers - Some Ss to give the answers - Asks Ss to individually then compare - Listen and take notes the answer with a partner - Plays the tape again, has students listen and check the answers Activity 3: - Calls some Ss to give the answers Key: C - Checks and gives feedback Task 3: Listen again and complete the sentences with no more than three words - Asks students to read the sentences and predict the part of speech and the type of information needed in each gap - Plays the tape with sufficient number of times - Asks students to Task then compare the answer with a partner in 2’ - Asks some students to give the answers - Checks and gives feedback - Read the sentences and predict the part of speech and the type of information needed in each gap - Listen to the tape and the task - Do Task then compare the answer with a partner in 2’ - Some Ss to give the answers - Listen and take notes Activity 3: Key: 500 km south geological museum mountains rivers and streams in the world mountain climbing IV AFTER YOU LISTEN:8’ Activity 5: Work in groups Discuss the following questions - Ask Ss to work in groups of in 5’ - After 5’, T asks some students to present their discussion in front of the class - Gives comments and corrections - Work in groups of in 5’ - Some Ss report in front of the class - Listen and take notes Activity 5: Discussing Students’ answers V CONSOLIDATION AND HOMEWORK: 3’ - Summarises the main points of the lesson - Asks sts to: + write about a paragraph about Phong - Listen and take notes - Do at home Nha-Ke Bang + prepare Unit 8, Skills (Writing) Some pictures used in the lesson: Pictue 1: Phong Nha – Ke Bang National Park Pictue 2: Cave Pictue 4: Mountain climbing Pictue 6: Grotto Pictue Pictue 3: Stream Pictue 5: Underground river 7: Limestone SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: WRITING I Aims and objectives: - Language content: + By the end of the lesson, sts are able to write an essay about the reasons why Trang An Scenic Landscape Complex was recognised as a World Heritage Site - Language function: + To help the students to write an essay about the reasons why Trang An Scenic Landscape Complex was recognised as a World Heritage Site - Educational aim: To enable the Sts to understand more about writing an essay Language: -Vocabulary: words and phrases related to World Heritage Sites - Structure: No Skills: Integrated skills, mainly writing Educational factor: To raise the sts’ awareness of writing an essay about Trang An Scenic Landscape Complex II Teacher’s and students’ preparation: Method: Communicative approach Techniques: questioning, group work, giving examples, translation, using pictures, etc Materials needed: Textbook, chalk and board, pictures Students’ preparation: Pre-writing the text, prepare key vocabulary, structures Previous exercises: No III Procedures in class: Stabilization (2’): - Checking attendance: Talks with the monitor or a student on duty - Warm up: Asks the Sts about their weekends, health, weather Checking up previous knowledge: No New lesson: Teacher’s Activities WARM - UP: 5’ Students’ Activities - Asks Ss to play the game lucky number (Ss are set into two groups to answer the question: “What heritage site is it?” A clue will be offered in each number The heritage sites are Ha Long Bay,Phong Nha – Ke Bang, the Imperial Citadel of Thang Long, Hue Imperial Citadel, Trang An Scenic Landscape Complex.) - Leads in : In today’s lesson, you’re going to write an essay about Trang An Scenic Landscape Complex - Play the game in groups - Listen and take notes Unit 8: OUR WORLD HERITAGE SITES Writing Trang An Scenic Landscape Complex II PRE -WRITING: 13’ Task 1: Ask and answer the questions - Has Sts the task in pairs in 3’ - If Ss have not been to the site, T encourages them to predict what Visitors can and see there - Calls some Ss share their ideas - Gives feedback Task 2: Complete an outline of an essay explaining the reasons why Trang An Scenic Landscape Complex was recognised as a World Heritage Site - Asks Sts to read the outline and work out where on the outline each of the points should be added - Has Ss discuss in pairs in 3’ - Calls some Ss to give answers - Gives feedback and correct the answers III while-writing: 15’ Task 3: Use the information and the completed outline in to write your essay about Trang An Scenic Landscape Complex - T asks Ss to write their drafts individually in 13’, and then exchange their writing with a partner for peer feedback - T goes around to offer help - Do the task in pairs in 3’ - Predict what visitors can and see there - Some Ss share their ideas - Listen and take notes Task 1: - Read the outline and work out where on the outline each of the points should be added - Work in pairs in 3’ - Some Ss give answers - Listen and take notes Task 2: Key: • Cultural value (in any order) (c, d) • Natural beauty (a) (b is also accepted here) • Geological value (b) • Preservation of heritage (e) - Ss write their drafts individually, and then exchange their writing with a partner for peer feedback Task 3: * Sample essay: Trang An Scenic Landscape Complex, recognised as a World Heritage Site, is famous for its cultural value, natural beauty, geological value, and preservation of heritage The most outstanding feature of this site is its cultural value Archaeologists have discovered signs of human activity dating back almost 30,000 years With such a long-lasting history, Trang An Scenic Landscape Complex is home to many temples, pagodas, places of worship The natural beauty of the place with its geological value is another outstanding feature Trang An-Tam Coc-Bich Dongnot only has a natural scenic landscape but also is an ecological site Moreover, the area is famous for its magnificent landscape of limestone mountain tops surrounded by valleys and steep rocks As a place of cultural and natural value, Trang An’s heritage is well-preserved and protected Visitors are amazed to discover that the site is home to more than 800 species of flora and fauna Having met the UNESCO criteria for outstanding universal value to humanity, Trang An Scenic Landscape Complex was added to the World Heritage Site List in 2004 as a mixed natural and cultural property IV Post-writing: 5’ - Selects some writings in random and read aloud - T together with Ss finds out the mistakes and corrects them - Participate in finding out mistakes and corrections - Listen and take notes - T gives feedback on Ss’ work V CONSOLIDATION AND HOMEWORK: 5’ - Summarises the main points of the lesson - Asks sts to: + Revise their drafts based on their partner’s and the teacher’s comments + Prepare Unit 8, Communication and Culture - Listen and take notes - Do at home Fill in each blank with the correct word If both words can be used, choose the one that sounds more natural in each situation: TOKYO is an (ultra/very)-modern metropolis WARSAW's old town was (restored/raised) after World War II (WWII) One of PRAGUE's most beautiful landmarks, the Hradcany, overlooking the city LONDON has a very good MEXICO CITY has a (sits/located) atop a hill (people/public) transportation system (vibrant/vibration) ( =thriving) arts scene The main sights of LOS ANGELES are need a car to see them all (scattered/concentrated) across the city You'll BANGKOK's climate is tropical, so you won't need to bring your BUENOS AIRES has a very European Despite having lots of fashionable cities (winter/cold) clothes (feel/idea) to it, despite being in South America (ancient/archaic) architecture, ROME is one of Europe's most 10 BORA BORA is not for travelers on a (budget/budge) ( = travelers looking to save money) SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: COMMUNICATION & CULTURE I Aims and objectives: - Language content: + By the end of the lesson, sts are able to discuss where to go on a field trip and to know more about Taj Mahah, a World Herirage Site in India - Language function: + To help the students to develop their further skills - Educational aim: To enable the Sts to contribute to the group discussion and improve their reasoning and persuasion skills Language: -Vocabulary: mausoleum, mosque, dome, masterpiece - Structure: Revise Skills: Integrated skills, mainly speaking and reading Educational factor: To raise the Ss’ awareness of working in groups and improving their reasoning and persuasion skills II Teacher’s and students’ preparation: Method: Communicative approach Techniques: questioning, pair-work, group-work, giving examples, translation, using pictures, etc Materials needed: Textbook, chalk and board, pictures Students’ preparation: Pre-read the paragraph, prepare key vocabulary and structures Previous exercises: No III Procedures in class: Stabilization (2’): - Checking attendance: Talks with the monitor or a student on duty - Warm up: Asks the Sts about their weekends, health, weather, etc Checking up previous knowledge: No New lesson: Teacher’s activities I Warm-up and lead-in: 5’ - Have Ss to work in groups to list as many World Heritage Sites, both in Viet Nam and all over the world as possible in 2’ - The group having more correct answers will be the winner  Leads in: Informs the class of the lesson objectives: further skill development II Communication: 10’ A field trip to a heritage site Activity 1: Work in groups Your group needs to decide on a heritage site to visit on your next field trip - Activates Ss’ knowledge about the five World Heritage Sites mentioned earlier in this unit T asks Ss questions about the sites - Asks Ss to study the three other World Heritage Sites in Viet Nam T provides additional information about these sites if necessary - Asks Ss to study the example to get an idea about the language they can use and what they are supposed to discuss - Lets Ss form groups of three and start their discussion in 4’ T has one of them take notes - Walks around to offer help if necessary Students’ activities - Work in groups to list as many World Heritage Sites as possible in 2’ - Listen and take notes Unit 3: OUR WORLD HERITAGE SITES Communication and Culture - Answer the teacher’s questions - Study the three other World Heritage Sites in Viet Nam - Study the example - Work in groups in 4’ Communication: A field trip to a heritage site Activity 1: Work in groups Your group needs to decide on a heritage site to visit on your next field trip Activity 2: Present your group’s decision on the heritage site to visit to the class Try to convince your classmates that this would be the best place to see - Asks Ss to consolidate their notes from - Asks Ss to prepare their presentations in 4’ - Invites some groups to present their plans for a field trip, and encourages the other Ss to ask follow-up questions - Has the class vote for the most interesting plan III Culture: 23’ Taj Mahah, a World Heritage Site * Lead-in: Activity 1: Look at the photo of Taj Mahah, a World Heritage Site Answer the questions - Asks Ss to look at the photo and answer the questions - Encourages them to share any information or facts they know about this site - If Ss haven’t heard about it, T encourages them to make some predictions - Consolidate their notes from - Prepare their presentations in 4’ - Some groups present their plans for a field trip, and the other Ss ask follow-up questions - Vote for the most interesting plan Activity 2: Present your group’s decision on the heritage site to visit to the class Try to convince your classmates that this would be the best place to see - Look at the photo and answer the questions - Share any information or facts they know about this site - Make some predictions if they haven’t heard about it Culture: Activity 1: Key: Students’ answers * Practice: Activity 2: Read the text Match the highlighted words in the text with the definitions - Asks Ss to look at the highlighted words and the context in which they are used - Has Ss to work individually in 3’ to work out the meaning of each new word from the contextual clues in the text Then, T has them find similar words in the definitions - Asks Ss compare their answers in pairs - Calls on some ss to give their answers - Elicits comments from class and correct the answers - Look at the highlighted words and the context - Work individually in 3’ - Compare their answers in pairs - Some ss give their answers - Participate in giving comment and take notes Activity 2: Key: dome masterpiece mausoleum mosque Activity 3: Answer the questions - Asks Ss to read the text individually to get an overall idea about its content - Checks Ss’ understanding of key vocabulary items such as marble, memory, gateway, lotus, design,technique,balance and harmonious - Asks Ss to read the questions and underline the key words - Read the text individually - Read the questions and underline the key words -Do task individually in 4’ - Compare their answers with their partner’s - Some Ss give their answers - Listen and take notes Activity 3: Key: It was built by order of the Mughal emperor - Asks Ss to task individually in 4’ - Lets Ss compare their answers with their partner’s - Calls some Ss to give their answers - Checks Ss’answers *Production: Activity 4: Discussion: If you had the opportunity to travel, would you visit Taj Mahah? Give reasons for your decision - Asks Ss to express their opinions about the site in groups in 4’ - Asks some questions Ss to elicit Ss’ opinions: What you like about its architecture? Do you find its history intersting? … - Asks individual Ss to present their opinions to the class - Involves Ss in giving comments and feedback V Consolidation and homework: 5’ - Summarises the main points of the lesson - Ask sts to: + Find more information about Taj Mahah + Prepare the section Looking back and Project - Instructs ss the way to the Project Shah Jahan in memory of his favourite wife, Mumtaz Mahah, who diedin childbirth It took 21 years, from 1632 to 1653 Taj Mahah features a magnificent marble dome on the top of the tomb, decorated with a lotus design It represents the graetest architectural and artistic achievement of Muslim art Its unique beauty comes from the balance and harmonious blending of various elements - Express their opinions about the site in groups in 4’ - Answer the questions - Some individual Ss present their opinions to the class - Participate in giving comments and feedback Activity 4: Key: Students’ answers - Listen and take notes - Do at home SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 8: OUR WORLD HERITAGE SITES PERIOD 049/105: LOOKING BACK & PROJECT I Aims and objectives: - Language content: + By the end of the lesson, sts are able to review and select a heritage site in Viet Nam and making a proposal for its preservation and protection - Language function: + To help the students to consolidate and develop their further skills - Educational aim: To enable the Sts to develop their persuasion skills Language: -Vocabulary: Revise - Structure: Revise Skills: Integrated skills Educational factor: To raise the Ss’ awareness of revising II Teacher’s and students’ preparation: Method: Communicative approach Techniques: questioning, pair-work, group-work, giving examples, translation, using pictures, explanation, etc Materials needed: Textbook, chalk and board, pictures Students’ preparation: some exercises in advance Previous exercises: No III Procedures in class: Stabilization (2’): - Checking attendance: Talks with the monitor or a student on duty - Warm up: Asks the Sts about their weekends, health, weather, etc Checking up previous knowledge: No New lesson: Teacher’s activities Students’ activities I Lead-in: 2’ - Asks ss to tell the whole class what they - Tell the whole class what they have learnt about have learnt about pronunciation, pronunciation, vocabulary, and grammar vocabulary, and grammar - Listen and take notes Unit 8: OUR WORLD HERITAGE SITES  Leads in: Inform the class of the lesson Looking back and Project objectives: reviewing pronunciation, vocabulary, and grammar and practising in groups freely II Looking back: 20’ A PRONUNCIATION: Activity 1: Listen to the following short exchanges Mark (rising intonation) or (falling intonation) on the choice - Listen to the exchanges and mark the intonation questions in these exchanges patterns on the questions - Plays the tape and asks Ss to listen to the - Compare their work with a partner’s exchanges and mark the intonation - Listen patterns on the questions - Listen and read along - Has Ss compare their work with a partner’s - Checks Ss’ answers as a class - Practise in pairs, taking turns to ask and answer the questions II Looking back: A PRONUNCIATION: Activity 2: Listen again and check your answers Then practise asking and answering the questions - Plays the recording again and asks Ss to listen and read along - Asks Ss to practise in pairs, taking turns to ask and answer the questions - Walks around, comments on the pairs’ performance and praise Ss who try to use the appropriate intonation B VOCABULARY: Activity 1: Underline the correct word in each sentence - Ask ss to work individually in 2’ - Asks them to compare their answers with a partner’s - Calls on some ss to give answers - Gives feedback Activity 2: Complete the sentences with the correct form of the words in the box - Remind ss of the tips to this kind of task quickly - Ask ss to work individually in 2’ - Asks them to compare their answers with a partner’s - Calls on some ss to give answers - Gives feedback C GRAMMAR: Activity 1: Complete the sentences, using Activity 1: Key: A: Would you like to visit a natural or a cultural world heritage site ? B: I’d like to see a cultural one A: Which site is worth visiting in Hue? The Citadel or the Royal tombs ? B: I think both of them are worth visiting A: Would you like to go to Phong Nha – Ke Bang National Park by car or by train ? B: By train A: Do you prefer mountain climbing or cave exploring ? B: I prefer mountain climbing A: Are the ancient houses in Hoi An in ruin or well-preserved ? B: Most of them are well-preserved Activity 2: - Work individually in 2’ - Compare their answers with a partner’s - Some Ss give answers - Listen B VOCABULARY: Activity 1: Key: scenery heritage architecture dynasty ancient - Listen - Work individually in 2’ - Compare their answers with a partner’s - Some Ss give answers - Listen Activity 2: Key: geological Exploring archaeological excavation preservation - Listen the correct form of the verbs in the box - Explain the requirement to ss - Does a sentence as an example - Ask ss to activity individually in 4’ - Ask ss to compare their answers with a partner in 1’ - Call on some Ss to write their answers on the board - Elicit comment from class and give final feedback Activity 2: Combine the two sentences into one, using either an –ing or –ed participle - Ask ss to the exercise individually in 3’ - Ask ss to compare their answers with a partner in 1’ - Call on some Ss to write their answers on the board - Elicit comment from class and give final feedback - Look at the example - Do activity individually in 4’ - Compare their answers with a partner in 1’ - Some Ss write their answers on the board - Give comments and listen - Do the exercise individually in 2’ - Compare their answers with a partner in 1’ - Some Ss write their answers on the board - Give comments and listen C GRAMMAR: Activity 1: Key: ringing invited living to offer called to be recognised Activity 2: Key: The taxi taking us to Hoi An Ancient Town broke down At the end of the street there’s a path leading to the Perfume River The Citadel gate damaged in the storm has now been repaired The excavation relics stolen from the museum haven’t been found yet Many of the foreign guests invited to the opening of the heritage museum were not able to come III Project: Work in groups Choose a heritage site in Viet Nam and find information about it Then discuss and make proposal for its preservation and protection Present your ideas to the class 16’ - Divides the class into groups - Set themselves in groups - Discuss the guiding questions and brainstorm - Has groups discuss the guiding questions their ideas and brainstorm their ideas T encourages Ss take notes and share their ideas with the teacher or the other groups - Prepare an outline for their presentation - Encourages groups to prepare an outline - Assign duty equally for their presentation - Makes sure each member in each group has been assigned a part to present - List of useful tips for effective delivery of their - Has Ss to make a list of useful tips for presentations effective delivery of their presentations - Groups present their proposals to the class, and - Has groups present their proposals to the rest of the class ask questions and give feedback the class T encourages the rest of the class to ask questions and give feedback about - Vote for the best proposal the content, clarity of expression and III Project: delivery Key: Students’ preparation and performance - Has class vote for the best proposal V Consolidation and homework:5’ - Summarises the main points of the - Listen and take notes lesson - Ask sts to: - Do at home + Review + Do the exercises in the Review - Instructs ss the way to prepare the lesson EXERCISE: Use reduced relative clauses in place of the relative clauses The child is lonely, he would be happier if he had someone that he could play with à The child is lonely, he would be happier if he had someone to play with I’ve got a bottle of wine but I haven’t got anything that I could open it with àI’ve got a bottle of wine but I haven’t got anything to open it with I don’t like him playing in the streets; I wish we had a garden that he could play in àI don’t like him playing in the streets; I wish we had a garden for him to play in The floor is dirty but I haven’t got a brush that I can sweep it with àThe floor is dirty but I haven’t got a brush to sweep it with My files are all over the place I wish I had a box that I could keep them in àMy files are all over the place I wish I had a box to keep them in SELF – EVALUATION : ………………………………………………………………………………………………………………… Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 083/105: GETTING STARTED Unit cities of the future Lesson Getting started A Objectives: Language focus - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases related to cities of the future - For pronunciation, that is intonation in questions tags - For grammar, that is question tags and the conditional sentence type Skills - To help learners get started with skills in Unit - Reading: Read about higher education opportunities - Speaking: Explaining facts and giving predictions - Listening: Listen for information about future cities - Writing: Write an email to a friend about city life in the future Attitudes - To help Ss get started for Unit with the topic " cities of the future " - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes Lead in - Ask Ss listen to answer some questions to lead Ss to the lesson - Ask Ss to tell the class about cities of the future New lesson minutes 12 minutes minutes 10 minutes Consolidation minutes Homework minute Activity 1: Phong, Chi and Ha are discussing their class assignment Listen and Read - Tell Ss that they are going to listen to a conversation between Phong, Chi and Ha - Ask them to read the heading and guess what the two speakers will be talking about - Play the recording Have Ss listen and read the conversation silently Then ask Ss if their predictions were correct Have Ss summarise the conversation - Ss listen and read the conversation, take notes new word Activity 2: Answer the questions - Ask Ss to read the conversation again and answer the questions - Let Ss compare their answers in pairs or groups - Check Ss’ answers as a class Keys: It’s about life in the city in the year 2050 Both think life will be better; Phong believes modern technology will be the reason, while Chi thinks there will be no pollution They choose to talk about the environment Solar energy is mentioned This energy can be used for transport, lighting, cooking, heating water and helping plants grow Yes Thanks to the development of science and technology, our life will be better and more liveable in the year 2050 Activity 3: Find the question tags in the conversation - Ask Ss to read the conversation again and find the question tags - Let Ss compare answers in pairs or groups - Check Ss’ answers as a class Keys: It’s a group presentation, isn’t it? You mean it will be environmentally friendly, won’t it? We will have only ten minutes, won’t we? Phong presented them so well, didn’t he? Phong, you will the talking, won’t you? Activity 4: Read the conversation again and complete the conditional sentences - Ask Ss to complete the sentences - Have them write the sentences in the space provided - Check Ss’ answers Ask Ss to explain the differences between the sentence structures * Keys: … the air will become cleaner and our health will be better (1) People can develop health problems and become ill … (1) … we’ll be able to generate our own electricity (1) … their impact on the environment is less (0) Let me know … (0) - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Words and phrases about cities of the future - Practice the conversation - Do the task again - Read Unit - Language at home E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 084/105: LANGUAGE Lesson Language A Aims and Objectives: Language focus - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases related to city life in the future - For pronunciation, that is intonation in tag questions - For grammar, that is Tag questions, and conditional sentence type Skills - To promote Ss to develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Check up minutes New lesson minutes minutes Activities - Ask some Ss to write some new words and the tasks again - Take notes and give feedback A Vocabulary: Activity 1: Write the words or phrases given in the box next to their meaning - Have Ss go through the words given in the box and discuss with a partner their meanings - Ss fill the blanks with the right form of the word from the box Have Ss complete the sentences individually, then compare their answers in pairs or groups * Keys: inhabitants infrastructure renewable urban liveable sustainable overcrowded quality of life Activity 2: Complete the sentences with the right forms of the words in the phrases in - Ask Ss to read the uncompleted sentences and pay attention to the contextual clues such as words surrounding the gap and the part of speech needed - Have Ss complete the sentences individually, then compare answers in pairs or groups - Check Ss’ answers as a class * Keys: urban liveable infrastructure overcrowded inhabitants renewable quality of life sustainable Pronunciation Intonation: Question tags Activity 1: Listen and decide whether the question tags in B’s responses have a rising or falling intonation - Have Ss listen and notice the intonation pattern of the questions - Have them listen and repeat the exchanges with appropriate intonation - Ask them to study the Do you know…? box to learn some general rules 12 minutes 14 minutes Consolidation minutes of intonation patterns for question tags Keys: falling rising rising falling rising Activity 2: Listen and repeat the exchanges in - Play the recording and ask Ss to read along with the recording, imitating the intonation patterns - Have them practice the exchanges in pairs, taking turns to ask and answer the questions - Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns - Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation Grammar: Question tags Activity 1: Mach the question tags with the statements to make complete sentences - Have S work individually first - Encourage them to refer to the Do you know ? box to get more information about the classes Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point - Ask Ss to compare answers in pairs - Check Ss’ answers as a class *Keys: c h f d g a b e Activity 2: Complete the sentences with the correct question tags - Ask Ss to read the statements carefully, underline the subjects and verbs in these sentences, and write the correct question tags in the blanks - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: is there can’t you has it will/would/could/won’t you shall we aren’t they haven’t they has she Conditional sentences type Activity 3: Match the if clauses with the result clauses - Ask Ss to read through the conditional sentences used in the conversation again - T explains to Ss the basic different between type and type - Ask Ss to the task Keys: e c f a h b d g Activity 4: Combine the sentences or rewrite them to make conditional sentences - Ask Ss to combine the sentences to make conditional sentences - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: If the baby is crying, he may be hungry (1) If you travel on a budget flight, you have to pay for your drinks and food (0) If the weather is fine, I walk to work instead of driving (0) If people start using more solar energy, there will be less pollution (1) If they have no homework, they usually play soccer (0) If you travel by train, It takes five hours to get to Nha Trang (0) If the government reduces the use of fossil fuels, our city will become a more liveable place (1) - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson + Vocabulary related to the cities in the future Homework minute + Intonation in question tags; Conditional sentences - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 085/105: Lesson Reading READING A Aims and Objectives: Language focus - To provide learners some vocabulary related to the topic of preserving the environment Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Homework minutes - Ask some Ss to the tasks again - Feedback New lesson Activity 1: Use a dictionary to find the meaning of the words in the box Then complete the sentences with their correct form - Ask Ss to look at the picture Ask some questions as warm-up: + What the colours indicate? + What energy sources will be used in the future? + Why is our planet placed in a hand of a person? - Have them the task individually, and then compare their choice in pairs or groups - Elicit answers from Ss, encouraging all possible reasons Have Ss explain their choices - Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in Keys: a warning detect a sensor promote an insoluble dwellers Activity 2: Read the text about Superstar City and choose the best title for it - Ask Ss to go through the three headings Ask Ss to read the text quickly to choose the heading that best summarises the main idea - Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content - Have Ss work individually, and then compare their answers in pairs minutes minutes 10 minutes minutes minutes Consolidation minutes or small groups - Check Ss’ answer as a class Keys: The best title of the reading passage is C – A safe and green city Activity 3: Read the text carefully, answer the following questions - Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class *Keys: Barbara is an engineer and Mark is a city planner It can depict and locate probable disasters by using the sensor installed in every home and public place Its main function is to deal with urban environmental problems to make Superstar City greener, cleaner and more sustainable An example is the people’s use of renewable fuels for cooking , lighting and heating Because they have more time for study , entertainment and relaxation; they can enjoy the highest quality of life Activity 4: Complete the following summary about Superstar City using the words in the text - Ask Ss to read through the summery about Siperstar City and decide which part of speech may fit in each gap - Invite several pairs to summarise the discussions and present their decisions to the rest of the class Encourage other Ss to ask follow-up questions Keys: safe detecting threats energy carry out deal with paradise Activity 5: Do you think that our cities will all be like Superstar City in the year 2060? - T helps Ss know how to the task - Let SS work in groups to this task at home - Summarize the main points of the lesson - Vocabulary related to helping people with disabilities - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Ask students to learn by heart the new words - Prepare for the next lesson Homework minute E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 086/105: Lesson Speaking SPEAKING A Aims and Objectives: Language focus - To provide learners some vocabulary related to the predictions about cities of the future Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Check up minutes New lesson - Ask Some Ss to go to the board and the tasks again - Feedback Activity 1: Choose the sentences to complete the conversation between two Londoners - Ask Ss to read the conversation quickly to get an overall impression of the text -Ask Ss comprehension questions to make sure they understand the text - Explain any further unfamiliar vocabulary, if necessary - Have Ss match the sentences with the gap Suggested answers: c d a b Activity 2: Answer the questions - Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class Keys: London is stressful and overcrowded city with lots of traffic jams and pollution They are making plans to improve the transport system and to make London a green city Yes, it will be cleaner and more sustainable Activity 3: Practice the conversation with a partner - Ask Ss to practice the conversation in pairs - Set a time limit for the pair’s preparation and practice - Invite some pairs to role-play in front of the class - Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills Activity 4: Choose one of the cities below Use the ideas provided or your own to make a similar conversation - Ask Ss to work in pairs Ss should choose one city and make a similar 10 minutes 10 minutes 14 minutes Consolidation minutes 4.Homework minute conversation - Encourage Ss to use question tags to check information or ask for agreement Example: Tokyo’s trains are overcrowded during rush hours, aren’t they? Activity 5: Work with a partner Make predictions about a future cities - Suggest some ideas for Ss’ discussion including current facts such as the environment, people’s quality of life and infrastructure; future plans and predictions about the city - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Vocabulary related to our cities in the future - Speaking skills: making a conversation based on the sample - Vocabulary related to our world heritage sites - Speaking skills: Making a conversation based on the sample - Do the tasks again - Complete tasks at home - Read Unit - Listening at home E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 087/105: LISTENING Lesson Listening A Aims and Objectives: Language focus - To provide learners some vocabulary and information related to cities of the future Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: Teacher - Teaching aids: Textbook, lesson plan and cassette - Teaching method: Communicative language teaching Students - Read through English Unit - Listening at home C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Check up minutes Activities - Ask some pairs of Ss to talk about future cities - Feedback - Inform the class of the lesson objectives: Listening for specific New lesson 10 minutes minutes minutes 10 minutes Consolidation minutes information about future cities A better or worse place to live in? Task 1: Discuss with a partner - Ask Ss to look at the pictures and discuss the questions with a partner - Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box *Suggested answers: - All these problems currently exist in big cities in VN like Hanoi and HCM City - It’s likely that many of them will be solved in the next twenty years, as local authorities are taking measures to deal with them step by step Task 2: Listen to a talk on predictions about our future cities Underline the words or phrases that you hear - Ask Ss to look at the words and phrases that can be heard in the talk - Have Ss compare answers in pairs or groups - Explain the meaning of any unfamiliar words, if necessary - Check Ss’ answers as a class Keys: a b d e h Task 3: Listen again Decide which of the following predictions will come true (T) and which will not (NT) - Ask Ss to look at the three options and make their own predictions for the answers - Have Ss listen to the recording and choose one of the three options given - Have them compare their answers in pairs or groups - Check Ss’ answers as a class - Let them listen again and pause the recording after the sentences mentioning the word geological *Key: T NT NT T T T NT Task 4: Listen again Complete the summaries of the two viewpoints - Ask Ss to read the through the summaries of the two viewpoints in the talk and try to complete the sentences - Give Ss sufficient time to listen to the recording so they can extract the information needed and hear the words they have to write down - Have Ss compare answers in pairs or groups - Check Ss’ answers as a class *Key: healthy; effective; overcrowded; heavier medicine; renewable; fossil fuel Task 5: Which viewpoint you agree with, the optimistic or pessimistic? - Have Ss work in groups and discuss the questions - Ask Ss some warm-up questions before they start the discussion: + Do you think our cities will be better or worse than they are now? + What factors you need to consider? + Are you an optimist or a pessimist? - Ask some groups to report their plans to the class - Consider these points: Environmental problems, people’s use of energy sources, achievements in technology and medicine, etc - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? 4.Homework minute - Vocabulary related to the topic of our world heritage sites - Do the tasks again - Prepare for the next lesson E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE WRITING PERIOD 088/105: Lesson Writing A Aims and Objectives: Language focus - To provide learners some vocabulary and information about future cities - To teach Ss to write an email to a friend about city life in the future - To teach Ss to develop ability to think in a logical way to form a well-structured text Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Check up minutes - Inform the class of the lesson objectives: Writing an essay about the reasons why Trang An Scenic Landscape Complex was recognized as a World Heritage Site Different predicyions Task 1: Hung and his friend Tanaka are exchanging emails about the future of their cities Read the email and answer the questions - Ask Ss to work in pairs or groups to answer the questions - Draw Ss’ attention to the two different viewpoints on life in Tokyo 40 years from now on * Keys: To answer Hung’s question about Tokyo in the future Because the government will use advanced technology to deal with the transport problem and make people’s life easier and more comfortable Tokyo is threatened by nuclear and radiation accidents and natural disasters Tanaka wants to know Hung’s viewpoint on VN’s capital city in the New lesson minutes 10 minutes 18 minutes Consolidation minutes 4.Homework minute future Task 2: Put the sections of the email in the correct order - Ask them to read through the list (a-g) and put the parts in the order they appear in the email - Have Ss discuss in pairs or groups, and put the points under the right subheadings - Check Ss’ answer as a class *Key: g a c b f d e Task 3: Use the information below about New York City to write an email of about 160-180 words to a friend - Set time limit for them to write the first draft of their essays - Have Ss exchange their drafts in pairs or groups for peer review Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling Add any additional feedback, if necessary - Have Ss revise their drafts based on their partners’ comments and your feedback - Collect Ss’ essay for checking or marking Task 4: Write your predictions about a future city in Vietnam in an email of 160 words to a friend - Set time limit for them to write the first draft of their essays - Have Ss exchange their drafts in pairs or groups for peer review Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling Add any additional feedback, if necessary - Have Ss revise their drafts based on their partners’ comments and your feedback (This can be done at home) - Collect Ss’ essay for checking or marking - Ask Ss to consolidate the main contents - Ask Ss to complete the essay at home and collect - Ask Ss: What have you learnt today? What can you now? - Write the text again at home - Prepare for the next lesson E Experience: Date of Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 089/105: Lesson COMMUNICATION & CULTURE Communication and culture A Aims and Objectives: Language focus - To provide learners some communication samples and cultural items Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 17 minutes 20 minutes Activities - Ask some Ss to go to the board and read their writings - Feedback Communication: Task 1: Use the information about the cities mentioned in this unit and complete the diagram about the ideal city of the future - Ask Ss to refer to the information about the cities mentioned in the unit, select the relevant details for their ideal city of the future - Ask Ss to study the example to get an idea about the language they can use and what they are supposed to discuss Let Ss form groups of three and start their discussion Have one of them take notes - Walk around to offer help, if necessary and encourage all members to participate in the group activity Keys: Public transport (eco-buses, smart underground transport networks) Renewable sources of energy: wind and sun power - Waste is treated and turned into energy or fertilizers - Wastewater is treated and turned into drinking water Task 2: Discuss the questions in groups - Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class What will the ideal city of the future look like? means of transport, environmental conditions, energy sources, treatment of waste, climate … How you think an ideal city should be treated: by upgrading an existing one or by building a completely new one from scratch? Culture: Activity 1: Read the text about Songdo, a smart city, and complete the table below - Ask Ss to read the text and complete the table - Encourage them to share any information or facts they know about this city Even if Ss haven’t heard about it, encourage them to make some predictions *Suggested answers: 60km southwest of Seoul, South Korea 53.3 square km 2005 more than 65,000 people Activity 2: Decide whether the following statements are T, F, or NG - Ask Ss to read the text again to decide whether the statements are true, false or not given - Encourage Ss to work out the meaning of each new word from the contextual clues in the text - Explain any unfamiliar words or expressions, if necessary * Keys: F 2.T NG F T T NG - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Consolidation minutes 4.Homework minute E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 9: CITIES OF THE FUTURE PERIOD 090/105: LOOKING BACK & PROJECT Lesson Looking back and project A Aims and Objectives: Language focus - To help students revise what they have learned in unit - To give them a chance to a small project in which they can develop their speaking skills Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 10 minutes minutes Activities * Checking - Speak out their ideas and opinions, knowledge that they have learnt in Unit - Feedback Pronunciation: Activity 1: Decide whether the question tags in B’s responses have a rising or falling intonation - Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice - Have Ss compare their answers in pairs or groups - Check Ss’ answer as a class Keys: falling rising falling rising Activity 2: Listen and repeat the sentences in - Play the recording again and ask Ss to listen and read along - Ask Ss to practise in pairs, taking turns to ask and answer the questions - Walk around, comment on the pairs’ performance and praise Ss who try to use the appropriate intonation Vocabulary: Interactions T < > Ss Individually T < > Ss Pair work T < > Ss 19 minutes Consolidation minutes 4.Homework minute Activity 1: Complete the sentences with the correct form of the words or phrases in the box - Ask Ss to write the word in each sentence - Let them compare their answers in pairs or groups - Check Ss’ answers as a class and give further explanation, if necessary *Keys: city dwellers infrastructure overcrowded advanced technology detect urban planners Grammar: Activity 1: Complete the sentences with the correct question tags - Ask Ss to work individually, and then compare their answers in pairs or groups - Check Ss’ answers as a class and give further explanations, if necessary *Keys: shall we don’t they aren’t there will you haven’t you they should they isn’t it Activity 2: Answer the questions, using conditional sentences - Let Ss work individually, and then compare their answers in pairs or groups - Ask individual Ss to write their sentences on the board - Check Ss’ answers as a class *Keys: Flowers died if they are not watered I expect my teacher to correct my mistake if I make one People need to leave tall buildings quickly if there is an earthquake I get green if I mix blue and yellow I dial 114 if there is a fire If I don’t have to go to school in the morning, I usually get up at I usually ask my best friend for help if I’m in trouble I usually go to the park if I want to enjoy some fresh air Project: - Work in groups of four to six Discuss and decide on your ideal city of the future - Introduce your poster to the class Present the features of your city and explain what make it the most liveable city in the world - Ask Ss to the task - Let the groups the task in their free time - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: Learn more about: - Revise what Ss have learnt in unit - Work in groups, talk about future cities - T asks Ss to learn the structures and vocabulary - Revise what Ss have learnt in unit - Do the tasks again - Prepare for the next lesson Pair work T < > Ss Individually T < > Ss Individually T < > Ss Group work T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 093/105: GETTING STARTED Lesson Getting started A Objectives: Language focus - To help learners get started with some language items in Unit 10 - For vocabulary, that is words and phrases related to healthy lifestyle and longevity - For pronunciation, that is intonation in invitations, suggestions, polite requests, uncertainty and surprise - For grammar, that is reported speech with conditionals and reported speech with to infinitives and gerunds Skills - To help learners get started with skills in Unit 10 - Reading: Reading for general ideas and specific details about factors responsible for the increase in life expectancy - Speaking: Giving advice on body care - Listening: Listening for gist and specific information about physical activity precautions - Writing: Writing a story about how young people have changed their lifestyle to overcome a problem Attitudes - To help Ss get started for Unit 10 with the topic "healthy lifestyle and longevity" - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes Lead in - Ask Ss listen to answer some questions to lead Ss to the lesson - Ask Ss to tell the class about their lifestyle Activity 1: Kim is asking Mark about a TV health show she missed Listen and read - Tell Ss that they are going to listen to a conversation between Kim and Max - Ask them to read the heading and guess what the two speakers will be talking about - Play the recording Have Ss listen and read the conversation silently Then ask Ss if their predictions were correct Have Ss summarise the conversation - Ss listen and read the conversation, take notes new word Activity 2: Read the conversation again Find the verbs that go with the following nouns - Ask Ss to read the conversation again and find the verbs - Let Ss compare their answers in pairs or groups - Check Ss’ answers as a class Keys: relieve weaken practice increase practice take New lesson minutes 12 minutes minutes Interactions T < > Ss T < > Ss Whole class Pair work T < > Ss 10 minutes Consolidation minutes Homework minute Activity 3: Complete the following notes on Dr Quan’s four principles to stay healthy - Ask Ss to read the conversation again and complete the sentences - Let Ss compare answers in pairs or groups - Check Ss’ answers as a class Keys: relieving stress we practice meditation eating healthy food developing heart diseases exercising regularly sports; yoga and t’ai chi natural remedies; take prescription medicine Activity 4: Work in pairs Answer the following questions - Ask Ss to read the conversation again and answer the questions - Have them write the questions carefully - Check Ss’ answers * Keys: The first principle is relieving stress The second one is to consuming healthy food The third one is exercising regularly Yes I agree with these principles Activity 5: Find all the examples of reported speech in the conversation - Ask Ss to read the conversation again and find the sentences - Have them write the sentences in the space provided - Check Ss’ answers * Keys: Dr Quan said if you practiced … Yesterday, I read an article on the internet which claimed … He said read meat is high in fat … Dr Quan advised viewers to … He suggested playing sports … - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Words and phrases about cities of the future - Practice the conversation - Do the task again - Read Unit 10 - Language at home Group work T < > Ss Pair work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 094/105: LANGUAGE Lesson Language A Aims and Objectives: Language focus - To help learners get started with some language items in Unit 10 - For vocabulary, that is words and phrases related to healthy lifestyle and longevity - For pronunciation, that is intonation in invitations, suggestions, polite requests, uncertainty and surprise - For grammar, that is reported speech with conditionals and reported speech with to infinitives and gerunds Skills - To promote Ss to develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Check up minutes New lesson minutes minutes 12 minutes Activities - Ask some Ss to write some new words and the tasks again - Take notes and give feedback A Vocabulary: Activity 1: Complete the sentences with the right forms of the following words and phrases - Have Ss go through the words given in the box and discuss with a partner their meanings - Ss fill the blanks with the right form of the word from the box Have Ss complete the sentences individually, then compare their answers in pairs or groups * Keys: cholesterol nutrition natural remedies immune system ageing process meditation life expectancy boost Activity 2: Use a dictionary to check the meaning of the following adjectives formed with -free or anti- Explain to Ss that free is used to form compound adjectives, which are usually hyphenated On the other hand, anti- is used as a prefix to form adjectives or nouns, which can be spelled with or without a hyphen - Have Ss complete the sentences individually, then compare answers in pairs or groups - Check Ss’ answers as a class * Keys: lifestyle that does not cause stress foods that not contain cholesterol foods that are believed to prevent the appearance from getting older diet that prevents the formation of acne medicine that lowers cholesterol levels or prevents high cholesterol Pronunciation Intonation: Invitations, suggestions, polite requests, uncertainty and surprise Activity 1: Listen and repeat Pay attention to the fall-rise intonation - Have Ss listen and notice the intonation pattern of the questions - Have them listen and repeat the exchanges with appropriate intonation - Ask them to study the Do you know…? box to learn some general rules of intonation patterns for question tags Keys: invitation/ suggestion surprise uncertainty polite request hesitation Activity 2: Listen and mark the fall-rise intonation - Play the recording and ask Ss to read along with the recording, Interactions T < > Ss Individually T < > Ss Whole class Pair work T < > Ss Individually 14 minutes imitating the intonation patterns - Have them practice the exchanges in pairs, taking turns to ask and answer the questions - Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns - Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation Grammar: Conditionals in reported speech Activity 1: Read the statement in direct speech Decide if it is necessary to change the verb tenses in reported speech after reporting verbs in the past tense Write C or U in the space provided - Have S work individually first - Encourage them to refer to the Do you know ? box to get more information about the classes Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point - Ask Ss to compare answers in pairs - Check Ss’ answers as a class *Keys: C/U C/U U U U U U C/U Activity 2: Report each statement in - Ask Ss to report the statements in 1, using the reporting verbs in the prompts - Have them compare their answers - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: I told him that if I drank coffee before bedtime, I couldn’t sleep C I told him that If I drink coffee before bedtime, I can’t sleep U Dr Quan said that we’d boost our immune system if we had a healthy lifestyle C Dr Quan said that we will boost our immune system if we have a healthy lifestyle U John’s wife told him that it would be nice if he could spend more time with the children U Peter explained to us that if Ann called him back, he’d arrange an appointment for her U The travel agent explained to us that if we travel to a foreign country, we need a valid passport U My grandmother keeps telling us that if we catch a cold, we should try natural remedies before taking any medicine U John told me that if he were rich, he’d donate money to charity U Mary’s father said that Mary/she would recover quickly if she followed the doctor’s advice C Mary’s father said that Mary/she will recover quickly if she follows the doctor’s advice U Reported speech with to infinitives and gerunds Activity 3: Write the sentences in reported speech, using the reporting verbs in bracket - Explain that to-infinitives or gerunds can be used to report actions - have Ss read the Do you know ? box and focus on the verb forms in reported speech after the three groups of reporting verbs - Ask Ss to the task Keys: Jack’s father advised him not to eat fast food every day T < > Ss Individually T < > Ss Individually T < > Ss Pair work T < > Ss Consolidation minutes Homework minute Ann asked Kim to the dishes for her The doctor told me to a 30-minute work-out every day Mai invited Peter to go out for a coffee Phong apologized for breaking my glasses Hoa reminded Lan to buy some groceries on the way home Carol suggested enrolling on a yoga course John and Max admitted forgetting to submit the assignments the day before Activity 4: Change the sentences in reported speech into direct speech - Ask Ss to change the sentences in reported speech into direct speech - Have Ss rewrite their sentences on the board - Check Ss’ answers as a class *Keys: “Kim, don’t forget to turn off the lights before leaving the house” “You shouldn’t exercise too hard because it’s not good for your heart” “Let’s have a picnic next weekend” “Don’t play near the construction site” “Would you like to spend your summer holidays on my grandparents’ farm?” “I’m sorry I’ve made lots of mistakes in the report” “Yes, I took my father’s car without permission” - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Vocabulary related to healthy lifestyles and longevity - Intonation in invitations, suggestions, polite requests, uncertainty and surprise - Reported speech with conditionals and reported speech with to infinitives and gerunds - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 095/105: READING A Aims and Objectives: Language focus - To provide learners some vocabulary related to the topic of life expectancy factor Skills - To promote Ss to develop their reading skills - Skim the text to get the general idea - Scan the text to get some specific details Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Homework minutes - Ask some Ss to the tasks again - Feedback New lesson Activity 1: The machine described in the picture above help doctors to diagnose and treat diseases Discuss with a partner - Ask Ss to look at the picture Ask some questions as warm-up: + Have you ever seen them? + What are they used for? - Have them the task individually, and then compare their choice in pairs or groups - Elicit answers from Ss, encouraging all possible reasons Have Ss explain their choices - Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in Keys: MRI (Magnetic Resonance Imaging) scanners and X-ray machines take medical images of patients’ internal body parts MRI images provide a 3D representation of organs, which X-rays usually cannot Activity 2: Read an article about the main factors for the increased life expectancy Four sentences have been removed from the article Choose a sentence (a-d) to complete each gap (14) - Ask Ss to go through the four sentences Ask Ss to read the text quickly to choose the missing that best suits the passge - Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content - Have Ss work individually, and then compare their answers in pairs or small groups - Check Ss’ answer as a class Keys: c b d a Activity 3: Find the words or expressions in the text which have the following meanings - Have Ss read through the definitions and the text carefully, looking for the correct words or phrases that match with the definition - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class *Keys: be attributed to obesity antibiotics vaccine dietary Activity 4: Read the text again and answer the questions - Ask Ss to read the full text, include the gapped sentences, again and answer the questions individually - Invite several pairs to summarise the discussions and present their decisions to the rest of the class Encourage other Ss to ask follow-up questions Keys: The three factors are healthier lifestyles, better nutrition and advances in medical science and technology Smoking, alcohol intake and fast food consumption can increase the risk of hear diseases Doing regular physical activity and spending more time outdoors can minutes minutes minutes 10 minutes T < > Ss Pair work T < > Ss Individually T < > Ss Group work T < > Ss Pair work minutes Consolidation minutes improve the ability of the human body to function well Because they want to relieve stress Because the food we eat can affect longevity and dietary changes can boost our immune system They are the discovery of antibiotics and vaccines, and the development of medical imaging Activity 5: Which of the factors mentioned in the article you think is the most important? Discuss with a partner - T helps Ss know how to the task - Let SS work in groups to this task at home Healthy lifestyles (physical exercise, low levels of stress and anxiety) Better nutrition (nutritious diets and dietary changes) Advances in medical science and technology - Summarize the main points of the lesson - Vocabulary related to life expectancy factors - Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss T < > Ss Homework minute T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 096/105: SPEAKING Lesson Speaking A Aims and Objectives: Language focus - To provide learners some vocabulary related to taking care of your body Skills - To promote Ss to develop their speaking skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Check up minutes New lesson - Ask Some Ss to go to the board and the tasks again - Feedback Take care of your body Activity 1: Below is a set of note cards for a talk about skincare Use the words and phrases in the box to complete them - Ask Ss to look at the set of note cards for a talk on skincare - Explain to Ss that note cards can be a very helpful tool for preparing, rehearsing and delivering speeches or talks The note cards should contain the most important information as bullet points, which can be used as prompts in case the speaker gets nervous or forgets what to 10 minutes Interactions T < > Ss Pair work 10 minutes minutes minutes say - Explain any further unfamiliar vocabulary, if necessary - Have Ss make their own note cards and present their answers to the class Suggested answers: B1: wear protective clothing - avoid sunburn wear sunscreen with a sun protection factor (SPF) of at least 15 B2: eat a wide variety of fruit and vegetables – provide vitamins and nutrients drink a lot of water – prevent water loss B3: wash your face twice a day with warm water and mild soap – remove dirt Don’t squeeze pimples – can lead to swelling, redness and infection Activity 2: Work in pairs Use the note cards to talk about skincare, paying attention to the following - Ask Ss to pay some attention when they speak * glance at the note; don’t read them * use linking words and expressions for hesitation devices to some more natural and smooth * to make your tips sound more reliable, use reported speech to quote their sources * maintain eye contact with your partner * use appropriate gestures and facial expressions to support your ideas Activity 3: Prepare another set of note cards for a talk about how to take care of your vision Use the information below and your own ideas - Ask Ss to practice the conversation in pairs - Set a time limit for the pair’s preparation and practice - Invite some pairs to role-play in front of the class - Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills Taking care of your vision - Use some kinds of eye drop to ease your eye’s tiredness - Practice to look at things in distance to develop your eyesight Activity 4: Work in groups of four or five Take turns to present your talk to your group members - Let Ss work in groups to the task Make sure each group chooses a different activity - Ask groups to summerise and briefly report their discussions to the class T < > Ss Group work T < > Ss Ss < > Ss Pair work T < > Ss Group work T < > Ss Consolidation minutes 4.Homework minute - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Vocabulary related to taking care of your body - Speaking skills: pair work and group work talking about how to take care of your body - Vocabulary related to taking care of your body - Speaking skills: pair work and group work talking about how to take care of your body - Do the task again - Read Unit 10 - Listening at home T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 098/105: LISTENING Lesson Listening A Aims and Objectives: Language focus - To provide learners some vocabulary related to exercise precautions Skills - To promote Ss to develop their listening skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: Teacher - Teaching aids: Textbook, lesson plan and cassette - Teaching method: Communicative language teaching Students - Read through English Unit 10 - Listening at home C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Check up minutes New lesson 10 minutes minutes Activities - Ask some pairs of Ss to talk about how to take care of your body - Feedback - Inform the class of the lesson objectives: Listening for specific information about exercise precautions Exercise precautions Task 1: Discuss with a partner - Ask Ss to look at the pictures and discuss the questions with a partner - Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box *Suggested answers: a fitness walking b aerobic exercise c yoga d swimming Task 2: Look at the picture Listen to John Keith, a fitness instructor, talking about four types of physical activity Number the pictures as you listen - Ask Ss to look at the words and phrases that can be heard in the talk - Have Ss compare answers in pairs or groups Interactions T < > Ss Pair work T < > Ss Pair work minutes 10 minutes Consolidation minutes 4.Homework minute - Explain the meaning of any unfamiliar words, if necessary - Check Ss’ answers as a class Keys: a b c d Task 3: Listen again Which safety rules are mentioned for each type of physical activity? Tick the correct boxes - Ask Ss to look at the three options and make their own predictions for the answers - Have Ss listen to the recording and choose one of the three options given - Have them compare their answers in pairs or groups - Check Ss’ answers as a class - Let them listen again and pause the recording after the sentences mentioning the word geological *Key: Aerobic exercise: 1,2 Yoga: 3,5 Swimming: 1,3,4 Fitness walking: 2,6,7 Task 4: Work in four groups Each group chooses a different activity from Discuss the following - Let Ss work in groups to the task Make sure each group chooses a different activity - Ask groups to summerise and briefly report their discussions to the class - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - Vocabulary related to the topic of exercise precautions - Listening skills - Vocabulary related to the topic of exercise precautions - Do the tasks again - Prepare for the next lesson T < > Ss Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY WRITING PERIOD 099/105: Lesson Writing A Aims and Objectives: Language focus - To provide learners some vocabulary related to the topic of changes in lifestyle Skills - To promote Ss to develop their writing skills - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Check up minutes - Inform the class of the lesson objectives: Writing a story about how people have changed their lifestyles to overcome a problem T < > Ss New lesson Lifestyle changes Task 1: Read a story posted on Medline, a website about fitness Complete the story, using the correct forms of the words in the box - Ask Ss to work in pairs or groups to the task - Ask Ss to read a story posted on a fitness website and complete the gaps with the correct form of the words in the box * Keys: appetite overweight weight fainted dieting supported Task 2: Read the story again and answer the questions - Ask them to read through the questions to make sure that they understand the questions - Have Ss discuss in pairs or groups, and answer the questions - Check Ss’ answer as a class * Key: Because as a child he used to eat a lot of fast food After he received hundreds of rejections and couldn’t get a job Fasting was his first kind of diet He was unsuccessful and was taken to hospital For over a year, he had to follow a special diet and joined a fitness class for overweight people Overweight people are not lazy and can work effectively like other people, so they should not be treated unfairly However, their health can be affected, so they should follow doctors’ advice to lose weight Task 3: Use the information below to write a similar story - Set time limit for them to write the first draft of their essays - Have Ss exchange their drafts in pairs or groups for peer review Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling Add any additional feedback, if necessary - Have Ss revise their drafts based on their partners’ comments and your feedback - Collect Ss’ essay for checking or marking - Ask Ss to consolidate the main contents - Ask Ss to complete the essay at home and collect - Ask Ss: What have you learnt today? What can you now? - Write the text again at home - Prepare for the next lesson minutes 10 minutes 18 minutes Consolidation minutes 4.Homework minute Pair work T < > Ss Group work T < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 100/105: COMMUNICATION & CLTURE Lesson Communication and culture A Aims and Objectives: Language focus - To provide learners some communication samples and cultural items Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, lesson plan and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 17 minutes 20 minutes Activities - Ask some Ss to go to the board and read their writings - Feedback Communication: Task 1: Listen to Phong’s talk about meditation Complete the notes below - Focus Ss on the notes of his talk and guess what kind of information to write in each gap - Play the recording once or twice for Ss to complete the notes Keys: five 2.a Location: at a quiet place b Time: at night or early morning c Duration: 15 minutes a day d Techniques: Listen to the silence around you and breathe slowly and deeply Benefits of meditation a Relieving stress Reason: … you let your mind relax b Staying healthy and living longer Reason: … may weaken your immune system Task 2: Discuss the question with a partner - Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class Keys: To relieve stress and feel relaxed, we should - go swimming - read a book - listen to soft music - spend your weekend in the countryside I think listening to soft music may work best because it can ease your stress, lull you to sleep and refresh your mind Culture: Activity 1: Decide whether the following statements are T, F or NG Interactions T < > Ss Group work T < > Ss Pair work T < > Ss Pair work T < > Ss Pair work T < > Ss Pair work T < > Ss - Ask Ss to read the text again to decide whether the statements are true, false or not given - Encourage Ss to work out the meaning of each new word from the contextual clues in the text - Explain any unfamiliar words or expressions, if necessary *Suggested answers: F NG T F T NG NG Activity 2: Discuss with a partner - Ask Ss to read the text and complete the task - Encourage them to share any information or facts they know about this city Even if Ss haven’t heard about it, encourage them to make some predictions * Keys: Education, dietary changes, exercise and the spirit of cooperation There should be close cooperation between local government, health association and residents The first step should be for a local health association to start a campaign for promoting a healthy lifestyle and nutrition, winning the support of the local residents and local government - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Consolidation T < > Ss minutes 4.Homework minute T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY PERIOD 101/105: LOOKING BACK & PROJECT A Aims and Objectives: Language focus - To help students revise what they have learned in unit 10 - To give them a chance to a small project in which they can develop their speaking skills Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 10 minutes Activities * Checking - Speak out their ideas and opinions, knowledge that they have learnt in Unit 10 - Feedback Pronunciation: Activity 1: Listen and mark (fall-rise intonation) in the following conversation - Ask Ss to listen to the exchanges and mark the intonation patterns Interactions T < > Ss Individually minutes 16 minutes minutes on the questions using a downward upward arrow on each choice - Have Ss compare their answers in pairs or groups - Check Ss’ answer as a class Activity 2: Listen again Then practice the conversation with a partner Try to use the appropriate fall-rise intonation - Play the recording again and ask Ss to listen and read along - Ask Ss to practise in pairs, taking turns to ask and answer the questions - Walk around, comment on the pairs’ performance and praise Ss who try to use the appropriate intonation Vocabulary: Activity 1: Complete the sentences with the correct form of the words or phrases in the box - Ask Ss to write the word in each sentence - Let them compare their answers in pairs or groups - Check Ss’ answers as a class and give further explanation, if necessary * Keys: boost life expectancy immune system remedies nutritious dietary are attributed to prescription Grammar: Activity 1: Report each statement Make all necessary changes - Ask Ss to work individually, and then compare their answers in pairs or groups - Check Ss’ answers as a class and give further explanations, if necessary *Keys: The teacher told Tuan and Phong not to talk in class The doctor said to Mr White that if he eats/ate lots of fatty food, he will/would increase his chances of developing heart diseases Nam’s yoga instructor asked him to close his eyes, breathe slowly and deeply, and not to think about his problems The patient admitted not following his doctor’s advice Ha’s friend suggested playing some games to relax because they had studied for three hours Van’s manager said that he/she would get a promotion if he/she could finish the project before the deadline Activity 2: Read the conversation Imagine that Nga talks to a friend the next day, telling him/her what her father had said - Let Ss work individually, and then compare their answers in pairs or groups - Ask individual Ss to write their sentences on the board - Check Ss’ answers as a class *Keys: My father said that if I want to be stress-free, I need to balance study and leisure He told (advised) me to draw up a revision timetable with time for other activities He said that if I worked too hard, I wouldn’t feel hungry He told/asked/advised me not to study continuously for long hours, but to take a five-minute break every hour Then he advised/told/asked me to some workout or take a walk in the park before mealtime Finally, he said that if I need more help, I can just ask him Project: Work in groups of or Choose one of the projects Ask Ss to the project T < > Ss Pair work T < > Ss Pair work T < > Ss Individually T < > Ss Individually T < > Ss Consolidation minutes 4.Homework minute Compare the information about these people and find out any common features Present your report to the whole class - Ask Ss to the task - Let the groups the task in their free time - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: Learn more about: - Revise what Ss have learnt in unit - Work in groups, talk about how to take care of your body - T asks Ss to learn the structures and vocabulary - Revise what Ss have learnt in unit 10 - Carry out the survey - Do the task again - Read Review at home Group work T < > Ss T < > Ss E Experience: Date of preparation:…… /……./201 Date of teaching: …… /……./201 REVIEW (UNIT 9,10) PERIOD 104/105: LANGUAGE Lesson Language A Aims and Objectives: - To revise the language and skills Ss have learnt and practiced in unit and10 - By the end of the lesson, students will be able to: + Rising and falling intonation + Understand and use the language and skills Ss have learnt and practiced in unit and10 B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette and lesson plan - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 12 minutes Activities - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary A Vocabulary: Task 1: Use the correct form of the words in the box to complete the sentences - Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board Ask students to raise hands if their answers match Keys: infrastructure sustainable renewable overcrowded inhabitants Task 2: Complete the following sentences with suitable words in brackets - Ask Ss to this activity individually - Ask a student to write his/ her answers on the board Read each one Interactions T < > Ss Individually T < > Ss Individually minutes 17 minutes Consolidation minutes Homework minute E Experience: and ask the class if they agree or not, then confirm the correct one Answers: meditation cholesterol – free anti – acne ageing expectancy Pronunciation Task 3: Listen to the sentences Mark their intonation pattern - Ask Ss to this activity individually, and then compare their answers with a partner’s - Show the correct answers on the board Answers: A falling B falling A falling B rising A rising B rising A rising B rising Grammar Task 4: Complete each question, using the correct question tag - Elicit the form - Ask a student to write his/ her answers on the board while other Ss this activity individually - Check answers as a class Answers: 1.do they 2.haven’t they 3.will you 4.didn’t we 5.are they Task 5: Rewrite these sentences, beginning as shown - Ask Ss to this activity individually, and then compare their answers with a partner’s - Ask a student to write his/ her answers on the board - Check answers as a class Answers: Dr Quan said (that) I / we may / might feel much better if I / we start / started practising meditation Lan said (that) if I want / wanted to try natural 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 heaters 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 Task 6: Change the sentences in reported speech into direct speech - Elicit the rules Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board Answers: ‘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 - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss Individually T < > Ss Individually T < > Ss Individually T < > Ss T < > Ss T < > Ss Date of preparation:…… /……./201 Date of teaching: …… /……./201 REVIEW (UNIT 9,10) PERIOD 105/105: SKILLS Lesson Skills A Aims and Objectives: Language focus - To help students revise what they have learned in units 9-10 - To give them a chance to practice Skills - To promote Ss to develop their communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups Attitudes - To encourage Ss to work harder - To provide Ss some motivation B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette and lesson plan - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 10 minutes Activities - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary Interactions I Reading - Ask Ss to activities individually, and check their answers with a partner’s Give correct answers and explanations if necessary Activity 1: Read the text about eco-city planning - Ask Ss to the task - Ask Ss to read the title and make guesses about the content of the text, first in pairs, then in class Activity 2: Read the text again and answer the questions - Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text - Let them read the text individually to find the information, them compare their answers in pairs or groups Encourage Ss to explain exactly which information from the text helped them to answer the questions - Check Ss’ answers as a class *Keys: It was created in 1987 There is no pollution as all the vehicles run on local renewable energy They coexist with nature by dividing the city into two circles or rings The first ring is the city centre containing the residential areas The second ring includes vast park space and lots of greenery, which filters and refreshes the air people breathe Urban planners need to read the book because it can offer them Individually T < > Ss T < > Ss Pair work T < > Ss 10 minutes minutes minutes Consolidation minutes Homework minute creative ideas and solutions to environmental problems that can be applied to any city II Speaking Work in pairs Choose two ideas (or use your own ideas) and make a conversation about sustainable living - Work with a partner Read the following information - Ask Ss to share their opinions with their partners - Answer these questions Discuss with a partner Suggested answers: Sustainable living: - sort rubbish for recycling, use waste to generate electricity, heat … to meet daily need - design walkable streets: walk first, then cycle, then use public transport - protect natural habitat, support local agriculture - promote simple lifestyle, cook with locally grown organic ingredients III Listening Listen to the recording about the negative effects of overexercising Decide whether the following statements are T or F - Play the recording once for Ss to listen and choose their answers - Play the recording again for Ss to check their answers Then give the correct answers - Alternatively, play one or more times for Ss to choose the correct answers Keys: F T 3.T 4.T 5.F IV Writing Think of any advice you can give to over-exercises Write a short text about the reasons for over-exercising Use the suggestions in the box or your own information and ideas Keys: 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 feel 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 self-dissatisfaction 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 your 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 Pair work T < > Ss - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss - Do the tasks again T < > Ss E Experience: