Giáo án Tiếng ANh 11 học kì 2 theo chương trình thí điểm theo thông tư 5512. Giáo án được đánh word theo các hoạt được yêu cầu như trong thông tư. Năm đề mực được yêu cầu bào gồm: Objectives, Attitudes, Skills, Teaching Aids, Competence, Procedure....
Period 55 Unit 6: global warming Lesson 1: Getting Started I Objectives: Knowledge: - To help learners get started with some language items in Unit - For vocabulary, that is words and phrases related to global warming - For pronunciation, that is intonation in yes-no question and echo-question - For grammar, that is perfect gerunds and perfect participles Skills: - To help Ss develop the skill of working individually, in pairs and group while completing the tasks assigned - Improve listening, speaking and reading skills Attitudes: - To help Ss get started for Unit with the topic "global warming" To provide Ss some motivation Help Ss to have a chance to know more about GLOBAL WARMING, and raise their awareness about how to protect our environment Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Board, chalk, textbook, CD IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue V Procedure A START/ WARM UP ACTIVITY (5 ms) Aims of the Lesson content & techniques for organising Expected products & activity students’ learning activities assessment of student work - Ask Ss to look at the picture and tell them that the people are Mrs Hoa and her students Ms Hoa is checking how they are preparing for a team presentation on global warming and suggesting some ideas - Ask Ss listen to answer some questions to lead Suggested answers Ss to the lesson - Ask Ss to look at the picture and answer the LEAD IN question Who you see in the picture? Where you think they are? What are they doing? - Ask Ss to guess the content of the conversation - Lead in: Tell Ss that they are going to listen to a conversation between Mai, Ms Hoa and Minh B: ACTIVITY 1: TASK (10 ms) Lesson content & techniques for Aims of the organising students’ learning activity activities Make SS - Tell Ss that they are going to listen familiar with to a conversation between Mrs Hoa the topic and and her students the conversation - Play the recording Expected products & assessment of student work - Listen to the recording, practice reading in groups of three - Underline the words they don’t know - Guess, explain, listen and take notes - Ask Ss listen to the recording and read the conversation - Explain new words if necessary - Ss listen and read the conversation, take notes new words carbon footprint: lượng CO2 thải infectious disease: bệnh truyền nhiễm heat-related illnesses: C: ACTIVITY 2: TASK (14 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities - Tell Ss to read the questions carefully before they read the conversation the second time - Help Ss with key words or phrases to make sure that they understand all the questions - Let Ss work in pairs to answer the questions - Divide the class into three groups and have each group write their answers on a Focus on comprehens separate pieces of paper Then divide the ion, develop board into three sections Read each scanning question and have a S from each group skill stick their answer onto their section on the board Then read out the three answers to each question and have Ss decide on the correct or best one Expected products & assessment of student work - Retell the common steps to the task: - Work individually first, and then go on BB - Answer the questions Expected answer: Global warming Three parts: the causes, the effects, the solutions Greenhouse gas emissions from factories and vehicles; use of chemical fertilizers, and deforestation Greenhouse gas emission, use of chemical fertilizers, deforestation Climate changes, infectious and heatrelated diseases, impact on water supplies, threat to food production and upset ecological balance They should change their daily habits Causes: burning of fossil fuels, using of non-environment friendly products Effects: natural disasters such as floods, droughts, tsunami, acid rain D: ACTIVITY 3: TASK (8 ms) Aims of the activity Focus on the meaning of some key words used in the conversation Lesson content & techniques for organising students’ learning activities - Encourage Ss to use the context and clues in the conversation - Ask Ss to read the conversation again, work in pairs, the task - Check Ss’ answers as a class Expected products & assessment of student work - Work in pairs to read the question and discuss their a nswers with their partner * Expected answers C G D B A E H F E: ACTIVITY 4: TASK (5 ms) Aims of the activity Aim at helping Ss to identify sentences with the structure Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - Ask Ss to read the conversation again and write the correct forms for the given verbs in the space provided - Ask Ss to read aloud the two sentences - Listen to the teacher’s explanation - Read the conversation again and find the sentences that using Having Vpp * Expected answers - In the past, a lot of industries denied having contributed to global warming Having treated the environment irresponsibly, humnas now have to suffer the effects of global warming F: ACTIVITY 5: CONSOLIDATION (2ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to Repeat what they leant and briefly consolidate the - The content of the have learnt lesson conversation - The grammar - Some new words HOMEWORK - Ask Ss to complete their work at home and prepare for the next lesson Period 56 UNIT 6: ENDANGERED SPECIES LESSON 2: LANGUAGE I Objectives: Knowledge: - To provide learners some language items in Unit - For vocabulary, that is words and phrases related to global warming - For pronunciation, that is intonation in yes-no question and echo-question - For grammar, that is perfect gerunds and perfect participles 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 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Handouts, textbook, pieces of papers, lesson plan and cassette IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY 1: VOCABULARY (6 ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Complete the sentences - Go through the phrases and check Ss’ understanding - Ask Ss to work individually first and then in pairs to the task Provide Ss with an opportunity to - Ask Ss to the tasks and compare the use the phrases results with their partner they learnt in - Check answers as a class Getting started in the sentences Expected products & assessment of student work - Work individually first and then in pairs to the task - Share the answers with their partners Expected answers : carbon footprint infectious diseases emissions ecological balance heat-related illnesses climate change conservation B ACTIVITY 2: PRONUNCIATION (7ms) Aims of the Lesson content & techniques for Expected products & assessment of activity organising students’ learning activities student work Focus on Pronunciation : raising 2.1 Listen and repeat intonation - Tell Ss that they are going to listen to five - Do as appointed on yes-no - Pay attention to the intonation questions with raising intonation questions - Listen and repeat and eco - Ask Ss to listen and repeat questions - Play the recording and let Ss listen - Pause after each question for students to repeat 2.2 Listen and repeat the sentences - Ask Ss to Study the Do you know…? Box and then practice reading the exchanges - Ask Ss to read the exchanges Tell them that B’s responses are echo questions Elicit from Ss what echo questions are and what intonation pattern is usually used for them - Play the recording and let Ss listen to check the answers - Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any - Practice saying five exchanges including the phrases in again - Listen and repeat - Present in front of class C ACTIVITY 3: GRAMMAR (14ms) Aims of the Lesson content & techniques for activity organising students’ learning activities Aim at helping Perfect participles in clauses of time and Ss to understand reason the meaning of 1.1 Activity perfect - Ask Ss to read the Do you Know ? box and participles in focus on the form and use of perfect sentences and participles how to use them - Ask Ss to the task then compare the in clauses of time answer with their partner and reason as - Check as a class well as the use of perfect gerund to emphasize that an action had happened in the past, before the past action denoted by the Activity 2: Match the two parts to make main verb of the complete sentences sentence - Encourage Ss to look for clues in the two parts that can help them to the matching easily and quickly Grammatical clues can include pronoun agreement and verb tense Weaker Ss may also have difficulties with some words or phrases (identified, sparingly, make way for, attitude…) - Explain the meaning or provide the Vietnamese translation to save time for the activity - Ask Ss to work in pairs to match the two parts of each sentence - Check as a class Expected products & assessment of student work - Study the Do you know…? Box - These strucutres are use to combine two sentences into one Expected answer: Having planned After we have planned the content … The perfect participle is used in a clause of time to talk about an action that comes before another connected one Having treated Because/Since humans have treated the … The perfect participle is used to express a reason - Read each sentence carefully, paying attention to the clues - Do the activity in pairs * Expected answers * Expected answers e c a b g h f D - Study the Do you know…? Box Perfect gerunds - Ask Ss to study the Do know ? box Draw their attention to the use of perfect gerunds in these structures: (1) S + V + (O) + prep + having Vpp (2) S + V + having Vpp - Tell Ss that in may cases, the perfect gerund is optional since it often obvious from the context which action takes place firrst, so the simple gerund can be used as well Activity 3: Rewrite the sentences, using the Perfect gerunds - Ask Ss to underline the verbs in the second sentences that will be used as the main verbs or verb phrases in the combined sentences - Ask Ss to work individually first, then in groups and check their answers - Check the answers with the whole class - Work individually first, then in groups and check their answers Suggested answers: 1.The students in group 11G were praised for having planted the most trees in the schoolyard in the Tree Planting Competition The police suspected Mike of having cut down the oldest tree in the park He denied having dumped lots of rubbish onto the beach Thank you for having saved the lives of hundreds of wild animals They regretted having hunted and killed many wild animals The factory was heavily fined for having dumped tons of toxic waste into the river Denis was rewarded for having taken an active part in the Green Summer activities D ACTIVITY 4: CONSOLIDATION (4ms) Lesson content & techniques Expected products & Aims of the activity for organising students’ assessment of student work learning activities - The aim of this activity is to Repeat the main points: help Ss to consolidate what - Elicit from Ss what they have - The grammar they have learnt leant and briefly consolidate the - Some new words lesson E HOMEWORK (1 m) - Ask Ss to all the exercises in Work book prepare for the next lesson Period 57 UNIT 6: ENDANGERED SPECIES LESSON 3: READING I Objectives: Knowledge: - General knowledge: Ss will be able read and understand a passage about causes and impacts of global warming on humans - Language: Ss can revise lexical items related to the topic 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 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Handouts, textbook, pieces of papers, lesson plan and cassette IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY 1: WARM-UP (4 ms) Aims of the activity Lead in the topic of the lesson “ Global warming is real” Lesson content & techniques for organising students’ learning activities Expected products & assessment of student work - Let Ss watch a video clip about the effects - Watch a video clip and list the effect of global warming of global warming and ask Ss to list - Lead in the lesson B ACTIVITY 2: PRE- READING (5 ms) Aims of the activity Focus Ss’ attention on the reading topic and activate Ss' knowledge about global warming Lesson content & techniques for organising students’ learning activities Discuss in pairs - Work with a partner and guess what problems are described in the pictures - Have Ss work in pairs, discuss the problems depicted in the pictures and answer the questions - Invite some pairs to present their answers to the class Don’t correct Ss’ mistakes at this stage of the lesson Just praise them for expressing the ideas and lead to the topic of the reading Expected products & assessment of student work - Present their answers with their class * Expected answers - pollution - forest destruction C ACTIVITY 3: WHILE- READING (25 ms) Aims of the Lesson content & techniques for Expected products & assessment of activity organising students’ learning activities student work Reading for 3.1 Read the text and select the general idea statement that expresses main idea - Read the text and give out the answer ( Skimming skill) Provides Ss with an opportunity to practise reading for gist and summarising key ideas into a statement Focus on the skill of guessing words in context - Let Ss read the three heading a, b, c d first and make sure they understand all of them - Ask Ss to read through the text once without stopping at the words that they don't know the meaning - Ask them to work in pairs to decide on the best title for the text that gives the general idea of the whole text - Help them eliminate the choice that is only one aspect of the text - Call S1 to give the answer in front of class - Check the answer with the whole class 3.2 Match the words with their meanings - Ask Ss to read the words in the lefthand column and find them in the context - Encourage Ss to use contextual clues to guess the general meaning of the words and then read the definition provided in the right column and match them - Ask Ss to the task then compare the answer with their partner 3.3 Answer the questions - Put Ss in groups of 3, ask them to read the questions first to make sure they understand them by asking them to underline key words - Let Ss read the text again and locate the parts of the text where they can get the answers - Ask Ss to compare their answer with other groups - Call some Ss to give the answers in front of class - Check as a class - Compare their answers with a partner * Expected answer: C The best title of the text is "Global warming is mainly caused by humans and has negative impacts on people’s lives" - Read the text - Give the answer - Guess the meaning of these phrases from the context - Use a dictionary if they cannot figure out the meanings - Write the meanings in the table - Compare their answer with other groups * Expected answers G F D E B A C * Expected answers 1.We are responsible It releases a large amount of carbon dioxide into the atmosphere Deforestation disrupts the process of absorbing and capturing C02 from the atmosphere They could lose their home They can reduce crop harvest globally Because human beings cannot exist without species diversity on earth D POST- READING (8 ms) Aims of the activity Give Ss an opportunity to express their own ideas about what they have learnt in the text and encourge them to think Lesson content & techniques for organising students’ learning activities * Discussion: - Have Ss work in pairs to discuss the questions Which of the effects of GW you think is the most serious? Expected products & assessment of student work - Work in pairs - Some pairs present in front of class - The other students ask further further about the content of the What you think we should questions for their partner to reduce the risks caused by GW? text - Walk round to monitor the class and offer help if necessary - Ask some pairs to present their answers in front of the class - Encourage other Ss to ask further questions or give feedback Given the aim of the post-reading activity, not interrupt or stop Ss in order to correct them, but just offer encouragement and praise those who have original ideas D ACTIVITY 4: CONSOLIDATION (2 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work Consolidate some - Ask Ss to summarize some main ideas of main points of the text Three Ss present in front of class three people’s opinions E HOMEWORK (1 ms) - Ask Ss to read the passage again to have deeper understanding about it - Ask Ss to learn new words and structures by heart and prepare for Speaking lesson Period 58 Unit 6: ENDANGERED SPECIES LESSON 4: SPEAKING I Objectives: Knowledge: By the end of the lesson Ss can: - To provide learners some vocabulary related to the topic of global warming - To instruct learners how to express opinions, agreements or disagreements about solutions to global warming 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 - Students know more about global warming and propose some ways/solutions to reduce the effects of global warming Competency: - Develop collaborative, problem-solving and communicative competences II Methods: - Integrated and mainly communicative III Teaching Aids: - Board, chalk, textbook, CD (or smart phones connected with bluetooth speakers) IV Anticipated Problems: Some students may lack vocabulary and structures to speak the topic V Procedures: A ACTIVITY 1: WARM-UP (6 ms) The aim of the activity to introduce the topic of the speaking lesson: ACTIVITIES TO HELP TO REDUCE GLOBAL WARMING Lesson content & techniques for organizing students’ learning activities Warm-up - Watch a video clip about global warming and its effect - Lead-in: Should we something to help to reduce the effects of global warming? Can you suggest some ways/solutions? Expected products & assessment of students’ work Suggested answers: - droughts - floods - famine - water shortage - ice melting - forest fire -+ The answers vary B ACTIVITY 2: TASK (8 ms) The aim of the activity Focus on preparing Ss for achieving the final objective of the speaking lesson Lesson content & techniques for organizing students’ learning activities - Ask Ss to read the activity carefully and explains new words if any - Ask Ss to work in pairs, the exercise - Encourage Ss to explain their choice - Ask Ss to work by themselves, the task then share their answer with their partner Possible new words: Reuse Recycle LED light bulb unplug - Help Ss to pronounce the words and phrases Make sure they all say the sentences 10 Expected products & assessment of students’ work - work by themselves, the task then share their answer with their partner Suggested answers: 1, 2, 4, 5, - Ss practice saying the whole sentences: Reducing the use of paper products helps to reduce global warming 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 D ACTIVITY 4: (10 ms) Lesson content & The aim of techniques for Expected products & the activity organizing students’ assessment of students’ work learning activities Task 3: Use the Suggested answer information below to - I am Laura I am now 17 years old When I was at the age of 15 I started write a similar story - Set time limit for them getting acne to write the first draft of My face looked terrible and I always felt depressed and insecure about their essays - Have Ss exchange their appearance Then I came to see one of my best friends, who always gave me drafts in pairs or groups good advice and asked her for advice for peer review She told me that I should wash my face Encourage them to several times a day and try different anticomment on the content acne products, squeeze pimples often to correct Ss’ and structure, on clarity But this way doesn't help a lot The of expression, grammar result of that was 60% of my face was mistakes and spelling Add any covered with acne and elicit additional feedback, if I found a website advertising an effective written way to remove acne, and they advised necessary comments - Have Ss revise their me to see Dr Kangnam Dr Kangnam drafts based on their gave me a detailed plan to remove acne partners’ comments and on my face First, he advised me to wash my face only twice a day because your feedback - Collect Ss’ essay for washing face too often may cause skin irritation Second, I have to take checking or marking prescription medicine Third, I had to follow a healthy diet Dr Kangnam also advised me not to stay up late After six months acne clears up And now I feel very happy and confident 120 E CONSOLIDATION (2 ms) Lesson content & techniques The aim of for organizing students’ the activity learning activities to help - Ask Ss to retell what they’ve students learnt revise what they have learnt Expected products & assessment of students’ work - Repeat the main points of the lesson F HOMEWORK ( 1m) - Write the report again Period 97 Unit 10: HEALTHY LIFESTYLE AND LONGEVITY LESSON 7: COMMUNICATION AND CULTURE IV Objectives: 1.Knowledge: - To provide learners some communication samples, cultural items 2.Skills: - To develop communication skills and cultural understanding - To help Ss develop the skill of working in pairs and groups, expressing their opinions about how to keep fit - Improve listening, speaking and reading skills 3.Attitudes: - To encourage Ss to work harder, to provide Ss some motivation - be responsible for increasing life expectancy .4 Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Posters, CD IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure D START/ Aims of the activity LEAD IN WARM UP ACTIVITY (4 ms) Lesson content & techniques for organising students’ learning activities Warm-up (4 mn) - Write the heading on the board - Ask Ss to work in pairs and answer these questions: -Name some principles of staying healthy 121 Expected products & assessment of student work Suggested answers: Four principles -Receiving stress -Eating healthy food -Exercising regularly -Trying natural remedies - Name some types of physical activities - Elicit answers from Ss and write the key words of the answers on the board - Ask Ss to look at the picture and guess what the people are doing - Lead to the lesson B: ACTIVITY 1: TASK (8 ms) Lesson content & Aims of techniques for the organising students’ activity learning activities and taking prescription medicine if people feel unwell Types of typical activities: - Fitness walking - Aerobic exercise - Yoga - Swimming Expected products & assessment of student work - Work in groups presentation Provide further listening practice and make - Listen and take notes of the key words that reflect the speakers’ opinions - Listen and focus on each speaker’s reason and take notes - Compare their answers with a partner Expected answer: five (5) 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 - Ask Ss to work with a a Relieving stress partner and compare their Reason: … you let your mind answers relax - Check answer as a class b Staying healthy and living longer Reason: … may weaken your immune system Communication: Task 1: Listen to Phong’s talk about meditation Complete the notes below - Play the recording for Ss to focus on each speaker’s reason and take notes - 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 C: ACTIVITY 2: TASK (10 ms) Lesson content & techniques Expected products & Aims of the for organising students’ assessment of student activity learning activities work Further Task 2: Discuss the question Expected answer: 122 speaking practice on the topic 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 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 D: ACTIVITY 3: CULTURE - TASK 1- (8 ms) Expected products & assessment of student work - Discuss the question in II Culture: pairs Activity 1: Decide whether - Guess the answer the following statements are T, F or NG Provide Ss with - Ask Ss to read the text again to decide whether the statements interesting - Report their opinions to information are true, false or not given about what - Encourage Ss to work out the the class meditation is meaning of each new word from * Expected answers the contextual clues in the text F NG - Explain any unfamiliar words or T F expressions, if necessary T NG NG Aims of the activity Lesson content & techniques for organising students’ learning activities E: ACTIVITY 4: CULTURE - TASK (10 ms) Aims of the activity Provide an opportunity for Ss to relate the text content to the situation Lesson content & techniques for organising students’ learning activities 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 123 Expected products & assessment of student work * Suggested answers 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 heard about it, encourage them for promoting a healthy lifestyle to make some predictions and nutrition, winning the support of the local residents and local government products is banned F: ACTIVITY 5: CONSOLIDATION (3ms) Lesson content & Expected products & techniques for Aims of the activity assessment of organising students’ student work learning activities - The aim of this - Elicit from Ss what Repeat the main activity is to help Ss to they have leant and points: - The content of Repeat what they have briefly consolidate the the conversation learnt lesson - The grammar - Some new words HOMEWORK ( 2ms) - Ask Ss to complete their work at home and prepare for the next lesson Period 98 UNIT 10: HEALTHY LIFESTYLE AND LONGEVITY LESSON 8: LOOKING BACK AND PROJECT I Objectives Knowledge: By the end of the lesson Ss can - revise all languages points covered in this unit - identify and use appropriate intonation on statements and questions expressing invitations, suggestions, polite requests, uncertainly and surprise - use the words and phrases related to healthy lifestyle and longevity - use the reported speech with conditionals, to-infinitives and gerunds Skills: Revising, making presentation Attitudes: Being aware of the importance staying healthy Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Pictures, projector IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A START/ WARM UP ACTIVITY (3 ms) Aims of the Lesson content & techniques activity for organising students’ 124 Expected products & assessment of student learning activities LEAD IN Let SS list all language points covered in Unit 10 Check as the whole class Lead in the lesson work List all language points covered in Unit 10 Suggested answer: intonation on statements and questions expressing invitations, suggestions, polite requests, uncertainly and surprise - use the words and phrases related to healthy lifestyle and longevity - use the reported speech with conditionals, toinfinitives and gerunds B ACTIVITY 1: TASK 1- PRONUNCIATION (5 ms) Lesson content & techniques Expected products & Aims of the for organising students’ assessment of student activity learning activities work I Pronunciation: Activity 1: Listen and mark (fall-rise intonation) in the following conversation - Ask Ss to listen to the Review Listen the the recording and mark the pronunciatio exchanges Check their answers intonation patterns on the n questions using a downward upward arrow on each choice - Have Ss compare their answers in pairs or groups - Check Ss’ answer as a class C ACTIVITY 2: TASK 2- PRONUNCIATION (5’ ms) Lesson content & techniques Expected products & Aims of the for organising students’ assessment of student activity learning activities work Review Activity 2: Listen again Then Listen the the recording pronunciatio practice the conversation Check their answers n: fall-rise with a partner Try to use the intonation appropriate fall-rise Work in pairs to practice intonation the exchanges - Play the recording again and ask Ss to listen and read along 125 - 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 D ACTIVITY 3: VOCABULARY (7 ms) Lesson content & techniques Aims of the for organising students’ activity learning activities V Vocabulary: Activity 1: Complete the sentences with the correct Review the form of the words or phrases in the box word formation of - Ask Ss to write the word in each the key sentence - Let them compare their answers vocabulary in pairs or groups frequently used in the - Check Ss’ answers as a class and give further explanation, if unit necessary Expected products & assessment of student work Expected answers boost life expectancy immune system remedies nutritious dietary are attributed to prescription E ACTIVITY 4: TASK 1- GRAMMAR (5 ms) Lesson content & Aims of the techniques for Expected products & activity organising students’ assessment of student work learning activities Help SS Grammar: Expected answers: review the Activity 1: Report each The teacher told Tuan and verb forms statement Make all Phong not to talk in class and usage of necessary changes The doctor said to Mr White the reported Ask Ss to work that if he eats/ate lots of fatty speech with individually, and then food, he will/would increase his to-infinitives compare their answers in chances of developing heart and gerunds pairs or groups diseases and provide - Check Ss’ answers as a Nam’s yoga instructor asked opportunitie class and give further him to close his eyes, breathe s to use the explanations, if necessary slowly and deeply, and not to tense in think about his problems speaking The patient admitted not practise following his doctor’s advice Ha’s friend suggested 126 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 F ACTIVITY 5: TASK 2- GRAMMAR (5 ms) Lesson content & Aims of the techniques for Expected products & activity organising students’ assessment of student work learning activities Rewrite the sentences individually Expected answers: Activity 2: Read the My father said that if I want to conversation Imagine be stress-free, I need to balance that Nga talks to a study and leisure friend the next day, He told (advised) me to draw telling him/her what up a revision timetable with time her father had said for other activities Review the He said that if I worked too - Let Ss work individually, reported hard, I wouldn’t feel hungry and then compare their speech with He told/asked/advised me not answers in pairs or conditionals, to study continuously for long groups hours, but to take a five-minute - Ask individual Ss to break every hour write their sentences on Then he advised/told/asked me the board to some workout or take a - Check Ss’ answers as a walk in the park before mealtime class Finally, he said that if I need more help, I can just ask him G ACTIVITY 6: PROJECT (12 ms) Lesson content & techniques Aims of the for organising students’ activity learning activities Further Work in groups Look for explore the information about one of the topic in a longevity hot spots and collaborative prepare presentation to way deliver to the class ( Ss prepare in advance at home one week ago) - Ask Ss to report in front of the 127 Expected products & assessment of student work - Introduce their poster, present the features of the hot spots they have chosen, and explain why and how it should be protected - Vote for the best poster and presentation class - Give feedback Presentation - Have each group introduce their poster, present the features of the hot spots they have chosen, and explain why and how it should be chosen - Encourage the rest of the class to ask questions and give feedbacks about the poster and the comment of the presentation - Have the class vote for the best poster and presentation H: ACTIVITY 7: CONSOLIDATION (2ms) Lesson content & techniques for Aims of the activity organising students’ learning activities - The aim of this - Elicit from Ss what activity is to help Ss to they have leant and Repeat what they have briefly consolidate the learnt lesson Expected products & assessment of student work Repeat the main points: -Vocab+ grammar+ pronunciation HOMEWORK ( 1m) - Ask Ss to complete their work at home and prepare for the next lesson Period 99 REVIEW Lesson 1: Language I Objectives: Knowledge: - To help students revise the language they have learned in units 9, 10 This section is used as a selfassessment test or revision - To give them a chance to practice on those language items - For language: words related to cities in the future and healthy lifestyles and longevity - For grammar: question tags, conditional sentences type and reported speech with conditionals, infinitives and gerunds Skills: - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups 128 Attitudes: - To encourage Ss to work harder - To provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: Board, chalk, textbook, CD IV Procedure A START/ WARM UP ACTIVITY (3 ms) Aims of the Lesson content & techniques for Expected products & assessment of activity organising students’ learning activities student work To help Ss revise - Ask Ss to recall all the language items they Suggested answers the language they have learnt in Unit 9, 10 - Vocabulary related to cities in the have learnt in future and healthy lifestyles and Unit and 10 longevity - Pronunciation: Rising and falling intonation - For grammar: question tags, conditional sentences type and reported speech with conditionals, infinitives and gerunds B: ACTIVITY 1: VOCABULARY (10 ms) Aims of the activity Focus on the use of words they have learnt in the units, especially the use of prefixes anti/ free Lesson content & techniques for organising students’ learning activities 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 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 and ask the class if they agree or not, then confirm the correct one Expected products & assessment of student work Do as appointed Suggested answer: infrastructure sustainable renewable overcrowded inhabitants Do as appointed Suggested answer: meditation cholesterol – free anti – acne ageing expectancy C: ACTIVITY 2: PRONUNCIATION (5 ms) Aims of the activity Focus on the intonation patterns of the sentences Lesson content & techniques for organising students’ learning activities Task 3: Listen and mark the intonation patterns of the questions - Play the recording - Ask Ss to listen and mark the intonation patterns of the sentences Then practice reading the sentences - Check as a class D: ACTIVITY 3: GRAMMAR (25 ms) 129 Expected products & assessment of student work * Do as appointed A falling B falling A falling B rising A rising B rising A rising B rising Aims of the activity Help Ss to revise the general rules for forming question tags Help Ss to revise the use of conditionals type and conditionals in reported speech Help Ss to review reported speech with To-V and Ving Lesson content & techniques for organising students’ learning activities 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 Expected products & assessment of student work Do as appointed Ss know how to form a qquestion tag Suggested 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 and ask individual Ss to explain the changes they have made to verb forms and pronouns Do as appointed Suggested 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 Do as appointed reported speech into direct speech Suggested answers: - Elicit the rules Ask Ss to this ‘Van, you should take a yoga class to activity individually, and then compare relieve stress,’ said the doctor their answers with a partner’s ‘Why don't you use the new high-speed - Write the correct answers on the board motorway?’ the travel agent suggested - Check as a class ‘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 E ACTIVITY 4: CONSOLIDATION (2ms) Lesson content & techniques Expected products & for organising students’ assessment of student work learning activities - The aim of this activity is to - Elicit from Ss what they have Repeat the main points: help Ss to repeat what they leant and briefly consolidate the - The grammartical points have learnt lesson - Some new words - Pronunciation Aims of the activity F HOMEWORK - Ask Ss to all the exercises in Work book prepare for the next lesson 130 131 Period 100 REVIEW Lesson 2: Skills V Objectives: Knowledge: - To help students revise the skills they have learned in units 9, 10 - To give them a chance to practice more with the four skills Skills: - To promote Ss to develop their skills and cultural understanding - To help Ss develop the skill of working in pairs and groups - Reading: Reading for general ideas and specific information - Speaking: talking about sustainable living - Listening: Listening for specific information - Writing: Write a short text about the reasons for over-exercising Attitudes: - To encourage Ss to work harder - To provide Ss some motivation Competency: Develop collaborative, problem-solving and communicative competences II Methods: Integrated and mainly communicative III Teaching Aids: CD, handouts IV Anticipated Problems: Some students may lack time to complete the tasks V Procedure A ACTIVITY 1: START/ WARM UP (3 ms) Aims of the Lesson content & techniques for Expected products & assessment activity organising students’ learning activities of student work Suggested answers To help Begin the review by asking Ss whether Ss revise the The city of the future they remember what they have learnt so far in theme they have Healthy lifestyle and longevity learnt in Unit 6,7 terms of themes Summarize Ss’ answers and add more information if necessary and B ACTIVITY 2: READING (7ms) Aims of the activity To focus on scanning for specific information Lesson content & techniques for organising students’ learning activities Task 1: Read the text about eco-city planning - Ask Ss to read the title and make guesses about the content of the text, first in pairs, then as a class Task 2: Read the text again and answer the questions - Have Ss skim the questions before reading the text - Give Ss enough time to read the text and scan it to answer the questions - Check as a class 132 Expected products & assessment of student work -Write the best predictions on the board - Read the text to check Do as appointed - Look at the questions quickly and underline key words which can help them to locate the specific information in the text - Read the text individually to find the information, them compare their answers in pairs or groups - Explain exactly which information from the text helped them to answer the questions Suggested answers: 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 creative ideas and solutions to environmental problems that can be applied to any city C ACTIVITY 3: SPEAKING (10 ms) Aims of the activity Lesson content & techniques for organising students’ learning activities Task Work in pairs Choose two ideas (or use your own ideas) and make a conversation about sustainable living - Work with a partner Read the suggested ideas on sustainable living and the example first, and then decide which two points they want to focus on Help Ss - Ask Ss to share their opinions with their to talk about partners sustainable - Answer these questions Discuss with a living partner - Encourage Ss to take notes or script their conversations - Have Ss practise their conversations until they are fluent and confident - Invite some pairs to role-play their conversation in front of the class Expected products & assessment of student work Do as appointed Suggested answer: 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 D ACTIVITY 4: LISTENING (10 ms) Aims of the activity To listen for specific information about the negative effects of overexercising Lesson content & techniques for organising students’ learning activities Task Listen to the recording about the negative effects of over-exercising Decide whether the following statements are T/ F - Ask Ss to look at the table and read the statements 1-5 - Play the recording once for Ss to listen and decide on the correct answer - Play the recording again, pausing at appropriate places and lightlighting the clues in the listening text so that Ss can check their answer - Ask some Ss to report their answers Correct any wrong ones - Alternatively, play the recording several times, pausing after sentences to check Ss’ comprehension 133 Expected products & assessment of student work Do as appointed Suggested answer: F T T T 10 F - If time allows, have Ss rewrite and correct the false sentences E ACTIVITY – WRITING (12 minutes) Aims of the activity To get prepared to write a letter for information about higher education Lesson content & techniques for organizing students’ learning activities Task 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 - Explain any words Ss may not know: lean, toned legs, waist, and make sure they understand the suggestions in the box - ask Ss to work in pairs or groups and discuss if they agree or disagree with the suggested reasons - Have Ss write their first draft, swap them with a partner for peer review and then write the final versions at home - Check as a class Expected products & assessment of student work Suggested answer: 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 selfdissatisfaction and fear of being overweight They may compare themselves with fashion models considered to be physically perfect They may worry about their waistlines not being thin enough or their bellies being too fat If you think 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 F ACTIVITY 4: CONSOLIDATION (2 ms) Aims of the Lesson content & techniques for Expected products & activity organising students’ learning activities assessment of student work - The aim of this Repeat the main points: activity is to - Elicit from Ss what they have leant and - The grammar help Ss to briefly consolidate the lesson - Some new words in the consolidate what diagrams they have learnt G HOMEWORK ( 1m) - Ask Ss to all the exercises in Work book prepare for the next lesson 134 ... research Have Ss to tell the teacher again about the project since last month Review present difference between usages of the present They have visited this college perfect and present perfect... as the sentences given - Have them write the sentences in the space provided - Check Ss’ answers Ask Ss to explain the differences between the sentence structures Expected products & assessment... been arriving since four o’clock The graduate students have all Rewrite the sentences, using the present arrived at the lecture hall perfect or present perfect continuous She has been doing her